Collins English GCSE for AQA

GCSE English Language

GCSE English
Publishing from April 2010!
Student Book Targeting Grade C
978 0 00 734211 2 9.99
Student Book Targeting Grade A/A*
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Teacher Guide
(Foundation And Higher)
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Assessment Pack
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Student Book Targeting Grade C
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Teacher Guide
(Foundation And Higher)
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Assessment Pack
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Interactive CD-ROM
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Foundation Revision Guide
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Higher Revision Guide
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GCSE English Literature
Revision Guide
Teacher Guide
(Foundation And Higher)
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Assessment Pack
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Interactive CD-ROM
Evaluation Pack
(publishing February 2010)
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Evaluation Pack


Sample Pages
Chapter 1 Unit 1A Reading non-fiction texts
Understanding a range of non-fiction texts
Close reading in the exam
Exam preparation
Chapter 2 Unit 1B Writing non-fiction texts
Planning for purpose
Communicating with accuracy and clarity
Writing to engage the reader
Exam preparation
Chapter 3 Unit 2 Speaking and listening
Presentations
Discussing and listening
Adopting a role
Chapter 4 Unit 3 a) Extended text study
Character and voice
Themes and ideas
Genre and form
Controlled assessment preparation
Chapter 5 Unit 3 b) Creative writing
Recreations
Moving images
Commissions
Controlled assessment preparation
Chapter 6 Unit 3 c) Spoken language investigation
Social attitudes to spoken language
Spoken genres
Multi-modal talk
Controlled assessment preparation
English Language Contents
2
6
5
4
3
1
GCSE English Language Targeting Grade A/A*
Student Book Sample Pages
Chapter introductions outline the
expectations of the specification
and list student-friendly summaries
of the Assessment Objectives.
Provides an overview of what
the students will learn, why this
is important and what is required
to achieve a C or A Grade.
Focus for development
sections enable
students to see what is
required to achieve the
highest grades.
Remember boxes summarise key
points for students to remember
and are useful revision aids.
Examiners tips help
students improve their skills
and raise their grades.
Exam Tasks give students the
opportunity to discuss and
practise exam-type activities.
Regular boosters enable
students to self and peer assess
their work, showing them how to
improve their grade. Each section
ends with a sample exam or
Controlled Assessment task.
Unit 1(b) Writing non-fiction texts
2
60
What does writing
non-fiction texts involve?
You will get 20% of your English Language
marks for your ability to write non-fiction
texts.You will have to complete two written
tasks in an examlasting one hour.
What is required?
You will be marked on your writing of
G
two responses one short, one long to
two set tasks.
What is being tested?
You are being examined on your ability to
G
write for specific audiences and purposes
G
communicate clearly, effectively and
imaginatively
G
organise information in a structured way
using a range of paragraphs
G
use a variety of sentence structures and
styles
G
use a range of linguistic features for
impact and effect
G
write with accuracy in punctuation,
spelling and grammar
How should you prepare?
As for other forms of assessment and exams,
you will be able to prepare by developing
your skills, trying themout on practice exam
questions, and reviewing the progress you
have made. The skills you will develop will
also help you with many other parts of your
English Language course.
A grade C candidate will:
Plan so that the organisation of
his/her writing is effective, for
example in using clear and coherent
paragraphing to sequence ideas.
Form and style will be
successfully adapted to
different purposes. C
A grade A candidate will:
Plan so that the organisation of his/her
writing is effective, skilful and coherent,
with a logical structure. The chosen
form will be assured, confident and
controlled and will, where
appropriate, engage and
delight the reader. A
Purposeful Writing
61
Introduction
This section of Chapter 2 shows you how to
G
understand what a written response question is asking you
G
understand the meaning of the words task, audience, purpose and form
G
generate ideas and plan your writing
G
explore different approaches to planning the structure of your work.
Why is planning for purpose important?
G
To complete any written task either in class or in the exam you need to
understand what you have to do and, once you have done that, focus on how
you get there.
G
The plan and the structure for your writing are like a road map to make sure
you get where you want to go.
G
This gives you the big picture, not just the details, so that you see the overall effect
of particular choices you make.
Prior learning
Before you begin this unit, reflect on
G
what you already know about
audience, purpose and form
G
previous occasions when you have
had to come up with ideas for a
written task
G
how confident you are about the
structure and organisation of
your written work.
Do you find others can follow your ideas
easily? Why? Why not?
Could you jot down what you
understand by these terms?
What did you do?
What techniques did you use?
Do you use paragraphs, headings or
other organisational features effectively?
Learning
objectives
I
To understand
how task, purpose,
audience and
formshape your
written response
in the exam
62
What do these terms mean?
The task is the question or problemyou have been set: for example, to
write a letter to an employer applying for a job or an article for a travel
magazine describing an exciting trip.
