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ENGLISH LANGUAGE

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Lisa Shaw

on 30 November 2015

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Transcript of ENGLISH LANGUAGE


Part b: Creative writing
15% of the total GCSE marks
3–4 hours 30 marks


Part a: Extended reading
15% of the total GCSE marks
3–4 hours 30 marks

Themes and Ideas: Explore the ways writer’s present decisions.

GOAL!

GCSE EXAM - June 2015
ENGLISH LANGUAGE
2014-15

Thank you!

Part c: Spoken Language Study
10% of the total GCSE mark
2–3 hours 20 marks


Unit 2: Speaking and Listening
Controlled Assessment
Endorsement 0% weighting 45 marks

Candidates must be assessed on three equally weighted activities:

• presenting;
• discussing and listening;
• Role playing.

Each activity will be marked separately out of 15 and the marks added together to give a final mark out of 45.

Unit 1: Understanding and producing non fiction texts - External examination
60% of the total GCSE marks
2 hours 15 minutes - 80 marks

Section A: Reading
30% of the total GCSE marks 40 marks

Section B: Writing
30% of the total GCSE marks 40 marks

Unit 3:
Controlled Assessments
40% of the GCSE mark
Unit 2 - Speaking and Listening
Unit 1
External Exam
60% of the GCSE mark
Teachers choose two tasks from the bank of published titles. The two tasks do not have to be equal in length as this will be determined by the type of writing chosen.
20 marks are available for content and organisation and 10 marks are available for accuracy.
The two task will be chosen to reflect the learners strengths demonstrated during the unit.
Week one
08/09/14

Aims & objectives:

To introduce the course
To introduce the behaviour and attendance policy
To introduce the classroom rewards and sanctions
To introduce ourselves
To introduce E learning e.g. blackboard, Facebook.
STARTER
Introduce ourselves:

Each learner stands, tells the class their name, age, what course they are on plus an interest/hobby.
UNIT 1
Introduce unit 1
Explain the learning outcomes
Handout aims of course sheet
Handout ILP/smart target sheet
Handout assessment dates
Any questions?
UNIT 3
Activity 1:
Can you name the five senses?
Activity 2:
Set questions - Complete the writing to describe sheet in your groups.
Activity 3:
Smart board activity
Activity 4:
Put the five senses words into the grid
Activity 5:
Complete the wacky house writing task

PLENARY
Each group feedback one area they have a better knowledge of and one area they would like to have further information on.
Week 2
15/09/14
Aims :
To explore TAP/PAF/GAP
To write imaginative, interesting and thoughtful texts.

Objectives:
To find a range of text to analyse for their Genre/type/form, audience and purpose
To produce a writing piece using GAP/TAP/PAF
To include at least two writing techniques e.g five senses, alliteration, simile, metaphor or adjectives.


Starter
5 minutes
In groups
Match the writing techniques with their description
Unit 1
Secret Mission
Introduce GAP/TAP/PAF (assess prior knowledge)

In groups of 4-5
Enclosed in the envelope is your secret mission.
You have 20 minutes to complete
First one back gets a merit (special mention on FB/Etracker)
Identify one technique
Feedback findings to group.

Unit 3
Creative Writing
15 minutes - Introduce sentence structure (assess prior learning)

In groups re write two sentences to make them interesting
Feedback to class.

20 minutes
Write a creative piece using TAP/PAF
Use interesting sentences
Use at least one technique
Swap work - Identify one thing you like and 1 thing to improve (based on the mark scheme).
Plenary
In groups:

Write one thing on the post it note that is clear now that you was hazy before class.

Write one thing on the post it note that is still hazy that you want more information on.

Put all post it notes in a basket - stick on the whiteboard - identify what is clear now and offer those that need clarification to the class before answering.

Week 3
22/09/14
Aims:
To Write to communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways that engage the reader.
Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features
Use accurate punctuation and spelling.

Objectives:
To match the punctuation activity
Identify genre, audience, purpose and literary techniques in a text
Write from a given prompt.
STARTER
5 minutes
In groups match up the punctuation and apostrophe cards.
UNIT 1 & 3b
30 minutes
In groups read the text, identify:
The text type
The audience
The purpose
Three literary techniques
Feedback to the class

UNIT 3b
45 minutes
What are the seven deadly sins?

