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Verulam School English Faculty
Revision Guide
iGCSE English Language: Paper 1
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Paper 1
Let’s start by getting a handle on what you will be asked to do in the exam. You only sit one exam paper
for your iGCSE English Language. As this one exam is worth 40% of your overall qualification, there’s
quite a bit of pressure resting on you during the 1 hour and 45 minutes that you sit it.
I’ve lost count of the number of times students have informed me that “it’s impossible to revise for
English”. This is one of the biggest myths going. Not only is it possible to revise for English, it’s very
important that you do so. There are lots of things you need to know and this revision guide is designed
to help make the ‘facts’ of English more straightforward.
For each of the questions, there is a clear method for you to learn so that you know the steps to go
through for each question. You need to know exactly what the examiner is looking for, which skills he/
she will reward and when you should be using them. That way you can hone those skills and make sure
you demonstrate them in your response. Also included in the booklet are practice questions, so you can
put the method into action.
The questions:
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Q1: understanding
texts
FACT File
Marks: 30 marks
Text: Based on Passage 1
Timing: 10 mins reading + 40mins
writing
This question is split into different parts (a-i).
We’re going to spend some time separately on Q1i later in the
guide, but for now we’re going to focus on parts a-h, which are a
series of questions that ask you to:
Understand the meaning of words
Select relevant information from the passage
Understand how writers’ achieve effects
Key terms
Re-read lines… - if you are given specific lines (or a specific paragraph) to read, that you find it very
carefully. If you talk about a different part of the text, no matter how brilliant your point, you will not be
awarded any marks. So find the lines carefully and highlight it in the margin to make sure you focus on
that part.
Using your own words – the examiner is testing how well you understand the words in the text. If you
used quotations or the writer’s words, it would show that you can select the right information, but it
doesn’t show that you know the meaning of the words. By transforming the passage into your own
words, you are showing the examiner how confident you are with language. For example, ‘frantic haste’
could be ‘desperate hurry’ or the ‘humane service’ could be ‘action for the good of others’.
Meaning – you need to explain the word or phrase that has been selected. Make sure you reread the
sentence that the word was used in. You will pick up clues about the specific meaning of the word from
the words around it.
Effect – this means you need to explain how the text makes the reader
think or feel.
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language analysis
TASK
Time for a warm up! Let’s check your knowledge about language. In the table below is a list of language
features. Match them up with the correct definition.
Check your answ
ers on p40
Language Definition and example
Adjectives 1 For example I and we. This kind of narrative voice is more personal because it sounds as if the writer is
sharing something personal with the reader.
Adverbs 2 Making something sound bigger/better/worse than it actually is. It’s usually done by using superlatives
like the best or the worst. For example: The best deal in town!
Alliteration 3 Writers often use language to be dramatic or to make the reader feel a particular emotion - like anger or
sympathy. Think of charity leaflets!
Exaggeration 4 Words that describe nouns, like great, harsh, yellow, excruciating, bright. They are used to add more
detail to the noun and build images in the reader’s mind.
Emotive
language
5 Someone’s point of view, e.g.: No child should have to suffer.
Fact 6 Sometimes a word or phrase is repeated for emphasis. For example: Fact: More people than ever own
several credit cards. Fact: More people than ever are in debt.
First person 7 Used to give instructions, for example: You must act now, before it is too late.
Humour 8 A question that doesn’t need an answer, because the answer is very obvious. Instead, asking the
question makes a point. For example: Does this sound fair to you?
Imperative
verbs
9 When words that are positioned closely together begin with the same sound. For example: House pric-
es hit all time high.
Lists 10 Words that describe verbs and often end with ‘ly’. For example, carefully, quietly, slowly. They are used
to add more detail.
Metaphor 11 When three words or phrases are used to describe the same thing. For example: Marilyn Monroe was
talented, beautiful but also completely damaged.
Opinion 12 It may be a funny story, or obvious like a joke, or even more subtle, such as sarcasm. It is used to lighten
the mood, attract attention or appeal to the reader.
Repetition 13 Something that can be proven: Last year, a massive earthquake hit China.
Rhetorical
questions
14 Comparing two things by saying the one is like or as the other. For example: The room is like a prison.
Second
person
15 For example, you. Makes the writing more personal because it sounds as if the writer is talking directly
to the reader.
Simile 16 For example, he, she, it, they. Makes the writing seem more impersonal.
Third person 17 Grouping items together in a list. Used to support an argument or to give the reader a lot of evidence.
Triples 18 Comparing two things by saying the one is the other. It can often not be literally true. For example:
The room is a prison.
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What is language
analysis?
Analysis sounds complicated. Basically, it’s like lifting
the bonnet of a car to see what is going on: how is the
language working, what effect is it having on the
reader and why?
