Practice Paper Feedback

L.O: To improve on our Reading skills

How was it for you? Discuss

Talk about your experience of the practice paper we did last lesson. WWW?

EBI?

Types of question

• AF1- Describe. Questions asking you to show your understanding of the text. They will ask you to describe or say what happens in a text. You do not need PEE but will need quotes.

Types of question

• AF2- Key info. These questions ask you to pick out the key info (quotes) from a text. Here you are showing you understand what the most important parts of the text are.

Types of question

• AF3- Read between the lines. These questions are asking you to infer from the text. They usually ask what is suggested… or how do we know… These need PEE!

Types of question

• AF4- Structure. These questions ask you to comment on how the text is structured effectively. It will ask you to comment on sentence structure and paragraph structure. These need PEE!

Types of question

• AF5- Language. These questions ask you to identify key words and phrases and explain why they are effective. These need PEE!

Types of question

• AF6- Writer’s purpose/effect on audience. This asks you to decide what the overall purpose of the text is and how the writer wants the audience to respond. You must support your ideas with evidence and explain how it supports your point. These need PEE!

Which AF are you being asked to demonstrate?

• Read the following questions.

• Write down which AF they are asking you to demonstrate.

Question

• Explain how the use of language creates a positive mood in the poem

(5 marks)

Question

• Why is the last paragraph of the speech an effective conclusion?

(2 marks)

Question

• How does the writer give the impression that the train station is very busy?

(4 marks)

Question

• What is the writer’s viewpoint on giving teenagers the vote?

• (5 marks)

Question

• What are the key points of this article?

(2 marks)

Good and bad• Good • PEE- Great PEE structure• AF5- Great language

analysis- Key words.• AF3- Great reading between

the lines.

• Bad • AF1-Describe questions

(DETAIL) • AF4- Comment on features

of structure.• Timing- You need to finish!• Detail (look at the marks)• Sentence starters- This

suggests… the structure is effective because…

Questions1. Describe what is happening in the extract. (4 marks)

2. What evidence is there in the first paragraph to suggest the seriousness of shooting an elephant? (2 marks)

3. How does the writer structure the text to build up the tension of the event? (4 marks)

4. How does the writer’s use of language make the reader feel sympathy for the elephant? (7 marks)

5. What do you think the speakers feelings about killing the elephant are? How does the writer want the reader to feel? (8 marks)

ExtractI halted on the road. As soon as I saw the elephant I knew I ought not to shoot him. It is a serious matter to shoot a working elephant – it is comparable to destroying a huge and costly piece of machinery – and one obviously should not do it if it can be avoided.

When I pulled the trigger I did not hear the bang or feel the kick – one never does when a shot goes home – but I heard the devilish roar of glee that went up from the crowd. In that instant, in too short a time, one would have thought, even for the bullet to get there, a mysterious, terrible change had come over the elephant. He neither stirred nor fell, but every line of his body had altered. He looked suddenly stricken, shrunken, immensely old, as though the frightful impact of the bullet had paralysed him without knocking him down. At last, after what seemed a long time – it might have been five seconds, I dare say – he sagged flabbily to his knees. His mouth slobbered. An enormous senility seemed to have settled upon him. One could have imagined him thousands of years old. I fired again into the same spot. At the second shot he did not collapse but climbed with desperate slowness to his feet and stood weakly upright, with legs sagging and head drooping. I fired a third time. That was the shot that did for him. You could see the agony of it jolt his whole body and knock the last remnant of strength from his legs. But in falling he seemed for a moment to rise, for as his hind legs collapsed beneath him he seemed to tower upward like a huge rock toppling, his trunk reaching skyward like a tree. He trumpeted, for the first and only time. And then down he came, his belly towards me, with a crash that seemed to shake the ground even where I lay.

Describe what is happening in the extract. (4 marks)

• Key points • Key skills

2. What evidence is there in the first paragraph to suggest the seriousness of shooting an

elephant? (2 marks)• Key points • Key skills

• The evidence in the first paragraph to suggest the seriousness of killing an elephant is the fact the man knows he shouldn’t do it; “I knew I ought not to shoot him”. This shows that this is a big decision not to be taken lightly. He also compares the elephant to “a huge and costly piece of machinery”. This suggests that the elephant is both useful and valuable showing that shooting it is a serious matter.

3. How does the writer structure the text to build up the tension of the event? (4 marks)

• Key points • Key skills

• The writer structures the text to build up tension by first introducing the idea that the man doesn’t want to kill the elephant. Evidence for this is “I knew I ought not to shoot him”. This immediately creates tension as we are unsure whether he will do it or not. This tension is developed by the use of long sentences with lots of punctuation. For example “In that instant, in too short a time, one would have thought, even for a bullet to get there” This slows the pace, delaying the reader’s discovery of what happens to the elephant. The writer also uses short sentences such as “I fired a third time”. This creates tension by again slowing the pace of the description making the elephant’s death a long process which becomes tense for the reader.

4. How does the writer’s use of language make the reader feel sympathy for the elephant? (7 marks)

• Key points • Key skills

• The writer makes the reader feel sorry for the elephant in the language he uses to describe its death. He emphasises the “mysterious and terrible change” by making it seem as though the elephant has become “immensely old”. This shows how the strong powerful creature has become weak and infirm. The use of the words “sagged flabbily” and “slobbered” creates a sad, pathetic image of what is traditionally seen as a majestic creature. The writer also uses words such as “desperate” and “agony” to highlight the elephant’s suffering. In addition, as he describes the elephant falling, he says “he seemed for a moment to rise” suggesting even in his final moment the elephant is struggling to survive, which inspires the readers sympathy, showing the animal’s dignity. As he falls the writer uses similes to describe the elephant “like a huge rock” and “like a tree”. This makes the elephant seem like a part of nature and makes his destruction more horrific.

5. What do you think the speakers feelings about killing the elephant are? How does the writer want the reader

to feel? (8 marks)

• Key points • Key skills

• At first the speaker feels conflicted about killing the elephant. He knows it is a bad thing to do. For example “obviously one should not do it if it can be avoided”. This quote also shows how he felt he had no choice in the matter. The speaker then feels guilty and sympathetic for the elephant. Evidence for this is the tragic description of the once mighty elephant that he has caused to become “old” and “shrunken”. By drawing out the description and focusing on the pain of the elephant, for example “stood weakly upright” both the speaker and the reader feel the impact of what has just happened and the sadness caused by the death of the beast. The writer also uses 1st person. For example “when I pulled the trigger”. This let’s us experience it from the point of view of the speaker and feel his guilt and sadness. The writer also uses similes to make the reader feel sad and shocked by the impact of the elephant’s death. For example “like a huge rock toppling”. This shows the size of the elephant and the seriousness of what he has done. The reader and the speaker both feel the impact of the death in the “crash that seemed to shake the ground”.

Exam success- Key skills?

Re-write and Improve

• Most of you need to improve on question 3 4 and 5.

• You now have 20 minutes to have a go at re-writing those answers. See if you can get full marks

Peer Assess

• Swap with your partner. Mark their answers out of 19.

• Give them a mark for:

A good pointAn effective quoteDetailed explanation

Target setting

• Think about what you have learnt from this experience.

• Write down 2 WWWs and 2 EBIs as targets for the exam

Writing Skills

h/w writing

• Write the next part of the story… (1 page maximum) Remember we are focusing on writing skills!