WJEC GCSE English- Download your FREE 'Get Ready Pack' for 2010 now!

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E The Grade

MAKE The Grad

e

Get Ready for

Endorsed by

WJEC GCSE English 2010

Tailored resources for better grades

Written by experienced senior examiners and moderators including: Ken Elliott Barry Childs Stuart Sage Ted Snell Margaret Graham

GCSE English 2010

Find out more and see further sample material at www.pearsonschools.co.uk/gcse2010/wjecenglish2 3

This Get Ready Pack will help you start thinking about the resources you’ll need to support you with GCSE change in 2010. Working with experienced senior examiners and moderators including Ken Elliott, Barry Childs, Stuart Sage, Ted Snell and Margaret Graham, we’ve developed differentiated print and digital resources providing specific exam advice, activities and samples answers to help your students get the best results.

Welcome to your WJEC GCSE English 2010 Get Ready Pack!

Inside you’ll find answers to some key questions:

Page

3–5 What resources are available for WJEC GCSE English 2010 from Heinemann?

6–9 How will these resources support me with Controlled Assessment?

10–13 How will these resources help my students get the best grades?

14–15 How will these resources support my planning and teaching?

16–17 What resources are available for Functional English?

MAK

E The GradeM

AKE The Gr

ade

More details

and sample material inside!

Tailored resources for better grades

Our endorsed print and digital resources for WJEC GCSE English 2010 provide authoritative, grade-focused support to help every student get the best results.

An exact match to the WJEC GCSE 2010 English specifications and written by experienced senior examiners and moderators including Ken Elliott, Barry Childs, Stuart Sage, Ted Snell and Margaret Graham so you can teach exactly what your students need to succeed.

Builds on the proven success of our best-selling GCSE English for WJEC series and is written by the same author team.

Support the precise needs of each student with differentiated Student Books providing specific advice, activities and sample answers to help them get the best grades.

Save valuable time with our Teacher Guides, providing step-by-step, full-colour visual lesson plans incorporating specific EAL advice.

Ensure enhanced learning and an engaged class with ActiveTeach, a digital version of the Student Book with exclusive BBC footage.

Extensive support, guidance and tips for Controlled Assessment to make sure you and your students are all set for this new area.

See pages 8–9 to find

out about extra support

for the new WJEC GCSE

Poetry Collection!

Endorsed by

WJEC

GCSEEnglish Literature for

Written by the team that set and mark the exam papers

Margaret Graham

Stuart Sage

Student Books Teacher Guides ActiveTeach CD-ROMs

English and English Language

Revision

GCSE English Literature

Functional English

Plus, we’re also publishing extra support for WJEC’s Poetry Collection:

Student Book Teacher Guide ActiveTeach CD-ROM

Poetry Collection

From September 2010, there will be two routes for WJEC GCSE English:

What resources are available for W

JEC GCSE English 2010 from Heinem

ann?

GCSE English* (Single Award)

GCSE English Language and GCSE English Literature* (Double Award)

What resources are available for WJEC GCSE English 2010 from Heinemann?

4 Find out more and see further sample material at www.pearsonschools.co.uk/gcse2010/wjecenglish

External Examination (20%)

Unit 1: Reading: Non-fiction Texts

Controlled Assessment (40%)

Unit 3: Reading: Literary Texts (20%) Open Writing (20%)


Unit 2: Writing: Information and Ideas


Unit 4: Speaking and Listening


Unit 4: Speaking and Listening (20%) Studying Spoken Language (10%)


Unit 3: Reading: Literary (15%) Creative Writing (15%)


Unit 1: Reading: Non-fiction Texts


Unit 2: Writing: Information andIdeas


Unit 3: Linked Texts: Poetry andDrama


Unit 1: Prose (Different Cultures) and Poetry (Contemporary)


Unit 2: Literary Heritage/Drama and Contemporary Prose

*Subject to accreditation from QCDA.

*Subject to accreditation from QCDA.

Foundation Foundation

Teacher Toolkit

Foundation Workbook

Foundation

Higher Higher

Higher Workbook

Higher

2-in-1

WJEC



Margaret Graham

Stuart Sage

Endorsed by

Please note: The

GCSE English option

is only available to

schools in England.

5

Our fantastic author team including experienced senior examiners and moderators Ken Elliott, Barry Childs, Stuart Sage, Ted Snell, Nick Duncan, Jane Hingley, Margaret Graham, Sarah Donnelly, Sarah Basham, Caroline Bentley-Davis and David Grant.

WJEC

GCSEPoetry Collection

Sarah Basham

David Grant

Caroline Bentley-Davies

Stuart Sage

Plus — all of our Teacher Guides include:

support and guidance about the Controlled Assessment task, planning, and specification requirements ensure you are fully prepared

advice and practical support helps teachers new to Spoken Language deliver specification requirements and enthuse their classes

exemplar material and examiner comments to give focus to the areas in which students often need extra support.

Research and planning

This is where you gather your information and spoken language samples in preparation for your individual responses for assessment.

You will have around 8 hoursYour teacher can give you general guidance and adviceMake sure you understand what the task requires and how to prepareYou can research, make recordings and transcribe your samples or discuss and write down your examples of language useYou will need to make notes and could keep a log or notebook

Work with recordings, transcripts, recollections (see pages 134, 140, 146)

You will need to:Record yourself or your friends and family using simple recording devices in a clear, useful and fair wayTurn your recordings or recollections into usable and helpful informationAnalyse and use this information in your essay

Controlled assessment (about 2 hours for written response) (see pages 138, 144, 150)

This is where you write your essay under formal supervision using the information and examples you have gathered, or give an oral response.

If you give an oral response, much more time would be spent on research and planning than on what you sayYou will have around 2 hours if you write an essayYou will have access to your notes when writing your �nal essayYour written essay will be handed in with your supporting research and planning notes at the end of the controlled assessment period.

Work with features of spoken language (see pages 136, 142, 148)You will need to understand the features of spoken language that relate to your task, for example:

context - what is di�erent about types of language used in di�erent contexts? What can you identify about the use of jargon, specialist language, formal or informal language? choices – what is di�erent about kinds of language used with speci�c listeners? How is standard or non-standard, formal or informal, planned or unplanned language used?variations – what is di�erent about types of language used in di�erent times and places? What kind of standard, non-standard, formal and informal language might be used? What can you identify about use of dialect and accent?

You need to develop your skills to: ● plan and organise yourself and your

notes and examples - don’t leave everything to the last minute!

