Paper 1 Section A: TOP TIP SHEET

1)Divide the extract by question section.

2)
3)Underline evidence that helps you answer the
question.
4)
5)Use the question tips on the exam paper
6)
7)Always explain what hints the writer gives us
about the character’s thoughts and feelings.
8)
9)Always refer to the right story section in your
 Paper 1 Section A

Learning Obj: to learn how to structure C grade

answers in this section.

To gain a C you must…

1)Read the question carefully
2)Understand WHAT you read and HOW it was
written
3)Select appropriate points to write about
4)Support your points with evidence
5)Write about the ideas the writer hints at
To AIM HIGHER you must explore the writer’s
Task 1…
Using the success criteria, write a personal target for the
end of the lesson and be prepared to feedback.

Task 2…
Question A1

Look at lines 1-32

What are the boy’s thoughts and feelings in these lines?
You must refer to the text to support your answer.

Use the Top Tip sheet to choose which skills you need to
use to answer this question.
Task 3…

üLook at lines 1-32.

üUnderline/highlight all the lines that tell us about the boy’s
thoughts and feelings.
üBe able to explain what the boy is thinking and feeling.
ü
 Task 3…

üLook at lines 1-32.

üUnderline/highlight all the lines that tell us about the boy’s
thoughts and feelings.
üBe able to explain what the boy is thinking and feeling.understandin
g
ü
I think the boy feels excited because he gets
out of bed “like a fish leaping from water”
which gives the idea that he can’t wait to go
evidence
out into the bush.
explanati
on
PHRASE BANK for explaining:
showing… because… which suggests… which gives the idea…
which reveals… which makes me think…
Task 4…

üChoose 1 of the boy’s thoughts and 1 of his

feelings you have picked out from lines 1-32.
ü
üWrite an “understanding, evidence,
explanation” answer for each – follow the
structure of the modelled answer.
ü
üSwap your answer with a partner
ü
üCheck your partner’s work for EVIDENCE and
Task 5…
Question A2

üLook at lines 33-44.

ü
üUnderline/highlight WHAT happens to the deer – be able to
feedback to the class with a line from the section (evidence NOT
To gain a C you must…
ideas).
ü
1)Read the question carefully
2)Understand WHAT you read and HOW it was
written
3)Select appropriate points to write about
4)Support your points with evidence
5)Write about the ideas the writer hints at
To AIM HIGHER you must explore the writer’s use
of language and the effect on the reader
Task 6…

üChoose 3 story lines that show the suffering

of the deer.
üUsing the modelled answer – write an answer
that explains which words and phrases in your
evidence show the suffering of the deer.

PHRASE BANK for explaining/writing about language

showing… because… which suggests… which gives the idea…
which reveals… which makes me think…
which means… This word suggests… The writer uses___language to…
Task 6…

üChoose 3 story lines that show the suffering

of the deer.
üUsing the modelled answer – write an answer
that explains which words and phrases in your
evidence show the suffering of the deer.
üSwap your book with a partner.
üOn your partner’s answer – highlight and label
the C grade answer features, use the TOP TIPS
PHRASE BANK for explaining/writing about language
Sheet
showing…
tobecause…
help. which suggests… which gives the idea…
which reveals… which makes me think…
which means… This word suggests… The writer uses___language to…
 Paper 1 Section A

Learning Obj: to learn how to structure C grade

answers in this section.
To gain a C you must…
1)Read the question carefully
2)Understand WHAT you read and HOW it was written
3)Select appropriate points to write about
4)Support your points with evidence
5)Write about the ideas the writer hints at
To AIM HIGHER you must explore the writer’s use of
language and the effect on the reader

Set an improvement target for next lesson &

 Paper 1 Section A

Learning Obj: to learn how to structure C grade

answers in this section.

To gain a C you must…

1)Read the question carefully
2)Understand WHAT you read and HOW it was written
3)Select appropriate points to write about
4)Support your points with evidence
5)Write about the ideas the writer hints at
To AIM HIGHER you must explore the writer’s use of
language and the effect on the reader
Task 1…
Question A3

Look at lines 45-53

How does the boy react to the suffering of the
deer?
You should refer to (1) what he does, (2) what he
thinks, and (3) what he feels.

üUse the Top Tip Sheet to pick out the skills

this question is asking you to use – be prepared
to feedback.
Task 2…

üLook at lines 45-53.

üUnderline lines that tell us (1) what the boy
does, (2) what he thinks, (3) what he feels.
ü
(1) The boy starts to cry which shows us how
upset he is about the death of the deer and he
is also described as sweating which shows that
he could be afraid of how the deer is suffering.

üNow complete your answer for (2) and (3),

following the modelled answer above.
Task 4…
Question A4

Look at lines 54-71.

Explore how and why the incident with the deer
changes the boy.

What do you think this question is asking you to

do?

What skills is this question asking you to use?

Task 5…

üUnderline lines in the final section that hint at HOW

and WHY the incident with the deer has changed the
boy.
ü
I think the incident with the deer has changed the boy
because now he understands the effect his actions have.
He begins to think that he could have caused the deer
to suffer.