Here’s an example.
‘creepers as thick as legs gripped each other’
These creepers sound creepy!
The writer has definitely created
a certain impression about these
plants, but how exactly has he
managed to do this?
The first thing we notice is the lan-
guage feature. A simile. Brilliant!
Now we can think about what the
creepers are being compared to: ‘as
thick as legs’.
This suggests that the plant
is almost as big as humans.
How often do you come across
vines this huge? This sounds
intimidating—the kind of plant
you’d cross the street on a
dark night to avoid.
What if we combine this with
the fact the writer used the
word ‘gripped’? This word sug-
gests the plant is physically
strong, able to grasp hold of
something and perhaps even con-
trol you. All of a sudden, this
jungle doesn’t seem so friendly.
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Read Passage A below and then answer the questions below.
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Practice question
Question 1
Read carefully the passage The Khyber Mail to Lahore Junction in the Reading Booklet
Insert and then answer all the questions.
(a) Explain why the writer had claimed to Rashid that he was a dentist.
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
(b) What detail in particular does Rashid claim will make the German -built carriage comfort-
able?
..................................................................................................................................... [1]
(c) Give two reasons why the writer felt disappointed that his trip would be so short
(lines 16–22).
• ..................................................................................................................................
..........................................................................................................................................
• ..................................................................................................................................
..................................................................................................................................... [2]
(d) Explain, using your own words, the difference the writer mentions between travelling
by rail and travelling by ship (lines 23–25).
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [2]
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(e) Explain, using your own words, why the writer thinks people find travelling in a
sleeping car ‘attractive’ (lines 26–32).
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [3]
(f) Which phrase in the final paragraph is used to emphasise the colour of the flying
parrots?
................................................................................................... [1]
(g) Explain, using your own words, what the writer means by:
(i) ‘this nagging made me evasive’ (lines 5–6);
..................................................................................................................................
............................................................................................................................. [2]
(ii) ‘a vehicle that allows residence’ (line 32);
..................................................................................................................................
............................................................................................................................. [2]
(iii) ‘watching an unedited travelogue’ (line 49).
..................................................................................................................................
............................................................................................................................. [2]
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(h) Re-read lines 46–54. Choose three short phrases which the writer uses to describe
what he saw from the window.
Explain how each of these phrases creates a picture of village life.
Phrase: .......................................................................
Explanation: .....................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Phrase: .......................................................................
Explanation: .....................................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Phrase: .......................................................................
Explanation: .....................................................................................................................
..........................................................................................................................................
..................................................................................................................................... [6]
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Here’s the mark scheme for this question. Check your answers against it.
(a) Explain why the writer had claimed to Rashid that he was a dentist. [2] • He was getting tired of people/repeatedly asking him for personal details/he resorted to making up fictional details. 2 marks for a clear explanation; 1 mark for partial understanding. (b) What detail in particular does Rashid claim will make the German-built carriage comfortable? [1] • It was heavily built/stable/would not shake. (c) Give two reasons why the writer felt disappointed that his trip would be so short (lines 16–22). [2] • The train was comfortable (1). • He had everything he needed (1). • He had the choice whether to be alone or in company (1). 1 mark for any point, up to a maximum of 2. (d) Explain, using your own words, the difference the writer mentions between travelling by rail and travelling by ship (lines 23–25). [2] • In a train nothing is expected of you/you just sit and do nothing. • On board ship you are expected to be cheerful and interact with other passengers (sociable). 2 marks for a clear explanation in own words/awareness of the contrast; 1 mark for partial understanding. Some selective lifting, but not the whole paragraph, is acceptable. (e) Explain, using your own words, why the writer thinks people find travelling in a sleeping car ‘attractive’ (lines 26–32). [3] • It is very private (1). • The views from the window enhance the life within the sleeper/the enjoyment of the journey (1). • The continuously changing images of the landscape as the train moves through different scenery (1). 1 mark for each point, up to a maximum of 3. (f) Which phrase in the final paragraph is used to emphasise the colour of the flying parrots? [1] • Getting greener (as they rose)/pistachio-green. It is not acceptable to lift the whole sentence. (g) Explain, using your own words, what the writer means by: (i) ‘this nagging made me evasive’ (lines 5–6) [2] • This annoying repetition made me avoid a straight answer. (ii) ‘a vehicle that allows residence’ (line 32) [2] • A conveyance/train/compartment in which you can live (as if you are at home). (iii) ‘watching an unedited travelogue’ (line 49) [2] • Looking at a travel film/television programme which has not been revised/cut. For each of the 3 phrases give 2 marks for a correct explanation in own words; 1 mark for a par-tially correct explanation up to a maximum of 6.