● record and/or transcribe speech, and/ or generate examples through recollection and discussion

● make clear and e�ective notes ● write clearly and purposefully about

your chosen area of study using examples that you have gathered

4 Studying Spoken Language Studying Spoken Language

145144

What is involved in Studying Spoken Language?If you are taking GCSE English Language, you will study an aspect of spoken language such as context, choice or variation in spoken language. This work could be on your own or others’ use of spoken language presented by recording, transcript or recollection. You will then produce an essay or oral presentation about how language is used.

How will my work be assessed?Your work will be assessed by Controlled Assessment. It is worth 10% of your marks. You will be assessed against Assessment Objective 2

Understand variations in spoken language, explaining why language changes in relationship to contexts

Evaluate the impact of spoken language choices in your own and others’ use.

What do the tasks look like?Below are some examples of the general types of tasks. These will help you understand what you are preparing for as you work through this section. Your teachers will outline the details of your own specific task.

How spoken language is used in different contexts Candidates reflect and comment critically on their own and others’ uses of language in some of the following situations:

in the workplace

on television

in the classroom

problem solving (giving directions, explaining a procedure, making decisions)

How spoken language is adapted to different listenersCandidates explore how their own and others’ uses of language is adapted in the contexts of wider language use and variation. The following situation would provide appropriate contexts.

responding to older or younger listeners

responding to people in authority

talking to peers and family

responding to strangers

The effects of choices in the use of standard and non-standard forms of spoken languageCandidates demonstrate their understanding of the reasons for and effects of these choices, and how they may vary over time and place.

Examiner tips

GradeStudio

Remember that the examiner will be looking for:● how well you understand the way

language varies and changes● how you relate language to the

situation in which it occurs● how you understand the impact of

language choices in your own and in other people’s use of it.

Examiner tips

GradeStudio

What will I need to do?

This question is about language context – the way we choose our language depending on where we are.

This question is about language choice – the way we change how we speak depending on who the listener is.

You will be assessed on your understanding of how a situation a�ects the vocabulary and voice of the speakers.

You will be assessed on your understanding of how you shape and choose your words and voice to suit the needs of your listener.

This question is about language variation – the way we use language correctly, informally, and re�ect regional or specialist language

You will be assessed on how you recognise standard and non-standard speech and appreciate their e�ects.

How will these resources support me with Controlled Assessment?Controlled Assessment replaces coursework for GCSE English, English Language and Literature from September 2010. It requires a greater level of control than current coursework and has been developed to elicit a fresh response from students.

Each April WJEC will provide details of the Controlled Assessment tasks for GCSE English, English Language and Literature.

Some of the Controlled Assessment tasks will be familiar, for example literary reading and creative writing. Studying Spoken Language is a new requirement in GCSE English and GCSE English Language.

For all of the Controlled Assessment tasks, how and when you choose, set, teach and monitor tasks will differ from coursework.

There are specific rules that you need to know about and adhere to, including limits on the time that students are allowed to spend writing their final pieces.

Visit www.wjec.org.uk to find out more about Controlled Assessment in WJEC’s specifications.


How will these resources support me with Controlled Assessm

ent?

Endorsed by

Sample pages from WJEC GCSE English and English Language Higher Student Book

A dedicated unit in the Student Books written by Nick Duncan, in consultation with Jane Hingley, provides complete coverage of the new Spoken Language element of the specification giving your students the focus they need to succeed.

Grade Studio advice throughout the Spoken Language unit with exemplar answers and examiner feedback gives students the extra support they need to suceed.

Written by Controlled Assessment moderators and experienced examiners, support, guidance and tips appear throughout our Student Books and Teacher Guides to make sure you and your students are all set for this new area.

Our dedicated Controlled Assessment sections include:

clear explanations of Controlled Assessment to give you confidence in teaching this new area of the qualification

detailed breakdowns of the tasks to guide you through the options available to you

advice on choosing, setting and teaching the tasks, tailored to the different ability levels of your students to provide you with extra support

guidance and exemplar student answers to help you to apply the new mark schemes.

Step-by-step guidance about how to approach the Controlled Assessment tasks fully prepares students for this new area.

Student Book

Complete coverage of the new Spoken Language elements of the specification in Unit 4 of the Student Book for Higher and Foundation.

Plus get FREE annual

task-specific Controlled

Assessment online support!

7


Our Student Book and Teacher Guide are written entirely to support the new Controlled Assessment to make sure you and your students are all set for this new area of the qualification.

Save valuable time with our Teacher Guide using step-by-step colour lesson plans for each poem.

Grade Studio feature gives students ongoing advice on improving their performance with plenty of graded sample answers and comments to enable them to get the best results in Controlled Assessment.

Ensure enhanced learning and an engaged class with ActiveTeach, a digital version of the Student Book with audio recordings and exclusive BBC footage to bring the poems to life.

Written for the WJEC GCSE English and English Literature 2010 specification, our print and digital resources provide authoritative, grade-focused support for the WJEC GCSE Poetry Collection to help every student get the best results.

Be fully prepared for Controlled Assessment with our extra support for the WJEC GCSE Poetry Collection!

Exploring the poemsA The Man He Killed by Thomas Hardy

My learning objectives

to explore the themes of the poem, including con� ict

to develop my response to Hardy’s poem to assess my work on Hardy’s poem

against the criteria in Assessment Objective 2 (page 132).

The Man He Killedby Thomas Hardy

First thoughts1 The poem is spoken by the voice of a narrator. Who do you think is

the narrator? 2 What is the narrator’s attitude to war?

Activity 1

Looking more closely1 Re-read the fi rst two stanzas of the poem.

a Who is the ‘he’ that the narrator imagines enjoying a drink with?b How did the two men actually meet?

2 In the third stanza, the narrator explains why he did what he did. Look at the phrases he uses: ‘Just so’, ‘of course’, ‘That’s clear enough’.

All of these have a similar meaning. What do they suggest the narrator is thinking?

3 Re-read the fourth stanza. Are the following statements true or false? Use evidence from the poem to support your answers.

The narrator imagines that the other man joined the army because…

a he wanted to fi ght for his country b he did it without really thinking c he needed the money d he strongly believed that it was a cause worth fi ghting for.

4 One of the reasons the narrator imagines caused the other man to join the army is because he had ‘sold his traps’.

a What does this mean he can no longer do? b Why do you think he ‘sold his traps’?