Watch the clip

Choose a sin and create a piece of writing. Draw on your knowledge of text type, audience and purpose.

Remember to include literary techniques and devices.

Use the place mats to aid you.

Plenary
10 minutes
In groups:

Write one thing on the post it note that you now find clear .

Write one thing on the post it note that is still hazy that you want more information on.

Stick post it notes on the whiteboard - identify what is clear now and offer those that need clarification to the class before answering.
Week 4
29/09/14
Aims:
To Write to communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways that engage the reader.
Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features
Use accurate punctuation and spelling.
STARTER
15 minutes
TABOO - In teams

Each team chooses a card and describes the item without saying the taboo words. The first team to write down the word and hold it up wins a point. Continue until each team member has had a go.

Move on to the next team continuing until all students have had a go and there is a winner!
Unit 1 & 3b
In teams go to the FLA and research the nursery rhyme provided
Print out your findings
Bring back to class
Highlight key facts and information.

Unit 1 & 3b
Using the information gleaned turn your nursery rhyme into a news article on the flip chart paper.

Remember to use:
Make a plan
Identify who writes which part
Structure and detail
Literary techniques
Presentation devices
Increased Vocabulary
Correct spelling, punctuation and grammar.

Show to the class :-)

Plenary
Evaluation Tree - where are you?
Week 5
06/10/14
Aims:
To Write to communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways that engage the reader.
Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features
Use accurate punctuation and spelling.
Starter
Show your broadsheets from last week
Unit 1 & 3b
An effective speech needs to:

Use the English language skillfully - as you have time to prepare your speech in advance, you can show off your English language skills and vocabulary.

Be memorable - former prime minister Tony Blair was famous for making a speech that included the phrase "Education, education, education". This use of repetition made the speech memorable and helped his audience identify his key point.

Make people think - you may have heard of Martin Luther King who repeated the phrase "I have a dream" when he campaigned for equal rights for black Americans. This was a speech designed to inspire and connect with his audience.
Unit 3b
From the list choose a speech to write about

Write your own speech

Remember the techniques

400 words - 2 sides of A4 - 50 minutes
Plenary
Week 6
13/10/14
Aims:
To Write to communicate clearly, effectively and imaginatively, using and adapting forms and selecting vocabulary appropriate to task and purpose in ways that engage the reader.
Organise information and ideas into structured and sequenced sentences, paragraphs and whole texts, using a variety of linguistic and structural features
Use accurate punctuation and spelling.
Starter
Recap on:
Genre
Audience
Purpose
CA plan 1
+
Tutorial
Complete plan 1 for your 1st question on creative writing.
CA plan 2
+
Tutorial
Complete plan 2 for your 2nd question on creative writing.
Plenary
Any questions regarding the assessment next week?
Group 4

It was sunny
He was angry
Group 3

He walked to school
The dog barked


Group 2

He was happy
The wind blew hard

Group 1

He was nice
She was a kind person

Try
He was unhappy - becomes:

Carefully, he wiped away a glistening tear as he watched her turn away and move purposely towards the door.
WEEK 7
20/10/14
CREATIVE WRITING CA 3b1
WEEK 8
03/11/14
CREATIVE WRITING CA3B2
Objectives:
To research a topic
To work as a team and produce a headline news article.

Objective
To write a speech
Objective:
To recap on all work so far
To look at examples
To have 10 minutes tutorial
TO complete 2 plans for the CA
http://www.bbc.co.uk/news/world-africa-29382685
I have a dream that my four little children will one day live in a nation where they will not be judged by the colour of their skin but by the content of their character.

I have a dream today!

I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification; one day right there in Alabama little black boys and little black girls will be able to join hands with little white boys and white girls as sisters and brothers.

I have a dream today!
A good speech might contain the following:

Rhetorical questions

Repetition

Lists of three

Contrast

Emotive language

Direct address

Evidence (statistics, quotations, examples)
Identify the techniques in the following speech:

Fellow students, have you ever felt afraid to walk around the school by yourself? In a recent survey carried out by the school council, 70 percent of us have been bullied at some time in our life at school.