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(h) Re-read lines 46–54. Choose three short phrases which the writer uses to describe what he saw from the window. Explain how each of these phrases creates a picture of village life. [6] • patting/slapping pie-shaped mud bricks • men with bullocks and submerged ploughs/preparing rice field for planting • grass huts and cardboard shelters • everyone was in motion • sorting fruit • folding clothes • fanning the fire • shooing a dog away • mending a roof. One mark for each explanation point such as ‘this suggests that the life in the countryside out-side was very busy in comparison with the writer sitting still and watching’ would qualify for one mark. Some candidates may produce better explanations than this. Maximum of 6 marks.
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Q1 i: summary
The final part of question 1 on the paper is the summary question. You
won’t be asked to summarise the whole text; instead you will be given
particular topic. To hit the target, you need to identify relevant
information to summarise, writing the ideas down in as few words as
possible.
Example question
Q1 i. Summarise the description of the river in Passage A.
Write a paragraph of about 50–70 words.
[7 marks]
The Method
1. Read and underline the key parts of the question: what exactly is it you need to summarise?
2. Read and underline the relevant material in the text. Aim for at least 8 points (you could go up to 10 to be on the safe side)
3. Plan how to group the ideas and number them. Which points can you combine into one sentence?
4. Write the summary in one paragraphs, in full sentences.
5. When writing, put the points in your own words. You will lose marks if you use the wording of the passages. There may be occasions where is it very difficult to think of an alternative word. The examiner won’t mind too much if you use one or two words from the passages. But be very aware of many times you do this.
6. Proof read your answer.
HAVE A GO! Read the passage below and use the space to complete your answer. The
text is highlighted to show the relevant information.
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Passage A
In this extract Redmond O’Hanlon describes a journey into the jungle by canoe. James, a poet,
has been eventually persuaded to accompany Redmond.
Into the heart of Borneo
At midday we climbed into our dugout canoe and set off up-river towards the interior. After about
ten miles the fields gave way to well-established secondary forest, and then the primeval jungle
began.
The river seemed to close in on us: the 60-metre-high trees crowded down the slopes of the hills,
almost to the water’s edge, an apparently endless chaos of different species of tree, every kind
of green, even under the uniform glare of a tropical sun. Parasitic growths sprouted everywhere,
ferns fanned out from every angle in the branches, creepers as thick as legs gripped each other
and tangled down to the surface of the water, their tips twining down in the current like river-
weed.
The river itself began to twist and turn too, the banks behind us appearing to merge together into
one vast and impenetrable thicket, shutting us in from behind. At the same time, the trees ahead
stepped aside a meagre pace or two to let the river swirl down ahead. The outboard motor set on
a wooden frame at the stern of the canoe pushed us past foaming little tributaries, islets, shingle
banks strewn with huge rounded boulders, half hidden coves scooped round by whirlpools. Here
the river was clear, deep green from the reflection of the trees. We really were voyaging upriver! I
thought it was an optical illusion, but the canoe was actually climbing up a volume of water great
enough to sustain an almost constant angle of ascent, even on the stretches of water between
the jagged steps of the rapids.
We stopped by a pile of driftwood to hide a drum of petrol to be retrieved a few days later on the
return journey. A monitor lizard, reared up on its front legs, watched us for a moment with its
dinosauric eyes and then scuttled away between the broken branches. A Brahminy kite, flying
low enough for us to hear the rush of air through the primary feathers of its wings, circled over-
head watching us, its flecked brown belly white in the sun. Then the bird soared away, mewing
its shrill call.
Further up, the rapids became more frequent and more turbulent and, at each one, heavy waves
of water would crash over and into the boat. James, sitting opposite me on the boards in the
centre of the canoe and facing upstream, was reading his way through the poems of the 18th
century writer Swift, a straw boater on his bald head, his white shirt buttoned at the neck and at
the wrists.
‘Some of these poems are pretty feeble,’ James would mutter, displeased.
‘Quite so, but – er – James?’
‘Yes?’
‘Rapid 583/2, Green Heave, strength six-out-of-ten, is approaching.’
With a second or two to spare, James would shut his book, mark his place with a twig, slip it
neatly under the edge of the tarpaulin, sit on it, shut his eyes, get drenched, open his eyes,
squeeze the water from his beard with his right hand, retrieve his book and carry on reading.
16
With a second or two to spare, James would shut his book, mark his place with a twig, slip it
neatly under the edge of the tarpaulin, sit on it, shut his eyes, get drenched, open his eyes,
squeeze the water from his beard with his right hand, retrieve his book and carry on reading.
Every 450 metres or so, a lesser fish-eagle would regard us with its yellow eye, flying off only as
we drew almost level, flapping gently just ahead of the canoe to the limit of its territory.