“He saw himself…”

He doesn’t want to cause the suffering of an animal; but

at the beginning of the story he doesn’t seem to care
Task 6…

üChoose 3-5 more lines that show HOW

the boy has changed and explain WHY
the deer incident has changed the boy.
üUse the modelled answer and your Top
Tip Sheets.
üSwap books with your partner.
üOn your partner’s work, highlight and
label the C grade features of their
answer.
 What skills do
you have to use
to gain a C grade
on Paper 1
Section A?
 Paper 1 – Section A
Exam Practice One
• You have one hour to work on this
section of the exam.
• You should start by reading the text.
• You should then divide the text into the
sections dictated in the questions.
• Read the first question, highlight /
underline anything relevant to you
answer
• Write your answer aiming for 10 marks
• Spend about 13 minutes on each
question
 ANSWER ALL QUESTIONS
 Paper 1, Section B
 DESCRIPTIO  NARRATIVE
N
 Paper 1, Section B
 DESCRIPTION  NARRATIVE
 

 A moment in  A story with a

time start, middle
 and end

 No action/
character  Characters,
development plot and
 setting need
to be
Our focus today is:

DESCRIPTIVE
WRITING
 Descriptive Writing Top Tips Sheet
üUse the senses.
ü
üUse descriptive techniques in EVERY paragraph.
Similes Metaphors Personification Onomatopoeia
Alliteration Repetition Imagery
ü
üUse interesting vocabulary throughout.
ü
üInclude interesting details about people and setting.
ü
üUse a variety of sentences.
ü
üUse paragraphs to create a piece that makes the sense.
 Paper 1 Section B – QB1

Learning Obj: to learn how to write a C or above piece of

descriptive and narrative writing.

To gain a C or above you need to…

üUse the senses

üUse descriptive techniques
üUse interesting vocabulary
üInclude interesting details about people and setting
üUse a variety of sentences.
üUse paragraphs to create a piece that makes the sense.
Descriptive writing features…
Adverbs – verb
Similes – a descriptive comparison using
descriptions usually ending
‘as’ or ‘like’.
in ‘-ly’.
Metaphors – a descriptive comparison
Interesting and original
using ‘is’.
verbs.
Personification – a descriptive
The Senses - used in
comparison giving something not human,
EVERY paragraph.
human characteristics.
Interesting word choices
Onomatopoeia – words that sound like
throughout.
what they are describing; e.g. bang, slap.
Interesting details about
Alliteration – a repeated letter sound in
specific descriptions.
a group of words.
Repetition – a repeated word or idea in a
section of writing.
Imagery – creating pictures with words
for the reader.
 Immediately alliteration
using the
senses

The first thing I saw out of the greasy and grimy

simile
car window was the sparkling blue sea meeting the
golden beach like a strip of yellow foil. The beach
was dotted with yellow and red umbrellas and the
people looked like sunbathing seals. The sun made
the diamond sea glitter and I couldn’t wait to feel
the sand between my toes.

metaphor
Using the sheet with the descriptive writing features …

Highlight and label the descriptive features in each paragraph IN

PAIRS – you have 7 minutes.
Descriptive writing features…
Similes – a descriptive comparison using
‘as’ or ‘like’.
Metaphors – a descriptive comparison
using ‘is’.
Personification – a descriptive
comparison giving something not human,
human characteristics.
Onomatopoeia – words that sound like
what they are describing; e.g. bang, slap.
Alliteration – a repeated letter sound in
a group of words.
Repetition – a repeated word or idea in a
section of writing.
Adverbs – verb descriptions
usually ending in ‘-ly’.
Interesting and original
verbs.
The Senses - used in EVERY
paragraph.
Interesting word choices
throughout.
Interesting details about
specific descriptions.
Independently choose
the STRONGEST, most
effective paragraph in
the example and be able
to explain WHY you
chose it.
Using the descriptor below would this piece be awarded a C?

Label the features of the essay that match the grade descriptors
and be able to feedback your reasons to your partner

To gain a C or above you need to…

üUse the senses

üUse descriptive techniques
üUse interesting vocabulary
üInclude interesting details about people and setting
üUse a variety of sentences.
üUse paragraphs to create a piece that makes the sense
 Paper 1 Section B

Learning Obj: to learn how to write a C or above piece of

descriptive and narrative writing.

To gain a C or above you need to…

üUse the senses

üUse descriptive techniques
üUse interesting vocabulary
üInclude interesting details about people and setting
üUse a variety of sentences.
üUse paragraphs to create a piece that makes the sense.
ü
Set a target for your own writing next
lesson
 You are on a coach which has stopped because of
road works. Describe the scene.

Senses… The fog of fumes from the chorus of

cars filled the bus with the sickly
Smell stench of metallic motor fuel
Taste
Touch
See
Hear

phors, alliteration, personification, onomatopoeia etc?

 Obj: be able to plan and structure
narrative and descriptive writing
Descriptive:
 
Narrative:
• Setting the scene • Beginning, Middle,
• Organising the End = PLOT
description • One, two or three
• Moving from the believable
general to the CHARACTERS
particular • Setting the SCENE
• NOTAnd
telling a story
always, always, always write in
paragraphs!
 Narrative Writing Descriptive Writing Top Tips
Top Tips Sheet Sheet
üUse the senses.
ü ü
üUse descriptive techniques in EVERY
üPLAN the Beginning, Middle &
paragraph.
End. Similes Metaphors
üUse interesting vocabulary Personification Onomatopoeia
throughout. Alliteration Repetition Imagery
ü
üInclude interesting details about
üUse interesting vocabulary throughout.
people and setting ü
üCreate a believable plot and üInclude interesting details about people
character. and setting.
ü
üUse a variety of sentences
üUse a variety of sentences.
throughout. ü
üUse paragraphs to create a piece üUse paragraphs to create a piece that
that makes the sense. makes the sense.
Paragraph 1: set the
scene

Paragraph 2: zoom 1

Paragraph 3: zoom 2

Paragraph 4: zoom 4

KEY POINTS:
Organised
Moving from the
general to the
particular
You have 9 minutes to write a GOOD SIZED opening
paragraph for this task…
You are on a coach which has stopped
because of road works. Describe the scene.

