Revising for English Language iGCSE

Can you demonstrate the skills necessary to succeed?

What are the grade boundaries for the extended paper?

A B C D EExpected

201633 31 29 26 24

May 2015 31 29 27 24 22November

201431 27 24 21 17

May 2014 29 27 24 21 18

Please note that these are just for the paper and not for the overall mark!

MAH November 2015

Overall Comments and reminders…o Remember your timings… and remember to give yourself time to read (there are 40 marks for

reading and 10 for writing)

o Answer the questions in the order suggested by your teacher (3 1 2)

o Your planning, finding and organisation of the information is just as important as the writing.

o Spend some time checking your work – don’t make silly mistakes.

o This is a skills based paper. That means that you should be using all the information and the guidance your teacher has given you on how to answer – don’t assume that you know better. If you decide that you know best, you won’t demonstrate the key skills to grab those marks.

LanguageAs you will have seen from the papers you have looked at, the language of the texts will be challenging – if only because it refers to different countries and different ways of life… it is an international GCSE after all!

This means that you need to be preparing yourself for the exam by expanding your vocabulary and getting used to coming across unfamiliar words. Remember: for questions 3 and 1 you will have to put key ideas into your own words to show understanding and expand on them.

Below are 30 words taken from the last few papers. How confident are you with the various meanings and associations of that word? A simple, and very worthwhile task, is to identify at least 4 synonyms for each of these, and become comfortable using them.

Note: remember that the meaning of a word will vary depending on the context of the phrase!

Word Synonym Word Synonym Word SynonymsSwarmed Uproarious Spectral

Obedient Culprit Manifestation

Inhabitant Tyrannical Secreted

Vicious Impenetrable Sacred

Gaudy Haven Virtuous

Prosperity Raucous Torturous

Weather-beaten

hauled ominous

Titanic (adjective)

camouflaged Ambiguous

Noxious Mournful Mauled

Sceptical Super Challenge (To help with Question Two)Look back through… Can you group them into the three papers? What is the overall feeling created in the reader by these word choices?

Question Three:This is divided into two parts, and has its own source. You should spend approximately 45 minutes on this (at least 20 of which should be reading!)

Question 3aThis is asking you to create a list of relevant items in response to a question. It will be trickier than it looks… it may be opposite of what an article is about or there may be other information in there which you will need to ignore. Your job is to find the relevant, accurate information.

Look at the Question below (it is from your Summer Mock, and the paper is available here if you want to have a second go: http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-english-first-language-uk-0522/past-papers/

It is annotated with some key ideas…

So how do I approach this?

What has the examiner got to say?

Careful with details to make sure they are accurate

Know when to stop! Additional incorrect information means no point… so make sure it’s concise!

Focus on all aspects of the question (they call them strands) to make sure you get your marks

Tip: Start each point with a key verb from the question e.g. “People don’t believe because.”

Make sure if you are rewording that it still makes sense.

Question 3b

So, you’ve spent all that time on 3a… that means 3b should be easy! You’ve done the hard work.

3b is the summary task and is only worth 5 marks, so make sure you remember this.

It is marked only for writing, so you must make sure that you full stops, capital letters and homophones are accurate to be able to get above 2 marks… regardless of how good the vocabulary actually is!

It should be concise, focused and include all fifteen of your original points.

So how do I approach this?

Read the Question and Highlight the key

terms.

Read the source and pick out relevant

points

Read back through the source and number

your points... pick the best 15. Have you

missed one?

Write each one up on its own line, aiming to be as accurate and

concise as possible

1. Go back to your summary. Look at the points. You should be able to put them into three or four linked groups. What connects the points?

2. On your answer paper, write the links in one or two words next to the question, and then number each point according to which of the groups it falls into.

Each of these will form a short, well structured paragraph. If you are struggling… look at the question. Use its divisions to help you.

3. Now use the question to help you write it up. E.g. A lot of people do not believe in unicorns because there is no scientific evidence to support

it.