The audience means the reader or readers: the people who will receive
your letter, or read your article.
The purpose is the reason for writing the letter or article: for example,
to persuade or to explain and describe.
The formis the type and category of writing: letter, article, report, etc.
Checklist for success
G
You need to identify the purpose, audience and formin the writing
task you have been set.
G
You need to consider how these things will shape your writing plan.
In the writing exam, purpose, audience and formare all present in
the task.
Understanding Task, Purpose,
Audience and Form
Read these three
sample questions
and then, with a
partner, note down
for each case
I
the audience
I
the purpose
I
the form.
The first has been done
for you. Of course, the
task and purpose are
tied up together, so
dont worry if you
cant separate them.
ACTIVITY
Then, compare your
answers with another
pair. Did you agree? Which one of these would you consider the most difficult task? Why?
Sample question 1: Write a report for your headteacher
advising himor her about whether it would be a good idea
to lengthen the school day by an hour and a half.
Sample question 2: Some people believe our countrys energy
needs will be solved by us taking responsibility at home. They
advise us to save energy by turning off lights, unplugging phone-
chargers, heating only the rooms we are in, and so on.Write a
letter to your local newspaper either persuading readers to follow
this advice, or arguing against it.
Sample question 3: A website called
Classic Kids Films has asked users to
suggest one classic filmthey would
recommend to parents for their children.
Describe the filmyou would choose,
saying why you would recommend it.
form audience task/purpose
I
Identifying task, audience, form and purpose in
the exam question will help shape your answer.
I
Texts can have more than one purpose and more
than one audience.
Remember
63
Focus for development: Audiences and purposes
ACTIVITY
Now read this email from a
student to a revision website:
Answer: Discuss this issue
with a partner:
Can texts have more than one
purpose? (Think about the
autobiography of a celebrity: what
purposes might that text have?)
A student writes Cant texts
have lots of purposes? If I send an
email to a friend about him coming
to visit me, I could be giving him
information, persuading him if
hes not sure even making him
laugh, cos were good friends
ACTIVITY
Look at this extract froma students answer in the exam. Can you
work out what the task, audience, purpose and formwere?
EXAMTASK
The production of Romeo and Juliet by Year 10 and 11 last night was one of the best
performances to grace the school stage in a long, long time. With atmospheric lighting, moody
music and fantastic sound effects, the whole production was a credit to the students, and I
thoroughly recommend that you come along to see your sons and daughters performing. Dont
miss out tickets for the remaining nights are selling quickly.
What does it mean
to plan?
When you plan an answer you are
thinking ahead. Your plan is an
outline of the main ideas and
content you are going to include.
It may also be the stage where you
decide which points to analyse in
greater detail.
Checklist for success
A successful plan is one that
G
answers the main purpose of the task
G
covers the main points
G
provides a structure, with a clear sequence of steps and
sharp detail
G
sometimes includes key words, phrases or sentences you
intend to use.
You will have one hour to answer two questions. Spend five
minutes planning each answer but before you write the plan,
you need to generate ideas.
Planning an Answer
64
Learning
objectives
I
To understand
how important
the plan is to a
successful answer
I
To write a basic
plan for an exam-
style question
Generating ideas
Read Sample question 1 on page 62 again.
A student has started to generate ideas for this answer using a
spider diagram. Complete it by adding main points of your own.
Then include detail for each main point.
REPORT lengthening school day, good or bad?
Childcare Pupils views
Parents views Homework clubs
Longer School day
ACTIVITY
Examiners tip
You can use other
ways of generating
ideas for example,
a list or flowchart
or whatever works
for you.The main
thing is to get ideas
down on paper!
You dont have to
use everything you
write down initially:
you can always leave
out ideas that you
later decide to reject
because they dont fit
what you want to
say.
I
A good, detailed plan will help
you to write a high level
response.
I
A plan will keep you focused and
give you a clear sequence to
follow as you write your answer.
Remember
65
Focus for development: What makes a good plan?
The plan
Now read this plan based
on the spider diagram:
Look at the plan with
a friend and discuss:
G
whether you would you be
able to write an answer to
the task based on this plan
G
if there is another way the
answer might have been
structured.
ACTIVITY
Plan
1 Intro: thank him for asking me to report for him
2 Advantages of lengthening school day:
G
less childcare for parents
G
could have tea provided
G
homework done in school so equal for everyone
3 Disadvantages:
G
pupils want to go home, may be problems
G
clubs outside school will have to change times
G
buses, trains?
4 Conclusion: good idea if problems dealt with first;
parents kept informed.
Now look at a second sample question.
Generate ideas and then write a plan for this question.
Take no more than 5 minutes to do so.
1 Start by reading the question and identifying the
purpose, audience and form.
