Language Unit 1 Exam Understanding and producing non-fiction ...

Language Unit 1 Exam Understanding and producing non-fiction ...

Language Unit 1 Exam Understanding and producing non-fiction texts: Section A Reading Section B - Writing Learning Objective To understand the format and overall structure of the writing section of the Unit 1 exam To understand what each question will ask of you

2 hour exam + 15 minutes reading time 1 hour on each section 60% of your GCSE grade Mock exam at the end of this half term Learning Objective: To understand the format and overall structure of the writing section of the Unit 1 exam This half term, you will revise Section A skills, based on your performance in the mock exam and the targets you set for yourself. You will also revise writing skills and practise

for Section B, which requires you to write effectively and accurately. What does this mean? What styles of writing have you learned so far? Learning Objective: To understand the format and overall structure of the writing section of the Unit 1 exam Section B: Writing 1 hour. You will be asked two questions and should answer them both.

Q5: Inform / explain / describe, based on personal details: 16 marks. 25 minutes. Q6: Argue / persuade / create a viewpoint which must be sustained: 24 marks. 35 minutes. Learning Objective: To understand the format and overall structure of the writing section of the Unit 1 exam Assessment Objectives for Section B: (i) Write to communicate clearly and effectively using and adapting forms and selecting VOCABULARY appropriate to task and purpose in ways that engage the reader. (ii) Organise information and ideas into structured and sequenced sentences,

PARAGRAPHS and whole texts, using a variety of structural features to support cohesion and overall coherence. (iii) Use a range of SENTENCE STRUCTURES for clarity, purpose and effect, with accurate SPELLING and PUNCTUATION. These are the same skills you have practised in your controlled assessments. Make sure that you Show that you have understood the Type, Audience and

Purpose for the writing Use appropriate language, structure and presentational devices for the genre you have been given Use appropriate Use a variety of and interesting appropriate connectives to vocabulary link your ideas, sentences, and paragraphs Use a variety of

sentences effectively, varying your sentence openings Make sure your work is accurate, using a full range of punctuation Use

paragraphs to help make your meaning clear Learning Objective: To understand the format and overall structure of the writing section of the Unit 1 exam Q5: Inform / explain / describe, based on personal details: 16 marks. 25 minutes. 10 marks use of language and detail; writing appropriately for audience and purpose; use of paragraphs 6 marks spelling, punctuation, and sentence structure;

use of standard English Learning Objective: To understand the format and overall structure of the writing section of the Unit 1 exam Q6: Argue / persuade / create a viewpoint which must be sustained: 24 marks. 35 minutes. 16 marks use of language and detail; writing appropriately for audience and purpose; use of paragraphs 8 marks spelling, punctuation, and sentence structure; use of standard English

Learning Objective To revise and practise writing to inform, explain and describe (Q5) Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Q5: Inform / explain / describe How would you define each of these words? Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Q5: Inform / explain / describe How would you define each of these words?

Imagine Frazer and Megan have had a fight in the corridor outside G06. Person/Pair A: you have to inform your table (then me) about the fight. Person/Pair B: you have to describe the fight to your table (then me). Person/Pair C: you have to explain why the fight happened. Think carefully about the type of vocabulary you should use, as well as about audience and purpose. Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Writing to inform Purpose: to give details about

something (Hint: Who? What? Where? When? Why? How) Language: - Clear and factual but lively! - Technical/specialist vocabulary - Third person/formal - Honest and trustworthy tone? Structure: Paragraphs organised by topic, beginning with clear topic

sentences Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Writing to Inform = Giving the facts. What FACTS can you tell me about these book covers? Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Fact Finders Watch the trailer for The Hunger Games Film (we will watch it twice):

Listen carefully to find out: The name of the lead character The district he/she is from Why the lead character is taking part in the games What The Hunger Games are How many people take part in the games What ages the tributes can be The tagline of the film When the film is out at the cinema Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Writing to Inform

This means giving facts to another person. Always think about TAPS: Type should it be instructions, a recipe, directions, a manual? Audience who is going to read it? Purpose - to give unbiased information which is reliable and factual Top Tips: Style - formal

When writing to inform, make sure language is clear, factual and impersonal. Use short and clear sentences. Break up the writing with diagrams, illustrations, pictures and subheadings. Learning Objective: To revise and practise writing to inform, explain and describe (Q5) You MUST write a review of The Hunger Games which informs nervous parents about the content of the film. This is to help them decide whether or not to let their children go to the cinema. (It is rated

) You SHOULD include facts which will inform the parents about the characters, plot and themes. Tip: you SHOULD NOT include your opinion of the film. SS: The Hunger Games is a film aboutstarring..