James, his huge head laid back on the hump of our kit under the tarpaulin, was having one of his
five minute snoozes. The vein on his right temple was throbbing, a sure sign that his brain was
awash with extra dissolved oxygen, and that some piece of programming, vital to the production
of a future poem, was in progress.
‘James!’
An eye opened.
‘What is it?’
‘Just this – if you do see a log floating upriver, let me know.’
‘Crocodiles?’
‘Well, not the one that attacks you. Not up here. But an old book I read said we might see the
freshwater species. The four-and-a-half-metre one with the one-and-a-half-metre snout and all
those teeth.’
‘Really, Redmond,’ said James, raising himself on an elbow and looking about, ‘you’re absurd!’
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The Importance of Planning
People are often tempted to skip the planning stage. They think there’s no point. But here are two
really good reasons that should convince you why this is such a crucial step:
It helps you order and structure your ideas. In this question, there are five marks for writing up for
grabs. The examiner will take into account how well you have linked your ideas together.
The examiner will take your plan into account. If you ran out of time and only wrote up half of your
answer for the summary, the examiners will look at your plan. They may even award you marks
based on ideas that you included.
Plan
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Your answer
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Self-assess
Did you: □ Write at least 8 points? □ Write in full sentences? □ Use your own words? □ Proof read?
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Model Answer
Plan
Q: the description of the river in Passage A.
Narrow
Sharp bends
Lots of smaller streams join the main river
Pebbled banks
Where the water is translucent, the water mirrors the colour of the trees
above it
Moves uphill
Higher up the stream, there are dangerous water rapids – violent waves hit
the boat
Hazards in the water – e.g. crocodiles disguised as logs
The writer describes the river as very narrow. It also has sharp bends are difficult to steer the canoe
round. The writer notes that there are lots of smaller streams that join the main river. The banks of the
river are made up of pebbles. There are quieter places on the river and in these places, the water is
clear. In fact, it is so clear that the water mirrors the colour of the trees above it. Additionally, the writer
finds it very unusual that the river actually moves uphill. As he follows the stream higher up, the writer
finds that there are more dangerous it becomes. This is because of the high number of rapids. This
means that the river is wilder and the violent waves hit the canoe. Finally, dangerous animals live in the
water; for example, crocodiles that are difficult to spot as they are camouflaged as logs.
CONTENT
Give 1 mark per point up to a maximum of 7.
Seems to close in behind/open up before.
Twists (i.e. not straight).
Fast moving/strong currents (swirls).
Other streams join it (tributaries).
Obstructions/banks/boulders/shingle/little islands.
Whirlpools cut out shapes.
Clear and green/reflects trees.
Powerful/drives you uphill.
Has rapids.
Upstream higher waves/increased strength.
TASK Below is the mark scheme for this question. Mark the model answer and your own.
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Practice question
(i) Re-read the whole passage below. Write a summary of what the writer enjoyed about his journey on the Khyber Mail train. Write a paragraph of about 50–70 words.
[7 marks]
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Plan
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Your answer
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Self-assess
Did you: □ Write at least 8 points ? □ Write in full sentences? □ Use your own words? □ Proof read?
Checkpoint
Do you feel confident about answering Q1i? Yes No
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Q2: Directed Writing
FACT File
Marks: 20 marks (10 marks for
reading, 10 marks for writing)
Text: Based on Passage A
Timing: 5 mins planning and 40
mins writing
It looks like a writing question, it sounds like a writing question –
but, in fact, you get 50% of the marks available for your reading
skills. We’re going to need to take a good look at the mark
scheme to help you get ahead.
What is it the examiner is looking for?
Below is Band 1 for reading, the top band in the mark scheme.
Band 1
The response reveals a thorough reading of the passage. A wide range of original ideas is applied to all
three bullets. There is an appropriate amount of supporting detail, which is well integrated into the
response, contributing to a strong sense of purpose and approach. A consistent interpretation of character
and attitude is created.
This means the examiner is looking for you to:
Base your answer using correct detail from Passage A.
Don’t let your imagination go wild: all your ideas should be based on ideas in
Passage A. They are testing your reading, remember.
Cover all the bullet points in your answer.
You need to sound like you are the character: make sure you explore how the
character (you!) feels. Again base this on Passage A.
There are lots of occasions when
showing off isn’t a good idea.
This exam isn’t one of them.
The examiner has never met you
before. You need to stand out from
the crowd and show him/her exactly
what skills you’ve mastered. Think
about the impressive tricks and flicks a
footballer has in his arsenal.
Similarly, you have the writing skills to
be able to wow the examiner with
your ability.