2 Next, generate ideas: use a spider diagram, list of points or
notes.
3 Then, write your plan. Use numbers or letters for each
section (these could be your paragraphs in the final answer).
A website calledClassic Kids Films has asked users to
suggest one classic filmthey would recommend to parents
to show their children.Write a description of your
suggestion, explaining why you would recommend it.
EXAMTASK
Examiners tip
When youve done your plan, jot down a
variety of suitable words and phrases ready
to use in your answer, for example some
good connectives (firstly,however,
moreover) or impressive
phrases/sentences you might use
(spectacular experience,thrill-a-minute
adventure).
66
Learning
objectives
I
To understand
how basic
structure can
change meaning
and effect
What is structure?
The structure of a text is the way it is organised, particularly the
order of the content.
Checklist for success
Successful structure is achieved by
G
including the key conventions of
a particular formof text, such as
the opening to a letter
G
sequencing the content
appropriately: for example,
deciding whether to state your
main point at the start of a text
G
organising content effectively
(for example, deciding whether to
group certain ideas together)
G
making sure the reader can follow
your argument, viewpoint or
explanation.
Check the key conventions of non-
fiction forms on pages 67.
Structuring your Text
A student writes
I find it easy when I have to
write about two sides of an
argument I just deal with one
side then the other, then add
my final decision. Sometimes,
though, it can seem clumsy.
What else could I do?
You could deal with each
issue or topic in turn. It does
mean, though, that you will
need to use comparative
language well (on the other
hand, in contrast).
Here is a Grade A
example in which
a student has
written about the
advantages and
disadvantages of a
beach holiday and
a city break.
ACTIVITY
The main problem with beach holidays is the
weather. If its sunny fine, but what do you do if
the sand is as soggy as a marshmallow? On the
other hand, bad weather in a city is actually quite
welcome. No one needs an excuse to sit in some
trendy caf sipping a hot chocolate, do they?
When it comes to chilling out, the beach
holiday wins hands down. You cant beat the mix of
fresh air and warm sea. City breaks might be
relaxing, but you can never escape the traffic, the
fumes and the people.
Which structure has the student used from the two options given above?
Changing the order or sequence of information you
give changes the effect. Sometimes it is best to be
direct, dont be afraid to experiment with structure.
Remember
67
Focus for development: Sequence and organisation
Similar decisions about organisation what you deal with and in what order occur
even in texts in which you are not comparing things. For example, what is the best way
to start a text: to get straight to the point, or to be more subtle?
Write two plans for this task.
For each plan, jot down what you are going to
include over five paragraphs.
G
In the first plan, use the first paragraph for stating
your point of view and then deal with all the pros
and then all the cons.
G
In the second plan, deal with each point in turn,
looking at the pros and cons of each.
Work with a partner and give an improvised talk based on each plan.
Discuss which structure worked better, and why.
ACTIVITY
Your form teacher has
asked you whether
having a whole school
litter pick at the end
of each day is a good
idea. Advise him or
her on what is the best
course of action.
Approaches to structure
You can use structure to affect tone and style, for
example by having an unusual opening.
Look at these two emails students have written in
response to a question about inviting an old friend
to meet up. Which one do you think uses a more
original and engaging opening? Why?
Hiya. Would you like to meet up some time?
Its been ages since Ive been in touch. Itd be
great to hear all your news, and share a coffee.
We could meet, in Princes Park if you like?
A
ACTIVITY
A sunny afternoon Princes Park veggie
burgers, diet coke and a good laugh. Sound like
fun? I havent been in touch for ages, so itd be
great to meet up next week if youre around
B
Grade Booster
Extended Exam Task
Generate ideas, plan a task and decide on a structure for this question.
If you feel ready, write the opening two paragraphs of your article.
Remember to follow this process:
Evaluation What have you learned?
With a partner, use the grade skills list below to evaluate your work on the
Extended Exam Task.
Write an article for your school magazine in which you attempt to
persuade your year group to volunteer to work for local charities.
Decide on structure or sequence Generate ideas Plan
68
D
I can write plans but they are not always detailed or clearly linked to
purpose, audience, formand the task set.
C
I can write plans with a view to interesting the reader; my organisation is
clear and language is generally appropriate, linked to the purpose and form.
B
I can write a plan which allows me to develop and organise ideas for task,
purpose, audience and form, with a clear sense of the effect they will have
on the reader, considering things such as alternative beginnings and endings,
and variety of paragraphs.
A
I can compose a plan quickly and efficiently, which shows the most effective
organisation and structure for the task, audience, purpose and form. It allows
me to show a wide range of ambitious language choices and techniques.
A
I can compose a plan quickly and efficiently which shows my immediate
grasp of the rich potential of the task, allowing me to demonstrate my
creative flair by using a wide range of language choices and techniques.