You COULD include facts about the nature of the games which the characters have to take part in. First, run the TAPS: T A P S Learning Objective: To revise and practise writing to inform, explain and describe (Q5)

The Hunger Games: Introduction The film is set in a place called Panem. Panem is split into 12 districts. Every year, each district must choose two tributes at random (one boy, one girl) to take part in the games. The Hunger Games is a film about a young girl called Katniss Everdeen. She is chosen to take part in The Hunger Games as a tribute for District 12. After the tributes names are drawn out of a bowl they are taken from their homes to compete...

Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Swap your book with your partner. Has your partner: Used short and clear sentences? Have they remained unbiased (no opinions)? Included facts from the trailer? Used a formal style? Considered their audience (nervous parents)? Bearing this in mind, you are going to give your partner a mark out of 10 for AO (i) and (ii). The mark scheme is on the next slide. Ready?

Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Peer-assess: which band and why? Target? Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Peer-assess: what about AO (iii)? Which band and why? Target? Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Writing to explain Purpose: giving more than

details about something; justify and give the reason (Moving into analysis) Structure: Paragraphs (open and then give evidence) Sequential/logical order Language: - Connectives to show sequence, cause and effect - Technical/specialist vocabulary - Clear and authoritative in tone - Personal (emotional/subjective) OR factual and balanced

Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Giving facts but with EXTRA DETAILS Writing to Explain Explain how this dog came to be inside this dishwasher. You MUST give reasons. SS: The dog is inside the dishwasher

because Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Writing to explain is like writing to inform, but with extra. You still need to include the facts, but you also need to: Give reasons Break down the topic in more detail Be either balanced and factual or emotional and subjective but not both! Use evidence to support your points Use connectives

Consider your audience Learning Objective: To revise and practise writing to inform, explain and describe (Q5) ...The Hunger Games Arena Tall trees Cornucopia River Parachutes Berry field

Caves Learning Objective: To revise and practise writing to inform, explain and describe (Q5) This is where the games begin. The yellow shape on the map is called the Cornucopia it is full of food and weapons. This is when the most number of contestants are killed at one time as they all fight over the goods. This is the river it is your ONLY source of water in the Arena. You can also catch fish here.

Beware, you are very visible to others here. The trees are very high if you are a good climber you could hide up them for days and watch out for enemies. Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Each contestant has a sponsor who will give them supplies. They will only be given the supplies if the sponsor thinks they are playing the game well

These are the caves. They will provide good shelter but if you stay here it will be difficult for you to spot other contestants who are on their way to kill you. These are the fields where you can find berries to eat. Be careful though as some are poisonous. Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Each contestant in the Hunger Games has a coach who helps them to win. You MUST write a guide in which you explain to Katniss how to survive the Hunger

Games. You SHOULD base your guide on the different parts of the arena and explain why Katniss should trust your judgement. (e.g. you should hide in the caves because this will offer you shelter..) SS: The first thing to do when entering the arena is. You COULD split the guide into different

survival sections (food, shelter, weapons) Top Tips: Give reasons Break down the topic in more detail Be either balanced and factual or emotional and subjective but not both! Use evidence to support your points Use connectives Consider your audience Learning Objective: To revise and practise writing to inform, explain and describe (Q5)

Swap your book with your partner. Has your partner: Given reasons? Broken down the topic in more detail? Been either balanced and factual or emotional and subjective but not both! Used evidence to support his or her points? Used connectives? Considered his or her audience (Katniss)? Bearing this in mind, you are going to give your partner a mark out of 10 for AO (i) and (ii). The mark scheme is on the next slide. Ready? Learning Objective: To revise and practise writing to inform, explain and describe (Q5)

Peer-assess: which band and why? Target? Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Peer-assess: what about AO (iii)? Which band and why? Target? Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Writing to describe Purpose: to paint a picture in words, to make something

real for the reader Structure: Paragraphs which cover different areas of the description Language: - Adjectives and adverbs - Use of verbs to give power and movement - Imagery - Variety of sentence length and structure - Appealing to readers different senses