Remember you are writing a description not a narrative

Remember to include interesting details – ‘zooming in’ will

help you with this
Checklist:
üUse the senses.
ü
üUse descriptive techniques in EVERY paragraph.

üUse interesting vocabulary throughout.

ü
üInclude interesting details about people and
setting.
ü
üUse a variety of sentences.
ü
üUse paragraphs to create a piece that makes
Grade D Grade C Grade B
description begins to description engages description is
interest the reader and sustains the relevant and coherent
 paragraphs are readers interest and engages and
logically ordered and  paragraphs are used sustains the readers
sequenced consciously to interest
 there is some structure the writing  paragraphs are used
attempt to focus on  detailed content is to structure the
detail – moving from well-organised within writing
the general to the and between  detailed content is
particular paragraphs well-organised within
 there is some range  begins to use a and between
of vocabulary, range of vocabulary paragraphs
occasionally selected selected to create  a wide range of
to create effect or effect or convey vocabulary is
to convey precise precise meaning selected to create
meaning most spelling, effect or convey
basic spelling and punctuation is precise meaning
punctuation is accurate spelling and punctuation

accurate begins to use a range

is accurate
basic sentence of sentences for a variety of sentence types
structure is accurate effect are used for effect

 Obj: be able to plan and structure
narrative and descriptive writing
Descriptive:
 
Narrative:
• Setting the scene • Beginning, Middle,
• Organising the End = PLOT
description • One, two or three
• Moving from the believable
general to the CHARACTERS
particular • Setting the SCENE
• NOTAnd
telling a story
always, always, always write in
paragraphs!
 Narrative Writing Top Tips Sheet
ü
üPLAN the Beginning, Middle & End.
üUse interesting vocabulary throughout.
üInclude interesting details about people and
setting
üCreate a believable plot and character.
üUse a variety of sentences throughout.
üUse paragraphs to create a piece that makes
the sense.
 2-3
characters Narrative structure

Hook us Build tension

Resolve
straight in with key
questions/
events
tension
You have 3 minutes to plan a basic plot, setting and
characters for one of these tasks:
B2 . Choose one of the following titles for
your writing . [ 20 ]

The quality of your writing is more important than

its length. You should write about two pages in
your answer book.

Either , ( a ) On the Run .

Or , ( b ) Write about a time when you felt
ashamed of yourself .
Or , ( c ) The Journey of a Lifetime .
Or , ( d ) Continue the following : ‘ Everyone said
you should never go back but I could not
resist ... .’
Or , ( e ) An Unforgettable Moment .
 Obj: be able to plan and structure
narrative and descriptive writing
Descriptive:
 
Narrative:
• Setting the scene • Beginning, Middle,
• Organising the End = PLOT
description • One, two or three
• Moving from the believable
general to the CHARACTERS
particular • Setting the SCENE
• NOTAnd
telling a story
always, always, always write in
paragraphs!
Begins
with the
question He hoped he would have the strength to
idea
do what was right. He knew that he could
save everybody if he just had enough
courage to tell the right people. His
Describes
palms were sweaty; he could see the the sense

Simile crowds that look liked flocks of birds - Feel

down below. He felt the icy smooth Metaphor

screen of his iPhone as he looked for the

number. He closed his eyes and took a
deep breath of the fume-filled air and
pressed the phone number. Alliteration
Task 2:

üHighlight and label the different

narrative writing features used in the rest
of the example essay.
ü
üIn pairs- decide which is the weakest
paragraph.
ü
üDiscuss ideas about HOW it could be
improved – be prepared to feedback.
Grade D Grade C Grade B
some control of plot
 overall the writing is overall the writing is
and characterisation controlled and controlled and
 narrative is coherent coherent
beginning to show  plot and  plot and
evidence of some characterisation is characterisation are
conscious construction sustained convincingly sustained
 there is an  narrative is  narrative is
appropriate beginning organised and organised and
and an apt conclusion sequenced purposefully sequenced purposefully
 narrative is engaging the readers it has shape, pace and
developed to engage interest detail, engaging the
the reader's interest content is well readers interest
 paragraphs are organised within and  paragraphs of varied
logically ordered and between paragraphs length are linked by
sequenced  some use of devices text connectives and
 there is some range to achieve particular progression is clear
of vocabulary, effects  use of devices to
occasionally selected  there is a range of achieve particular
to create effect or to vocabulary selected to effects
convey precise meaning create effect or to a range of vocabulary
 convey precise meaning selected to create
 effect or to convey
precise meaning

 Narrative Writing Top Tips Sheet
ü
üPLAN the Beginning, Middle & End.
üUse interesting vocabulary throughout.
üInclude interesting details about people and
setting
üCreate a believable plot and character.
üUse a variety of sentences throughout.
üUse paragraphs to create a piece that makes
the sense.
 2-3
characters Narrative structure

Hook us Build tension

Resolve
straight in with key
questions/
events
tension
You have 3 minutes to plan a basic plot, setting and
characters for one of these tasks:
B2 . Choose one of the following titles for
your writing . [ 20 ]

The quality of your writing is more important than

its length. You should write about two pages in
your answer book.

Either , ( a ) On the Run .

Or , ( b ) Write about a time when you felt
ashamed of yourself .
Or , ( c ) The Journey of a Lifetime .
Or , ( d ) Continue the following : ‘ Everyone said
you should never go back but I could not
resist ... .’
Or , ( e ) An Unforgettable Moment .
 Paper 1 Section B Narrative writing - QB2

To gain a C or above you need to…

üPLAN the Beginning, Middle & End.