*
You may need to go back and look at the relevant pages from this section again.


Sample Pages
GCSE English Language
Teachers Guide Sample Pages
Provides a clear match to the specification
with graded learning outcomes and
assessment objectives flagged up at the
start of each lesson plan.
Support and extension opportunities ensure the
whole class is stimulated and challenged, providing
different pathways (all must, most should, some
could) through the Student Books according to ability.
The Plenary
offers guidance on
how to assess
student progress.
Starter activities with
worksheets introduce the skill or
topic covered and help ascertain
students prior knowledge.
Each Teacher Guide supports
both the Targeting Grade C
and Targeting Grade A/A*
Student Books.
The structure and presentation
of your text
Differentiated learning outcomes
All students must discuss and complete the activities in pairs. (Grade D/C)
Most students should write responses to the activity questions. (Grade C)
Some students could write their own interesting email opening. (Grade B/A)
Ask student to read in pairs, What do structure and presentation
mean? and Checklist for success.
Starter: Sequencing paragraphs
Ask students to work in pairs to sequence and link together the
paragraphs on Worksheet 1. When finished, they should share their
order with another pair and discuss the reasons for their choices.
This activity should take no more than ten minutes.
Feed back by asking one pair to read out their order. If another group
have a different order, ask both groups to defend their decisions.
(The correct order is probably 5, 3, 1, 6, 2, 4.)
Give extra challenge by asking students to imagine the piece is a
magazine article on the life of Danny Blanchower. They could give it a title
and see if they can invent an interesting headline for each paragraph.
Main activity sequence
Ask students to complete the two activities in pairs.
All students must discuss and complete the activities in pairs.
Most students should write responses to the activity questions.
Some students could write their own interesting email opening.
Activity
Generating
ideas
Activity
Approaches to
structure
Students should work out that B is more unusual than A. This is
because the writer has not suggested meeting up immediately;
instead he has tried to interest his friend in what they might do.
A rhetorical question is posed.
Discuss the reason that B is more unusual than A. Ask the students to
tell you which is the more unusual and ask them to defend their
answers.
Give extra challenge by asking students to write their own interesting
email opening, inviting a friend to join them for a tness work-out after school.
Development
Thinking about the typical structural features, students could work on
one of the suggestions below to write a newspaper report:
There has been a pop concert in a field near you. Some people
enjoyed the concert but others complained about the excessive noise
late at night.
A famous film star is to be married at a church near you. You have
been asked to interview the film star for your local newspaper.
Ask students to plan the article and then write the article using
presentational features such as headings, subheadings, a lead paragraph
and perhaps an interesting photo.
They need to be aware of connectives such as because, in addition,
however, furthermore and therefore. Also, pronouns such as he, she it
and they.
All students must plan and write an article.
Most students should use connectives to organise and link their paragraphs.
Some students could organise the content effectively and engage the reader by
use of layout and structural features.
Plenary
Ask members of the class to describe how they structured their article.
Finally, ask your students to tell you how they have connected their
paragraphs. They need to give examples such as, I ended my third
paragraph by mentioning the group had made a great deal of noise,
then I used a connective to open the fourth paragraph, saying,
However, those attending really enjoyed the music..
Remind students that making original or unusual choices will make
their work stand out and help them achieve high grades in the exam.
T
a
r
g
e
t
i
n
g

A
/
A
*
Assessment
objectives
AO4 Writing
Write to communicate clearly,
effectively and imaginatively,
using and adapting forms
appropriate to task and
purpose in ways that engage
the reader.
Organise information and
ideas into paragraphs and
whole texts, using a variety of
linguistic and structural
features to support cohesion
and overall coherence.
Ask pairs to share their discussions with the class. Students should
be able to understand that candidate Y has written a very
different opening to Candidate X:
Candidate Y has written an introduction and the final decision
about the school day will come at the end of the essay.
Candidate X has given a verdict in the first paragraph and will
back up the argument by only discussing the good points.
Students might also notice that Candidate Y achieves a slightly
more formal tone, appropriate to the task, purpose and audience.
Chapter 1 Unit 1B Writing Non-ction Texts Planning for purpose Lesson plans
21 21
Student book pp. 589
31
Planning for purpose Worksheets
Worksheet 1 The structure and
presentation of your text
In pairs, try to work out the best order for these paragraphs.
Note down your suggested order here:
Blanchflower left school at 14 and it was not long before he joined the
RAF. He lied about his age to join up in 1943. He was posted to Canada
and gained a reputation as an excellent footballer.
Other successes included the FA cup for Spurs in 1962 and he also
captained Northern Ireland to the quarter finals of the World Cup in 1958.
He gained some footballing skills early on, as his mother played centre-
forward in a womans team. His school days were spent playing football
as often as possible.