5 a How does the narrator guess the details about the man he killed? b How does this add to the power of the poem?

Activity 2

Wet: drinkNipperkin: small glass of beer’list: enlist, join the armyTraps: belongings, particularly toolsQuaint: peculiar, funnyHalf a crown: a coin (of quite high value to a poor person)

Poem Glossary

126125

Developing your ideas1 The narrator of the poem talks directly to the reader. How has Hardy achieved this effect, using

language and punctuation?

2 a What do we learn about the narrator of the poem? Think about: what he says the ways he says it what he tells us about himself. b Why do you think Hardy chose this kind of character as the narrator of this poem?

3 a Look carefully at the structure of the third stanza, as the narrator tries to explain why he killed a man. What effect does each of the writer’s choices have? Match the writer’s choices to the effect created:

Writer’s choice Effect created

At the end of the fi rst line there is a dash.The word ‘because’ is repeated.There is repetitive internal rhyme.The word ‘although’ is left dangling at the end of the stanza.

It suggests the narrator may be about to question his own explanation.It increases the pace of the line, suggesting the narrator is hurrying because even he is not convinced by his explanation.It suggests hesitation. Can the narrator really explain what he did?It signals a pause, suggesting the narrator does not know what to say.

b What is the combined effect of all these features?

4 The poem is written in the fi rst person, so you might expect the poem to be called ‘The Man I Killed’. Why do you think Hardy chose to call the poem ‘The Man He Killed’?

Developing a personal response1 Do you agree with the narrator that war is ?2 Do you think Thomas Hardy agrees with the narrator?

Activity 3

Activity 4

quaint and curious

Self/Peer-assessment

Read this paragraph written in response to a task exploring the theme of confl ict:

How does Hardy present war in ‘The Man He Killed’?

1 Write a paragraph giving your own response to the task. Use the same structure as the paragraph on the right.

2 Annotate your paragraph using the same notes as the paragraph on the right. If you have forgotten to include anything in your paragraph, add it in.

3 Which criteria in assessment objective 2 (page 132) have you demonstrated in your paragraph?

Evidence to support the point

How it re� ects the poet’s point of view

A clear pointAn explanation of the e� ect of the quotation

Close focus on the writer’s choice

You can achieve a high grade if you:make detailed reference to the language and structure Hardy uses to convey the narrator’s thoughtsuse well-chosen quotations from the poem to support your points on theme, content, language and structureexplore comparisons and links that you can make between this war poem and other texts with similar themes.

Examiner tips

GradeStudio

The narrator speaks directly to the reader: ‘You shoot a fellow down You’d treat if met where any bar is.’ Hardy has placed the entire poem in quotation marks to emphasise that the narrator is talking directly to us, as if it is us having a nipperkin with him in an ancient inn. The language the narrator uses, such as ‘fellow’ and ‘treat’, is simple and informal. Hardy is using the voice of the narrator to make his point that ordinary, simple men do not want to fi ght and kill; they only do it because they are told to.

WJEC_Poetry.indd 125-126 6/8/09 14:51:01

Sample pages from WJEC GCSE Poetry Collection Student Book

Supports the new WJEC Poetry Collection with sections on exploring the poems and tackling the task, helping students to succeed.

Grade Studio is also featured in our Poetry Collection resources to help every student get the best results.

Student Book

2 © Pearson Education Limited 2010 A: Exploring the poems ‘The Man He Killed’ by Thomas Hardy 3

Learning objectives explore the themes of the poem, including con� ict develop a response to Hardy’s poem assess work on Hardy’s poem against the AO criteria.

Explain to students that this lesson will lead to a piece of comparative writing which will assess their response to the poem and its comparison with a Shakespeare play. For guidance on approaches, please see page 8 forward.

The Man He Killed: Thomas Hardy

Starter Looking more closely

1

2

3

4

First thoughts

Developing your ideas

Handout 1.1

Handout 1.2

Self/Peer-assessment

1 3

2

4 6Resources available Student book pages 125–126 AT photo 1.1: World War 1 trenches AT video clip: Reading of ‘The Man He Killed’ Handout 1.1: Developing your ideas: story frame (1) Handout 1.2: Developing your ideas: story frame (2)

Assessment objectivesEnglish Literature: AO1, AO2, AO3English: AO2For the assessment objectives in full and examiner commentary, see page 6 forward.

Developing a personal response 5

AnswersDeveloping your ideas1 The language of the poem is colloquial and ‘chatty’.

The poem is in speech marks as though the narrator is talking directly to the reader.

2aa drink or lending him some money suggesting he is kind and generous.

the ways he says it: he uses slang (‘nipperkin’) and simple language suggesting that he is an ordinary working man.

what he tells us about himself: he tells us he is out of work and has sold his ‘traps’ suggesting that he is poor and was desperate for work.

b It suggests he is an ordinary man, and so seems to re� ect the common experience of many soldiers.

3a signals a pause, suggesting the narrator does not know what to say.

The word ‘because’ is repeated: it suggests hesitation. Can the narrator really explain what he did?

There is repetitive internal rhyme: it increases the pace of the line suggesting the narrator is hurrying because even he is not convinced by his explanation.

The word ‘although’ is left dangling at the end of the stanza: it suggests the narrator may be about to question his own explanation.

b All the above contribute to the sense of confusion at what he has done – and indirectly question the purpose of war.

4 There is no clear answer: it could be argued that it helps to focus our attention on the dead man, rather than the man who killed him.

Developing a personal response1 All responses are arguable, if supported with evidence.2 The presentation of the narrator’s voice without

comment suggests that the poem re� ects Hardy’s view.

AnswersFirst thoughts1 A soldier who has killed an enemy soldier.2 He thinks it is ‘quaint and curious’.

Looking more closely1a The enemy soldier he killedb2 The narrator seems unsure of his reason for killing

the other man. It is as if he is trying to convince himself that this is a good reason.

3 (b) and (c) are true; (a) and (d) are false4a He can no longer work.b He was ‘out of work’ and needed the money.5a He guesses that the other man was very like himself.b Creating this connection between the two men makes

the killing of one by the other all the more ironic.

A: Exploring the poems

Handout 1.1 Handout 1.2

WJEC Peotry TG.indd 2-3 14/8/09 13:50:56

Sample pages from WJEC GCSE Poetry Collection Teacher Guide

Clearly shows how the resources in different components work together and provides suggested answers for activities in the Student Book.

Sample screenshot from WJEC GCSE Poetry Collection ActiveTeach CD-ROM

Audio recordings of the poems in ActiveTeach help to engage all of your students.

