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English GCSE Revision Targeted Tasks Based on feedback from English Mock exams The students will have their target area on their results sheet received in lessons from their teacher. The best revision our students can undertake is practising their skills as much as possible. No student is supposed to complete all tasks here. They should identify the task and paper and only complete those tasks.

Foundation Paper Reading Tasks – pp 2-5

Foundation Paper Writing Tasks – pp 6-10

Higher Paper Reading Tasks – pp 11-16

Higher Paper Writing Tasks – pp 17 - 19

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Foundation Paper – Reading Revision Tasks Task 1: (10 minutes) Watch this video (http://www.youtube.com/watch?v=GHWzpC-Nxco) and answer the questions below:

1. What is the signifier?

2. What does the word ‘connotations’ mean?

3. Why does the i-pod advert use pink and blue?

4. Why are the characters in the i-pod advert blanked out?

5. Why do hip-hop posters use the colour gold?

6. When the video tells you to, pause it and analyse the presentational features of the magazine front cover.

7. How do you ‘quote’ a presentational feature?

8. How many marks is this question worth?

9. How long should you spend on this question?

10. Write down the ‘top-tips’.

Task 2: (8 minutes) List as many presentational features as you can in the space below: Task 3: (15 minutes) Annotate and analyse the presentational features in this advert. Think particularly about:

Colour

Images

Costumes

Font

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Task 4: (5 minutes) Use CUBE to break down this question: Now look again at the source. Write two detailed PEEA paragraph on the presentational features it uses. Remember to:

write about the way the source is presented

write about how it looks. (12 marks)

C Circle the number of marks available. Circle the command word of the question.

U Underline any other key words in the question.

B Box any materials you must reference in your answer.

E Explain, in your own words, what the question wants you to do.

Task 5: (30 minutes) Now write your answer:

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Task 6: (15 minutes) Use the mark scheme below to mark your work.

1. Highlight the sentences you think best represent your paragraphs. 2. Take an average and award yourself a grade. 3. Write your target in the space provided below. 4. Ask an adult to check your work and see whether they agree with you!

My target is to: __________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________ _______________________________________________________________________________________________

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Mark Skills

Mark Band 3 „clear‟ ‟relevant‟ 9-12 marks

Clear evidence that the texts are understood in relation to presentational features.

Clear analysis of the effect of the presentational features.

Relevant and appropriate examples to support ideas.

Mark Band 2 „some‟ „attempts‟ 5-8 marks

Some evidence that the texts are understood in relation to presentational features.

Some comment on the effect of presentational features.

Attempts to support response with usually appropriate examples.

Mark Band 1 „limited‟ 1-4 marks

Limited evidence that the text is understood in relation to presentational features.

Simple comment on the effect of presentational features.

Few examples.

0 Marks Nothing to reward

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Foundation Paper – Writing Revision Tasks

TASKS AND QUESTIONS 1) Read the texts above and write down their GAP (Genre, Audience, Purpose)

2) Highlight the facts in each text. What do you notice about the two texts?

3) Use a different colour to highlight the what, where, when, and why.

4) Highlight the adjectives (describing words) in each text. What do you notice about the

two texts?

5) Highlight the similes in each text. What do you notice about the two texts?

6) Highlight the alliteration in each text. What do you notice about the two texts?

7) Which text is the most informative- why? Remember to use a quote from the text as

evidence! (Use the sentence starters below to help you.)

8) Which text is the most descriptive- why? Again, use quotes to prove your ideas.

TEXT A: The road to Dubai is long, straight, dusty, littered with wrecked cars and

punctuated only by the odd windswept gas station. There are no villages, no oases, and the

Gulf is hidden behind sand-dunes which look as if they are suffering from some sort of desert

crust or mange. It is the kind of road on which car crashes look like charitable gestures; they

at any rate do something to provide a momentary relief in that monotony of sand and rusted

oil drums. Skeetering Cola cans, blowing across the highway, make up the wildlife; half-close

your eyes, and you can imagine them as rabbits, surprised in a hedgerow on an English lane. On

second thoughts, don’t: they are just Cola cans, tumbling in the wind across the Arabian

desert, their paint stripped, sandblasted down to bare metal.