The bullies avaricious, violent and vindictive. Unfortunately, they are getting away with it. Can this be fair?

We, the victims, are afraid of wearing the wrong trainers. We are afraid of being too smart or too stupid. We are afraid of anything that might draw attention to ourselves. The time has come for the fear to stop.

The bullies terrify other students, and yet they are cowards themselves. If we pull together we can fight this fear. Join me and fight this fear today.
Evaluation Tree - where are you?
Why are you writing?
http://www.bbc.co.uk/schools/gcsebitesize/english/writing/writingtoarguerev2.shtml

Focus on: Act one, scene one - seven
How does Shakespeare present Macbeth's decision to kill King Duncan?
Persuasive Technique 2
Persuasive Technique 3
Week 1
Look at the writers ideas/themes:

Good and Evil
Temptation
Consequences
Murder
Ambition
Fate



Marking criteria: Writers ideas, language and structure
Essay question:
She uses rhetorical questions:



'What cannot you and I perform upon th'unguarded Duncan?'


Marking Criteria: Engagement with writers' ideas
Persuasive Technique 1
Lady Macbeth, knowing what a brave warrior Macbeth is, appeals to his masculinity:

'Art thou afeared...'

'wouldst thou...live a coward in thine own esteem?'

'so green and pale'

'when you durst do it then you were a man.'
Persuasive Technique 4
Repetition of the word 'you/thou'-

Lady Macbeth says:
you/thou/yours/thine
19 times in this scene.

Lady Macbeth finishes this scene by changing the repetition to 'our' and 'we'
Lady Macbeth appeals to his sense of loyalty:

'What beast was't then that made you break this
enterprise to me?'

'I would, while it was smiling in my face, have
pluck'd my nipple from his boneless gums and
dash'd the brains out, had I so sworn as you have done to this.'
Week 4
Activity 1
Shakespeare's Summary

Activity 2
Discussion
15 mins
discuss the questions analysed during the play
Homework:
Revision questions
End of Act 1
17 - 22
Week 3
Lady Macbeth and Macbeth
Scene 7
Decisions and indecisions!
That is the question????
WILL HE, WON'T HE?
Act 1 Scene 7 -
Macbeth's soliloquy lines 1 - 28
Activity 1: Act 1 Scene 7 - lines 1-28
Use your script to identify the key terms that shape Macbeth's decision NOT to kill the king. Write up on the flip chart

Highlight the language techniques:

Foreshadow
Simile
Metaphor
Euphemisms
paradox
Alliteration
Rhetorical Questions
Assonance
Internal rhyme
sibilance
Aside
Soliloquy
emotive language
Activity 2:
Card match – TO KILL OR NOT TO KILL
Activity 3:
Find and highlight 4 persuasive techniques:

Define ‘murder’ and ‘assassination’

Lady Macbeth’s persuasion
Activity 4:

Point Evidence
Explain Language
Watch clip lines 1 -28
Watch clip lines 29-61
Watch clip lines 72 +
Week 2 - Macbeth - steps towards murder
Macbeth - what kind of man?
the seed is sown
A HURDLE TO JUMP
WILL HE, WON'T HE?
Act 1 Scene 5 -
Lady Macbeth hears the good news
Step 5
BRAVE? LOYAL? HERO?

Activity : Look at the language Shakespeare uses to describe Macbeth


Has the decision process begun...?
http://www.bbc.co.uk/programmes/p00qb5jn
Shakespeare's characterisation of Macbeth
Act 1 Scene 3 -
Macbeth's reaction to prophecies
Activity: Point & Evidence match
LITERARY DEVICES -
alliteration, metaphor,
repetition, rhyme

Act 1 Scene 4
Malcolm proclaimed next in line to throne!
How does Macbeth feel about that?
Activity: Analyse soliloquy, lines 48 - 53
Rhyming couplets = evil intentions
BLACK
and
DEEP DESIRES...
"Good news dearest! I'm gonna be King!!"
Act 1 Scene 7 -
Macbeth's soliloquy lines 1 - 28
("Murder? Erm, we'll discuss that later...")
Activity - match lines with modern translations (Teachit)
Look at structure: What are Mabeth's thoughts?
When:
He meets The three witches - A1 S3
He is met by the messengers - A1 S3
He meets with the King and the King's sons - A1 S4
He writes the letter to LM - A1 S5
When the King is a guest at his castle - A1 S5
When he speaks with - LM A1 S7
After speaking with - LM A1 S7
Week 5
Shakespeare's Structure
At the start of Act I; Scene V, Lady Macbeth receives a letter from Macbeth. Can you work out what the letter is telling her and how she feels about it?