After retiring from football, Blanchflower wrote for newspapers, managed
football teams and worked for radio. He was also known for his unusual
and interesting sayings, such as Ideas are very funny things. They never
work unless you do. and If weve got the ball, they cant score.
Danny Blanchflower was ranked as Tottenham Hotspurs (Spurs) best
ever player. He is remembered as one of the greatest tacticians in the
history of football and for his passing abilities. As a youngster, he could
only dream of playing for a football team.
After World War Two, Blanchflower became a professional footballer.
He soon moved to England and played for Tottenham Hotspur in 1958.
He captained the team to the league and FA Cup double in 1962. Spurs
were the first team to win the double in the twentieth century.
When youve come up with an agreed order, join with another pair and
compare your answers.
Note down the order of paragraphs that you have agreed with the other
pair here:
6
5
1
2
3
4


Sample Pages
Chapter 1 Unit 1A Reading non-fiction texts
Understanding a range of non-fiction texts
Close reading in the exam
Exam preparation
Chapter 2 Unit 1B Writing non-fiction texts
Planning for purpose
Communicating with accuracy and clarity
Writing to engage the reader
Exam preparation
Chapter 3 Unit 2 Speaking and listening
Presentations
Discussing and listening
Adopting a role
Controlled Assessment preparation
Chapter 4 Unit 3 a) Reading literary texts
Shakespeare
Exploring cultures
Literary Heritage
Controlled Assessment preparation
Chapter 5 Unit 3 b) Creative writing
Moving images
Prompts and Re-creations
Me. Myself. I.
Controlled Assessment preparation
GCSE English Targeting Grade A/A*
Student Book Sample Pages
Chapter introductions outline the
expectations of the specification
and list student-friendly summaries
of the Assessment Objectives.
Provides an overview of what
the students will learn, why this
is important and what is required
to achieve a C or A Grade.
Remember boxes summarise key
points for students to remember
and are useful revision aids.
Easy-to-use double-page
lessons provide clear learning
objectives, success checklists
and explanations of key concepts.
Examiners tips help
students improve their skills
and raise their grades.
Practice Tasks give students the
opportunity to consolidate their
understanding of each topic.
Focus for development sections
enable students to see what is
required to achieve the highest grades.
Activities throughout the lesson
develop students understanding
and application of the skills.
Unit 2 Speaking and Listening Present at ions
3
What does Speaking and
Listening involve?
You will get 20% of your English Language
marks for your Speaking and Listening
ability.
You will have to complete three Speaking
and Listening controlled assessments.
What is required?
You will be marked on your
G presenting
G discussing and listening
G role playing.
What is being tested?
Your teacher will be judging your ability to
G speak clearly and purposefully
G organise your talk and sustain your ideas
G speak appropriately in different situations
G use standard English and a variety of
techniques when speaking
G listen and respond to what others say and
how they say it
G interact with others, shaping meanings
through suggestions, comments and
questi ons and drawing ideas together
G create and sustain different roles.
How should you prepare
As with any other controlled assessment, you
will be able to prepare for your assessments
by developing your skills and practising your
performances.
3 2
Thissection of Chapter 3 showsyou how to
G give apresentation to an audience
G select atopic and structure your talk
G decide what content you might include
G use arange of techniquesto boost your performance.
Why is the development of presentational skills
important?
G we can all talk generally about topics, but to get top gradesyou need to
demonstrate arange of presentation skills.
G planning, structuring and enlivening your presentation makessuccesseasier
to achieve.
G you will use the same skillsin other partsof the English course, for example,
when you are required to write in the examination.
G it islikely you will have to use these presentational skillsthroughout your working
life. Developing these skillsnow will help you succeed in whatever you choose to do.
C grade candidate will:
Adapt their talk to the situation,
using standard English
confidently. They will engage the
listener through their use of
language, so that information,
ideas and feelings are
communicated clearly.
A grade candidate will:
Use assured standard English,
vary sentence structures and
exhibit a broad repertoire of
vocabulary to engage the
listener, employing suitable
style and register.
Prior Learning
Before you begin thisunit, think about:
G Timeswhen you have heard someone
talk in aformal situation
G How you have been taught to
structure your formal essays
G Which speakers have interested
you most and why?
Which of their techniques might
you be able to use?
C A
When you watched someone on television,
listened in assembly or had an outside speaker
in school, how did the speaker begin/ try to
hold your attention/ conclude?
Which of these techniques could you use when
preparing and delivering a presentation?
Focus for development: selecting effective content
You must be selective in your choice of materials. Just because you find adetail
interesting doesnot necessarily make it appropriate for your presentation.
So, the talk on Florence Nightingale
G offersfactswhich give aclear picture of what was
happening
G indicatesthe problemsthe nursesfaced
G showsthe number of nursescoping with them
G moveson to talk about how the care was
revolutionary for itstime.