üUse the senses.
üUse descriptive techniques.
üUse interesting vocabulary.
üInclude interesting details about people and setting
üCreate a believable plot and character.
üUse a variety of sentences.
üUse paragraphs to create a piece that makes the
sense.
 Paper One
Section B (Practice Exam)
• Exam Paper 1 (from last week)
Questions are on page 4 (the back
page)
•
• Spend 25 minutes on your answer to
B1
• Spend 40 minutes on your answer to
B2
•
 ANSWER BOTH QUESTIONS, THEY

 Paper Two
Section A
Objective:
*To be able to use different
reading techniques to select
relevant information.
 Top Tips
ü Manage your time
ü Read the non-fiction texts carefully
ü Underline key words in the questions (to
ensure you look for the relevant
information)
ü Use different reading techniques;
skimming, scanning and close reading to
locate the relevant information in the
texts.
ü Highlight the information you need for
 Exam
Success
 Time Management
• Spend 50 minutes on Paper 2, Section A
• Spend approximately 10 minutes reading
and highlighting the texts
• Spend approximately 10 minutes
answering each question
• Answer all of the questions
• Remember each question is worth the
same amount of marks
 What is the difference between
skimming, scanning and close reading?

Skimming Scanning Close Reading

Quickly reading a text to Reading a text, looking Reading a text in detail,

get the gist (overall idea) for specific information looking for and
to decide if it is relevant (for example opening understanding meaning
and worth reading in more times) (for example reading an
detail (for example a You use clues such as article and finding out how
section of article to help headings and keywords to the author reacted)
decide if it is useful to narrow your search Making inferences and

you) deductions
 Read the text and answer the short questions:

The Fwooperis an
African bird with extremely
vivid plumage. Fwoopers
vary in colour, they may be
orange, lime green, yellow or
purple. The Fwooperhas long
since been the provider of
fancy quills and highly
patterned eggs (often found
in homes at Easter time).
The song of the Fwooper has
been known to drive men
crazy and for this reason a
licenceis required if you wish
to keep one. They must be
handled with care. Fwoopers
1. What can Fwooper song do
to a man?
2. What colour is a Fwoopers
plumage?
3. When and where might you
find Fwooper eggs?
4. What continant do Fwoopers
originate from?
5. What must you have if you
wish to keep a Fwooper?
Use skimming & scanning
to locate the answers to
the above questions.
The texts you are given to read and
answer questions on are always
thematically linked!
The link could
be:
People
Places
t h e
Events 0 0 7
In 2 a s
w
Hobbies l i nk a s t l e
There are usually between four and five
i c k C
w
War
questions on the paper. Each question
has a different focus and will require
you to use the appropriate skill.
 Question
Spend 12 minutes A1and selecting the
highlighting
(and sometimes
relevant information in the text A2)
and then answer
the two questions.
Usually the first ten marks awarded on Paper 2,
Section A will require you to look for and extract
specific information.

Look at the Warwick Question A2.


Castle leaflet.


Find the following information:



Question A1 
(a) Which day is the castle closed?
 
(b) How long is it recommended you
should allow for a visit?

List five places in Warwick
(c) What number would you ring for
Which
Castlereading
that couldtechniques
be interesting


to visit. [5] information about access for

should you use to find disabled visitors?
the answers for these
 
(d) How old must you be to visit
without an adult?
10 marks? 
 Question A1
List five places in Warwick
 
Question A2
Castle that could be 
Find the following
interesting to visit. information:

 


Award one mark for

Award one mark, up to a
maximum of 5, for each of the each correct answer.
following:
• Kingmaker/Richard Neville's a) Christmas day
household;
b) Three to four hours
• Death or Glory/Arms and armour
collection; c) 0870 442 2393
• Dungeon;
d) 17
• Torture Chamber;
• Great Hall; e) Two hours
How did you do?
• State Rooms;
• Towers/Ramparts;
• 4-F/E 5-E
• Grounds/Gardens; 6-E/D 7-D
• Mill/Engine House; 8 –C 9 – C/B
 On a Post-It jot down when you
might need to use skimming and
scanning in the exam.

When might you need to use close

reading in the exam?
 Paper Two
Section A
Objective:
*To understand how to achieve a
C in this section of the exam.
 Top Tips
ü Manage your time
ü Read the non-fiction texts carefully
ü Underline key words in the questions (to
ensure you look for the relevant
information)
ü Use different reading techniques;
skimming, scanning and close reading to
locate the relevant information in the
texts.
ü Highlight the information you need for
 Exam
Success
 One question will require you to explain how
a text fulfils its purpose

• How does the writer try to make this an

interesting article? (2005)
• How does the leaflet try to persuade
you to visit Warwick Castle? (2007)
• How does the writer try to make this
article interesting? (2008)

What are the key words
• in each of these questions?
 Question A3
One question will require you to explain how
a text fulfils its purpose

• How does the leaflet try to persuade

you to visit Warwick Castle?
• You should consider:
– what the leaflet says you can see and do;
– the choice of words used to persuade
you;
Read
– the usethrough the text and highlight[10]
of illustrations/pictures.
information you will use in your answer.
 Question A3 Example How does
this persuade
• How does the leaflet the reader?
try to persuade
you to visit What the leaflet
says you can
Warwick Castle? see and do
• You should consider:
The choice of
– what the leaflet
words used to
says you can see persuade you
and do;
– the choice of The use of
words used to illustrations/pict
persuade you; ures.
– the use of
Using your notes, write an answer to A3
illustrations/pic
Try to write one paragraph about each bullet point!
 What mark would you give
this example?