Lady Macbeth (reading) “They met me in the day of success, and I have learned by the perfectest report they have more in them than mortal knowledge. When I burned in desire to question them further, they made themselves air, into which they vanished. Whiles I stood rapt in the wonder of it came missives from the king, who all-hailed me 'Thane of Cawdor,' by which title, before, these weird sisters saluted me, and referred me to the coming on of time with 'Hail, king that shalt be!' This have I thought good to deliver thee, my dearest partner of greatness, that thou might’st not lose the dues of rejoicing, by being ignorant of what greatness is promised thee. Lay it to thy heart, and farewell.”
Attendant: “The King comes here tonight.”

The Letter…

Decision Plot Line
Point
Lady Macbeth persuades her husband to murder Duncan. His decision is finally made.

Evidence
“Was the hope drunk?...” (Lines 29 – 72)
 
“I am settled” (Lines 79 – 82)

Explanation
Macbeth is overwhelmed by Lady Macbeth’s persuasive techniques. Once convinced, he goes ahead with the plan.
Act 1 Scene 7
Point
Macbeth suffers great indecision. After much soul-searching he changes his mind and decides NOT to murder Duncan.

Evidence
“If it were done...” (Lines 1 – 28)
 
“We will proceed no further...” (Lines 31 – 35)

Explanation
Macbeth lists the reasons why it is not a good idea for him to murder Duncan. He tells his wife and she’s not happy.
Act 1 Scene 7
Point
The Macbeths are excited about the prospect of becoming King and Queen.
 
Macbeth is now going along with the idea of murdering Duncan.

Evidence
“I burned in desire .. rapt in the wonder of it” (3 – 5)
 
“greatness is promised thee” (11)
 
“(thou) shalt be what thou art promised” (13 – 14)
 
“We will speak further – “ (line 68)

Explanation
Lady Macbeth reads the letter from her husband and decides Duncan has to die. Macbeth doesn’t argue.
Act 1 Scene 5
Point
Remorse, consequences and justice follow, after Macbeth’s murderous action, just as he had foreshadowed earlier in the play.

Evidence
A2 S2 –
“Amen” (28-29)
“sleep no more” (35)
“Neptune’s ocean” (60);
“best no know myself” (73)
“Wake Duncan..” (74)
A1S7 lines 5 – 10 – “plague th’inventor”

Explanation
Macbeth suffers immediate remorse and regret. He and his wife both die for their crimes.

Act 2 Scene 2

Explanation
One prophecy is realised. For the other to come true, too, Macbeth decides to take some sort of action to make it happen.
Evidence
“That is a step on which I must fall down ........ when it is done, to see” (lines 48 – 53)

Point
Macbeth faces an obstacle – a turning point in his decision.
Act 1 Scene 4
Explanation
Although the witches’ prophecies are enticing, he decides to wait and let fate take its course, without taking any further action.

Evidence
“All hail ... !”
(lines 47 – 49)
“The greatest is behind” (117)
“Chance may crown me, without my stir” (143-144)


Point
The witches sow the seeds of the idea of becoming king into Macbeth’s head.


