Supporting

English and

Literacy

Information and

Activity Booklet

Assessment in English

GCSE English Language:

GCSE English Literature:

Paper 2: Modern texts and poetry

What’s assessed:

Modern Texts – ‘An Inspector Calls’ (drama)

Poetry – AQA Anthology ‘Poems Past and Present’

Unseen Poetry

How it’s assessed:

2 hour and 15 minute written exam

96 marks

60% of GCSE

Questions:

Section A Modern texts: students will answer ONE essay question from a choice of two

on ‘An Inspector Calls’.

Section B Poetry: students will answer one COMPARATIVE question on one named

poem AND one other poem from the anthology cluster they have studied.

Section C Unseen poetry: Students will answer one question on one unseen poem AND

one question COMPARING this poem with a second unseen poem.

Paper 1: Shakespeare and the 19th-century novel

What’s assessed:

Shakespeare – ‘Romeo and Juliet’

The 19th-century novel – ‘Jekyll and Hyde’

How it’s assessed:

I hour and 45 minute written exam

64 marks

40% of GCSE

Questions:

Section A Shakespeare: students will answer one question on ‘Romeo and Juliet’. They

will be required to write in detail about an extract of the play and then to write about

the play as a whole.

Section B The 19th-century novel: students will answer one question on ‘Dr Jekyll and

Mr Hyde’. They will be required to write in detail about an extract of the play and then

to write about the play as a whole.

Spelling Rules

1. The i before e Rule

Usually spell i before e (believe), but spell e before i after a c (receive) and when the letters are pronounced as a long /a/ sound (neighbor).

2. The Final y Rule

Keep the y when adding an ending if the word ends in a vowel, then a y (delay-delayed), or if the ending begins with an i (copy-copying). Change the y to i when adding an ending if the word ends in a consonant, then a y (pretty-

prettiest).

3. The Silent e Rule

Drop the e (have-having) at the end of a syllable if the ending begins with a vowel. Keep the e (close-closely) when the ending begins with a consonant, has a soft /c/ or /g/ sound, then an “ous” or “able” (peaceable, gorgeous), or if it ends in “ee”, “oe”, or “ye” (freedom, shoeing, eyeing).

4. The Double the Consonant Rule

Double the consonant, when adding on an ending (permitted), if all three of

these conditions are met: 1. the last syllable has the accent (per / mit) 2. the last syllable ends in a vowel, then a consonant (permit). 3. the ending you add begins with a vowel (ed).

5. The Ending “an” or “en” Rule

End a word with “ance”, “ancy”, or “ant” (vacancy, arrogance) if the root before has a hard /c/ or /g/ sound or if the root ends with “ear” or “ure” (clearance,

insurance). End a word with “ence”, “ency”, or “ent” if the root before has a soft /c/ or /g/ sound (magnificent, emergency), after “id” (residence), or if the root ends with “ere” (reverence).

6. The “able” or “ible” Rule

End a word with “able” if the root before has a hard /c/ or /g/ sound (despicable, navigable), after a complete root word (teachable), or after a silent e (likeable). End a word with “ible” if the root has a soft /c/ or /g/ sound (reducible, legible), after an “ss” (admissible), or after an incomplete root word (audible).

7. The Ending “ion” Rule

Spell “sion” (illusion) for the final zyun sound or the final shun sound (expulsion,

compassion) if after an l or s. Spell “cian” (musician) for a person and “tion” (condition) in most all other cases.

8. The Plurals Rule

Spell plural nouns with an s (dog-dogs), even those that end in y (day-days) or

those that end in a vowel, then an o (stereo-stereos). Spell “es” after the sounds of /s/, /x/, /z/, /ch/, or /sh/ (box-boxes) or after a consonant, then an o (potato-potatoes). Change the y to i and add “es” when the word ends in a

consonant, then a y (ferry-ferries). Change the “fe” or “lf” ending to “ves” (knife-knives, shelf-shelves).

Their is alot of mistakes in this text how many

can you find. Most of them are taken from

the work I of just marked. You know have an

oportunity to correct the mistakes I

reccomend that you take you’re time and do

be carefull. Your approaching the end of year

11 and its important that you dont make to

many mistakes. It would be trajic if you

messed up in the exam because you should of

payed more attension!

Let's eat, grandma.

Let's eat grandma.

A woman without her man is nothing.

A woman: without her, man is nothing.

I like cooking cats and dogs.

I like cooking, cats and dogs.

Punctuation changes meaning

PEE

Paragraphs should be organised into a PEE structure and linked by connectives.

Nouns

Words that identify a person, idea or thing.

woman, tree, love, city, computer

‘Naming’ words

Types of noun

Common: refers to things in general friendship, dog, night, road, education Proper: a specific person/place/thing Edinburgh, Asia, Clare, Tuesday, Big Ben Concrete: something that exists physically dog, road, Asia, Big Ben, computer Abstract: intangible idea love, friendship, education, time Collective: groups of people or things audience, team, family, class

Adjectives

Words that are used to modify nouns.

small, quick, annoying, beautiful

‘Modifying’ words

Using adjectives Placed before a noun: I have brown hair. It was an interesting book. Placed after a link verb: This cake is delicious. The snow feels cold.