Learning Objective: To revise and practise writing to inform, explain and describe (Q5) How would you describe this image? EXT: write a simile to describe the colours. Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Writing to Describe When writing to describe, use: Adjectives: "He wore a sparkly jacket". Similes:"He is acting like a fool," Metaphors:"That girl is a star". Most importantly, appeal to the readers' senses:

What does it look like? What does it feel like? What does it sound like? What does it smell like? What does it taste like? Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Adverbs Adverbs are describing words. In pairs, create a list of adverbs which could be used to describe the following: Running

Crying Top Tip: Climbing Adverbs often end in ly Speaking Looking e.g. calmly Waiting Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Imagine you are Katniss.

You are standing in the woods near the edge of the arena. Use your SENSES to describe your surroundings. (see, hear, feel, smell, taste) Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Use a simile to describe the

expression on Katniss face. Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Katniss enters the arena via a plastic tube. She has to wait on her spot for 30 seconds before either a) fighting for supplies at the cornucopia or b) grabbing something nearby and running to the woods.. Katniss decides to grab a backpack and run away.

Learning Objective: To revise and practise writing to inform, explain and describe (Q5) onomatopoeia simile The rain beat down like a drum. It left pools on the ground like mysterious, ever increasing crop circles. It felt as if the world was going to be washed away. The stormy sky had darkened to inky black. simile

alliteratio n simile metaph or power word Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Lets put it all together... You MUST write 3 paragraphs to describe

Katniss arrival in the arena. You SHOULD use the senses and adjectives to describe how she feels, and her surroundings. You COULD use similes and metaphors to describe the scene. SS: As I stand on the podium, waiting for the

gong, all I can think is Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Lets do some green pen marking of your description...

1. Vocabulary Review your use of language. verbs adjectives nouns alliteration metaphors and similes sense descriptions imagery Use this bank of connectives to link your sentences together as paragraphs... And then structure your paragraphs together into a

coherent text... 2. Structure - connectives For example Therefore So Consequently As a result

In contrast Similarly For instance On the other hand First(ly) Second(ly) Last(ly)

Finally To begin with At the outset But Still However

Nevertheless Yet On the contrary In spite of this In other words Rather Moreover

Furthermore What is more In addition also.. Naturally Of course

Certainly Strangely enough Oddly enough Luckily Admittedly (Un)fortunately Undoubtedly

Finally In conclusion Learning Objective: To revise and practise writing to inform, explain and describe (Q5) 2. Structure - openings If you vary how you open your sentences, you will automatically vary the different sentence types you use... And get a higher grade!

Change some of your sentence openers using the following AN ED WORD Exhausted, the man slumped onto the chair. AN ING WORD Looking through the window, the girl gazes out at the world. A CONNECTIVE (LINKING WORD) Because he has been wounded, the soldier lies on the battlefield beneath the rearing horses. A SUBORDINATE CLAUSE As it was every day, the train was jam packed with commuters. AN ADVERB (USUALLY ENDS IN LY) Hurriedly turning away, the man shoves the money into his pocket.

A PREPOSITIONAL PHRASE (IN, ON, THROUGH, UNDER, BEHIND) Underneath the tree, two men are deep in discussion. Learning Objective: To revise and practise writing to inform, explain and describe (Q5) 3. Punctuation Do you know what each of these punctuation marks does... And how you could use it? . , ? ! ... ; : ( ) Try to include some of these punctuation marks in your work...

Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Have you improved your descriptive writing? Is the first word of your writing the or this? Is the second word of your writing a noun (naming word)? Is the third word of your writing is? Is your writing in more than one section or paragraph? Have you used and or but more than three times? Have you used a range of sentence openers? Have you used a range of interesting vocabulary? Have you used a range of connectives? Have you used a range of punctuation?

Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Peer-assess: which band and why? Target? Learning Objective: To revise and practise writing to inform, explain and describe (Q5) Peer-assess: what about AO (iii)? Which band and why? Target? Learning Objective To have a go at an exam question under exam conditions (Q5)

Learning Objective: To have a go at an exam question under exam conditions (Q5) A new website called Outdoor Exploring for Kids has just been set up. Write a short article for the website describing a place you have explored and the most interesting thing you found there. Remember to: write an article use language to describe Try to write approximately one side of your answer booklet. Write the question into your exercise book and underline or highlight any key words.