ActiveTeach and ActiveBook logosVer 2.0

Includes exclusive

footage!

Teacher Guide

ActiveTeach CD-ROM

Suggested activities for each poem with advice about how poetry will be assessed in English Literature.

BBC video footage to explore the themes and links to Shakespeare.


How will these resources help my students get the best grades?

11

Endorsed by

Grade Studio in print and onscreen provides sample questions, graded answers and examiner tips from experienced senior examiners and moderators including Ken Elliot, Barry Childs, Stuart Sage, Ted Snell and Margaret Graham, showing students what they need to do to improve their answers.

Fantastic tools to support every level…

ActiveTeach CD-ROMs support the English and English Language Student Books and include the book on-screen, interactive Grade Studio activities and BBC video footage to engage all students.

EAL-specific advice written by NALDIC, the UK professional body for raising the achievement of students with English as an additional language, provides extra support for EAL students in each lesson.

ActiveTeach Set Text versions of An Inspector Calls and Of Mice and Men are now available for the very first time. These educational eBooks enable you to engage students of all abilities with contextual images and audio recordings alongside the electronic version of the print edition on screen.


We’ve got differentiated English and English Language resources to support both Higher and Foundation tiers to show your students exactly what they need to do to improve their answers.

Our Literature Student Book shows students how the assessment objectives are applied and what they need to do to achieve their best. This book also supports the new Set Texts.

An exact match to the WJEC GCSE 2010 specification, these authoritative, grade-focused resources are designed to raise attainment so you can be confident that ALL your students will achieve the best possible grades.

How will these resources help my students get the best grades?

See pages 12–13 for

sample material!

See page 13 for

sample material!

Plus — get extra support with revision!

Higher and Foundation Student Workbooks

Available in a write-in format to encourage students to ‘learn-by-doing’ and ideal for in-class and independent revision.

Teacher Toolkit

Provides plenty of interactive and digital resources as well as lesson plans enabling you to deliver ready-made revision lessons.

Part of Pearson

WJEC



Margaret Graham

Stuart Sage


Set Texts

12 Find out more and see further sample material at www.pearsonschools.co.uk/gcse2010/wjecenglish 13

8

9

grade answerA*

grade answerE/F

Getting the grade!Read the two answers to the question on page 6 which were produced in examination conditions.

The basic problem with this answer is that the candidate has misread the passage and come to some very unconvincing conclusions. The writer was certainly not ‘excited’ or ‘confi dent’ as she faced the prospect of riding into ‘the mouth of death’ and ‘the jaws of Hell’. She clearly does show every sign of being ‘scared and nervous’. It is a fair point to suggest that she ‘wants to do it’ and she does lie to avoid being ‘sent home in disgrace’. The answer then loses focus and should have used ‘think’ or ‘feel’ to tie in the point about the bucking bronco.

Wyatt does realise the danger she is in and she is defi nitely not ‘confi dent’. Her humour is rather dark here and it is not true that

she fails to see the serious side of the experience. Eventually, the candidate begins to see that she is nervous but almost refuses to believe it and goes to argue, quite wrongly, that she thinks she has all the experience she needs. The misreading continues to the very end of the answer as it concludes with the claim that she thinks it will be easy.

There is no road back from not reading the passage carefully and this answer follows a misreading relentlessly. There are a couple of valid points but it is so weak. It would be awarded grade E/F.

Totally misread (she is NOT confi dent and she is NOT excited)

A sensible point supported by evidence

Beginning to see the point

No focus on her thoughts or feelings

Misread Misread

Misread

She is scared and nervous!Petronella Wya� ’s thoughts and feelings as she prepares to ride the TT course are confi dent and excited. She doesn’t show signs of being scared and nervous but doesn’t seem overjoyed by the thought she is going to do. She clearly wants to do it as she says, ‘I dare not tell Simon or I will be sent home in disgrace.’✓ It seems that she is lying to him as she tells him that she’s ridden a powerful machine before but it was only a bucking bronco at a fair.

She doesn’t seem to have realised how dangerous what she is going to do could be. She is confi dent in herself and doesn’t seem to see the serious side of it. When shown the bikes she could ride, she picks the small safe looking one which makes it seem like she is ge� ing nervous✓ and wants to play it safe.

She thinks she has had all the experience she needs but she clearly hasn’t. She talks about all the motor vehicles she rode before as if she thinks it is going to be easy.

Petronella is feeling challenged ✓ at the thought of her drive. This is shown when she claims that the American writer who compared riding a fast motorcycle to diving into an empty pool ‘had it easy’.✓

She is feeling worried✓ as she writes ‘if I fall off , there isn’t any ground to hit’, which suggests she thinks she might.✓ She is feeling scared as she describes the ‘600ft drop into the sea’ and ‘bo� omless ravine’.✓ It is obvious she is feeling terrifi ed of the deadly consequences✓ of doing this as she describes the course as ‘the mouth of death’ and ‘the jaws of hell’.✓

She is thinking it was a bit stupid to agree to do this as she thinks ‘in what insane moment did I agree to road test the TT course?’✓

Petronella questions her ability to do the course as she writes ‘I have never ridden pillion on a powerful motorbike before.✓ She is feeling inexperienced✓ but also unprepared✓ as she has turned up in ‘ki� en heels and a leather skirt.’ She is thinking just how li� le experience she has on fast machines as she remembers the time she rode a ‘bucking bronco at a fair and fell off ’.✓

She is worried she won’t be safe with Milky as he is ‘on the weedy side’.✓ She is shocked by the ‘monstrous’ bikes✓ but feels safer and relieved at the prospect of riding a ‘smaller, safer looking machine.’✓

This answer begins well and gets better and better. There is clear understanding here and each point is supported by a good choice of textual evidence to clinch what is being said. There is absolutely no misreading here and it goes well beyond just ‘scared’ and ‘nervous’ to include her feelings of being stupid, unprepared, inexperienced, shocked and relieved. It even includes her feelings about Milky. What makes this such a good answer is that it has clarity of understanding, range of reference and really good support from the text. Notice it is not particularly long but it is totally focused on the question and keeps returning to ‘thinks’ and ‘feels’ to stay in position. This answer is a clear A* answer.

Viewpoint and attitude: how to go up the gradesTo move up the grades you need to totally focus on the question and read the text carefully to reach convincing conclusions. You need to identify thoughts and feelings that show viewpoint and attitude in a very thorough and clear way, providing evidence from the text for each point you make. Remember to include the words ‘think’ or ‘feel’ in your answer, to tie your evidence into the points you are making.