Verbs

Words that express the actions of a

person or thing.

run, breathe, grow, have, be

‘Doing’ words

Using verbs to describe… Actions: She is laughing. Events: It rained for days. Situations: We had a lovely time. Change: Children grow up quickly.

Adverbs

Gives information about a verb,

adjective or another adverb.

clearly, soon, hopefully, there, really

Using adverbs to describe… How something happens: We watched the match hopefully. When something happens: The film will be starting soon. Where something happens: We will set up the stage over there.

Pronouns

Used in place of a noun that is already

known.

I, you, we, her, mine, them, ours

Types of pronoun Subjective: subjects of verbs I, you, we, he, she, it, they Objective: objects of verbs/prepositions me, you, us, him, her, it, them Possessive: refer to something owned mine, yours, hers, his, ours, theirs Reflexive: refer back to subject of clause myself, himself, herself, itself, ourselves, yourselves, themselves

Conjunctions

Used to connect phrases, clauses and sentences.

and, because, if, but, or, until

‘Joining’ words. Also called

‘connectives’

Using conjunctions Coordinating conjunctions: join items of equal importance You can have coffee or tea. Subordinating conjunctions: connect a subordinate clause to a main clause. I made a sandwich because I was hungry.

Finish labelling the following sentence:

I walked slowly to the shop to

buy some tea and milk.

Complete the passage with verbs from the box. Make sure the verb agrees (you may need to add –s) and use the correct tense (you may need to add –ed or -ing).

I ……………………….. out of the window this morning and ………………….. the postman …………………… up the drive. He …………………. and I ……………………. back. He …………………………. every morning. I ………………………. the post from the doorstep and …………………. a few letters. Bills again. It ………………….. like all we ever …………….. are bills.

pronoun

wave look wave collect see

get open walk seem wave

Language Devices Audit

Do you know the language devices? Tick those you do

and find about those you don’t.

• 1st, 2nd or 3rd person (narrative viewpoint)

• Directly addressing the reader (personal pronouns)

• Imperatives

• Rhetorical questions

• Register - Formal/Informal language

• Diction - Simple/Complex vocabulary

• Figurative Language & Imagery:

Similes/Metaphor/Personification etc.

• Word play & puns

• Alliteration

• Rhyme & Rhythm

• Anecdote & Allusion

• Slogan & Catchphrase

• Statistics & Facts

• Exaggeration & Hyperbole

• Repetition

• Humour

• Lists

• Emotive language

• Punctuation type

• Expert advice

• Short sentences

• Superlatives

• Adjectives and verbs

Use TiP ToP to add 4 paragraph breaks. Use the // symbol to add breaks.

To make the pastry, sift the flour, icing sugar and cocoa powder together in a bowl. Add the butter and rub together with your fingers until it matches the consistency of breadcrumbs. Add the egg yolks and mix with your fingers until it forms a soft paste. You may need to add a little iced water. You can do this in a food processor, pulsing the ingredients together if you prefer. Wrap the pastry in cling film and put in the fridge for at least 1 hr to rest. This can be made 2 days ahead. Take the pastry from the fridge and roll out on a lightly floured surface, to the thickness of a £1 coin. Use it to line a 23cm loose-based tart tin, making sure you work the pastry right into the crease and have it slightly overlapping the rim. Chill the pastry for 1 hr more. Heat the oven to 190C/170C fan/gas 5. Line the chilled tart base with baking parchment, then fill with baking beans or rice and bake for 20 mins. Remove the pastry from the oven, take out the baking beans and parchment, and cook for a further 15-20 mins or until the base is crisp. Leave to cool. Once cooled, use a sharp knife to trim the excess pastry to leave a smooth edge. Spread the caramel over the base of the tart and place the whole thing in the freezer for at least 1 hr.

Showing similarity or adding a point Showing a difference or an opposite point of view

additionally

also

as well

even

furthermore

in addition

moreover

not only

similarly

alternatively contrastingly

differs from however

in contrast nevertheless

on the contrary

on the other hand

whereas

Useful websites:

Youtube:

http://www.youtube.com/user/mrbruff/videos

GCSE Bitesize English Language:

http://www.bbc.co.uk/education/subjects/zr9d7ty

GCSE Bitesize English Literature:

http://www.bbc.co.uk/education/subjects/zckw2hv

Current Affairs

http://www.theguardian.com/uk

http://www.independent.co.uk/voices

Inspector Calls

https://www.youtube.com/watch?v=Vukp3EFVweQ

Romeo and Juliet

http://nfs.sparknotes.com/romeojuliet/

Jekyll and Hyde

Google “Jekyll and Hyde pdf” for full text

http://www.heart-england.co.uk/assets/documents/learningzone/year-11/english/Study_Guide.pdf

https://www.youtube.com/watch?v=1mQt5FreIiQ

19th Century Non-Fiction

http://www.bl.uk/learning/langlit/texts/context.html

There are also lots of useful podcasts on GCSE Pod.