-Jonathan Raban

TEXT B: Lenny back home again Dudley born comedian Lenny Henry is bringing his one-man show home for a look at life from a totally different perspective. Lenny became a national celebrity after winning the New Faces TV talent show in the mid-1970s. Stardom has given him a chance to show off his talent as an impressionist, stand up comic, TV presenter and both a serious and comedy actor. Throughout his career the star has put music at the heart of everything he does, during his recent stint playing Shakespeare’s Othello, he psyched himself up for the second half by listening to hip-hop on his headphones. One night he looked up to see a fellow actor at the dressing room door. The actor had a message which read “The second half started five minutes ago.” Music is the theme for his current Cradle to Rave one-man show where he looks back at his life and a showbusiness career which developed from his ability to impersonate Elvis. During the show he exposes his regrets about failing to make more of his passion for music which, according to the Telegraph’s Dominic Cavendish, creates a mix of rueful regret and jaunty self-depreciation. Lenny will bring Cradle to Rave to his home town with a show at Dudley Concert Hall on Monday May 9.

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9) One of the texts is a piece of autobiographical travel writing- which one? How do you

know?

10) One of the texts is a biographical newspaper article- which one? How do you know?

Task 1: If you are writing to describe you MUST try and use:

Similes

Metaphors

The 5 senses

Interesting adjectives and adverbs

You COULD also use:

Personification

Pathetic fallacy

Complex and varied sentences

A pen pal from another area is coming to stay with you. Write a letter describing your local

area and what you plan to do during the visit.

Dear Student

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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_____________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Task 4: Highlight and label the descriptive devices that you have used in your letter.

Persuasive Writing Task 1: Use the table of persuasive techniques to match up to the meanings below.

Alliteration

Facts Opinions Rhetorical

Questions

Emotive language

Statistics

Three

List of three

Words that connect with the audiences emotions

2 or more words that begin with the same letter

Something that is true and can be proved

A question that asks the audience to think about what is being said

Listing three different ideas in the same sentence

An idea that is somebody’s point of view

These are usually in the form of numbers to highlight a fact.

Task 2: Highlight and label the above persuasive devices in the letter below.

Dear Mr Rowe,

I hope you don’t mind me writing to you about a possible trip for Y11 to Alton Towers.

The poor, hardworking students of this school agree that you are the kindest head teacher that this

school has ever had and that you do everything in your power to ensure that Princes Risborough

School is an enjoyable place to learn.

I am sure that you have noticed that Y11 have worked exceptionally hard this year and produced

some outstanding work, particularly in English. However, they are all now ridiculously tired and really

need something to give them a boost until the end of term. 100% of students agree a trip to Alton

Towers would be the perfect solution!

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In addition, when we returned to school, we would be energetic, excited and ready to learn. We would

listen more carefully to our poor, over-worked and stressed out English teachers and they too would

be thankful to you.

I know that if you agreed to this, I would feel as delighted as the winner of the lottery. A trip to

Alton Towers would be the most sparkling, special and spectacular day of my whole life!

To finish: would you love to give your pupils an extra reward for working so hard this term? Then

please agree to our request. We would remember it forever!

Thank you very much for reading my letter.

Yours sincerely,

Stephen Hooper

Task 3: Write a letter to Mr Rowe persuading him that it would be a great idea to have an extra

week off over Christmas.

Dear Stephen Hooper,

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Task 4: Highlight and label the persuasive devices that you have used in your letter.

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Devices Box:

Alliteration: Two or more words starting with the same letter.

Sizzling sausages

Similes: Comparing using like or as. As cool as a cucumber It was sweet like sugar.

Metaphors: Saying something is something else.

The teacher was a terrifying lion. It was raining cats and dogs.

Facts: Something true. A cat is an animal.

Opinion: A belief. I think Haribo is a disgusting sweet.

Statistics: A number with a percentage. 99% of students love English.

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Higher Paper – Reading Revision Tasks Read the three articles and identify the GAP for each article.

ARTICLE 1 GENRE_____________________________________________________________ AUDIENCE__________________________________________________________ PURPOSE__________________________________________________________ ARTICLE 2 GENRE_____________________________________________________________ AUDIENCE__________________________________________________________ PURPOSE__________________________________________________________ ARTICLE 3 GENRE_____________________________________________________________ AUDIENCE__________________________________________________________ PURPOSE__________________________________________________________ For each question below, your first task will be to CUBE the question. Try to memorise the following approach to answering questions:

QUESTION 1 Q1 TASK 1: CUBE the following question: What do you learn from Lucy Jone’s artcle about crime and punishment in Greenland? (8 marks) Q1 TASK 2: Reread article 1. Highlight / underline information you learn from the article about prisons in Greenland. You should aim for 5 – 6 points. Record them below. 1)__________________________________________________________________ 2)__________________________________________________________________ 3)__________________________________________________________________ 4)__________________________________________________________________ 5)__________________________________________________________________ 6)__________________________________________________________________ Q1 TASK 3: On a separate sheet, answer the question: What do you learn from Lucy Jone’s artcle about crime and punishment in Greenland? (8 marks). Allow yourself approx 15 mins to answer. Q1 TASK 4: Now self assess or ask an adult to mark your work out of 8 possible marks. You get a tick every time you have:

Shown what you learn from the text

Selected appropriate evidence from the text

Made connections or comments about the issues in the text. QUESTION 2

C Circle the number of marks available. Circle the command word of the question.

