ESL Exam Revision

Merrylands High School

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Paper 1

ESL ENGLISH

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Paper 1 Language Study within an Area of Study

Date: Monday October 15 Time: 1.50 – 3.30 PM

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Paper 1 Section I

ESL ENGLISH

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PERSONAL

CONTEXTS

CULTURAL HISTORICAL SOCIAL PEOPLE GROUPS COMMUNITIES

CONNECTIONS

THE LARGER PLACES WORLD

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EXPERIENCES ACCEPTANCE RELATIONSHIPS IDENTITY ATTITUDES MODIFIED OVER TIME UNDERSTANDING ENRICH COMMUNITY ENRICH GROUP CHALLENGE COMMUNITY BARRIERS THAT PREVENT BELONGING CHALLENGE GROUP CHOICES NOT TO BELONG

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Paper 1 Section I - the answer booklet

Identifies type of text Identifies stimulus text Identifies the length of your answer Identifies marks per question

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Paper 1 Section I – the stimulus texts Type of text

magazine article photograph advertisement book cover cartoon journal entry/ reflective memoir newspaper feature poem speech transcript webpage 6 5 2 2 4 2 2 2 2 2

Type of text

autobiographical extract extract non-fiction text extract of novel film review news report poster press release safety notice song lyric 1 1 1 1 1 1 1 1 1

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The types of questions

(the marks are in brackets)

one idea communicated (1) how communicated (2) two reasons (2) explain two ways a sense not belonging is communicated (4) two reasons for developing campaign (2) explain why (2) identify and explain effect of two persuasive techniques (4) why appropriate title (1) explain how changing sense of belonging two examples (4) meaning of quote (2) identify two other ideas about belonging (2) how visual features convey ideas about belonging (4) explain poet’s relation with natural world (2) how are language techniques used to express this relationship (4).

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The types of questions

(the marks are in brackets)

identify two ideas about belonging (2) according to writer of text how do young Australians benefit from being part of ‘tribal generation’ (2) how writer conveys attitude (4) how ideas about belonging represented in photo (4) explain metaphor (1) how language used to sustain metaphor compare ways language used in two texts to convey ideas about belonging (4)

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Comparing texts

• • read the limiting words ideas about belonging

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What you must do

relate effect of language feature to the text use correct terminology write appropriate length refer to the correct text and text type be concise explain don’t describe refer to the correct number of examples identify an aspect of belonging provide additional technique/effect when required be specific in the effect make required links e.g. idea in text and aspect of belonging, purpose and technique.

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Imaginative writing

(the last question in this section)

type of text audience purpose

marks 6-8

what to write about ideas from a text that relate to an aspect of belonging/not belonging

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The types of texts Type of text magazine article reflective journal entry/ diary entry creative writing (narrative?) description introduction to resource booklet letter o the editor speech transcript of interview transcript of radio announcement Audience Times used students self HSC students (implied) 1 1 year 7 students 1 1 2 2 1 1 1 PUBLIC SCHOOLS NSW – SOUTH WESTERN SYDNEY REGION WWW.SCHOOLS.NSW.EDU.AU

The question 2009 Describe a person, place or community that has given you a sense of belonging. Make connections with the ideas in at least one of the texts. (8)

• Criteria • effective description • communicate sense of belonging • connection between own experience and ideas in at least one text • sustain appropriate register •

Issues

•

analyse or summarise a text/texts

•

repeat information given in earlier responses

•

make superficial connection between ideas about belonging and personal experiences

•

make no reference to personal experience.

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The question 2010 Imagine a situation or event in which a person overcomes barriers which have prevented belonging.

Using ideas from at least ONE text compose a diary entry as this person.

Describe the person’s feelings and response to the situation in this diary entry. (6 marks)

• Criteria • effective diary entry • communicate a changed sense of belonging • • connects imagined experience with the ideas in at least one text sustains appropriate register •

Issues

•

rely on information in texts

•

do not communicate a changed sense of belonging

•

do not write in register of diary

•

do not describe the feelings of a person who has overcome a barrier.

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The question 2011 Write the transcript of a short announcement for a local radio that encourages listeners to participate in an event that will bring people and the community together.

Use ideas form at least one text in your announcement. (6)

• Criteria • ability to communicate benefit of community participation • connections between imagined experience and ideas in one text • sustains appropriate register • sustains appropriate form •

Issues

• • • •

rely on information in texts do not clearly communicate benefits of community participation analysis of texts copy large parts of texts.