4. Remember when you are writing up each paragraph to link the ideas using interesting conjunctions to ensure that it is not list like. Aim to put them into your own words as far as possible, but don’t add extra information. It’s not a story!

Also, people confuse yetis with real animals, like dogs, or monkeys. It may look like a bear, with all the hair and the footprints and the growling so they have just been taken in, which is daft. It also might be that there is an animal in that place in the world which is not famous so they think it’s the yeti. It could just be a bear or an ape or even a cat that is shy and doesn’t want to face the world.

People shouldn’t believe in the existence of yetis because they have often been confused with real animals. The yeti may be nothing more than a simple bear or even a local animal that is not well known. Furthermore it may just be a legend which has exaggerated the appearance of apes long ago.

What has the examiner got to say?

Use your note taking time to make sure you’ve got the key ideas clearly and concisely.

No introduction or conclusion should be there!

Watch the length…

… and the punctuation

Imagine you were writing an entry for an Encyclopaedia. It should be clear, factual and impartial.

Going for the top marks? Consider your language choices and sentence structure (embedded clauses and commas)

Question 1So, now off to the start of the paper. Remember that you should give yourself time to read…plan…write so plan on spending about 45 minutes on this question.

It is worth 20 marks: 15 for reading, and 5 for writing.

I suggest that you spend about 20 minutes reading, picking out information, and deciding how to answer. You need to make sure that you get the details right, and know exactly what you are doing.

Again, the writing marks need interest and accuracy. The last five minutes should be reading over and checking your work. That gives you 20 minutes to write up and develop your ideas.

So how do I approach this?

1. Read the question, and identify the type, audience and purpose (as well as who you are!)

2. Note down any conventions you’ve got to remember (e.g. tone, layout, opening paragraph)

3. Read the article to give yourself a sense of what it’s about and circle any details (facts which won’t change e.g. names of places, people, things… you will need to link these in later)

4. Assign each bullet point a highlighter (if your teacher told you to use them!)

5. Read through the article at least twice looking for information for each bullet point (remember that there is always more for bullet one which is obvious… you will have to imply and read between the lines for the third bullet point.

There will be approximately 7-8 things per point… so keep digging!

6. On your answer paper, draw a small table and label each column with the key words from the bullet points. Now write down the points you have found in your own words. You should aim for 5-6 for each one!

7. Write it up! Develop your description using the details and interesting vocabulary and punctuation. You need to make sure that you are developing the detail of each idea and including a judgement (what would your character think of this and why).

8. Read at the end and tick off your points – Have you included them all? Have you put them in your own words? Have you included details to develop them and show your judgement of them? Have you added interest and built on the ideas? Have you accurately punctuated your work?

Key thoughts:

Beliefs Memories and experiences

Opinions and predictions for future

If you must use a quote from the extract, make it short!

Pay equal attention to all three bullet points

Only develop points related to the bullet points.

What has the examiner got to say?

Change the language of the original, whilst

keeping the meaning for the higher marks!

Use language appropriate for your

form.

Make sure the sequence of your

answer makes sense.

Make sure that you use a range of vocabulary and punctuation for

effect to achieve more than band 3

Take a clear narrative stance (don’t just retell)

Question 2On to the last one! This question is marked only for reading. It should take you 30 minutes. 10 minutes reading and sorting your phrases out. 20 minutes writing them up.

The main focus, as you are aware, is that the focus is on the writer’s purpose and the effect on the reader. This means talking about the images created, not the techniques used or a PQC/PEE approach.

So how do I approach this?

1. Read the instruction and find the focus of the question… and then find the first paragraph in the text.

Words to use to explain:suggests…

creates the image of…Evokes a mood/feeling of…

Signifies… Depicts….

Reinforces… shows…

reminds the reader of… implies… infers…

indicates…

2. Read through this paragraph and pick out four phrases or words (they do not need to be long… but they do need to make sense). Powerful and interesting is key here!

3. Next to the paragraph write one or two words summing up what the overall emotion/feeling/effect is.

4. Write up each word or phrase separately. Start by explaining what the word means, or the direct image created. Then consider what the connotations are and their effect on the reader. Why has the author chosen those precise words?