U Underline any other key words in the question.

B Box any materials you must reference in your answer.

E Explain, in your own words, what the question wants you to do.

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Q2 TASK 1: CUBE the following question: Read the article ‘Back to the Chain Gang’. Explain how the headline, subheading and picture are effective and how they link to the text (8 marks). Q2 TASK 2: Reread the article and underline or highlight where the text links to the picture, headline or subheading. Q2 TASK 3: Make notes on how the following are effective: Headline / subheading____________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Picture____________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Text____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Q2 TASK 4: On a separate sheet, answer the question: Read the article ‘Back to the Chain Gang’. Explain how the headline and picture are effective and how they link to the text (8 marks). Allow yourself approx 15 mins to answer. Q2 TASK 5: Now self assess or ask an adult to mark your work out of 8 possible marks. You get a tick every time you have:

Interpreted how the heading / subheading are effective

Explained what the picture shows and its effect

Linked the picture and headings to the text with comment

Quoted or referenced the text to support your ideas QUESTION 3 Q3 TASK 1: CUBE the following question: Read the article ‘A Day on the Inside’. Explain some of the writer’s thoughts and feelings during their time in prison (8 marks). Q3 TASK 2: Reread the article and underline / highlight thoughts and feelings you find in the text. Q3 TASK 3: Scan the article and find 3 RICH quotes you can use to make INFERENCES about the writer’s thoughts and feelings. Use these quotes to decide on 3 points for how the writer thinks / feels. Record them below: 1)__________________________________________________________________2)__________________________________________________________________3)__________________________________________________________________ Q3 TASK 4: On a separate sheet, answer the question: Read the article ‘A Day on the Inside’. Explain some of the writer’s thoughts and feelings during their time in prison (8 marks). Allow yourself approx 15 mins to answer. Q3 TASK 5: Now self assess or ask an adult to mark your work out of 8 possible marks. You get a tick every time you have:

Engaged with the events descriped in the text

Explained the writer’s thoughts / feelings

Inferred the writer’s thoughts / feelings

Used appropriate quotes or references to the texts QUESTION 4 Q4 TASK 1: CUBE the following question: Now you need to refer to ‘Land where killers are free to go hunting’ and EITHER ‘Back to the Chain Gange’ OR ‘A Day on the Inside’. You are going to compare two texts, one of which you hve chosen. Compare the different ways in which languae is used for effect in the two texts. Give some examples and analyse the effects (16 marks).

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Q4 TASK 2: List as many language features as you can in 2 minutes: __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Q4 TASK 3: Now, reread ‘Land where killers are free to go hunting’ and one of the other articles. Highlight or underline as many language features as you can. Record your ideas below:

Language features in ‘Land where killers are free…’

Language features in article of my choosing.

Similarities (Compare) Differences (Contrast)

Q4 TASK 4: On a separate sheet, answer the question: Compare the different ways in which languae is used for effect in the two texts. Give some examples and analyse the effects (16 marks). Allow yourself approx 25 mins to answer. Q4 TASK 5: Now self assess or ask an adult to mark your work out of 16 possible marks. You get a tick every time you have:

Identified a language feature correctly

Analyses how the writers use language to achieve effect

Supported your ideas with quotes or reference to the text

Compared and cross referenced between the two texts.

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ARTICLE 1

Land where killers are free to go hunting The traditional Inuit belief that criminals should not be imprisoned lives on in Greenland. Lucy Jones in Nuuk, Greenland "During the reindeer season we take the convicts out hunting - even the murderers," said Torben Thrue, head of the correctional institution in Nuuk. "Obviously, we don't take the mentally unstable," he said. "They get to go fishing." The centre's 54 felons, whose offences include sex crimes, murder and drug-dealing, also hold down jobs, often attending to business on mobile telephones from their cells.