The leaflet tries to persuade you to visit Warwick Castle by
highlighting the fact that there is plenty to see and do and that there is
something for the whole family. Children will love the ‘gory’ torture
chamber and the drama shows which are made to sound spooky and exciting
whereas adults might prefer to look around the Great Hall and State rooms
which are made to sound very impressive.



The writer of the leaflet uses language to persuade the reader to visit
Warwick Castle for example the use of the superlative ‘Greatest’ is very
persuasive because it suggests that Warwick is the best castle to visit.
Also the writer uses the second person a lot for example "Will you decide to
join him." this appeals to the readers imagination and will make them want to
visit the castle and experience it. Also words like "cavernous" and "lavishly
decorated" make the rooms of the castle sound opulent and impressive and
How
this would did
make theyou do?want to see them for themselves.
reader

Use the mark scheme to
Finally the use of pictures is very persuasive because it makes
award yourself a mark.


everything about the castle look dramatic and exciting. For example the
 A4
One question will require you to explain what
the author thinks / feels and why

• What did the writer’s children enjoy about

their visit to Warwick Castle? Why did they
enjoy it? (2007)
• What are Bill Bryson’s thoughts and feelings
about Bradford? (2008)
• One of the men on the lifeboat, Roger Good, said
the rescue was “really hard”. What made the
rescue soWhat (2009)
hard?are the key words
• in each of these questions?
 A4
One question will require you to explain what
the author thinks / feels and why


Now look at the article, Fancy a
Spot of Torture? on the opposite
page.
• What did the writer writer’s children
enjoy about their visit to Warwick
Castle?
Read through the text and highlight
• Whyinformation
did they you
enjoy it? [10]
will use in your answer.
 A4 
Phrase Bank

• Using the information
that you highlighted • They enjoyed ...
answer the question • They were
below. entertained when ...

Now look at the • They liked it when
article, Fancy a Spot they visited ...
of Torture? on the
• They found this
opposite page.
enjoyable
• What did the writer’s because ....
children enjoy about
• They liked this
their visit to
because ...
Warwick Castle?
• They could see ...
• Why didtothey
Remember enjoy
say WHAT
they it? [10] and WHY!
enjoyed
• They found this
exciting because ...
 You could have written about:

What did they enjoy?
• they were entertained by the guide dressed •
as a knight;
• they visited real dungeons that were scary
so they could imagine how bad they
were;
• they were amused by methods of torture;
• the interactive displays held their attention; •
• they could hold a real sword;
• they could try on a soldier's helmet;
• they were "amazed" by the tales of the
knights running into battle carrying such
heavy swords;
• the exhibition of guns fascinated them;
• they were shown how to use a bow and
arrow;
• they could see the furniture and wall
hangings from bygone days;
• they could try on medieval and Victorian
costumes;
• they enjoyed the realism of the wax models
in the Kingmaker exhibition.
•  

Why did they enjoy it?
there were lots of interesting things to see
and do;
• they were able to be actively involved;
• children enjoy gruesome stories;
• having an opportunity to hold real weapons
would be exciting for a child;
the weapons they saw were so different from
today's weapons;
• everything was realistic;
• they could be "safely scared"/the exhibitions
were so realistic they felt a bit scared;
• they could try on costumes and children like
dressing up;
• what they saw was unlike things they would be
used to.


Add up your marks for the four questions
(we’ll look at question five tomorrow)
U 0-9
G 10-14
F 15-19
E 20-24
D 25-29
C 30-34
B 35-40

How are you doing so far?

What do you need to work on?
 How did you do?
Look at the mark scheme and
award yourself a grade for A4.
 Paper Two
Section A
Objective:
*To understand how to answer
‘compare’ question
*To understand how to answer a ‘collate’
question
 Top Tips
ü Manage your time
ü Read the non-fiction texts carefully
ü Underline key words in the questions (to
ensure you look for the relevant
information)
ü Use different reading techniques;
skimming, scanning and close reading to
locate the relevant information in the
texts.
ü Highlight the information you need for
 Exam
Success
The texts you are given to read and
answer questions on are always
thematically linked!
The link could
be:
People
Places
t h e
Events 0 0 7
In 2 a s
w
Hobbies l i nk a s t l e
The final question on the paper will usually
i c k C
w
War
ask you to compare the two texts and/or
to collate information from the two texts.
 Compare
Phrase Bank:
Both ...
However one
What similarities difference is ..
do these two Another thing
items have in they have in
common? common ...
The first
similarity is ...
A major
difference between
the two ...
What differences Similarly ...
are there between In contrast ...
the two? However ...
 Collate
• Mars Bars are sweet
and they have • Find examples of why
caramel, they are people like Mars Bars
substantial and and Milky Ways.
chewy. They fill you • List your ideas under
up. They give you an two headings:
energy boost that – Mars Bar
helps you work, rest – Milky Way
and play.


• Milky Ways are light

and the opposite of a
Mars Bar. They are
creamy and fluffy
smothered in
 The purpose of each text


