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English Language Paper 1: Section A Higher

To be used over 1 day in prior to the Paper 1 exam the following day. To be used in conjunction with Section B Prezi.
by

Rachael Curzons

on 8 January 2013

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Transcript of English Language Paper 1: Section A Higher

Are we going to get a C on this section? January Entry Paper 1: Reading (H) Yes we are! Bringing it all together... Question 1 - Fetch! Retrieve 8 things you have learned.

(highlight these points in pink) RETRIEVE Find short quotations which support the things you have learned.

(underline these quotes in blue) QUOTE 8/8 marks Question 1 -
Fetch! Question 2 -
A snapshot of what it's all about.. Question 4 -
Language to be compared.. Question 3 -
Get all warm and fuzzy! What do you learn from the article about the Beach to City programme run by the RNLI? (8 marks) RETRIEVE QUOTE CONNECT Connect your points together to show you really understand the text.

(draw on your text to show the connections you will make in your answer) CONNECT The main aim of the RNLI’s beach to city program is to ensure the safety of children who are unaware of the dangers that the sea can pose. The programme targets children living in cities around the UK; children of a primary school age. These children know little (or nothing) of the risks they face while holidaying by the coast. However, the Beach to City Scheme aims to turn this around and educate those most at risk. The teams that deliver these important lessons consist of a beach safety supervisor and one of the RNLI’s very own lifeguards; these people are experts in the field of beach safety and therefore the best choice for the job. They face problems whilst trying to deliver their message though, lectures do little to educate young children. To capture their audiences attention the team must spend their 40 minutes making their ‘key beach safety messages’ as interesting as possible. By including techniques such as play acting the team ensure the memorability of their message. The children taking part in this scheme are taught vital information. They learn about the beach flags and their meanings, how to protect themselves from the sun (a very simple task which is often neglected), how to identify and find lifeguards and most importantly; how to rescue someone from the water. This particular are is focused upon by the team, as drowning doesn’t specifically occur at the seaside, but also in inner-city bodies of water such as canals, where the children live. Statistically, children living in non-coastal city areas have been highlighted as a high-risk group, something the RNLI aim to change through the use of this scheme. Currently there are only three cities listed in the beach to city tour but this number is planned to rise in the coming years. The good work that is created by the scheme will therefore continue to be more and more effective. Are we going to get a C on this section? January Entry Paper 1: Reading (H) Yes we are! Bringing it all together... Question 2 -
a snapshot of what it's all about.. Identify 4 features of the picture which stand out.

Identify 4 features of the headline which stand out.

(highlight these things in pink) IDENTIFY What effect do these features have on you (the reader)? Why did you choose them as important?

(note down the effect next to the feature) EFFECT 8/8 marks Question 1 -
Fetch! Question 2 -
A snapshot of what it's all about.. Question 4 -
Language to be compared.. Question 3 -
Get all warm and fuzzy! Explain how the headline and picture are effective and how they link to the text.
(8 marks) IDENTIFY EFFECT CONNECT Connect your features to the text to show the effect.

(draw from the feature to the text to show the connections you will make in your answer) CONNECT The head line is effective because it uses alliteration with the words “rescue”, “reaches” and “revenge”. This emphasises the importance of rescuing the “trapped Chilean miners”. This effects because they want to know how the miners were saved and it is more memorable. It doesn’t tell the whole story so the reader wants to carry on reading. The use of the words “at last” at the end of the headline is effective because it shows how much of a relief it is to rescue them so therefore emphasises the time they were trapped and how horrible it must have been for them. The reader then empathises with them. The headline links to the text because they mention the word “drill” in the headline but they don’t expand, however in the text the first sentence explains how the “drill” rescued them by “boring” “into an underground chamber”. The headline also links to the text because they both use alliteration for emphasis on how important this “rescue” is. The text states the “rescue” was a “major milestone” explaining how lucky the miners were and how advanced the technology was to rescue them. The picture is effective because it has a blue sky and a clown, these two things are images with think of to make us happy. E.G. clowns make us laugh. The use of the flag in the middle with the star attracts the readers attention because it is big, bright and bold. The flag also shows that this is a huge deal for the people in Chile and will never be forgotton. Statistically, children living in non-coastal city areas have been highlighted as a high-risk group, something the RNLI aim to change through the use of this scheme. Currently there are only three cities listed in the beach to city tour but this number is planned to rise in the coming years. The good work that is created by the scheme will therefore continue to be more and more effective. Are we going to get a C on this section? January Entry Paper 1: Reading (H) Yes we are! Question 3 - Warm & fuzzy! Identify 4-5 examples of thoughts and feelings in the text.

(highlight these points in pink) IDENTIFY Find short quotations which support the thoughts and feelings you have identified.

(underline these quotes in blue) QUOTE Question 1 -
Fetch! Question 2 -
A snapshot of what it's all about.. Question 4 -
Language to be compared.. Question 3 -
Get all warm and fuzzy! Explain some of the thoughts and feelings Parrado and Canessa have whilst searching for rescue.
(8 marks) IDENTIFY QUOTE CONNECT Connect the quotes to your points to explain what information they give you about Parrado and Canessa's thoughts and feelings.

(note down your ideas next to your highlighted points and quotes) CONNECT Statistically, children living in non-coastal city areas have been highlighted as a high-risk group, something the RNLI aim to change through the use of this scheme. Currently there are only three cities listed in the beach to city tour but this number is planned to rise in the coming years. The good work that is created by the scheme will therefore continue to be more and more effective. Are we going to get a C on this section? January Entry Paper 1: Reading (H) Yes we are! Bringing it all together... Question 4 - Compare the language... Find 6 examples of similar uses of language in the texts.