It only includesfactsrelevant to the main topic nursing. It doesnot talk about the
battles, the politicsor where Florence Nightingale went to school.
Select ing t he right cont ent
for your present at ion
Learning
objectives
I To understand the
importance of
selecting and using
content wisely.
Why is a focus on content important?
Regardlessof your topic, without interesting and relevant content, you
will not engage your audience.
Also, remember that listening isadifferent skill to reading. What you
say must be easily understood by your audience. You need to make
your pointsclear and precise. If your listenersmisswhat you say, it is
gone for ever. If they cant follow your argument, you will lose their
attention.
Checklist for success
G You need to be dealing with atopic about which you have enough
information so that you avoid making irrelevant pointsor
unconvincing assertions.
G You need to be very clear about the purpose of your talk.
G You need detailsand examplesthat support your main points.
4 5 Chapter 3 Speaking and Listening
Thisisfrom an A* Grade
presentation. The student
wascomfortable with her
topic because she had
researched it thoroughly.
G How many factsdoes
she include?
G How doesshe use the
facts?
G What isher main point?
G How doesshe make us
interested in Florence
Nightingale?
ACTIVITY
I think Boys will be Boys is a programme that would appeal to
anyone. I thought about my own brothers when I was watching
it. I laugh at them, and I laughed at the boys on the screen.
The show made fun of Steve, Imran and Ben, but I have to say
the girls seemed ridiculous too: Maeve with her hair and
Sammy with her turned up nose She tries to be so superior
If you were planning the
Nightingale talk, what
content might you need for
your next section?
ACTIVITY
You have been asked to give a
presentation reviewing a
television programme, film or
play you have seen recently for
your teaching group.
With apartner, decide which of
the following ideasyou might
or might not include in your
review, and why:
ACTIVITY
Character details when and where you saw it your
favourite forms of entertainment the storyline
themes opinions of others about it comparison with
other similar productions your range of hobbies
why you watched it length best/worst moments
the last production you saw prior to this one
alternative ways of spending your time
Of course, it isnot just a
question of selecting the
right ideas, but what you
choose to say about them.
Compare these extracts
from students reviews.
1 To what extent does
the first review rely
on description?
2 How hasthe second
student improved her
review by being more
critical?
ACTIVITY
Student 1: from a C Grade response:
My sister loves Boys will be Boys. Mind you, she loves boys,
full-stop, so maybe shes not the most reliable judge of the
programme. She adores Steve because hes cute; but she has
always reacted to Bambi in much the same way, so take that as
you will. She also claims Imran is the best thing since the MP3
player; but I prefer an i-pod touch
Student 1: from a C Grade response:
Florence Nightingale took a group of 38 nurses to the Scutari
Barracks Hospital in October 1854, to care for wounded British
soldiers in the Crimean War. Although many were in agonies
because of their injuries, many more were dying of terrible diseases
like typhus fever, typhoid and cholera. The nurses cared for these
soldiers in a way we have come to expect nowadays; but back then it
was a revolutionary move
I Content needs to be appropriate for your purpose and
audience.
I Research if necessary but be selective in what you use.
I Make sure all your content is relevant and supports
your main points.
Remember
6 7 Chapter 3 Speaking and Listening
Effective research
Because you prepare presentations, you can alwaysdo research. That
doesnot mean finding out everything you can about asubject. You
need to be selective, finding information which suitsyour purpose.
If you were researching the talk about Florence Nightingale and
how she revolutionised nursing care, which of these websitesdo
you think might be useful?
Why/ why not?
1 Florence Nightingale Museum:
www.florence-nightingale.co.uk
2 Jon BainesTours Florence Nightingale in Istanbul:
www.jonbainestours.co.uk
3 Detailsof anew book about Florence Nightingale:
www.florence-nightingale-avenging-angel.co.uk
Having found relevant material, you have to put it acrosseffectively
to your audience. That could mean using:
G diagramsor pictures
G powerpoint slides
G anecdotes
ACTIVITY
A C grade student wasasked to respond to thistask:
Organise the following factsinto aconclusion for apresentation
which arguesthat Nightingale isone of the greatest women to
have lived.
Try to offer aconclusion which
G summarises
G iscompletely relevant to your argument
G leavesthe audience with positive feelingsabout Nightingale
(and, therefore, about you asapresenter!).
ACTIVITY
Examiners tip
If you do research,
remember
I simply finding facts
helpsyou little
I it ishow you use
and develop ideas
that iscrucial.
The information
youve found needs
to be part of your
central message. You
will have apurpose:
I to argue that
Nightingale
changed nursing
acrossthe world.
Your research
findingsneed to
support that
message.