Compare 
The two texts have different purposes the newspaper
article’s purpose is to entertain and to inform whereas the
Fairtrade campaign sheet is to persuade the reader to buy
Fairtrade products and to raise awareness of Fairtrade.
• Compare the
newspaper


article and The layout/presentation of each text



the campaign 
The layout of the newspaper article is in columns of
sheet, using short paragraphs with some pictures. The layout of the
these Fairtrade campaign sheet is different it has short sections;
headings: sub-headings and uses coloured fonts.
– the 

purpos How the content is similar



e of 
Both texts say bananas are the most popular fruit in
each the UK and both talk of the importance of bananas to the UK
text; economy. Another similarity between the texts is that both
– The refer to the poor conditions of the plantation workers. Also
layout both texts both talk of the sales of Fairtrade bananas to UK
/ supermarkets; and that Fairtrade bananas guarantee fair
presen prices to farmers.
tation 

of How the content is different


Both texts are about the work of Both texts are about the work of
lifeboat crews. Using information from lifeboat crews. Using information from
both texts, write a paragraph about both texts, list what you learn under the
each of the following: headings Both of these
*what you learn about the lifeboat *lifeboat crews; questions require
crews; *lifeboats. you to collate
*what you learn about the lifeboats. information
Lifeboat Crews:
From reading the two texts I have *It is hard work
learnt that being part of a lifeboat crew *It is important that you work as a team
is hard work. It is important that you *Most crews are made up of volunteers
work as a team and pull together to help *Most crews have worked together for a
save peoples lives. A lifeboat crew will long time which helps them build a
often work together for a long period of trusting

working relationship
time, this is important because it allows
them to build up trust; this is an Lifeboats:


essential element of being a successful *Lifeboats are expensive to maintain and


crew. Lifeboat crews are usually made run
up from volunteers from the local *Most lifeboats rely on funding and local

community. support to operate
To achieve maximum marks you must use
Lifeboats are very expensive and *Modern lifeboats contain a lot of high-
 information from both texts
 One question will require you to use both texts in your
answer. Either a comparison of the texts and/or collating
relevant information from the two texts
• Compare the newspaper article and the campaign sheet, using these headings:
the purpose of each text; the layout/presentation of each text; how the
content is similar; how the content is different. (2005)
• Fauja Singh and Matthew Parris are both marathon runners. Compare the two
men, using the following headings: their ages; their fastest marathon
times; the number of marathons each runner has taken part in; their
attitude towards the other runners; their attitude to running marathons
in the future. (2006)
• Find examples of how visitors to Warwick Castle can do more than just look at
things. List your answers under these headings:the article; the leaflet.
(2007)
• The brochure and Bryson’s article give different impressions of Bradford.
Compare what the two texts say about Bradford under the following
headings: the buildings; the attractions in Bradford; the places to eat.
(2008)
• Both texts are about the work of lifeboat crews. Using information from both
What
texts, writeshould you do
a paragraph for
about each
each of following:
of the these questions?
what you learn
 Question A5

• Find examples of how visitors to

Warwick Castle can do more than just
look at things.
• List your answers under these headings:
– the article;
– the leaflet.

[10]
Is this question asking you to
 compare or collate?
 How have they over
What’s wrong
complicated it?
with this answer?

Both the article andDespite the
the leaflet candidate
present Warwickclearly
Castle in
understanding
a positive way. They both tell the reader the
thattwo texts
there they
is plenty to
see and do. For examplefailinto
thelist theit required
article information
says that visitors meet
a "knight" who tells you all about
and providethe relevant
torture chamber.
detailsWhereas
under
in the leaflet it says you 'meet' Neville's horse, Fortune. Both
the given headings. As they
of these things make it sound very exciting.

provide some relevant information
they would be awarded 2-3 marks.

WHAT doessimilarity
Another the question
between the two items is each text
mentions the you
require sounds.
to do?



One difference between the leaflet and the article is that
Now
the leaflet talks about the food you can have
eat at a
thego at this is
castle,
not mentioned in the leaflet. answering the question!
 How did you do?
Look at the mark scheme and
award yourself a grade for A5.
This question tests the ability to read with insight and engagement, make
appropriate reference to texts. It tests the candidates ability to collate
material from different sources.
Award one mark for each of the following:


The article
• visitors meet a "knight" who tells you all about the torture chamber;
• there are interactive displays/wooden chests with questions and answers;
• visitors can hold a real medieval sword;
• visitors can try on a soldiers helmet;
• the "Bowman of Warwick" shows visitors how to use a bow and arrow;
• visitors can try on medieval and Victorian costumes;
• visitors can experience the sights, sounds and smells of the Kingmaker exhibition.

The leaflet
• visitors can walk through the Kingmaker exhibition, hearing the ladies of the wash house singing;
• visitors can 'meet' Neville's horse, Fortune;
• visitors can 'decide' to join the Kingmaker in battle;
• visitors can dress up (picture)//try on a battle helmet;
• visitors can handle the weight of a broadsword; How did you do?
• visitors can experience the dark and damp of the dungeon and torture4-F/Echamber; 5-E
• 6-E/D
they can watch and hear the killing of Sir Fulke Greville being acted out; 7-D
• 8 house
they can hear the tales of gossip, scandal and intrigue at a Victorian –C party; 9 – C/B
 Add up your marks for the five
questions we have completed this week
U 0-9
G 10-14
F 15-19
E 20-24
D 25-29
C 30-34
B 35-40

Your challenge is to do as well or

better in today’s practice exam!
 Paper Two – Section A
Exam Practice
• You have 50 minutes to complete this
section of the exam.
• Remember to manage your time wisely.
 Paper 2, Section B
Non-Fiction writing
Objectives:
1. Know the format of this paper and
what marks are awarded for
2. Understand how to look for/use key
information in questions
3. Understand how to write a
formal/informal letter
 Paper 2, Section B:
Non-Fiction Writing

Top Tips:
ü Know your AUDIENCE. Target them with
your content and vocabulary.
ü Look for the PURPOSE and FORM/TEXT
TYPE in the question
ü PLAN a clear structure/paragraphs
ü DEVELOP your points with
detail/explanation/examples
ü Check your SENTENCES, SPELLING and
 The format of Paper 2B

ons. You must answer both.