5. Don’t use the words of the quote in explaining it.

6. Once you have dealt with the four phrases from that paragraph, write an overall summative statement and then repeat with the next paragraph!

What has the examiner got to say?

Don’t feature spot… unless you can

explain what effect it creates, focus on the meaning of the

words.

Don’t make your quotes too long – no

more than four or five words (unless the image is a little

bigger!)

Link each point back to the instruction

and ensure you talk about the effect on

the writer!

Pick out one specific word from the

longer image to explore specific connotations of

emotion, atmosphere etc.

Don’t get worried about not

understanding a word… pick another

one! Interesting doesn’t mean

incomprehensible!

Question 1: You are Nicole Panteli, the journalist. Write a newspaper article for the local newspaper based on your visit to the moor, with the title ‘Big Cat or Tall Story?’

Reading:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15Band 5

ReproductionBand 4

General UnderstandingBand 3

Reasonably wellBand 2

CompetentBand 1

Thorough

Writing:

1 2 3 4 5Band 5

Not clear at allStructure unsound

Band 4Limited language &

copyingStructure not clear in

parts

Band 3Clear but planm language

Some good sequencing

Band 2Fluent and range of vocab

Well structured & sequenced

Band 1Wide range of effective

languageSound structure and

sequence

Have You included… Mentioned

OWN WORDS

Developed

Interesting language?

Linked to other similar

ideas?A2: Beliefs of the locals• Livestock being destroyed by a non-native predator.• The farming community is in crisis because of the beast.• Predator does not resemble pony, boar or dog.• Tracks identified by local experts prove it’s a puma.• Video shows big cats roaming.• Method of killing distinctively feline / scratch marks / no

mess.• Night sounds are those of a puma mating call (matches

recording).• Unnatural behaviour of other animals prove existence of

beast.• Hair analysis wasn’t returned in order to prevent panic.• It should be controlled but not killed.

A2 Journalist’s own memories and experiences

"Word or phrase" meaning (literal, dictionary in context)

connotations, image created, effect and why

focusing on individual words

• Reference to childhood memories and what she was told.• Saw large black cat moving smoothly and quickly.• Cat was very strongly built.• Cat had large and frightening eyes; stared at her.• Cat had short rough coat and long curved tail.• Journalist was frightened by the vision.• Journalist thought she may have seen a phantom

creature.

A3 Opinions and predictions• The moor is a mysterious place and anything could be

true.• Locals are sceptical people therefore probably telling the

truth.• Locals will continue to believe until proved otherwise.• There are always such myths in isolated areas.• Continued sightings over long period suggest beast

really exists.• Large cat could have escaped from local zoo.• Myth perpetuated down generations; children are told

the story.• Future investigations will / will not find satisfactory

evidence.• Light was poor so she may have seen some other animal

/ mistaken identity.• She might have imagined seeing the animal because she

had been thinking about it.• Economic crisis in the area so something needs to be

done / official response necessary.• Farmers are carrying guns and there may be a tragic

accident in future.• Locals are over-reacting and creating hysteria: the

battered sign.

Question 2: Select four powerful words or phrases from each paragraph. Your choices should include imagery. Explain how each word or phrase selected is used effectively in the context.

(10)Reading:

1 2 3 4 5 6 7 8 9 10Band 5

Picks not relevantComments don’t match

Band 4Some appropriate choices,

identification not explanation.

Band 3Meanings clearly

understood, but vague and uneven

Band 2Appropriate selections

Comment on how language works

Band 1Closely focused language and imagery discussion on

both parts

Paragraph One: the appearance of the beast in paragraph 3, beginning ‘As she rounded…’Overall effect of paragraph Identified? Link to

language?The general effect is one of threat, as if there is something powerful and alien watching the area. There is recurring alliteration on ‘s’ which may evoke the idea of snakes and therefore evil.