Died 1910, aged 90
1907: International conference of Red CrossSocietieslisted her as
apioneer of the Red CrossMovement
Wasasked by US for advice on caring for the sick during their
Civil War
Called Lady of the Lamp because of her hourstending the sick in
the Crimea
First woman to receive the British Order of Merit
R esponse:
Produce abetter ending by
G organising the material more
effectively so that the ideasseem to
develop more logically
G adding more detail
G rephrasing where necessary and
totally rewriting where that needs
to be done.
So, FlorenceNightingalewasfamous
all over theworld. Shewaseven
respected in theUnited Statesand by
theRed CrossMovement by thetime
shedied in 1910. TheLady of the
Lamp, asshewascalled, wasthefirst
woman toreceivetheBritish Order of
Merit and shecertainly deserved it.
You are asked to talk to the classabout your favourite pastime.
1 What pointswould you make?
2 Why?
3 How would you develop them?
PRACTICE TASK
Point Why Development
running ishealthy health issuesimportant at
any age
how my life changed asI became
healthier
15 million British
people run
pleasure/ competition/
feeling of well-being
age no barrier: ConstantinaDita
became world marathon
champion at 38; Buster Martin
ran in London marathon at 101
8 9 Chapter 3 Speaking and Listening
Leading a group discussion
Learning
objectives
I To learn how to
manage a
discussion
successfully.
Why is the ability to
lead important?
To gain a high grade, students are
expected to support others in the
group, show empathy for their ideas
and lead the group through
discussions to its conclusions.
Checklist for success
You need to be prepared to direct
discussions, help resolve
disagreements and bring the
discussion to a conclusion or
outcome.
Focus for development:
effective leadership
This extract shows the difference between C Grade students, Sheri and
Abdul, and an A Grade student, Jessica, who leads the discussion.
A student writes
I like working in groups
but Im hopeless at leading the
others. I always get swamped
by their ideas.
The ability to manage a
group is expected from a
top student. However, you
can always try to guide the
group through sections of
the discussion. Taking brief
notes might help you stay
in touch.
ACTIVITY
G What skillsare being demonstrated by Jessica?
G How could the othersreact to her suggestion at the
end? Explain.
The person leading the group might sometimessupport
one point of view but should ensure that all viewpoints
are allowed and all participantsfeel comfortable
ACTIVITY
1 In agroup of three, have adiscussion in which two take directly opposed viewpoints
and the third isresponsible for leading them to an amicable conclusion.
Choose any suitable topic, such as:
G
Football ismore important than anything
or
G
. isthe best singer the world hasever known
The important thing isthat it must be atopic on which there isstrong disagreement.
2 Repeat with different topicsand different roles.
PRACTICE TASK
How does the speaker lead
or shape the discussion in
these examples?
1 Right, to kick things off: why
dont we like this story..?
2 Are you sure, Satish? Lets
just look at
3 Thats agreed, then. We
think
4 Well, thats a totally different
point. For now, can we get
back to..?
ACTIVITY
Jessica: So, are we in favour of single-sex
education or against it? Abdul?
Abdul: Its unnatural. Boys and girls are
part of society, so why keep them
apart at school?
Jessica: Sheri?
Sheri: Wed get more work done if the
boys werent there, messing
about And theres the time
wasted while they all explain why
theyve not done their
homework
Abdul: Thats a silly line to take. Often its
girls with their stupid questions
who are the wasters.
Jessica: OK. So, if youre both saying the
others waste time, could it be
better if they were kept apart?
Only half the time lost..?
Abdul: Maybe. But I work better with
girls around
Sheri: We definitely dont need the
boys
Jessica: Are we needing single-sex schools
as an option, then? I mean, for
those who want it. Or, maybe
single sex classes for subjects in the
same school? Would that work for
both of you?
Wayne: This is the worst place to live.
Jayne: Its better than the middle of a slum
Wayne: This is a slum.
Jayne: Its not. Have you ever been to places with
rubbish lying around and broken windows
everywhere?
Wayne: Its like that round here
What might a leader in the group have done to
G make this discussion more positive
G move the discussion forward?


Sample Pages
GCSE English Literature
Assessment Pack Sample Page


Interactive CD-ROM
Overview


Sample Pages
Writing to describe
Describe something or someone you really know about. You may think it is more
interesting to describe someone from Siberia, but your lack of knowledge will show in
the writing.
If you invent a person, base them on someone (or some people) you know well. He or
she will then come across as a real person.
If you are describing a place, choose one where you have lived, or one you have
visited.
Group your ideas together in a plan. Unless you plan carefully, your description will
ramble and have no structure.
This is a plan for a response to the question: Describe a beach in August.. The main ideas
have each been given a separate paragraph. The further details show how the ideas can be
developed.