5per question
minutes (made
per
Following up of the
question
on from 13 for content and
non-fiction organisation,
reading texts, so 7itfor
mays

Look at the exam paper, Section B, now. What other

hints/reminders does it give you about what you should
write and what you will be marked for? (These are all
 Reading the questions
TOP TIPS:


TASK - Find
ü Know your
and underline:
AUDIENCE.
• the audience (or
Target them with
your content and reader) in Q B1
vocabulary. and B2
ü Look for the • the type of text you
PURPOSE and are asked to write
FORM/TEXT in each question
TYPE in the • the purpose/reason
question you are writing
 Question B1
A magazine is running a series of articles for


parents under the heading An Enjoyable

Day Out for the Family.
Write an article recommending a place to


visit, and explaining its appeal to all the

family.
You might like to think about a town, a


seaside resort, a theme park or a museum,

but you are free to make your own choice.
 Type of Question B1
text/form
A magazine is running a series of articles for


parents under the heading An Enjoyable

Day Out for the Family.
Write an article recommending a place to


visit, and explaining its appeal to all the

family.
You might like to think about a town, a


Audienceresort, a theme park or

seaside a museum,
Purpose
but you are free to make (explain/persuade)
your own choice.
 Question B2
A local businessman has applied for


permission to hold an outdoor music

festival in your area.
Write a letter to your local newspaper


either supporting or opposing this

idea.

 Type of Question B2 Audience
text/form
A local businessman has applied for


permission to hold an outdoor music

festival in your area.
Write a letter to your local newspaper


either supporting or opposing this

idea.


Purpose
(argue/persuade)
 TOP TIP: Know your AUDIENCE. Target
them with your content and vocabulary.
Ideas for content (what to Ideas for language/style
Audience
Parents write about) (how to write)
(QB1)
Local
Newspaper
readers
(QB2)

Hints: think what they would be interested in or

know about. Think how formal or informal your
register (tone) should be
have you met so far?

Paper 2, Section B
Non-Fiction writing
Objectives:
1. Know the format of this paper and
what marks are awarded for
2. Understand how to look for/use key
information in questions
3. Understand how to write a
formal/informal letter
xt type in questions is a LETTER

• Write a letterto your local newspaper

giving your views about the ban on
smoking public places. (2008)
• Write a letter to your local newspaper
either supporting or opposing the music
festival. (2007)
• Write a letter to a friend who is moving to
another country, giving them advice
about how tasks
Do these to cope.
require a formal or a semi-formal o
•
•
xt type in questions is a LETTER

• Write a letterto your local newspaper

giving your views about the ban on
smoking public places. (2008) Semi-
formal
• Write a letter to your local newspaper
either supporting or opposing the music
festival. (2007) Semi-formal
• Write a letter to a friend who is moving to
another country,
Do these givinga them
tasks require formaladvice
or informal or se
about how to cope. Informal
•
 Letter writing

FORMAL (e.g. a 
INFORMAL (e.g. to a
business letter) friend)
 

• Opening and ending • Opening and ending

must follow can be much more
conventions, and relaxed
depend on who the • Layout is less strict
letter is to
• Layout is ‘set in stone’
– addresses, dates,
opening, ending
Look at the formal letter addressed
to the Lord Mayor of Coventry
• TASK 1: work out the layout rules
• TASK 2: write down how you think this
letter should be signed off at the end
• TASK 3: look at how the letter is
structured. What is the job of each
paragraph? What do you think the
rest of the letter should contain?
(THINK IN TERMS OF PARAGRAPHS.
How many? Focussing on what?)
 Openings and endings in formal
letters

If you know
If you
thedon’t
person’s
know name...
the person’s name (e.g. Dear Sir,

YOURS SINCERELY YOURS FAITHFULLY

 Now write the first few lines of
this letter.
•
• A relative has written to
you to ask for some
ideas
Same of what
purpose, sameyou
textwould
type but DIFFERENT AUDIENC
AUDIEN

like for your birthday.

Write a letter
explaining 3 ideas for
presents they might
buy you.
 Now write the first few lines of
this letter.
•
• A relative has written to
you to ask for some
k with ideas of what
your partner. Doyou wouldlayout and vocabulary see
the ideas,

like for your birthday.

Write a letter
explaining 3 ideas for
presents they might
buy you.
 Homework:
1. Learn the list of ‘commonly misspelled
words’ ready to be tested on
Thursday
2.
3.Find and read the letters page in your
local paper. Bring it in on
Wednesday. Think about how the
letters open, what style they use,
how they are structured etc.
 STRATEGIES FOR LEARNING
SPELLINGS
1. Mnemonic (e.g. because: Big Elephants…)
2.Memory hook, shape or visual picture
(piece of pie, soldier died)
3.Circle the error and learn just that bit
4.Words within a word (beginning)
5.Rule or pattern or similar word (hear/here)
6.SACAWAC – say and cover and write and
check
7.Try several options out on scrap paper
8.Sound it out (beautiful)
 In Paper 2, Section B
I will
e key points from this remember to...
lesson?