Student A

Student B

Examiner summary

Examiner summary

Putting it into practice

Read the selection of answers to this question, on the following page. Working in pairs and using the table on page 6, discuss the strengths and weaknesses of each answer and decide on a mark/grade. Evaluate your own work. Which grade are you closest to? What do you need to do to improve?

WJEC_Higher Language Grade studio.indd 8-9 14/8/09 13:31:45


GCSE English and English Language: Higher Tier


to understand how texts present a viewpoint or attitude

to use the text to work out the writer’s views and opinions.

Using and commenting on just part of a sentence or even the impact of a single word will be rewarded by the examiner because it shows the ability to select evidence carefully.

1 Reading and studying non-fiction texts Viewpoint and attitude

76

Activity 1

Viewpoint and attitude

Writers often do more than present facts and information. They frequently want to present a particular view on the subject they are writing about, or persuade the reader. They may have a negative or positive attitude towards their subject. Sometimes an exam question will ask you to explain what their attitude is and how this is made clear to the reader.

You are likely to be asked to explain the writer’s ‘thoughts and feelings’.

A question of this type might include the words ‘attitude’ or ‘viewpoint’.

The extract opposite is by a journalist called Petronella Wyatt. She was about to ride around the TT course in the Isle of Man as a passenger on a motorcycle. This is the opening section of an article she wrote about the experience. The exam question below asks you to work out her attitudes to the challenge she was about to face. However, it is worded as follows:

Read the extract. Then complete a table like the one below which shows you some of the material you might use about the ‘thoughts and feelings’ Wyatt has about the race.

Thoughts and feelings Evidence

She feels nervous and scared. She describes the TT course as ‘infamous’.

She thinks the American writer had it easy.

It is the ‘most dangerous’ circuit in the world.

She thinks about the fatal consequences of a fall and the terrible danger involved.

She faces a 600ft drop into the sea on one side and a ‘bottomless ravine’ on the other. She describes the course as ‘the mouth of death’ and ‘the jaws of Hell’.

She thinks she must have been mad to agree to do this.

She sees the moment she agreed as ‘insane’.

An American writer once compared riding a 1000cc motorbike round a hairpin bend to

‘diving into a pool and suddenly realising it has been emptied.’ He had it easy! I am going to ride pillion at 120mph along the twisting mountain roads of the Isle of Man’s infamous TT course, the most dangerous motorcycle circuit in the world.

If I fall off, there isn’t even any ground to hit. On my left is a 600ft drop into the sea. On the right, a seemingly bottomless ravine. This is the mouth of death, these are the jaws of Hell.

In what insane moment did I agree to road test the TT course? Simon Crellin, who is helping to organise the race, has arranged for me to ride with a previous winner, Richard ‘Milky’ Quayle. I have never ridden pillion on a powerful motorbike before, let alone at high speed, though I have occasionally driven scooters in Italy – up to 10mph and usually from a dress shop to a nearby café (on one occasion I forgot to brake and drove through a café). I dare not tell Simon or I will be sent home in disgrace. He must sense something is wrong though, for he is a little surprised by my outfit, which consists of kitten heels and a leather skirt.

‘I think we’d better fit you for some proper leathers,’ he says, when we meet in my hotel lobby. ‘Are you sure you have ridden a powerful machine before?’

‘Oh, yes,’ I say, thinking of the time I rode a bucking bronco at a fair and fell off.

Early the next morning Simon introduces me to Milky. He is on the weedy side, with watery eyes and a pale face. We go over and look at the bikes. They are monstrous but, fortunately, I see a smaller, safer-looking machine in the corner that resembles a motorised bicycle. ‘I’ll ride that one,’ I say.

‘But that’s a 1907 bike,’ protests Simon. ‘It only goes up to 25mph.’

‘That’s why I’ll ride it.’

THE FASTEST LADY ON TWO WHEELS!by Petronella Wyatt

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What are Petronella Wyatt’s thoughts and feelings as she prepares to ride the TT course? (10)

From the Daily Mail

Examiner tips

GradeStudio


1 Unit 1 Reading Locating and retrieving informationAlmost all texts have information of some kind in them. Skimming and scanning texts are useful ways of finding what you want. If, for example, you are looking at an advert and want to know how much the product costs, you would scan it to look for pound signs. Or if you were looking at a weather map to find out what the weather might be like tomorrow, then you would look just at where you live on the map.

‘List or Find’ questions

This lesson will help you to: to select relevant details from a passage to present details clearly using a list.

My learning

10

A question that asks you to locate and retrieve information will always appear on the Foundation Tier paper. It is usually the first question and is a good opportunity to gain marks quickly. You need to read the passage carefully and closely.

You will often be asked to list or find relevant details from the passage.

You will gain a mark for each correct point identified.

You do not have to write in prose. Simply number or bullet point each separate detail or point you make.

Activity 11 Read the extract opposite, taken from a newspaper extract.

The ‘List and Find’ question taken from the exam paper is:

List ten separate things mentioned in the first five paragraphs which help explain why bananas are so popular. (10)

2 Answer the question above. When you are asked to list or find details from the text, make sure you:

check the wording of the question carefully. Be sure you know what you have to find. Sometimes you may be asked to look at just part of a text.

work your way through the lines in a methodical way

look carefully for the relevant points and underline or highlight them as you go. Working through the text line by line will make sure you don’t miss points. Often you can just copy out a detail from the text, but you must make sure that your point makes complete sense.

3 Compare your responses with those in GradeStudio overleaf. Which answer are you closest to? How can you improve? Look particularly at any points you missed but which could have earned you a mark.

Unit 1 Reading Locating and retrieving information1

11

Over the past 12 months we have consumed an unprecedented 3.5 billion pieces of fruit, forcing our native apple into a poor second place.

The banana is healthy, the ideal snack food if fitness is a priority. It is packed with energy, fibre and vitamins. It is rich in potassium and low in calories. And eating two bananas provides enough energy for a strenuous 90-minute workout.

Sportsmen like Tiger Woods and the entire Manchester United team, who eat banana and jam sandwiches before

games, rely on the fruit to maintain their sporting prowess.

The nation’s banana boom is one of the most remarkable of recent years, a guide not just to

the impact of healthy-eating campaigns but also to the country’s economic health.

