English Language GCSERevision Book1

When are my English Language exams?Unit 1: non examination assessment: Groupdiscussion:Individual researched contribution:dates to be added by schoolUnit 2 exam: 6th June amUnit 3 exam: 12th June amAcknowledgementsBryn Hafren English FacultyWhere texts have been found on the internet, the website address has been given.Some content included is from: Navigating KS4 (written by CSCJES and EASJES)WJEC English Language Teachers’ Guide chers-guide-teaching-from-2015-e.pdf?language id 1)Resources created for the WJEC by Aberystwyth University aspx?rIid 691 and spx?rIid 690)2

What does English Language involve?Unit 1 Non Examination AssessmentOracy 20% 2 hoursTask 1 (10%) – Individual PresentationResearch a theme and give a presentation to the class.The presentation should last between 5 – 7 minutes including questions.Themes:WalesLeisureThe World of WorkThe World of Science/TechnologyCitizenshipTask 2 (10%) – Responding and InteractingOne group discussion based on the pre-published resources.The discussion should last for about 10 minutes per groupUnit 2 Exam 40% 2 hoursReading and Writing Description, Narration and ExpositionSection A (20%) – Reading (40 marks)Answer questions on different extracts.There will be at least three texts, could be up to five or six.Editing task focusing on understanding short texts (2.5% of qualification total).Section B (20%) – Writing (40 marks)One writing task from a choice of two: description (describe a moment in time or a travelogue),narration (story) or exposition (discursive essay).One proofreading task focusing on writing accurately (2.5% of qualification total).20 marks for this section will be awarded for content (meaning, purpose, readers and structure) and15 marks for writing accurately (language, grammar, punctuation and spelling).3

Unit 3 Exam 40% 2 hours Reading and WritingArgumentation, Persuasion and InstructionSection A (20%) Reading (1 Hour)Answer questions on different extracts.There will be at least three texts, could be up to five or sixSection B (20%) Writing (1 Hour)Two writing tasks (Letter/article/speech/review etc.)No choice.Linked thematically to Section A.10 10 for each taskHalf of the marks for this section will be awarded for content (meaning, purpose, readers andstructure) and the other half for writing accurately (language, grammar, punctuation and spelling).4

ContentsPage numberDatesWhat does English Language involveMaking a revision planWhat does revision look like?PunctuationParagraphs and spellingVarying words to open sentences and sequence ideasHomophone checkBetter ways to say ‘shows’ and ‘effectiveSkills and suggested resourcesSkills ladderIntroduction: Question TypesReading strategiesUnit 2 and 3 reading: Multiple choiceUnit 2 and 3 reading: Word /phrase meaningUnit 2 and 3 reading: Text purposeUnit 2 and 3 reading: ExplainUnit 2 and 3 reading: Analysis of writer’s techniqueUnit 2 and 3 reading: Evaluation / reflectionUnit 2 and 3 reading: Summary questionsUnit 2 and 3 reading: Synthesis questionsUnit 2 and 3 reading: Comparison questionsEditingProofreadingVocabulary practiceWords to describe toneWriting assessment criteriaWritingUnit 3 Writing: LetterUnit 3 Writing: SpeechUnit 3 Writing: ArticleUnit 2 Writing: Narrative writingUnit 3 Writing: ReportUnit 2 Writing: Descriptive writingGive your writing some flairExposition - questionsArgumentation – questionsPersuasion - questionsRecap on basic 5464748495o515253545556585960Red, Amber.Green

Making a Revision PlanCreate a Revision TimetableYou should start revising at least a couple of months before your exams are due to start. Do be realistic about the goals you set in the time you have available, and remember you need to allow forbreaks.Balance your subjectsAllocate topics to days, and make sure you have enough time for everything you want to revise. Balance the time you have available between your various courses. Do not neglect courses that you findparticularly easy or difficult.Identify key topicsFor each course, identify which topics to revise. At the very least, you should cover twice as manytopics as the number of questions you need to answer (e.g. 6 topics for a 3 essay exam). Select topics based on: Teacher guidanceThe content of the coursePast examination papersYour own interests and abilitiesArrange your revision materialYou will have your own notes from books and essays with your teacher's feedback, as well as anyhandouts and other photocopies and references. You will also need textbooks, past exam papers etc.Arrange to have everything you need well in advance.6

What does revision look like?Research suggests that the most effective way to revise is by spreading out revision over time and bycompleting practice tests.Self explanation – explaining the steps taken to answer a question or the success criteria for a task isalso very effective.You might work with a study partner and ‘teach’ them how to answer questions.You might make revision ‘how to videos’ on specific question types (Explain Everything, Snitch.)Record your success criteria / writing layout on a mobile phone / tablet and play back when you aredoing something else.Summarise success criteria for various reading questions.Summarise formats for different types of writingWork with a partner and teach one another the success criteria for different question types.Complete practice papers / questions - electronic and paper formComplete proof reading tasksComplete editing tasksShort burst tasks using revision guides: CGP (Spelling, punctuation and grammar packs for GCSE)Examine modelled answers for D/C and A/A*Learn key words or phrases for responsesUse spider diagrams or mind mapsMake revision cardsUse mnemonics to remember informationUseful websites:BBC Bitesize7