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Paper 1 Section II

ESL ENGLISH

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Paper 1 Section II

•

20 marks

•

40 minutes

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•

The exam rubric

demonstrate understanding of the ways language shapes and expresses perceptions

Language

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Explore and examine

• interrelationships among texts

own text PUBLIC SCHOOLS NSW – SOUTH WESTERN SYDNEY REGION WWW.SCHOOLS.NSW.EDU.AU

EXPERIENCES ACCEPTANCE RELATIONSHIPS IDENTITY ATTITUDES MODIFIED OVER TIME UNDERSTANDING ENRICH COMMUNITY ENRICH GROUP CHALLENGE COMMUNITY BARRIERS THAT PREVENT BELONGING CHALLENGE GROUP CHOICES NOT TO BELONG

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The question 2009 Relationships and experiences shape an individual’s sense of belonging.

To what extent do the texts that you have studied support this idea?

In your response, refer to your TWO prescribed texts and ONE text of your own choosing.

The link to the rubric

the influence of relationships and experiences on sense of not/belonging

The notes from the markers

• ability to explain how the sense of belonging is created in the texts • need to assess the extent to which texts support the idea • if poetry is prescribed must refer to more than one poem • suitability of related text.

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The question 2010 You have been asked to give a speech to your class on the following topic: ‘Acceptance and understanding are necessary for a sense of belonging.’ Write the script of your speech. In your speech, refer to your TWO prescribed texts and ONE text of your own choosing.

The link to the rubric

the aspects of acceptance and understanding are linked to the concept of belonging

The notes from the markers

• writing in the mode of speaking a speech • speech form limited to introduction and conclusion remainder in essay form • discussion of the concept of belonging is general and not related to texts or question • selection of a few key extracts from the texts rather than an in-depth discussion • don’t write about personal experience as a related text • use the words from the question not synonyms.

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The question 2012 ‘A sense of belonging comes from having connections with people and places.’ Compare how the texts you have studied convey this idea.

In your response, refer to your TWO prescribed texts and ONE text of your own choosing.

The link to the rubric

link concept of belonging to aspects of connections with people and places

The notes from the markers

• comparison of texts studied • comparison of texts implied rather than explained and explicit • general discussion of belonging • focus on either people or places instead of on both • use synonyms for the words in the question instead of the question wording • selection of a few key extracts from the texts rather than an in-depth discussion.

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ESL ENGLISH

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Paper 2

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Paper 2 Modules

Wednesday 17 October 3.25 -4.30 PM It is very important to write the correct question number on your cover sheet!

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Paper 2

Module A Elective 2

Question 2 PUBLIC SCHOOLS NSW – SOUTH WESTERN SYDNEY REGION WWW.SCHOOLS.NSW.EDU.AU

What will you do with the texts?

Explore Examine

Analyse

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What will you analyse?

Textual forms Language modes Media

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How will you compose?

Purpose Audience Form

Your response

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Australian visions

• explore the ways in which language is used to

represent visions

in texts • consider the

different types of visions

evident in texts • consider how the

creation of a distinctly Australian vision, or visions

•

affects interpretation

•

shapes meaning

• examine one prescribed text, in addition to other texts and examples drawn from their own experience.

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Visions Distinctly Australian visions

How have these been represented through language? textual forms language modes How do they affect our interpretation?

our perceptions of and relationships with others and the world

Shape meaning

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Visions

predict ideas images visualise Visions concept

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percept ions beliefs views

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• •

Visions

represent the social and historical context in which they are formed AND can change over time • • can reflect reality BUT can be aspirational.

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Strictly Ballroom

From image to vision

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Images

• • • what is being described what is happening on the surface level, in each of the scenes, Luhrmann describes what he wants us to see or depicts some action • we have to look deeper into the film to discover what this tells us about: • our perceptions of others (people living in Australia) • our perceptions of the world (Australia).

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How do we move from an image to a vision?

Values Visions

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Australian values

Some values survive because they are embedded within Australian customs, language and ways of speaking, and iconic symbols: – socio-economic egalitarianism – mateship – a fair go – the underdog – the battler – volunteering.

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• • •

Other values in Strictly Ballroom

respect for and appreciation of a multicultural Australia the concept that sustained effort will help you to achieve your goal standing up for what you think is right (your beliefs).

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A focus on the themes

• • • • the film presents a variety of visions these are presented through: – language features – textual features (film and those specific to the text you have chosen) each of the texts can be aligned with one or more of the ‘Australian values’ the visions presented may change over time.

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Values in the text of my choice

Consider the following: 1. What values are evident in the text I have chosen?

2. Do they reflect the same values in my prescribed text?

3. If so, what do they add to my understanding of these values?

4. What visions are communicated?

5. How have my understanding and perceptions been amplified?

6. How will I communicate this?

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How is meaning made?