Paper 2, Section B
Non-Fiction writing
Objectives:
1. Know the format of this paper and
what marks are awarded for
2. Understand how to look for/use key
information in questions
3. Understand how to write a
formal/informal letter
Starter: find the article “Fancy
A Spot of Torture?” from the
2007 Paper 2.
Quickly skim read the text and work out:
 Who you think it is aimed at
 How it is structured (how it starts,
develops, ends)
Are there any other ways the writer could have cho
 Paper 2, Section B
Non-Fiction writing
Objectives:
1. Be able to create plans to help you
gain a C or above (quick,
focussed)
2. Understand key features of C grade
persuasive/explanation writing
 Paper 2, Section B:
Non-Fiction Writing

Top Tips:
ü Know your AUDIENCE. Target them with
your content and vocabulary.
ü Look for the PURPOSE and FORM/TEXT
TYPE in the question
ü PLAN a clear structure/paragraphs
ü DEVELOP your points with
detail/explanation/examples
ü Check your SENTENCES, SPELLING and
 Make sure you include the
order/structure of your ideas

Keep
checking
the
question to
make sure
you are
focussed on
what it
 Question B1
A magazine is running a series of articles for


parents under the heading An Enjoyable

Day Out for the Family.
Write an article recommending a place to


visit, and explaining its appeal to all the

family.
You might like to think about a town, a


seaside resort, a theme park or a museum,

but you are free to make your own choice.
 Paper 2, Section B
Non-Fiction writing
Objectives:
1. Be able to create plans to help you
gain a C or above (quick,
focussed)
2. Understand key features of C grade
persuasive/explanation writing
 Writing to persuade/explain

A magazine is running a 
A local businessman has
series of articles for applied for permission to
parents under the hold an outdoor music
heading An Enjoyable festival in your area.
Day Out for the Family. 
Write a letter to your local
newspaper either

Write an article supporting or opposing
recommending a place this idea.
to visit, and explaining 
its appeal to all the
family.

You might like to think
about a town, a seaside
resort, a theme park or
a museum, but you are
free to make your own
choice.
 The difference between a D and
a C grade?
Content, development of ideas, fitting task
D grade Somereasons are given in support of opinions and

C grade recommendations.
 Topic sentences
Points developed as appropriate are supported by
with detail/supporting
relevantetc.
reasons detail.
Ideas are shaped
Sequence of ideasinto coherent arguments
is logical/coherent
A range
Some of vocabulary,
range of vocabulary,selected to convey
occasionally preciseto
selected
meaning or effect
convey precise meaning or to create effect

TOP TIP:
üDEVELOP your points with
detail/explanation/examples
 Reaching that C… How do you
develop/support your points?
• 

• Biased content, with reasons 

Because of this…
explained 
As a result…
 
The reason for this is…
 

• Explain why the opposition is 

Others may argue… however
wrong, undermine them 
No doubt some people will say…
 but…



Clearly this is not true…
• Use specific persuasive
Writing to PERSUADE We all know this is__,__ and __

techniques (emotive
language, rhetorical 
Studies have proved that…
 Reaching that C… How do you
develop/support your points?
• 
It also means…/We also…

Because…
• Use phrases that lead into
elaborating

The reason for this is…

•
• Give examples

For instance…

For example…
• 

• 
… in much the same way as…
• Liken your subject to
something else

This is similar to…

•
•
Writing
Describe the benefits
to EXPLAIN
The

advantage of this is…

 Question B2
A local businessman has applied for


permission to hold an outdoor music

festival in your area.
Write a letter to your local newspaper


either supporting or opposing this

idea.
Make a plan for an answer to this question. Remember to aim for:

Clear start, development, end
Points developed as appropriate with detail/supporting reasons etc.
Ideas shaped into coherent arguments
A range of vocabulary, selected to convey precise meaning or effect
you do in the first five minutes of answering one of the writing questions in Section B o

Paper 2, Section B
Non-Fiction writing
Objectives:
1. Be able to create plans to help you
gain a C or above (quick,
focussed)
2. Understand key features of C grade
persuasive/explanation writing
Spelling
test
 Commonly misspelled (or
misspelt) words
• argument • separate
• beautiful • similarity
• business • successful
• definite • truly
• grateful • until
• guarantee • weird
• happening • there
• immediately • their
• independent • they’re
• a lot • here
• necessary • hear
• occurring • wear
Paper 2, Section B
Non-Fiction writing
Objectives:
1. Identify the features of a
successful piece of semi-
formal, non-fiction writing
2. Be able to set personal
targets to improve your
non-fiction writing
 Paper 2, Section B:
Non-Fiction Writing
 Top Tips:
ü Know your AUDIENCE. Target them
with your content and vocabulary.
ü Look for the PURPOSE and
FORM/TEXT TYPE in the question
ü PLAN a clear structure/paragraphs
ü DEVELOP your points with
detail/explanation/examples
ü Check your SENTENCES, SPELLING
and PUNCTUATION.
 A letter to a local newspaper
calls for a ‘semi-formal style’


• Read the letter (B1) in support of a

motorcycle race.
• Find and highlight 5 sentences
that you think fit this semi-formal
style, i.e.
– Too formal for chatting to a friend
– Less formal than a business
letter/application

A C grade or above answer will
include a range of vocabulary,
selected for particular effect or
precise meaning.
 Dear Editor
 I am writing to express
my total support for the
proposedmotorcycle race on
the roads in and around Theseshow3 examples
this
Manchester. I cannot see why
student has hit
above a C for
anyone would object to thisvocabulary. Can
you find 5
proposal… more examples
in the text of
well-chosen
vocabulary?
 Vocabulary selected for
particular effect:
 If Manchester were
to be invaded by an
army of bikers, I Why else do
would gladly you think
this letter
surrender! is
 successful?
 It would simply be Are there any
areas you
cruel to deny the think are
women of less
Manchester an army successful?
of bikers.
 Paper 2, Section B:
Non-Fiction Writing


 Top Tips:  You will have 1

ü Know your AUDIENCE. hour and 10
Target them with your minutes.
content and 
vocabulary.
ü Look for the PURPOSE  35 minutes per
and FORM/TEXT question.
TYPE in the question
ü PLAN a clear 
structure/paragraphs
ü DEVELOP your points
 Set yourself some
with targets to
detail/explanation/exa remember so
mples that your writing
ü Check your is a C grade or