Act 1 Scene 3


Activity 3
Consider what we have learnt so far
Use your script and the timeline and write a PEE paragraph charting one area of Macbeth's descisions.
Feedback
In groups complete plot line
Structure
Mabeth's Decision Plot Line
Point - Evidence - Explain
Structure
Plenary - Test
http://www.bbc.co.uk/bitesize/quiz/q53749191
Activity 2
Write a conclusion showing an understanding of the plot, the decisions Macbeth makes and his remorse
Activity 1
In groups retrieve information from the script showing Macbeth's remorse
Feedback
Activity 3
Commas and Apostrophes
What is a Comma ?
A punctuation mark indicates a pause between parts of a sentence
It is also used to separate items in a list
It is used to show additional information
Commas
Apostrophes
When do you use it ?
Commas are used to separate nouns or ideas in a list

of three or more NOT 2
e.g. Ryan is prepared for the cold weather with his hat
,
gloves
,
scarf
,
jacket and boots.
Use a comma to separate independent clauses when they are joined with any of the seven conjunctions : and, but, for, or, nor, so, yet.
Use a comma to set off direct quotes .
e.g. Jasmine screamed
,
"OMG, my hair!"
There are a few main rules that you must know to use commas correclty
Use a comma to separate an unnecessary phrase that interrupts the flow of a sentence.
e.g. I drove my car
,
a Honda
,
to the shopping center.
e.g. The student had finished her exam, but the teacher wouldn't let her leave.
Use commas to separate adjectives before a noun
e.g. He is such a silly
,
foolish boy .
Use a comma when you are directly speaking to someone else.

e.g. Ruby
,
Where is my pen?

Use commas in addresses and dates.
e.g. Monday, 9th February, 2015.

123, New Road,
Worthing,
West Sussex,
BN12 4N9.
Use a comma to separate two adjectives.
e.g. My mum is a tall
,
skinny women.
What is an Apostrophe?
A punctuation mark ( ’ ) used to indicate either possession, or the omission of letters or numbers.
When do you use it?
Apostrophe Uses:

1. To make possessives of nouns
2. To show the omission of letters (contraction)
Rules for Apostrophes
#1
Add ‘s to the singular form of the word (even if it ends with an -s) to show owner ship. Use an apostrophe to indicate ownership by a proper noun.
Examples:
Denée’s dog likes to bark.

Joseph's rollerskates rolled away.
#2
Add ‘s to the plural forms that do not end in –s:
Example:
The children’s party lasted for two hours.
#3
Add an s' plural nouns that end in –s:
Examples:
Three friends’ letters were sent that day.
Two cats' toys were on the ground
The countries' laws.
#4
Add ‘s to the end of compounds words:
Examples:
My brother-in-law’s car was stolen.
My mother-in-law gave her daughter her gold ring.
Add ‘s to the last noun to show joint possession
of an object (sharing an object)
#5
Billy took Emily’s pencil case.
Example:
#6
Examples:
Don’t = do not
I’m = I am
He’ll = he will
Who’s = who is
Shouldn’t = should not
Could’ve = could have
Didn’t = did not

Place an apostrophe where the omitted
letter(s) would go
Aims and Objectives:
To be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study.

Role Play background information:
Scene 1:
This improvised scene will take place in the King’s bedroom where he is sleeping and his two chamberlains are in attendance – supposedly keeping watch over him.
The two chamberlains are drunk having had too much wine at the banquet (given to them by Lady Macbeth).
Macbeth enters the room and Kills King Duncan.
Scene 2:
The King is dead!!!!!
Macbeth returns to the King’s bedroom and kills the Chamberlains stating that they are the KILLERS!!!

Act the two unseen scenes out 
4 in a group
Choose who you will be
1) The King
2) 1st Chamberlain
3) 2nd Chamberlain
4) Macbeth

As a whole group set up the table and chairs to discuss how you did.
Ask questions of each group.

How do they feel they performed?
Who played who?

5 minute Discussion
Role play 5 minutes
Spoken Language
Spoken Genres
There are many different genres of spoken language that you could write about for your assessment.
Genre means the type of speech or text.

school assembly
school lesson
public speech
news report
workplace meeting
weather forecast
interview
TV show where spoken language is represented
Plan with your group the assessment on the AQA planning sheet.

Task:
Think about a genre you wish to use in your research
Record/listen to a section that displays language adapted for power
Transcribe your section
Analyse the transcript for language feature
Presentation
Collate the information from your research into adapting speech for power and present to the class.

Use your transcript and explain your findings.
Lets look at some features of spoken language
Q4 example
Planned
This kind of speech has been thought-out and planned in advance, written or unwritten.

For example, a politician speech or a best man’s speech at a wedding will be written, however, that given by a teacher is likely to have been planned but not written down.