Did you pick? Meaning? Effect? Development of comment on language?

large, black feline:;

sinuous, fluid movement:

thick, sinewy shoulders / massive strength:

like that of engine pistons (image):

great, yellow, black-slitted orbs:

pricked, tufted ears

coarse, raven-black

gives the idea of size and danger

suggest the elusiveness of snakes

stress its potential violence

the sheer power of the predator

suggests a monster from a fairy tale orhorror story

pricked’ indicates an alert animal, listening for danger:

the texture and colour are unpleasant to touch and sight animal is far from being

black cats associated with horror /witchcraft

that the creature is at home in its environment

give the animal a force which belies its slinkiness

simile evokes the smooth mechanical nature of the movement

yellow eyes with black slits are associated with the devil; ‘orbs’ makes the eyes seem unnaturally large and round, alien and terrifying

‘tufted’ suggests a wild rather than a tame creature

ravens have connotations of evil and torture

coat;

curved snake of a tail (image):

victory salute (image)

the spectral vision / supernatural manifestation:

domestic and cuddly;

n/a

beast seems conscious of its supremacy

create an unwelcome feeling of

Continues the serpent metaphor ‘sinuous’

battle flags are introduced with raising and waving

unnatural and frightening creature which could not be captured

Paragraph Two: the appearance of the farmer and his farm in paragraph 4, beginning ‘A little further...’Overall effect of paragraph Identified? Link to

language?The overall impression is that the farmer is the product of his surroundings, and that these are either threatening or decaying.

Did you pick? Meaning? Effect? Development of comment on language?rickety, rotting footbridge

battered sign

ominous

shiny

weather-beaten

tremendous whiskers

crusty hat...over-cooked pie (image)

stained oak table:

emphasises decay and danger to humans caused by the elements

caused by the elements:

the sign is a reminder of the threat

suggests red-faced and sweating,

associates him with the landscape

impressive because of their size; could be an indication of old age

Rustic, domestic image is in surprising contrast tothe rifle

years of use in a farmhouse kitchen

a fairy tale idea and possibility of something unpleasant lurking underneath

an indication of age, decay and neglect;

warning is futile since beast can’t read

signs of stress and/or over-exposure to the weather

he is at the mercy of natural phenomena.

an allusion to a feline creature; gives him a cartoonish aspect

He has had to adopt a different and more vigilant persona because of needing to be always on guard.

the place and its owner are linked by the ideas of age and dirtiness

Question 3a: What are the reasons for notbelieving in the existence of unicorns and yetis, according to Passage B? [15]

Reading:

Point Mentioned clearly?

1 appeal / acceptability of idea2 similarity to / confusion with real animals3 power of popular culture4 ancient traditional belief5 research not supportive of possibility6 authors seek fame / commercial success7 people want to believe8 travellers keep legend alive9 lack of evidence10 photo of footprint inconclusive11 ritual hair belonged to a goat12 primate hand of unknown origin13 mummified bodies fake / not traceable14 apes formerly inhabited region15 little-known local animals16 Sherpa stories17 resembles a bear18 legends exaggerate / distort facts

How to interpret the points…“Although lifting of words and phrases from the passage is acceptable it is important that in such cases candidates show evidence of understanding by clearly focusing on the key details; over-lengthy lifting which does not identify specific points should not be rewarded.

Credit responses which attempt to use own words and convey the essence of the point.”

Question 3b: Now use your notes to write a summary of what Passage B tells you about the reasons for not believing in the existence of unicorns and yetis.

[5]

Writing:

1 2 3 4 5Band 5

Unfocused, wordy and too much lifting

Band 4Some focuss, repetitive, too much explanation.

Some lifting.

Band 3Some concision. Might be

list-like generally own words used.

Band 2Mostly clear nd concise. Consistent use of own

words. May have intro or conclusion

Band 1Well focused and all

expressed clearly, concisely and fluently in own words

Overall Progress on paper:RAG your self for each question, focusing on the skills and thinking about the analysis you have just completed. Then set your self one target for each piece of work. It is this you will be working on for homework over the next few weeks.

Question

R W To improve I will…

1

2

3a

3b