Show off! (You know you want to!) Writing tricks and flicks
Range of sentence types
Variety of sentence
beginnings
Variety of punctuation
Correct spelling of ambitious
vocabulary
Paragraphing
Structure: include a brief
introduction and conclusion,
24
There are four clues in the question that will help you understand the style of writing that you are going
to need to produce:
1. Which perspective are you writing from? You will often be given a particular character
and this will shape the voice you use in the writing, as well as the content.
2. What text type are you going to produce? Letter, speech, diary entry, report, article.
You need to know what these texts look like. For example, a letter should open ‘Dear…’ and close
‘Yours…’; an article should have a headline. However, you don’t need to worry about
presentational features, such as writing in columns or including pictures.
3. Who are you writing for? The audience will determine whether your writing needs to be
formal or informal. (If you’re unsure, the safer option is to be formal).
4. Why are you writing? Inform, explain, advise, persuade, argue, entertain, describe. Often
you will have more than one purpose. It is important to know which language features the
examiner will expect to see for each purpose.
TASK Complete the table below by matching the language features to the purposes.
Inform/Explain Advise Persuade/Argue Entertain Describe
BONUS features! There are also some language features can be effectively
used when writing for any purpose: for example, alliteration, triples and rhetorical questions.
Check your answ
ers on p39
Facts
Facts
Statistics
Statistics
Modal verbs (should, could)
Second person (you)
Anecdote (a personal story)
Opinions
Repetition Emotive language
“Togetherness” (we)
Puns
Humour
Adjectives
Adverbs
Interesting verbs/nouns
Metaphors
Similes
Personification
25
Example question
2. Imagine that you are Redmond. Write an entry in your journal, intended to be read by mem-bers of your family when you get home. In your journal entry you should: Base your journal on what you have read in Passage A. Be careful to use your own words. Begin your journal entry: ‘Sometimes, I wonder what I’m doing here…’. Write between 1½ and 2 sides, allowing for the size of your handwriting. Up to 10 marks are available for the content of your answer, and up to 10 marks for the quality of your writing.
[Total: 20]
• explain how you feel in this environment • comment on your relationship with James
• express your thoughts about the next few days of this adventure.
The Method
1. Read the question carefully, underline the four Ws: Which perspective? What text type? Who is the audience? Why are you writing (aka purpose)?
2. Read the text highlighting key evidence for each of the bullet points.
3. Plan - make a brief note of what you will write for each bullet point (you can cross these off as you include them in your re-sponse) and remind yourself what writing skills you need to demonstrate.
4. After you have written your answer, proof read it. Remember that you get five marks for writing on this question and that 5 marks can be the difference between a C grade and an A grade.
HAVE A GO! Read Passage A. It has already been highlighted. Use the space provided to
plan and attempt the question on p8.
You’ll notice there isn’t any information highlighted for the third
bullet point. This is because in the text there is very little
reference to the future. You’ll find that the last bullet point is
always the most challenging of the three because you have to
infer (read between the lines). However, using the other infor-
mation highlighted we can get an idea of what is likely to happen.
26
Passage A
In this extract Redmond O’Hanlon describes a journey into the jungle by canoe. James, a poet,
has been eventually persuaded to accompany Redmond.
Into the heart of Borneo
At midday we climbed into our dugout canoe and set off up-river towards the interior. After about
ten miles the fields gave way to well-established secondary forest, and then the primeval jungle
began.
The river seemed to close in on us: the 60-metre-high trees crowded down the slopes of the hills,
almost to the water’s edge, an apparently endless chaos of different species of tree, every kind
of green, even under the uniform glare of a tropical sun. Parasitic growths sprouted everywhere,
ferns fanned out from every angle in the branches, creepers as thick as legs gripped each other
and tangled down to the surface of the water, their tips twining down in the current like
river-weed.
The river itself began to twist and turn too, the banks behind us appearing to merge together into
one vast and impenetrable thicket, shutting us in from behind. At the same time, the trees ahead
stepped aside a meagre pace or two to let the river swirl down ahead. The outboard motor set on
a wooden frame at the stern of the canoe pushed us past foaming little tributaries, islets, shingle
banks strewn with huge rounded boulders, half hidden coves scooped round by whirlpools. Here
the river was clear, deep green from the reflection of the trees. We really were voyaging upriver! I
thought it was an optical illusion, but the canoe was actually climbing up a volume of water great
enough to sustain an almost constant angle of ascent, even on the stretches of water between
the jagged steps of the rapids.
We stopped by a pile of driftwood to hide a drum of petrol to be retrieved a few days later on the
return journey. A monitor lizard, reared up on its front legs, watched us for a moment with its
dinosauric eyes and then scuttled away between the broken branches. A Brahminy kite, flying
low enough for us to hear the rush of air through the primary feathers of its wings, circled over-
head watching us, its flecked brown belly white in the sun. Then the bird soared away, mewing
its shrill call.