The main purpose of many speeches is that the speaker wants to touch the feeling, views, emotions or ideas of the listener.

Public speech

Spontaneous

Unlike written language, we do not speak in carefully constructed, grammatically correct sentences. The bulk of spontaneous speech consists of ungrammatical units called utterances. These express what we say or ‘utter’.


Public speech

Public talk is different in different contexts.
A talk in a primary school assembly, a speaker wold probably use easy words, short sentences and lots of eye contact and hand gestures. They might use things like alliteration, speak slowly and put lots of emphasis on descriptive words – e.g. ‘the biiiiiiiiiiig balloon burst with a great big bang!’
You wouldn’t expect speech like this for an adult audience, e.g. in a political debate.

Activity - Complete the practice questions.


Public Speech is written to suit the audience.

SPaG:
To recap on the use of semi-colons & colons

Exam practice:
Q2/Q3/Q4

Spoken Language Study:
Transcribe a section of spoken language
Analyse the transcript
Learning Outcomes
Continue with independent research using either one of the video clips from lesson or one of your own choice.

Listen carefully and transcribe a minute using the transcript notation sheet.

Make notes of the features of spoken language.

Analyse the transcript for:
How it is adapted for the specific purpose
What are the features found in your data to suggest this
What the issues arising from public attitude
Public speakers often use standard English. This makes their speech sound formal.
They generally avoid using slang so the audience is more likely to take them seriously.
Public speaking can be used to influence people or persuade the audience.
Speakers usually prepare what they’re going to say to avoid stumbling or unintentional pauses.
They don’t usually expect interaction in the same way you would in a conversation – although in some situations there might be a structured time for the audience to ask questions.

Features of Public speech

These paralinguistic features can help speakers connect with the audience:
Pauses – can be used for effect, and to help give the speech structure.
Tone – can show how a person feels, e.g. angry, sarcastic.
Stress – emphasising certain words will make them stand out.
Rhythm – language techniques like three part lists, e.g. ‘he’s ugly, stupid and rude and repetition can give speeches rhythm and help them build to a climax.
Gestures – to make a point forcefully by banging your fist or pointing your finger.
Eye contact – to engage with the audience by looking at them directly.
Volume – loud voices can seem more confident, excited or angry.
Pace – slow speech makes the speaker sound calm and in control.

How you say things changes the meaning.


Public talk is the kind of talk that is written down to be spoken; it is usually quite formal.
It could be things like:

A speech in the school assembly
A politician’s election address
A presentation to the class
A police officer giving a statement on the news.

Public Speech

This will allow candidates to study talk in various genres, including the media. They could, in particular, look at aspects of speech in different modes and different genres e.g. politicians/interviewers.

Assessment question:
Explore the ways power and authority shape spoken language.
800-1000 words
3-4 hours

Spoken genres
slang

Interruptions

Fillers

repetition

overlaps

stuttering

Features of Spontaneous Speech
Clearly spoken

No interruptions

No fillers

Repetition for effect

No overlaps

Dramatic pauses

Features of Scripted Speech
Use a comma to separate an introductory word or phrase from the rest of the sentence .
June 2013
25 Minutes
12 minutes
A colon consists of two dots, one above the other.
;
A semicolon consists of a comma with a dot above it.
Colon
What do semicolons and colons look like?
Semicolon
:
When not to use a colon
Do not use a colon with introductory phrases. They both perform the same function.

Introductory phrases include for example, such as, namely, etc.

Do not place a colon after a verb if that verb introduces a list of objects.
When to use a colon
A colon can be used to join two closely related complete sentences.

The second clause should expand on what was introduced in the first.

They generally precede a list, explanation, description or definition.

Colons can also be used to precede a quotation.
A colon must be preceded by an independent clause (complete sentence).
Using a colon in a sentence
I went to the store and bought all of the things I needed: a stapler, eggs, milk and bread.


Sara was heading towards the bookstore: it was there she found Don reading.


In "Great Expectations" Dickens states: "We need never be ashamed of our tears."

+
When to use a semicolon
Semicolon can be used when you want to imply a relationship between two independent clauses.

The two clauses must be able to stand as complete sentences on their own.