We spend more money on bananas than any other supermarket item apart from

petrol and lottery tickets, and more than 95 per cent of our households buy them every week. Bananas are us, it seems.

The addiction will be reinforced this month as TV viewers watch endless Wimbledon shots of tennis players munching their way through

hundreds of bananas, a fruit now considered necessary for recovery between sets and rallies.

Yet a century ago hardly anyone in Britain had tasted or even seen a banana. Early attempts to bring them to Britain met with failure because by the time they had been picked, packaged and then shipped, they had rotted beyond recognition. The development of refrigerated shipping changed everything, with the first shipment arriving 100 years ago this month, triggering a national love affair from which we have never looked back.

A striking measure of the banana’s popularity can be seen in trade figures that show sales in the UK have rocketed by more than 150 per cent since 1985, while fruit sales in general have risen by a mere 15 per cent. Last year alone there was a 9 per cent growth in British banana sales.

“The banana has everything going for it, so its popularity should not seem that surprising,” said Lyndsey Morgan of the fruit’s marketing organisation, the Banana Group. “It is easy to open and is a high-energy food. It is also a first class hangover cure, stabilises blood pressure and soothes heartburn. And when you want to start weaning babies, mashed banana is the perfect food. You can even use the skins as garden fertiliser when you have finished. It is astonishingly versatile.”

Britain has gone bananas

If you are asked to ‘make a list’ or ‘list …’ then you should do exactly that.

If you are asked for ten points, include eleven or twelve if you can. You may have got something wrong or made the same point twice, but an extra point or two gives you a safety net.

Examiner tips

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Sample pages from WJEC GCSE English and English Language Foundation Student Book

Looking back on your answer: Have you selected relevant

details from the chosen scene? Have you managed to sound

like the character/s? (You can test this, by asking someone else if they can tell who it is!)

Have you included any references to themes, other characters/relationships, and the rest of the play?

Check your answer

GradeStudio


to understand how characters think and feel, with an awareness of their relationships

to write about characters in the context of the play.

4 Characters Writing about characters

Writing about characters

Activity 1

Activity 2

In the exam you may be asked to imagine you are a character from the play. You may be asked to tell the story of the play, or important parts of it, from the character’s point of view. To help you answer well it is useful to think about the characters in detail – how and why they speak and behave as they do, how they relate to other characters, as well as how they may refl ect the important themes in the play.

The following activity will help you think about characters and the ways in which they may be interpreted in depth.

Working either on your own or in a small group, 1 choose a main character from the play you are studying.

On a large sheet of paper, draw a fi gure in the 2 centre to represent your chosen character (stick fi gures are fi ne!)

Around the drawing of the character, complete the 3 following. If you are working in a group, discuss and agree your ideas fi rst.

The animal (including birds and insects) that best represents your chosen character, and why.

The plant (including trees and fl owers) that best represents your chosen character, and why.

A symbol to represent your chosen character.

The key motivation of your chosen character (the single thing that is most important in their life).

One quotation to sum up their character.

Present and explain your ideas to the rest of the 4 class.

In the exam you will improve your answer if you:

use speci� c details to show you know the text well

discuss the behaviour of other characters thoughtfully and sensitively

‘sound’ like the character – use the sort of language they would use

refer to key themes.

Foundation Tier candidates may be asked to focus on speci� c parts of the text.

Higher Tier candidates will be expected to show knowledge of the whole text.

The following activity will show how the same events may be interpreted in different ways, depending on the point of view of who is relating them. It will also give you practice in selecting and highlighting relevant details.

Choose a key scene from the play you are studying for the 1 exam.

Identify the two or three most important characters in your 2 chosen scene.

Make notes on your chosen characters’ thoughts and 3 feelings during the scene. Think about how the scene fi ts into the whole story, the important points in the scene, how other characters are behaving, and, perhaps, what themes are highlighted in your chosen scene.

Write a few paragraphs from the point of view of each of 4 your chosen characters.

1312

How to go up the gradesOn pages 14–15 are two student responses to the following task: ‘Imagine you are Linda. At the end of the play you think back over its events. Write down your thoughts and feelings. Remember how Linda would speak when you write your answer.’

Although Student A makes some references to key events in the text, these could have been developed to achieve a better grade. For example, there could have been more specifi c references to key events at different points in the play; and the references made, such as those to games the children played, could have been written about in more detail.

To get further to A*, it would have been useful for Student B to make more specifi c reference to Linda’s reactions to the key events at the end of the play.

Putting it into practiceLook at the two examples on pages 14–15 and make a list of the similarities and differences between them. Then write down three things that made Student B get the better mark.

Now, look at the mini empathy responses for characters from your set text that you attempted in Activity 2. How would you rate what you wrote, comparing them with the levels of response for Students A

and B?

Examiner tips

GradeStudio

WJEC_Literature.indd 12-13 14/8/09 11:04:20

Sample pages from WJEC GCSE English Literature Student Book

Clear objectives at the start of each lesson focus students on their learning.

Focused activities from the examining team help students to improve their grades.

Simple, easy-to-follow design improves accessibility for less able students.

Grade Studio helps students to achieve their best with sample questions, graded answers and examiner tips explaining how to improve.

Tips by Margaret Graham show students how to improve their answers.

GCSE English and English Language: Foundation Tier

Tips from examiners show students how to succeed.

GCSE English LiteraturePart of Pearson

WJEC



Margaret Graham

Stuart Sage

Resources written for each specification to give students the support they need to achieve their best.

Student Book

Student Book

Student Book

Student Book

14 15Find out more and see further sample material at www.pearsonschools.co.uk/gcse2010/wjecenglish

Teacher Guides

Our full-colour Teacher Guides match each Student Book and ActiveTeach CD-ROM so you can support your students every step of the way.

Packed with easy-to-use, visual lesson plans to save you valuable planning time.

Specific EAL advice from the National Association for Language Development in the Curriculum (NALDIC) is provided for each lesson to give you extra support.

Controlled Assessment planning advice written by senior examiners plus exemplar student materials ensure you and your students are fully prepared.

How will these resources support my planning and teaching?

We’ve listened to your needs and have created a suite of resources in both print and digital formats to give you fully flexible teaching resources accessible from one place!

2 © Pearson Education 2010 Unit 1: Reading and studying non-fiction texts 3

1 Starter activityWhen exploring viewpoint/attitude, thoughts/feelings, and negative/positive, remind students that a single word (‘disaster’, ‘joy’); short phrases using quali� ers (‘no’, ‘most’, ‘too much’, ‘too little’), and pre� xes (‘inconceivable’) inform the reader and can be used as evidence.