Further up, the rapids became more frequent and more turbulent and, at each one, heavy waves
of water would crash over and into the boat. James, sitting opposite me on the boards in the cen-
tre of the canoe and facing upstream, was reading his way through the poems of the 18th centu-
ry writer Swift, a straw boater on his bald head, his white shirt buttoned at the neck and at the
wrists.
‘Some of these poems are pretty feeble,’ James would mutter, displeased.
‘Quite so, but – er – James?’
‘Yes?’
‘Rapid 583/2, Green Heave, strength six-out-of-ten, is approaching.’
With a second or two to spare, James would shut his book, mark his place with a twig, slip it
neatly under the edge of the tarpaulin, sit on it, shut his eyes, get drenched, open his eyes,
squeeze the water from his beard with his right hand, retrieve his book and carry on reading.
27
Every 450 metres or so, a lesser fish-eagle would regard us with its yellow eye, flying off only as
we drew almost level, flapping gently just ahead of the canoe to the limit of its territory.
James, his huge head laid back on the hump of our kit under the tarpaulin, was having one of his
five minute snoozes. The vein on his right temple was throbbing, a sure sign that his brain was
awash with extra dissolved oxygen, and that some piece of programming, vital to the production
of a future poem, was in progress.
‘James!’
An eye opened.
‘What is it?’
‘Just this – if you do see a log floating upriver, let me know.’
‘Crocodiles?’
‘Well, not the one that attacks you. Not up here. But an old book I read said we might see the
freshwater species. The four-and-a-half-metre one with the one-and-a-half-metre snout and all
those teeth.’
‘Really, Redmond,’ said James, raising himself on an elbow and looking about, ‘you’re absurd!’
Plan
TOP TIP: Complex sentences
To award full marks for the writing, examiners
will be on the lookout for complex sentences. A
complex sentence has a main clause and a sub-
clause. It also has more than one verb.
For example:
To combat this, animals use sounds to
find each other.
Quick fix: Using any of these
words at the beginning of a sentence will ensure
that it is complex: when, if, after, before,
although.
This part
could not.
This part of the
sentence could
exist on its
own.
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Self-assess
Did you: □ Write about bullet 1? □ Write about bullet 2? □ Write about bullet 3? □ Use the correct perspective? □ Use the correct text type? □ Write for the correct audience? □ Use the correct purpose? □ Use a range of punctuation? □ Use a variety of sentence types? □ Use paragraphs? □ Proof read?
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Model Answer
Plan
explain how you feel in this environment: dangerous, exotic, unknown, exciting,
wondrous
comment on your relationship with Redmond: he’s indifferent and lazy, he’s not
worried about dangers, can’t rely on him to help
express your thoughts about the next few days of this adventure: it will be
challenging, there’s lots to learn, can’t rely on Raymond so will have to be focused
and responsible, new discoveries to be made.
. , () ; : ‘ ? ! –
Proof read
Vary sentence beginnings
Sometimes, I wonder what I’m doing here! I’m tired, scared and, thanks to Redmond, I only have myself
to rely on. I don’t know which I fear more: the constant dangers of the jungle or Redmond’s unaware-
ness of them.
I’m tired of paddling downstream, tired of being on the lookout for the dangerous hazards in the river,
the lethal rapids. Then there’s the wildlife – and it’s just that: wild. Tendrils that threaten to throttle me,
prehistoric lizards dart through the shadows, and then there’s the giant crocodiles! I haven’t seen one
yet, but the legend of their size, ferocity and sheer number of teeth mean I’m always on my guard. At
times the jungle overwhelms me.
I don’t think Redmond shares any of my emotions. In fact, I’m not entirely sure he knows we’re in the
jungle; he has barely glanced at the mysteries surrounding us. Surrounded by exotic jungle, his sole con-
cern is poetry, bad poetry at that. Our friendship is definitely being tested. Part of the reason I’m so
mentally and physically exhausted is that Redmond fails to help in any way. There’s no chance of Red-
mond being tired as when he’s not reading, he’s lazily napping. Moreover, he clearly feels my concerns
about crocodiles disguised as logs are ridiculous – or, at least, not half as important as keeping his book
dry. But if he did manage to glance around, he would realise that we’re going to need to concentrate on
surviving if we want to make it home.
The rapids are becoming increasingly wild and turbulent. While I know that in the day ahead this power-
ful river is a real danger, I can’t help but marvel at the increasing number of discoveries I’m making: a
beautiful bird gliding in the sky or the mind-boggling sight of our canoe ascending the unpredictable river.