The self-governing Danish colony of Greenland has no closed prisons. Convicted rapists, murderers and

paedophiles are free to walk Nuuk's streets, visit friends and family - even go to a bar. They can buy

clothes, television sets, hi-fis and coffee machines for their cells. Only those considered "a danger to

society" are sent to the Herstedvester closed prison in Denmark.

Imprisonment has never been used in Greenland, the world's largest island with a population of 56,076, of

which 80% are Inuit. Traditionally, villains were rarely pushed out of the community. Living in one of the

world's harshest habitats, the Inuit hunters needed everyone, including criminals, to survive.

The Danes retained the essence of this system when they made Greenland their largest county in 1954.

They established lay courts, a police force and three correctional institutions.

"We don't believe in punishment," said Mille Pederson, a lay magistrate at the high court in Nuuk. "We

achieve more by trying to re-socialise people. Locking someone up for 10 years isn't going to make them a

better person."

But convicts at the Nuuk correctional institution said they were more restricted than those in closed prisons.

They are locked in their cells between 9.30pm and 6am. They have to pay the centre 735 Danish krone

(£63) a week for their board, and send money to their families. Counselling is compulsory.

"It's very hard to be here," said Abel Lennect, a multiple murderer. "They write reports on me all the time. I

have to ask permission to do things."

Hans Jensen, a drug-smuggler, doubts the system works. Caught with 30kg of hashish in his boat off the

coast of Greenland, he said he would be prepared to smuggle again. But fewer than 1% of criminals in

Greenland reoffend. Very few try to escape, as there are no roads connecting towns.

"Closed prisons are simply factories for new criminals. This system makes it possible for people to change

their lives and return to society," said Yoan Meyer, the chief constable of Greenland.

But for the victims of crime, especially those who have been raped, it can be difficult to live near the

perpetrator of the offence. At the Women Working Together Centre, Bodil Karlshaj Poulsen, a Danish

volunteer, helps women prepare to meet their attackers.

"You can't hide among 56,000 people," she said. "We tell the women that they will meet that man again."

However, there are plans to change the system. The government has set up a commission to review the

judiciary.

It is expected to recommend building a closed prison in Greenland to accommodate the handful of

Greenlanders who serve sentences in Denmark, the training of lay court officials and a wider use of the

Greenlandic language.

"But the spirit of the system will remain the same, said Solya Olavsstovu, the director of the commission.

"Murderers and rapists will still live among us. It might be an unusual system - but the criminals and society

accept it."