What do you need to do to answer this question successfully? Lets plan together... Learning Objective: To have a go at an exam question under exam conditions (Q5) A new website called Outdoor Exploring for Kids has just been set up. Write a short article for the website describing a place you have explored and the most interesting thing you found there. Remember to: write an article use language to describe Try to write approximately one side of your answer booklet.

You have 25 minutes to write your answer. Learning Objective: To have a go at an exam question under exam conditions (Q5) Self-assess: which band and why? Target? Learning Objective: To have a go at an exam question under exam conditions (Q5) Self-assess: what about AO (iii)? Which band and why? Target? Learning Objective

To revise and practise writing to argue and persuade (Q6) Learning Objective: To revise and practise writing to argue and persuade (Q6) Q6: Argue / persuade / create a viewpoint which must be sustained: 24 marks. 35 minutes. 16 marks use of language and detail; writing appropriately for audience and purpose; use of paragraphs 8 marks spelling, punctuation, and sentence structure; use of standard English

Learning Objective: To revise and practise writing to argue and persuade (Q6) Q6: Argue / persuade / create a viewpoint How would you define each of these words? Learning Objective: To revise and practise writing to argue and persuade (Q6) The word argument suggests an animated disagreement - but a written argument is rather different. It requires that you... put forward a clearly stated and wellconsidered point of view; provide support for this view; create a sense of balance by referring to

other equally valid points of view; tactfully counter these Your aim in this kind of writing is not necessarily to 'win' the argument; instead, it is to put forward evidence that is logical and well-considered and which acts to support your point of view and to counter the main alternative views. Learning Objective: To revise and practise writing to argue and persuade (Q6) Words for arguing: Although

If While/whilst Unless Even though Learning Objective: To revise and practise writing to argue and persuade (Q6) You use these words to argue against the main viewpoint given. Statement: Fast food is bad for your health. Although fast food is said to be unhealthy, if it is eaten in moderation it doesnt affect our health.

While fast food can be unhealthy if eaten too often, it is totally harmless when eaten in moderation. Fast food is harmless, unless you eat too much. Even though fast food can be bad for your health, it is safe if eaten in moderation. Learning Objective: To revise and practise writing to argue and persuade (Q6) Lets take it step by step... Write an article for The Student Speaker in which you argue either for or against Educating Cumbria being filmed at Keswick School.

Type? Audience? Purpose? Learning Objective: To revise and practise writing to argue and persuade (Q6) Step 1: collecting ideas Where might the cameras go? What effect would they have on student behaviour? What would be the benefits and drawbacks of our school being on TV?

Mind map your ideas. Learning Objective: To revise and practise writing to argue and persuade (Q6) Step 2: key points List five or more key points that you want to make and number them. List any arguments that could be made against what you want. Number these too. Next to each argument for b) write down a response (or counter-argument) that you could use to overcome the problem.

Learning Objective: To revise and practise writing to argue and persuade (Q6) For example: a) Key Point b) Arguments against c) Counterargument Cameras in classrooms would be an invasion of

our privacy. Anyone who doesnt want to be shown will have their face blurred out. Theyll still be recognisable, though, and may not feel comfortable

around school. Learning Objective: To revise and practise writing to argue and persuade (Q6) Its a bit like a burger... KEY POINT Cameras in classrooms would be an invasion of our privacy. Anyone who doesnt want to be shown will have their face blurred out.

Theyll still be recognisable, though, and may not feel comfortable around school. ARGUMENT AGAINST COUNTER ARGUMENT The middle of the burger (the other persons point of view) is always surrounded by your arguments. Learning Objective: To revise and practise writing to argue and persuade (Q6)

Stuck on what to include? Think about a forest: Learning Objective: To revise and practise writing to argue and persuade (Q6) Go through A FOREST: A: ANECDOTES - A personal experience & story as proof. F: FACTS Dont know any? Then borrow some from Section A of the exam or invent them! O: OPINION - Strong words, such as, It is outrageous that R: RHETORICAL QUESTIONS - Express yourself powerfully with questions that dont need an answer, but remember to add question marks.

E: EXAMPLES & EXPERTS - Give examples as support. Invent an expert and quote from them: for example, Professor Jane Morris of Oxford University says that S: STATISTICS Invent them! E.g. In a recent survey conducted by York University, 73% T: TRIPLES - Lists of three maybe with alliteration? For example, It is cruel, callous and criminal to Learning Objective: To revise and practise writing to argue and persuade (Q6) Come up with three more burgers on your worksheet.