Even despite my fear and exhaustion, the jungle’s exotic beauty reminds me why I began this journey. I’m
so glad I have this diary to be able to record the highs and lows of the journey. I know I’ll always be able
to look back and remember the excitement of new discoveries – as well as the fear that comes with being
in a place so unfamiliar. I really hope that Redmond puts down his book for long enough to share this
thrilling adventure with me.
TASK Annotate the model answer. Note B1, B2, B3 where the response addresses the bullet
points given in the question.
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Practice question
2. Imagine that you are Anthony. Write a letter to your colleagues at your restaurant.
In your letter you should: • explain how you feel watching the pig being killed • comment on the reactions of other people • express your thoughts about cooking and eating meat in the future.
Base your letter on what you have read in Passage 1. Be careful to use your own words. Begin your letter: ‘Today for the first time I witnessed the slaughter of an animal’. Write between 1½ and 2 sides, allowing for the size of your handwriting. Up to 10 marks are available for the content of your answer, and up to 10 marks for the quality of your writing.
[Total: 20]
Passage 1
Professional chef, Anthony Bourdain, has embarked on a journey to find the ‘perfect meal’. In
the extract, he encounters the realities of where meat comes from.
A Cook's Tour
I was already unhappy with what I was seeing. I'm causing this to happen, I kept thinking. This
pig has been hand-fed for six months, fattened up - for me. Perhaps, had I said when Jose first
suggested this blood feast, "Uh no . . . I don't think so. I don't think I'll be able to make it this time
around", maybe the outcome for Porky here would have been different. Or would it have been?
Why was I being so squeamish? This pig's number was up the second he was born. You can't
milk a pig! Nobody's gonna keep him as a pet! This is Portugal, for Chrissakes! This porker was
boots and bacon from birth.
Still, he was my pig, I was responsible. For a guy who'd spent 28 years serving dead animals
and sneering at vegetarians, I was having an unseemly amount of trouble getting with the
programme. I had to suck it up. I could do this. There was already plenty in my life to feel guilty
about. This would be just one more thing.
It took four strong men, experts at this sort of thing, to restrain the pig; then drag and wrestle him
up on to his side and on to a heavy wooden horse cart. It was not easy. With the weight of two
men pinning him down and another holding his hind legs, the main man with the knife, gripping
him by the head, leaned over and plunged the knife all the way into the beast's thorax, just above
the heart.
The pig went wild. The screaming penetrated the fillings in my teeth, echoed through the valley.
With an incredible shower of fresh blood flying in every direction, the shrieking, squealing,
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struggling animal heaved himself off the cart, forcefully kicking one of his tormentors in the groin
repeatedly. Spraying great gouts of blood, the pig fought mightily, four men desperately attempt-
ing to gain purchase on his kicking legs, bucking abdomen and blood-smeared rearing head.
They finally managed to wrestle the poor beast back up on to the cart; the guy with the mous-
tache working the blade back and forth like a toilet plunger. The pig's movements slowed, but the
rasping and wheezing, the loud breathing and gurgling, continued . . . and continued . . . the ani-
mal's chest rising and falling noisily . . . continued and continued . . . for what seemed like an
eternity.
I'll always remember, as one does in moments of extremis, the tiny, innocuous details - the blank
expressions on the children's faces, the total lack of emotion. They were farm kids who'd seen
this before many times, they were used to the ebb and flow of life, it’s at-times-bloody passing.
The look on their little faces could barely be described as interest. A passing bus or an ice-cream
truck would probably have evoked more reaction.
I'll always remember the single dot of blood on the chief assassin's forehead. It remained there
for the rest of the day, above a kindly rosy-cheeked face - an eerily incongruous detail on an oth-
erwise-grandfatherly visage. Imagine your Aunt Minnie bringing you a plate of cookies as you sat
in front of the TV, a string of human molars strung casually, like pearls, around her neck.
I'll remember the atmosphere of business as usual that hung over the whole process as the pig's
chest rose and fell, his blood draining noisily into a metal pail. A woman cook came running for
the blood, hurrying to the kitchen with it after it stopped draining freely, the death and killing just
another chore. More women walked briskly to and from the kitchen with other receptacles. Food
was being prepared.
And I'll never forget the look of pride on Jose's face, as if he were saying, "This, this is where it
all starts. Now you know. This is where food comes from."
Plan
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Self-assess
Did you: □ Write about bullet 1? □ Write about bullet 2? □ Write about bullet 3? □ Use the correct perspective? □ Use the correct text type? □ Write for the correct audience? □ Use the correct purpose? □ Use a range of punctuation? □ Use a variety of sentence types? □ Use paragraphs? □ Proof read?