(how are visions constructed?) LANGUAGE AND TEXTUAL FEATURES !!!

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The language of film

mise-en -scene

• What you can see in a screen shot, who what and where, position, expression, appearance, costume, make-up, scenery, props, lighting, sound. What effects are created? How have they been created? Why have they been created in this way? ( character, theme, mood)

editing

• The cutting and joining lengths of film to place separate shots together. Think about how this is used in the sequence of the film when the girls are taken from their family.

shot types

• A single take. Establishing shot (long shot), mid-shot, close-up, subjective point of view shot (eye-line shot)

camera angle

• Eye-line, match, high, low, tilt. What meaning do they convey?

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The language of film

camera movement •Creates significant meaning. Zoom to face – create emotion. Pan – create sense of space. POV tracking – tension and involvement makes the viewer feel part of the action lighting sound •Creates atmosphere and mood. High-key is harsh. Soft-key warm feelings, Available light suggests natural light. Spotlighting picks a character out of the group. full-face lighting suggests honesty and trust. Shadows suggest dishonesty and evil.

•What is the effect of added sounds and sound that are part of the world of the film?

narrative •The story and its structure. We want a story to begin with a sense of equilibrium and that everything is ok,. This is disrupted before a new sense of equilibrium can be found.

•The film creates a sense of realism and convinces us that it mimics real life.

realism

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• • • • • •

Language and textual features

it is not enough to have a list of textual features that you can identify in your text examples chosen must illustrate the point that you are making in your answer the effect is more than attract the reader’s attention – be specific analyse the language features of your quote in detail relate your analysis to the Australian values you have identified explain what understanding this gives us of our relationships with and understanding of others and the world.

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What is happening?

What is being described?

What is valued?

Language & Techniques

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Australian

Vision

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VISION

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Language structures and features in the text of my choice

Consider the following: 1. What language structures and features are evident in the text I have chosen?

2. How do they complement those in my prescribed text?

3. What do they add to my understanding of how meaning is made?

4. What effect do they have on the creation of an Australian vision?

5. How will I communicate this?

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Notes from the marking centre

• • • • • • have a clear thesis in your introduction read the question carefully – is a related text required?

have a thorough knowledge of your prescribed text and choose the most suitable examples to illustrate the range of visions in the text integrate your analysis of textual features relate analysis to the question maintain a formal register.

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Notes from the marking centre

• • • • explain how the visions in you text reflect the beliefs, values and attitudes of individuals or groups within Australian society you answer must include more than – a recount of the texts – a list techniques explore how a range of visions are expressed through film techniques show an awareness of the social and historical context and project to present time.

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Notes from the marking centre

• • • refer to a range of scenes contrast alternative visions focus on the big picture visions.

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ESL ENGLISH

The listening exam

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The listening exam

Wednesday 17 October 4.40 – 5.10

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Context Language features

Listening paper

Features of voice PUBLIC SCHOOLS NSW – SOUTH WESTERN SYDNEY REGION Features of text Instructions Questions WWW.SCHOOLS.NSW.EDU.AU

The paper

 Wednesday October 17 - 4:40 PM (after Modules 3:25- 4:30 PM)  Working time 30 minutes including listening time  while the questions are being read do

NOT

write  you usually have about 11 minutes to write answers to the questions  a warning is sounded when you have TWO minutes left.

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Reading the questions

   read the questions carefully the questions will guide your listening identify the

task



identify



explain



describe



analyse



list

 words

evaluate effectiveness



compare



how



why PUBLIC SCHOOLS NSW

Fairfield High School LISTENING

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Reading the questions

Note the limiting words • TWO • ONE • purpose • positive • techniques • reason • engage the audience • effective • feelings • mood • tone • music • sound effects • structure • voice • language  identify the specific information you need e.g. will you need direct quotes?

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The context

 the first statement you hear is the

context

the text and the

speakers

of

Year

2004 2005 2006

Text

Short story Author reading extract from book Interview radio program (interviewer and interviewee) 2007 2008 2009 2010 2011 Excerpt from radio program (presenter talks to 3 women and 2 scientists) Excerpt from radio program (two presenters review films) Radio program (presenter and interviewees) Speech (recorded from You Tube) Radio program (presenter and interviewees)

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The instructions

  read the questions and pay attention to the key words  before you hear the recording you will have

TWO

minutes to read the questions listen to the recording and follow the questions  you MAY make notes as you listen (BUT it is a good idea to listen closely to the recording before you make notes)  any notes you write in the Candidate’s Notes spaces will

NOT

be marked.