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ARTICLE 2

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ARTICLE 3 A Day on the Inside By Dorothée Royal-Hedinger Stepping into the prison yard was intimidating. Hundreds of inmates in beige uniforms played basketball, lifted weights, and walked in groups around a track. Armed guards stood surveying every move from a watchtower and officers on the ground had pepper spray hanging from their belts. We had entered a world with its own culture and rules, where order and chaos, fear and beauty, kindness and brutality, can exist all in the same moment. Despite strict visitor policies, the staff at Moran Medium Security Prison in Rhode Island had granted us access to film the work of Fleet Maull, a former inmate who leads meditation courses in prisons. The guards at the entrance gate were friendlier than I expected, patiently leading us through metal detectors and the bulletproof booth where we surrendered our IDs. They called a group of minimum-security inmates to help carry our equipment through heavy metal doors onto the grounds. Some of the inmates fit the stereotypical image of a prisoner, but many appeared no different from people you may see on a city street. There were fresh-faced teenagers, middle-aged men with glasses, and old men with canes. One younger man looked like he could have been in my college class: slender, good-looking, his hair and beard grown out long and wild. There was a reason he wanted to hide his "pretty" face, a guard cracked; he needed to look tougher than he was. As we began to film in the yard, a group of sweaty inmates who had just finished a softball game headed our way. "So these are the scouts looking for new recruits, huh?" an older inmate joked with the guards. Our laughter broke through the tension and I was thankful for the simple power of humor. Yet just beneath the surface a deep sadness was revealed, filled with the prisoners' unlived hopes and dreams. For those who've been in and out of institutions much of their lives, prison can be a better place than the streets, one guard said. Many of the guards at Moran have worked 20 or more years in the Department of Corrections and they shared their observations. The prison population increases every winter, one guard suggested, because it's a warm place where people can get three meals a day. They've watched 'lifers' grow old and die under their watch. The concepts of "wearing a mask" and adopting a "tough guy" persona were recurring themes that we saw during our visit. Both the prisoners and the guards felt they had to display an attitude befitting their respective roles in the prison culture. Each side was afraid of the other side. Accidentally bumping the elbow of your neighbor in the mess hall, one inmate explained, could be the impetus for a serious fight. Moving around the prison grounds in "lockdown" mode made me think about my own freedom and the strict detention in which the prisoners live. Entering one of the prison blocks, I could see rows of numbered cells where men sat locked in their bunks reading or watching television. The common area had tables, one with an unfinished game of checkers. "Freedom before I came here was just another word," one inmate said. Life does not stop in prison, but the monotony of a daily routine can make it feel like a kind of purgatory. It is a place where time is something to be endured. The inmates that we interviewed were remarkably candid in sharing their past, hopes, and fears. They seemed grateful for the opportunity to connect and share their own wisdom, grown from decades behind bars. Some men, like the ones who participate in Fleet's weekly meditation course, are using the time to work on themselves. Others are using their mindfulness practice to come to terms with their life sentences. As one prisoner answered our questions, he was unfazed by the frequent interruptions from the blaring loudspeaker with the day's announcements. He was calm, could pick up right where he left off, and responded thoughtfully, displaying an intelligence that has made him a mentor in the meditation group. Later we learned of his violent crimes and the infamy that surrounded his incarceration. The hour-long meditation class was a place many prisoners felt they could be themselves. Their mindfulness practice, they stressed, was not an escape, but rather a tool that helped them come to terms with the reality of their situation. One prisoner explained, "Once you come to prison, your life keeps tumbling and tumbling and it's like a never-ending wall that won't stop building...unless you find a way to get over that wall, or at least in front of it." The meditation course gives the prisoners the space to confront their guilt, remorse, grief, and anger; it also opens up the possibilities of making positive choices, no matter how small. As one prisoner expressed, "Someone has given us an opportunity to meditate and connect ourselves. That's golden." At the end of our day in prison, I left with many questions: What is inner freedom? Are criminals born or made? Can people change? Is there room for forgiveness in our society? I may never find the answers, but the experience has given me a unique insight into the complexity of human relations and the immense suffering we inflict on others and ourselves. Visiting prison was a glimpse into our culture's shadow, where I met face-to-face with the very people our society wants to lock away and forget. We live in a country with the highest incarceration rate in the world. It's a good time to start paying attention.

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Higher Paper – Writing Revision Tasks Tasks:

A) Use CUBE to break down this question. What is it really asking you to do?

(5 minutes)

There is evidence that many young people are not eating, exercising or spending their

leisure time properly and that this is damaging their health and life chances.

Write an article for Living Today magazine which persuades young people to improve

their diet and lifestyle. (24 marks)

C Circle the number of marks available.

Circle the command word(s) of the question.

U Underline any other key words in the question.

B Box any materials you must reference in your answer.

E Explain, in your own words, what the question wants you to do.

B) Persuasive writing uses the pronoun ‘you’ to make the reader feel as though they

are being spoken to directly. Write out the following sentences using the pronoun

‘you’ to make them more persuasive:

(5 minutes)

Give money to the poor

School uniforms look smart

That sandwich has a healthy filling

C) Persuasive writing uses the ‘group of three’ technique.

For example: faith, hope and charity; the good, the bad and the ugly; sex, drugs

and rock ‘n’ roll.

Write out two of your own examples of groups of three below:

(5 minutes)

1)

2)

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D) Persuasive writing uses similes and metaphor for effect. Examples include: “Use

Johnson’s new Baby Wipes for skin as smooth as a baby’s bottom”.

Write out two of your own examples of similes, and one example of a metaphor,

below:

(5 minutes)

1)

2)

3)

E) Below is the start of a mind map of persuasive techniques.

Complete the mind map, including techniques, their definitions and examples.

(15 minutes)

Persuasive Techniques

Rhetorical Question

A question which doesn’t need

an answer and is designed to

make the reader think.

Would you want to be

treated like that?

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F) Now complete the question featured in the first task, which you broke down using

CUBE.

(30 minutes)

G) Assess the persuasiveness of your work:

(15 minutes)

Highlight the persuasive techniques you have used.

Have you included all of those from your mind map? If not, go back and

add them in.

Highlight them in a different colour so that you can easily remind yourself

to pay extra attention to those techniques in future.

Have you included any techniques that weren’t on your original mind map? If

so, add them to your mind map.

Highlight, on your mind map, the techniques you have added so that you can

easily remind yourself to pay extra attention to those techniques in future.

H) Complete the table below to review your successes and set targets for the future:

S Strength: What did you do well?

I

Improvement: What would you do next time?

M

Method: How will you make that improvement?