PunctuationFull stop.Indicates that a sentence has finished.Comma,Shows a slight pause in a sentence, separates clauses in acomplex sentence and items in a list.Questionmark?Goes at the end of a question instead of a full stop.Exclamation!Goes at the end of a dramatic sentence instead of a full stop toshow surprise or shock. Only one is required at the end of asentence if you are using it.Apostrophe‘Shows that letter(s) have been left out or indicates possession.Speechmarks“”Indicates direct speech - a character is talking. Remember tostart a new line for a new speaker.markQuote marksWhen writing non-fiction texts, words inside quotation marks areones you have taken from another source.Colon:Introduces a list, a statement or a quote in a sentence.Semicolon;Separates two clauses that are related and of equal importance.Dash-Separates extra information from the main clause by holdingwords apart.Used as a linking device in a sentence (e.g. 1914-1918).Can be used in dialogue when a speaker is interrupted.Brackets()They separate extra information from the main clause and canbe used like dashes to hold words apart.Ellipsis To show a passage of time, to hook the reader and createsuspense.Used in speech when the speaker does not finish their sentence.Also used when quoting in an essay to skip over irrelevantevidence.Hyphen-Used to divide, combine and join words. Used to createcompound adjectives (top-class) and for all compound numbersfrom twenty-one to ninety-nine.Singleinvertedcommas‘’The titles of books, poems, movies, plays, games and televisionshows should be placed in single inverted commas.8

ParagraphsI understand and can use the TIPTOP rule.You move onto a new paragraph when you change:Time: hours later, days later - even years later!Place: moving from one location to another.Topic: when the focus of your writing changes.Person: when you focus on a different person or when a new person speaks.To start a new paragraph, go to the next line and indent your first word. Do not skip awhole line.Spelling Sound out the word.Think about how it looks.Think about a similar word.Is there a memory sentence for the word? Big elephants cannot always use small exits. Are there words you recognise within the word? There is a ‘lie’ in ‘believe’. Find the word, check: the key words list, the classroom display, your own word bank, a dictionary or spell checker. Ask a friend or teacher. To learn it: look, cover, write & check. Once you’ve solved it add the correct spelling to your own word bank.9

I can vary the words I use to open sentences and sequence ideas10

Homophone checkHave – means to own or experience something.Of – expresses the relationship between a part and a whole.Never use ‘of’ in place of ‘have’.Your is in relation to someone the speaker is addressing.Your dog has run away.You’re is short for you are.You’re always chasing your dog.To - indicates intention, direction or status.I am going to the shop.Two – is the number ‘2’.There are two owls in the tree.Too - indicates something extreme or in addition to.There are too many owls.Can I come too?There shows position or indicates something.Your seat is over there.There are five boys in the class.Their shows that ‘they’ own somethingTheir blazers are navy.They’re is short for they are.They’re revising every day.11

Better ways to say tellsilluminatesunveilsillustratesBetter ways to say l12

How can you hone your writing skills? Here aresome useful websites to help you:Red,Amber,GreenVarying sentence structure (RELIC) czXZD-fhg7M&feature shareSkillswise: Is this is compound sentence: -is-this-acompound-sentenceApostrophes for omission and possessionVery basic resources designed for KS2 but they teach the rules and test understanding:apostrophe for possession: 22-de0d-4394-90b29cb44d2b286e/enapostrophe for omission: -d442f6fc80e1/enApostrophes for contraction and possessionSkillswise: -beat-the-clock-apostrophesWhen to use a comma and when to use a full stopApostrophes for omission and possessionVery basic resources designed for KS2 but they teach the rules and test understanding:apostrophe for possession: 22-de0d-4394-90b29cb44d2b286e/enapostrophe for omission: -d442f6fc80e1/enApostrophes for contraction and possessionSkillswise: -beat-the-clock-apostrophesHow can you hone your reading skills? Here are someuseful websites to help you:Super short stories that will take you just minutes to t-story-read n 4220181.htmlReading exercises with 1-ela-math-science-worksheets.htm#section-1For learners of English, but there are some useful exercises and you can change the level tomake it /skills/reading-skills-practiceBook agers/Daily comprehension sion.php?45513

Reading Skills ExplainedReading SkillRetrieveExplanationNavigating a text to locate and retrieve one (or more) distinct piece of information.ExplainGiving reasons for why something has occurred; explaining details of a process orconnections.Capturing the main ideas of a text in a shorter way using own ing multiple elements, often from different areas, into something new(A B C D).Reasoning as to the effect or meaning of words / phrases / texts.InferExploring similarities and/or differences of information, presentation, point of view,etc.Exploring what is suggested by words, phrases and images.EvaluateProviding a critical, detached response that includes overview.14

Introduction: Question TypesThroughout your examination you will be asked a series of different questiontypes on various texts that you will have to read. You will be very familiarwith each of the question types. There will be up to five or six text on eachpaper so you must have the stamina to keep going.The resource materials and the questions will be in different books so thatyou can have them side by side to refer back and forth from the question tothe resource materials.Make sure that you are looking at the correct text for each of the questionsas it is easy to get confused.Make sure that you keep going and attempt every question – be resilient!Timing will be difficult to judge. We know that there are 40 marks availablefor the reading sections so aim to spend 1 minute per mark available foreach of the questions. So for example, spend ten minutes on a ten markquestion and one minute on a one mark question. Don’t get to caught upand spend too long on the shorter one mark questions as you will not havetime to complete the higher tariff questions. You will also have ten minutesreading time and ten minutes to check your answers.Read the questions carefully, identify how many marks are available andhighlight key words in the question. Find the corresponding text and markoff the section that you need to focus on for theanswer. Actively rea