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The instructions

 you will hear the recording for the first time –

listen carefully paying attention to the structure, features of text and language features

 you will hear the questions  

think about the information you have what further information will you need to focus on?

 you will hear the recording for a second time  make notes as you listen

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The questions

the key words in each question – analyse,

describe, explain, identify, features, techniques

 be aware of the relationship between the

demands

the question, the

length

of the response and that

marks

time of allocated – a 4 mark question will require more   address all parts of each question if the question is divided into two parts, make sure that you write your answer in the appropriate space  if you are asked to provide TWO reasons, make sure you provide

different

reasons and do not simply restate or explain ONE reason.

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The questions

   don’t use quotes instead of explaining how or why – sometimes a paraphrase shows more understanding  be

concise

in your answer – do not retell/recount, get

to the point quickly

remember that the text will give you clues if you are asked what a metaphor means  2004 What does ‘rocketed to stardom’ mean?

 you must make program if the question asks you to infer 

links

between different parts of the 2003 bushfires + fireworks = danger you need to use and effect.

conjunctions

to demonstrate cause

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The questions

• • • if a question asks you to compare, two features need to be commented on – use the language of

comparison

in your answer explain a technique: – identify the technique – provide an example or quote – link to the purpose of the text a technique can be language, voice or textual – make sure that you can identify what technique you are being asked to comment on and choose appropriate examples.

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Features of text

 the types of text included: 

Interview

ABC radio JJJ  Part of a radio program – The Sports Factor includes

interviews

 Excerpt from radio program (includes talk back and

interview

) 

Short story

 Author reading

extract from book



Interview

radio program (interviewer and interviewee)  Excerpt from radio program (presenter, 3 women and 2 scientists

interview

)  Excerpt from radio program (

two presenters review films

)

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Radio program

 in analysing a radio program you can comment on:  sound effects  the use of music (structural/ mood)  if the location is incorporated into the program  the number of speakers  the relationship between speakers  if you are asked to explain the effect of a feature, make sure that you make your explanation

specific

to the text  generic answers tend to be awarded fewer marks  you may be asked to comment on the structure of the program – pay attention to the ‘markers’ e.g. the use of music to indicate breaks.

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The role of a presenter

• • • • • • • • introduce speakers set the context link the speakers and information provide background information about the topic provide additional information about the topic create cohesion in the program (make links) simplify (paraphrase) information presented by the speakers conclude the program.

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Features of voice

 Volume  Tone  Pitch  Inflections  Stress  Intonation  Rhythm  Pronunciation/ accent  Hesitations  Repetition  False starts  Pauses  Fillers (umm, er)  Words left out  Silences

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Fairfield High School LISTENING

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Examples of the effect of features of

Feature Effect

voice

Slow pace • Helps the listener to understand and follow the speaker Clear pronunciation • Helps the listener to understand and follow the speaker Low pitch (deep voice) • Gives the speaker authority • Shows the speaker’s maturity • Demonstrates the speaker’s confidence • Is pleasant to listen to Varied tone and volume Pause • Maintains the listener’s interest • Stresses the speaker’s main points • Gives the listener time to think and evaluate what the speaker is saying • Creates a relaxed atmosphere

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The relationship between speakers

            Who sets the topic?

What roles are adopted by the participants?

How are the questions/ statements/ exclamations distributed?

Who addresses whom?

Who speaks the most?

What type of turn-taking occurs? (Q&A, follow on) Are there any simultaneous utterances?

Is there any positivity/negativity?

Is there any degree of co-operation/conflict?

Is there any humour? What kind? What is the effect?

Are there any hidden messages?

What strategies signal the start and finish of the conversation?

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Language features

• Is it sufficient to identify the following features?

– Slang – Humour – Register (formal/informal continuum)

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Fairfield High School LISTENING

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Language features

 the relationship between language, word type and tone  what is ‘tone’?

   mood or feeling tone of voice the tone of voice may help you to identify the tone of the text  to describe a character or the personality of a speaker  use relevant adjectives  support with quotes from the text  support with language techniques  support with features of voice

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Fairfield High School LISTENING

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Language features

• • • a list of prepared language features/techniques that are not specific to the text will receive fewer marks relate the analysis of language features to the text and the speaker’s (composer’s) purpose and explain how some purposes you identify are easier to link to language features: – purpose: to inform – – language feature: use of first person pronoun link: the audience gains information from a personal recount.

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• • • • • • • • • •

A prepared list of language features

emotive persuasive modality first person second person positive negative descriptive factual biased

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Describe

 the language feature  the textual feature  the ‘voice’ feature

Quote Explain HOW

 communicates a feeling or attitude  engages the listener  achieves a purpose

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