Emphasise these with the � rst two examples in Handout 1.1. Model orally how to quote them in an exam question.

2 Whole class workShare knowledge that may be new to some (e.g. ‘Isle of Man’, ‘TT course’ (Tourist Trophy course), ‘ravine’, ‘pillion’, ‘scooters’, ‘leathers’). Footage may be found on YouTube.

Discuss the picture (AT photo 1.1), and feelings – e.g. like a rollercoaster ride

Read the text aloud. Intonation helps reveal thoughts/feelings, aiding � nding evidence.

3 Independent work: Explain socio-cultural idiomatic language (‘mouth of death’, ‘jaws of Hell’, ‘hairpin bend’, ‘weedy’) as evidence of thoughts, feelings and attitude.

4 Pair work: Mix a good language role model with an EAL learner.

additional support

Learning objectives To understand how texts present

a viewpoint or attitude To use the text to work out the

writer’s views and opinions

Viewpoint and attitude

Starter

Handout 1.1

Whole class work

why

Independent work

Handout 1.2

Handout 1.3

Paired work

feels thinksrange

around the same level

better than

as good as

Further work

Peer/Self-assessment

1 2

3

4 6

5

Resources available Student book pages 6–9 AT photo 1.1: Isle of Man’s TT course Handout 1.1: Understanding viewpoint and attitude Handout 1.2: Identifying evidence Handout 1.3: Identifying evidence – answers

Assessment objectives Read and understand texts, selecting material appropriate to purpose,

collating from di� erent sources and making comparisons and cross-references as appropriate (English AO2i; English Language AO3i)

Suggested answersStarter1 Suggests an adult speaker who makes broad

judgements based on personal experience – and dislikes young people on the strength of it.

2 Suggests someone who values social skills as above or at least equal to more formal, academic education; or perhaps a student who does not appreciate the value of homework!

3 Suggests someone who supports the political party currently in opposition.

4 Someone who believes everything they read and hear, perhaps an anxious or vulnerable person.

5 Someone who takes great pride in their appearance – or who might be paid to endorse a product.

Activity 1Answers are provided in Handout 1.3.

Activity 2The sample answers were graded as follows: 1: Grade C2: Grade B3: Grade A*

1 Reading and studying non-fi ction texts

Handout 1.1

Handout 1.2

Handout 1.3

WJEC Higher Lang TG.indd 2-3 14/8/09 12:21:55

Sample pages from WJEC GCSE English and English Language Higher Teacher Guide

Unique, visual design clearly shows how to use the print and digital resources together to deliver engaging lessons.

All lessons are supported by customisable lesson plans on the CD-ROM giving you new ideas and saving valuable time.

Every lesson plan includes advice on how to adapt the lesson for EAL students, written by NALDIC.

Endorsed by

ActiveTeach is a powerful electronic learning resource that combines innovative teaching materials with the flexibility to introduce your own resources. It includes the book on-screen, Grade Studio interactive activities and BBC footage to provide you with the perfect solution for seamless lesson planning and exciting whole-class teaching!

ActiveTeach CD-ROMs

VLE compatible!


Includes exclusive

footage!

8

9

grade answerA*

grade answerE/F










Misread Misread

Misread











Student A

Student B

Examiner summary

Examiner summary




Makes customisation easy by allowing you to play and re-order lessons and incorporate your own tried-and-tested resources.

Innovative yet straightforward technology makes what you already do in the classroom even better.

How will these resources support my planning and teaching?

Sample screenshot from WJEC GCSE English and English Language ActiveTeach Higher CD-ROM

Personalise the resources by adding your own annotations and save them for future use.

8

9

grade answerA*

grade answerE/F










Misread Misread

Misread











Student A

Student B

Examiner summary

Examiner summary




ActiveTeach CD-ROM

Teacher Guide

Zoom in on key activities and images for whole-class teaching.

16 17Find out more and see further sample material at www.pearsonschools.co.uk/gcse2010/wjecenglish

What resources are available for Functional English?

Endorsed by

What resources are available for Functional English?Our Functional English Student Book and accompanying Teacher Guide help prepare your students for the Functional English assessments so you can be sure they’ll have everything they need to pass Level 2.

Complete match to the Functional English specification so you can prepare students fully for their Level 2 assessments.

Crystal-clear learning objectives based on the Functional English standards show students exactly what they have to do to pass at Level 2.

Self/peer-assessment activities enable students to measure their own progress to help them achieve their best.

‘Pass Level 2’ features help students to pass with examiner tips and a bank of practice tests and sample answers at pass and fail to enable you to assess students’ progress and diagnose where they need to improve.

Functional English aims to ensure that every individual is confident and capable when speaking, listening, reading and writing, and is able to adapt to a range of audiences, purposes and contexts. This will include being able to explain information clearly and succinctly, expressing a point of view reasonably and persuasively, and reading and responding to a range of texts.

Functional English

STUDENT B PASS

57

Self/peer assessment

What have you have learnt about writing a report? Make notes under the headings: Audience, tone, format and purpose. Is there anything you still need to improve?

Section A Writing

✓A report to ✓Oldham Town Council from Mossley Community Council on waste disposal and recycling.

✓IntroductionThe council has asked for a report on the way in which waste is collected and other recycling issues. The Community Council has considered the issues and these are its findings.✓

✓1. Firstly, we are all agreed that we need to recycle as much household waste as possible and fully support the councils ✗ approaches to this issue. There are, however, a number of aspects about the current situation which we are worried about.

✓2. Regarding the issue of the sorting of rubbish, the storage of the bags is a major problem in our area ✓since most of the houses have no garage and many are terraced. We find that our kitchens and back yards are filling up with rubbish bags.✓ In addition, there is a problem with the amount of waste that is collected. Refuse collectors come every other week but will not take away more than one bag of each of each kind of waste. As suggested above,

✓this results in a build up of waste materials in our homes. ✓The council should consider whether collections every other week are sufficient, especially for families with young children.

✓ConclusionWe believe that the council is doing its best to become more

✓eco-friendly but it needs to reconsider how many bags we are allowed to put out for the dustbin men and it should arrange for home collection of some items.