Find 2 examples of contrasting or different use of language in the texts.

(1. highlight and name the language feature)
(2. fill your point into your table) POINT - first draw a table like the one you have just seen.. Find short quotations which support the language points you have made.

(fill in your table with these quotes) EVIDENCE - (QUOTE) 16/16 marks Question 1 -
Fetch! Question 2 -
A snapshot of what it's all about.. Question 3 -
Get all warm and fuzzy! You are going to compare Source 3 and one other text.

Compare the ways in which language is used for effect in the two texts. Give some examples and analyse what the effects are.

(16 marks) POINT EVIDENCE EFFECT What is the effect of the language feature?

- How does it make you feel?
- What does it make you think?
- Why?

(fill in your table with these ideas) EFFECT Both articles use contrasting language to convey an important difference in ideas. Source 1 contrasts the preconception of “sharks” with the real danger of “toy inflateable boats”. The pairing of ridiculous ideas emphasises the genuine nature of the risk presented by inflateables and the need for the safety education that the scheme provides. Trapped Chilean miners: rescue drill reaches their refuge at last The picture links with the text because the image of the clown portrays happiness and this emphasizes the line in the text that “only now can [they] begin to smile.” It shows how unpleasant, terrifying and sad their ordeal was. The use of the person with the microphone in the pictures links to the end of the text where they “fear a medical onslaught will overwhelm the men”. This is also emphasised by how overwhelming it is in the picture because the clown is wearing bright happy colours where the reporter is big and black, which could portray that the media won’t let the Chile miners forget their ordeal in the black/dark of the mine. There big black/dark coats will be a constant reminder of the mine. Bringing it all together... 7/8 marks One of the first feelings seen in the extract is that of curiousity. This is evident as Parrado is “spurred on by his curiousity.” This curiousity stems from his wish to see what is at the end of the valley and by extension his hope of rescue that may be there. This is how hope is also displayed in the passage. Another feeling clear in the passage is fear this is seen in the sentence “panic entered the hearts of them.” This can be seen clearly by the shortened sentence structure that has been used to emphasise their panic. Fear is also displayed in Canessus warning “you’ll kill your self.” As this has been said it not only shows Canessus fear that they can’t find help but his fear for Parrado. This therefore shows his emotional attachment to Parrado. Relief and joy can also be seen in the extract when Parrado reaches the end of the valley and finds “the garden of eden”. This shows his relief at finding something different to the “snow”. At this point his hope is seen to be restored as he has “tears of joy”. A connection to faith is also made at this point due to the use of religious language and ideas. Some of these are “garden of eden” and “blessed valley”, this suggests that their faith has been created or restored by the finding of the valley. In the passage Parrado and Canessus are seen to have growing confidence in being saved and are emboldened by this. This can be seen in the line “they were confident now that they were saved”. This shows the change in their thoughts, caused by the valley, as only at this point did they think they might be saved. Question 4 -
Language to be compared.. COMPARE point
(language feature) evidence
(quote) effect - Are the purposes of the texts different? The same?

- Does the language show the different / similar purposes?

- How does it show the purpose? Can you explain this in relation the effect of the language features you found?

(1. draw to connect the similar language features and the different language features )

(2. explain how the language shows the purpose next to the ) COMPARE PURPOSE AUDIENCE Language is used to very different effects in the two texts (Source 1 and Source 3). Source 1 informs the reader about the “beach to city” scheme, whereas Source 3 entertains by creating excitement. Language differences arise out of differences in audience and purpose. introduction pairing opposites
Both articles use contrasting language to convey an important difference in ideas. Similarly Source 3 contrasts the “Garden of Eden” discovered with the “emaciated human beings” to convey different facets of nature and to emphasise the blessing that such beauty brings to the worn-out men. source 1 source 3 listing
Both texts use listing to convey ideas. Source 1 describes “slip on a t shirt, slap on a hat, slop on the sunscreen”. This brings the pace of the RNLI’s teaching and creates alliteration as part of a repetition of ‘sl_p’ sounds to show how much the scheme needs to teach the children as well as evoking the sound of sun screen from a bottle. By contrast lisiting in Source 3 conveys the overflowing of beauty with ‘green-moss, grass, rushes, gorse bushes.’ Sibilance and a repeated “sh” sound give the newly-discovered ‘paradise’ dynamism and vitality. The list suggests that there is too much for the men to take in. source 1 source 3 similarity difference different use of language
Whereas Source 1 uses technical language and statistics Source 3 uses vivid descriptions. Source 1 discusses the use of “public rescue equipment” and “incident statistics” relevant to an RNLI magazine reader and reinforcing the text’s role in informing. These terms can be used as the reader will understand them due to the magazine’s audience. On the other hand, Source 3 is aimed at evoking an image for the reader. It thus describes “a torrent of grey water” and “boulders the size of armchairs”. The use of the word “torrent” conveys great power and energy to the reader and creates a vivid image in their mind. The description of boulders like armchairs allows the reader to relate to the men’s situation and to understand the immensity of their struggle. source 1 source 3 difference alliteration
Both texts use alliteration. Source 1 describes “plenty of play acting” to create a sense of fun and energy as well as a faster pace to the RNLI session. Source 3 describes how the men “staggered forward off the snow and sank onto rocks by the side of the river”. This could show the men’s desperation to rest and feel relief, or the sibilance could be said to emphasis their weariness and weakness. source 1 source 3 same language feature conclusion Overall, there are several similarities between language in the two texts, often giving rise to different effects or emphasising differences & purpose. There are also strong differences in language & its aims and effects. January Entry Paper 1: Reading (H)
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