A lively opening will immediately attract the examiners attention.
Good descriptive writing usually appeals to all five senses. Write about what you (or
other people) are seeing, hearing, touching/feeling, smelling and tasting.
The more detail you include, the better the description. Describe a particular beach
towel, for example, not just beach towels in general.
Note how this extract uses the techniques above.
The plan is clearly
divided into sections.
Some ideas for
developing the main
points are given in
each section.
One of the questions
in Section B of Paper
2 lets you write to
describe.
You will probably have
to describe a person
or place.
When writing to
describe, you should:
describe what you
know
plan and structure
the description
write an effective
introduction and
conclusion
use your five
senses, as
appropriate
go into detail.
PLAN
Intro:
the overall atmosphere on beach
Para 2: families
dads red, mothers looking after babies and youngsters
Para 3: children
on sands, in sea, ice cream, sunburn
Para 4: sea
sandy grey waves, seaweed, lilos
Conclusion:
view from the pier, people drifting to steps and home
When I arrived at the beach, it was busy and exciting.
Families in bright T-shirts were packed together, music
blared and children were screaming. The sun beat down
and the waves lapped against the shore.
The coloured windbreaks and T-shirts were
bright. You could smell sun-tan cream and
fried onions from hot-dog stalls, and your
lips tasted of salt and sand. All along
the beach, the fathers sat in deck chairs,
reading their newspapers with sweat
running down their necks or lay on towels.
The mothers tried to make the children
behave properly, shouting at boys and
girls, who were shouting back. One woman
in a Liverpudlian accent was screaming,
and looked set to explode.
sight
taste
feeling
smell
sound
Key points
Good Points
Good Points
It is clear from the
start what the
student is writing
about.
Sounds, as well as
sights, are
described.
The beach and the
people are both
described.
Interesting words
are used (packed,
blared, lapped).
Good Points
All the senses are
used to help the
reader experience
the seaside.
There is some good
detail, such as fried
onions from hot-dog
stalls.
REMEMBER
For a really striking
opening, think about a
different approach, e.g.
Focus on one family
in detail.
Focus on one
particular area, then
broaden out.
Begin with someone
speaking.
REMEMBER
Good descriptive
writing often includes
features that are found
in poetry. For
example, you could
include a simile such
as fathers sat in deck
chairs, going red like
apples in the sun.
The aim of descriptive
writing is to give the
reader a clear picture
of the person or place
you are describing. It
is very unlikely that
you will be asked to
write a story.
If you are writing a
description of a
person, dont include
all the senses.
Instead, try to include
some description of
background, such as
the things they like
to do.
REMEMBER
Describe a place where you spend much of your time, for example:
a park
a swimming pool
a club
your bedroom.
Task
Writing Skills Writing to describe
82 83
Describe what you know
Structure
Introduction
Include all five senses and detail
2 Below, there are some extracts from texts. Say:
who you think they were written for
why you have come to that decision.
1 Why has the writer written this text? You might wish to offer alternative ideas but try to
support what you say with quotations from the article.
You might be asked to write about the purpose and audience of a particular text.
If that does not happen, the purpose and audience are still key considerations, because
each element of the texts you will be looking at are chosen for a particular purpose.
(4 marks)
M
ichael Perham is fourteen years old but has
his name in the record books. He sailed
single-handedly across the Atlantic, alone
for six whole weeks. He faced gales, 25 foot waves,
danger from larger ships, loneliness and sharks. But
back on dry land, he now has to face the ultimate test:
his GCSE examinations.
Michael seemed very calm after arriving in Antigua,
and was looking forward to returning to his home in
Hertfordshire. However, the small matter of GCSE
exams stand between him and his next voyage, a non-
stop round-the-world trip he is planning.
He has a great deal to do before he can set out
again. After all, he only took some RE work with him
this time, yet did not find a moment to start on that,
even with six watery weeks on his hands. He might
well be a hero to his classmates, but his teachers will
just see him as someone who needs to catch up!
Hero beats the
Atlantic now
for GCSEs!
Sunday Times, 21.01.07
Michael on his yacht, sailing back to
his studies.
3 What is the purpose of this text, and how does it appeal to its audience?
Audience Extract Reason for decision Marks
For the woman in your
life: Erotique, the new
fragrance by Henri.
Throughout the nineteenth
century, nurses continued to
do as they were told by
doctors.
They knew their place.
Discipline your children. No
longer can they be allowed
to do exactly as they wish.
Investors in Sun Life
Assurance of Canada
rejoiced earlier today, as
share values reached
unprecedented heights.
2
3
3
3
(6 marks) Continue on lined paper if necessary.
102 103
Reading Media and Non-Fiction Purpose and audience
Purpose and audience
Why are purpose and audience important?
Purpose
Audience
Audience and purpose