Signed: Angela Thompson (Mrs)

✓Secretary of the Mossley Community Council

EXAMINER SUMMARY

This report is strong in all respects. The student wisely follows the bullet points making additional points based on her experience of living in a particular area. There is good coverage of the issues. The tone adopted is suitably formal and the student writes with clarity and a good sense of purpose. The format is correct for a report and there is a full understanding of the requirements of the task. This work would gain a Level 2 pass for ‘Content and organisation’.

The student makes a couple of simple slips, noted above, but otherwise the work is accurate and fluent and would gain a pass at Level 2 for ‘Sentence structure, punctuation and spelling’.

A clear sense of audience and purpose.

Good use of topic sentences.

Some errors in accuracy, but mostly correct

Statements are clearly backed up with reasons.

Good use of report format, with clear headings, introduction and conclusion, and correct sign o�. Variety of sentence structures.

Checking for errorsYou will lose marks in the examination if your writing is not accurate. Always check carefully for errors in grammar, punctuation and spelling.

54


Look back at your �nished report. How accurate is your writing? Make corrections if you need to.

Possessive apostrophesThe first error in the paragraph above is a missing possessive apostrophe. Make sure you are confident in using possessive apostrophes correctly. Read the rules below and then work through the activity.

ACTIVITY 1The paragraph below is an unchecked extract from a report.

1 Check the paragraph for errors in spelling, punctuation and grammar. Note down each one and what type of error it is. Then write it out correctly.

ACTIVITY 21 Decide which of these sentences need possessive apostrophes.

2 Write out the sentences with the possessive apostrophes in the right places.

RULESUse a possessive apostrophe to indicate ownership.

The girl owns the uniform and so a possessive apostrophe is needed.For example: the girl ’s uniform

If the owner is singular (only one), put the apostrophe before the ‘s’. For example: the girl ’s skirt

If the owner is plural (more than one), then put the apostrophe after the ‘s’.

For example: the girls ’ skirts.

The words ‘men’, ‘women’ and ‘children’ break the rule. For plural words, put the apostrophe before the ‘s’.

For example: the children ’s uniforms.

Remember, possessive apostrophes indicate ownership – make sure you don’t use them in words that are just plural.

For example: The girls wear uniforms.

Make sure you allow yourself time to check your work

carefully for errors in grammar, punctuation and spelling. Writing

at Level 2 should have no or very

few errors.

P

ass level 2

Pass level 2

P

ass level 2Improve your accuracyMy learning objectives

To practise checking writing for accuracy

To learn how to use possessive apostrophes correctly

Present information clearly in reportsPresent information clearly in reports

Sample page from Functional English Student BookSample page from Functional English Student Book

Sample pages from Functional English Student Book

Functional English resources

Visit www.wjec.co.uk

to find out more about

WJEC’s Functional

English qualifications.

Pas

s level 2 Pass level 2

50


To be clear about the purpose for writing

To plan a report in the correct format

To present information clearly

Present information clearly in reports

Real-life reportsReports need to be clear and accurate. Here are two examples of real-life reports.

A surveyor reports to an architect about whether a site is safe to build houses on.A doctor reports to a team manager on whether a footballer is fit to play in an important match.

Your school’s headteacher and governors decided to review the school uniform. You have been asked to write a report for them, giving the views of your year group on school uniform. You should include information on what your year group like and dislike about the current uniform, and any changes that they think should be made.

TASK

To write an answer to this Functional English examination-style question:

ACTIVITY 11 What is the purpose of each report above? Discuss what might happen if

these reports were unclear or misleading.

2 Read the task again carefully then read the purposes for writing below. Decide which student has understood the purpose of the task correctly.

My purpose is to state what the uniform is.

My purpose is to report to the headteacher and governors on my year’s views about uniform.My purpose is to redesign the school uniform.

3 Write the correct purpose out in your own words.

Present information clearly

Think about what you know and can do con�dently, and what you still need to learn or practise to achieve Level 2.


Before you start a writing task, ask

yourself: ‘What am I being asked to do?’

This will be your purpose for writing.

Having a clear purpose will help

you to include only relevant information.

P

ass level 2

Pass level 2

51

FormatTo be clear, a report must in the right format. A plan for the report in this task is given below. Look at it carefully and then complete activity 2.

ACTIVITY 4The openings of some topic sentences are listed below.

Students think they should be able to...Uniform is a good idea b�ause...The Student Council would like to suggest that...

Some students think that...

However, other students feel that...

On your plan, write a topic sentence for each section. You could use the ideas above or your own ideas.

ACTIVITY 31 Decide on:

three things you like about your school uniform three things you do not like about your school uniform three changes you think should be made to your uniform.

2 Jot down your ideas in the right places on your plan.

ACTIVITY 2Copy out the plan above leaving spaces to add your own notes.

Gathering and organising your informationYou now need to:

come up with some information for your report organise the information in your plan so that your report will be clear and easy to follow.

Heading

Introduction

Our views on school uniform1 Paragraph on what is liked

2 Paragraph on what is not liked

Our views on possible changes 3 Paragraph on suggestions for change

Conclusion

Sign off

What the report is about, who it is for and who wrote it.

Headings and lists can divide up the information clearly.

Summary and recommendations (what should happen next)

The writer’s name and position.

What the report is for and how the information has been gathered.

Format means the way you lay out your writing.

KEY TERMS

Topic sentences introduce the main idea of each paragraph or section.

KEY TERMSYou can use topic sentences to help the reader follow your writing.

Section A Writing

Pass Level 2 feature provides examiner tips to help students understand exactly what is required.

Student Book

Student Book Student Book

Focused sections target Level 2 reading, writing, speaking and listening Functional English Standards.

Key terms explained.

Stepped activities support student progress.

Student example answers with a wealth of detailed examiner feedback and guidance show students exactly what they need to pass Level 2.

Help students to gain marks for accuracy and spelling.

18

Your first choice for WJEC Set Texts

Find out more and see further sample material at www.pearsonschools.co.uk/gcse2010/wjecenglish

Longman School Shakespeare for GCSE

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Of Mice and Men978 0 582461 46 8£7.50

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AboutAbbAbbabbbouttutuBoy

NICK HORNBY!?NICK HORNBYAboutAbbabboututbbBoy Ab

outB

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ICK

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Dummy Text Fourteen-year-old Haroun divides

his time between herding cows and work-

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the mine is murdered, an agent of the French

government appears and recruits Haroun as a

spy. Haroun soon fi nds himself torn by divided

cultural loyalties; but when he unearths a

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Tamburlaine the Great is a powerful and brutal ruler. His

fearless horde sweeps through the land, laying waste to

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