Learning Objective: To revise and practise writing to argue and persuade (Q6) Step 3:thinking about structure and form Now you have your key points, arguments and counter-arguments, you need to decide how youre going to structure your article. Remember, you get marks for organisation, grammar and spelling so you need to think about what sort of language youll use too. Look at the reminder on the next slide: Learning Objective: To revise and practise writing to argue and persuade (Q6)

The purpose of this style of writing is to present a case for or against a point of view to convince the reader. You need to Use the present tense Use a formal tone Write about counter arguments and say why they are wrong

Clearly state your point of view in the introduction Learning Objective: To revise and practise writing to argue and persuade (Q6) Writing to Argue Continued You also need to Conclude by restating your opinion Develop your

paragraphs logically Use connectives to link paragraphs and within paragraphs Use modal verbs to show options (could, should, Think about form: an article would...) will need a heading and subheadings Learning Objective: To revise and practise writing to argue and persuade (Q6)

With all this in mind, have a go at writing your article Heading and subheadings Present tense Formal tone

Use paragraphs and connectives Use modal verbs (could, should, would...) Use the burger structure to deal with arguments against your idea End by re-stating your point of view clearly Learning Objective: To revise and practise writing to argue and persuade (Q6) Self-assess: which band and why? Target? Learning Objective: To revise and practise writing to argue and persuade (Q6) Self-assess: what about AO (iii)? Which band and

why? Target? Learning Objective: To revise and practise writing to argue and persuade (Q6) Read the texts below. Which devices do they use to persuade? Imagine waking up and being cold, lonely and frightened. Imagine living in fear of being insulted, abused or attacked. Imagine being hungry and thirsty. For the thousands of homeless on Britains streets, they dont need to imagine this is their reality. Good evening. Today, our fellow citizens, our way of life,

our very freedom came under attack in a series of deliberate and deadly terrorist attacks. Learning Objective: To revise and practise writing to argue and persuade (Q6) Annotate, highlight or colour code the speech on your handout to show the following persuasive features: rhetorical questions exaggeration rule of three repetition personal pronouns

alliteration Learning Objective: To revise and practise writing to argue and persuade (Q6) Learning Objective: To revise and practise writing to argue and persuade (Q6) When you are writing to PERSUADE; your aim is to convince your reader. TASK: Write the script for a persuasive speech. Jelly versus Ice Cream It is without a doubt on of the most complicated, contentious and

controversial issues of all time: an issue fraught with difficulties; but an issue that we can no longer hide away from. Guaranteed to split the nation like an axe: the joust of jelly versus ice-cream. 1. 2. 3. 4. Plan ideas Plan structure Plan techniques Write speech

RHETORICAL QUESTION LIST OF THREE REPETITION I OR WE ? EMOTIVE LANGUAGE (WORDS THAT MAKE YOU FEEL) WORDS THAT CREATE IMAGES (IMAGERY) CONTRASTS DIRECTLY ADDRESSING THE AUDIENCE STATISTICS/FACTS & FIGURES

Learning Objective: To revise and practise writing to argue and persuade (Q6) Self-assess: which band and why? Target? Learning Objective: To revise and practise writing to argue and persuade (Q6) Self-assess: what about AO (iii)? Which band and why? Target? Learning Objective To have a go at an exam question under exam conditions (Q6)

Learning Objective: To have a go at an exam question under exam conditions (Q6) Young people today waste too much time watching TV and playing computer games. Write an article for a magazine of your choice arguing for or against this statement. Remember to: write an article use language to argue. Try to write approximately two pages. Write the question into your exercise book and underline or highlight any key words. What do you need to do to answer this question successfully?

Lets plan together... Learning Objective: To have a go at an exam question under exam conditions (Q6) Young people today waste too much time watching TV and playing computer games. Write an article for a magazine of your choice arguing for or against this statement. Remember to: write an article use language to argue. Try to write approximately two pages.

You have 35 minutes to write your answer. Learning Objective: To have a go at an exam question under exam conditions (Q6) Self-assess: which band and why? Target? Learning Objective: To have a go at an exam question under exam conditions (Q6) Self-assess: what about AO (iii)? Which band and why? Target?

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