Used when separating items in a list if any of those items use a comma. (dates, locations)

Also used to connect clauses that already have commas in them. This prevents getting mixed up between the two clauses.
When to use a semicolon
When using a conjunctive adverb or transitional phrase to connect two clauses, put a semicolon before and a comma after them.

When two clauses are joined by a coordinating conjunction and both are already punctuated with commas
Conjunctive adverbs include, however, therefore, instead, finally, etc.

Transitional phrases include, in fact, for example, on the other hand, etc.



Coordinating conjunctions include and, nor, for, so, yet, or, but.
Using a semicolon in a sentence
David has a strong fascination with chairs; his mother wants him to see a therapist.

The bank robbery was performed by Alex, the inside man; Mary, the lookout; and Joe, the getaway car driver.

On Halloween I get chips, candy and chocolates; but my brother only gets pennies, raisins, apples and toothpaste when he goes trick-or-treating.
Incorrect!
We went to the movies, watched The Lion King, its our favorite movie.

Recently I bought many books; Twilight, Stephanie Meyer, Nineteen Eighty-Four, George Orwell and Great Expectations, Charles Dickens.

Today I ran to the park; the kiosk is also open.

Activity
Explore the ways power and authority shape spoken language.
Feedback
25 Minutes
35 minutes
Nov 2014
Section B - Writing
Nov 2014
Section A Reading
Mark Scheme
June 2013
Section B Writing
Mark Scheme
Mark Scheme
Example
Comprehension skills show that you can read a text and demonstrate your understanding of it. You need to show your skills in three key ways:

• Selecting good quotations from the text which will support your ideas

• Introducing those quotations with crisp, clear sentences which show your ideas in response to the question

• Showing you have really understood what the text means by explaining what has been suggested to you by your selected quotations.

Semi-Colons and Colons
If I had to explain this lesson to someone who was absent, I would say...
I am proud of myself today because...
With the information that I learnt today, I was able to ...
After today's lesson, I can now explain ...
To help me understand better, I would like to repeat the bit about ...
I am proud of myself today because ...
Plenaries

Britain’s Big Problem with Water

This student has been thinking about this past question: What do you understand from the article about the issues of rainfall and flooding in Britain? They have made the following points in their response, but their supporting quotations are missing. Select some appropriate quotations from the article to support the clear sentences they have written. Add them into the spaces provided.

From the article I have learned a strange fact that some parts of the UK are actually drier than parts of North Africa or the Middle East, ‘…………………………………………………………………………………………………………………………………………………………………………………’
I also learn that the North and West of Great Britain are wetter than the South and East, ‘……………………………………………………………………………………………………………………………….…………………… ………………………………………………………………………………………………….’
We discover that flooding is set to get worse especially in the wetter areas of the country, ‘………………………………………………………………………………………………………………………………….…………………………………………………………………………………………………………………………………’
The article also tells us that flooding is a big problem brought on by building homes in flood endangered areas, ‘……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….’
A further issue is that some buildings may need to be adapted to cope with the problems of flooding, ‘………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………’

Activity 2
Supporting Quotations
The next step, once you have shown you can support your ideas with appropriate quotations, is to add your own interpretations or suggestions to show that you have really understood what you have read. A very good example would be:
Recap:
Recap on GAPS quiz
http://www.bbc.co.uk/education/guides/zyy34wx/test

Vocabulary: Retrieve
You have 2 minutes to discuss and write down what the word means.
What does the word retrieve mean?
Why is it relevant in today’s lesson?

Grammar & Spelling: of & have
What is the difference?
You have 2 minutes to discuss and identify the correct usage

Read Source 1 Britain's Big Problem
underline the main issues regarding rainfall and flooding
in Britain?
In groups spend some time discussing what is being suggested to you by the quotations from the text collected in the grid.

What things are implied, but not said outright?

All of your different interpretations are valuable. Record them in the grid to share with your class.

I could of told you that.
I could have told you that.
Of is a preposition: (used to indicate distance or direction from, separation, etc.
Have is A VERB: to possess; own; hold for use; contain.
Activity 1a
Activity 3 - interpretation
Now sum up the main points in two words using a graphic organiser on the flip chart paper provided
Full transcript