Checkpoint
Do you feel confident about answering Q2? Yes No
37
Key information
Question 1
Question 2
Use this page to make a summary of the key information you need to remember for each of the
questions. You could even make a revision poster with this information on or flash cards to test yourself.
38
Next steps?
If you’ve got this far and completed the revision guide, you have
gone a long way to revising for your English Language exam and
achieving your target grade. Well done!
Revision doesn’t stop here! Luckily for you, the Verulam English
faculty have a lot more resources and suggested activities for you
to get your teeth in to.
Resources (available online)
Summary booklet - we’ve collated non-fiction articles for you to read and
summarise. Watch out for complex vocabulary. Make sure you look up and learn the meaning of
any new lexis (there’s one word to start you off). You never know, you might learn one of the more
challenging words that comes up in the exam!
Directed writing booklet - here you’ll find a number of articles and exam-style directed writing
tasks. Make sure you have this revision guide by your side as you write. That way you can check
you are using the right method.
SPAG booklet - you don’t want to miss out on those essential marks for writing. Freshen up on the
basics of spelling , grammar and punctuation to ensure you make a great first impression on the
examiner.
Past papers - You will be sitting a number past papers in class, but you can also find some on the
website along with the mark schemes.
Suggested activities
Reading - the best way you could improve your exam performance is to read regularly. English
teachers are pretty good at spotting who reads regularly and who doesn’t. This is because it can
make a big difference to your writing, as well as your understanding of texts. For the purposes of
the exam, I would focus on reading newspaper articles or a website like BBC News. Travel writing
also often comes up on the Language paper, so perhaps you could delve into Bill Bryson or Bear
Grylls.
Flash cards - prepare flash cards to help you learn the ‘facts ‘of English, including recommended
timings and the methods.
Language analysis - as you read, consider the purpose and audience of the texts. Select interesting
words, phrases or language features that have been used by the writer and practise analysing
them, as is modelled in this guide. You need to be confident about explaining the meanings and
effects of language.
39
Inform/Explain Advise Persuade/Argue Entertain Describe
Facts
Statistics
Opinions
Modal verbs
(should, could)
Second person
(you)
Anecdote
Facts
Opinions
Repetition
Emotive
language
Statistics
“Togetherness”
Puns
Humour
Metaphors
Similes
Personification
Adjectives
Adverbs
Interesting
verbs/nouns
Answers
TASK: Complete the table by matching the language features to the purposes (p24)
40
Language Definition and example
4 Adjectives 1 For example I and we. This kind of narrative voice is more personal because it sounds as if the writer is
sharing something personal with the reader.
10 Adverbs 2 Making something sound bigger/better/worse than it actually is. It’s usually done by using superlatives
like the best or the worst. For example: The best deal in town!
9 Alliteration 3 Writers often use language to be dramatic or to make the reader feel a particular emotion - like anger or
sympathy. Think of charity leaflets!
2 Exaggeration 4 Words that describe nouns, like great, harsh, yellow, excruciating, bright. They are used to add more
detail to the noun and build images in the reader’s mind.
3 Emotive
language
5 Someone’s point of view, e.g.: No child should have to suffer.
13 Fact 6 Sometimes a word or phrase is repeated for emphasis. For example: Fact: More people than ever own
several credit cards. Fact: More people than ever are in debt.
1 First person 7 Used to give instructions, for example: You must act now, before it is too late.
12 Humour 8 A question that doesn’t need an answer, because the answer is very obvious. Instead, asking the
question makes a point. For example: Does this sound fair to you?
7 Imperative
verbs
9 When words that are positioned closely together begin with the same sound. For example: House pric-
es hit all time high.
17 Lists 10 Words that describe verbs and often end with ‘ly’. For example, carefully, quietly, slowly. They are used
to add more detail.
18 Metaphor 11 When three words or phrases are used to describe the same thing. For example: Marilyn Monroe was
talented, beautiful but also completely damaged.
5 Opinion 12 It may be a funny story, or obvious like a joke, or even more subtle, such as sarcasm. It is used to lighten
the mood, attract attention or appeal to the reader.
6 Repetition 13 Something that can be proven: Last year, a massive earthquake hit China.
8 Rhetorical
questions
14 Comparing two things by saying the one is like or as the other. For example: The room is like a prison.
15 Second
person
15 For example, you. Makes the writing more personal because it sounds as if the writer is talking directly
to the reader.
14 Simile 16 For example, he, she, it, they. Makes the writing seem more impersonal.
16 Third person 17 Grouping items together in a list. Used to support an argument or to give the reader a lot of evidence.
11 Triples 18 Comparing two things by saying the one is the other. It can often not be literally true. For example:
The room is a prison.
TASK: Complete the table by matching the language features to the purposes (p5)