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Edexcel GCSE Language Edexcel GCSE Language and Literature Exam and Literature Exam

PreparationPreparation

1 exam – The Writer’s Voice

1 hour 45 minutes

THE WRITER’S VOICE – TIME: 20MIN, 40 MIN, 40 MIN

Section A -- Of Mice and MenGiven an extract – answer both questions:(a)• Pick out at least three language devices • Write about the language in this extract and how it influences your

understanding… (16 marks)(b)• Link to another part of the novel and write about the language used there

and what it shows about characters, relationships, themes or setting • Assessed on ability to understand language and the effects (24 marks)

Section B – Transactional Writing Choose one of two questions - • Know your writing conventions: Analyse, review, comment, argue,

persuade, advise, explore, explain, describeAssessed on your own writing skills – marks given for accuracy and effective

use of language (24 marks)

Two exams –

Understanding Poetry

Understanding Prose

1 hour 45 minutes each

UNDERSTANDING POETRY

Section A – Unseen Poetry

Given a poem

• Explain/Explore an idea from the poem in one essay (20)

Section B – Anthology Poems

Two parts

• (a) Essay exploring theme from one poem (15)

• Choice (b)(i) or (b)(ii) between two essays comparing two or more poems from the collection (15)

• Total 50 marks for paper

Assessed on knowledge of the poems and poetic devices, giving a sound and ordered response and backing up ideas with quotes from the poem

UNDERSTANDING PROSE Section A – Hound of the BaskervillesGiven an extract• What do you discover about the character… (8)• Comment on a the effect of language used to describe…

(10)• Explore the significance of… (10)• Explore the significance of … in one other part of the novel

(12)

Section B -- Of Mice and Men/HeroesGiven a choice between two questions• One essay on either theme, plot, character, setting etc

(40)

Assessed on knowledge of the novel, themes and characters. A sound and ordered response is needed with all points backed up with quotes

1 exam – The Writer’s Voice

1 hour 45 minutes

SECTION A OF MICE AND MEN

REMIND YOURSELF OF WHAT HAPPENS IN EACH CHAPTER

• Bullet point the key events

• Add a symbol as a visual reminder of what happens where

It is really important to be able to navigate the novel quickly in these exams

Ch 1

Ch 6

Ch 5

Ch 4

Ch 3

Ch 2

Ch 1George and Lennie introduced

Their appearanceGeorge dominant – Lennie childlike

Lennie kills the mouseWarning to hide in the brush.

Ch 6Lennie hides in the brush

He imagines his Aunt Clara and rabbitPlans to run away

George calms him down with the dreamGeorge shoots Lennie.

Ch 5Lennie kills the pup

Curley’s wife reveals her dreamsLennie kills Curley’s Wife

The men go after him.

Ch 4We meet Crooks in his room

He can’t join the othersLennie joins him then Candy

Curley’s Wife shatters their dream.

Ch 3George tells Slim about WeedGeorge and Lennie’s childhood

Lennie gets a puppyCandy’s dog shot by Carlson.

Ch 2We meet the other characters

HierarchyThe boss hires them

Slim appreciates them.

NOW… REMIND YOURSELF OF THOSE KEY CHARACTERS ON A BASIC LEVEL

FOR EACH ONE…

• Write a sentence to explain their background or position on the ranch.

• Write 3 perceptive adjectives to describe them.

• Find 2 perceptive quotes that really get to the heart of their character. These could have been from them, another character or the narrator.

Character Who? 3x adjectives 2x quotes

George

Lennie

Slim

Crooks

Curly

Curley’s Wife

Candy

NOW… WE NEED TO LOOK CLOSELY AT THE WAY THIS WILL BE EXAMINED IN THE WRITER’S VOICE PAPER…

Section A -- Of Mice and Men

Given an extract(a)Pick out at least three language devices Write about the language in this extract and how it influences your understanding… (16 marks)

Link to another part of the novel and write about the language used there and what it shows about characters, relationships, themes or setting (24)

Assessed on ability to understand language and the effects

HERE ARE SOME TYPICAL EXTRACTS AND

QUESTIONS. • Read through them carefully and notice the

language devices used and the effect on a reader

• We will look at them as a class and you will have your own copy in your books to annotate and analyse in detail.

• Remember we are looking closely at language and how it creates an impression. This could be an impression of setting, character etc

EXTRACT 1

A few miles south of Soledad, the Salinas River drops in close to the hillside bank and runs deep and green. The water is warm too, for it has slipped twinkling over the yellow sands in the sunlight before reaching the narrow pool. On one side of the river ….

Get the complete extract here

EXTRACT 1 – FOUNDATION PAPER

(a) (i) Give three examples of the writer’s use of language in the extract.

Identify the feature for each example chosen. (3)

(a) (ii) Explain how the language in the extract influences your view of the setting for the novel. (13)

(b) In the novel, John Steinbeck gives clues as to the themes and characters through the settings.

Explore the ways the setting is described in another part of the novel. In your answer you should give examples of the language the writer uses.

You may wish to consider how the writer:

• Describes the setting so that a reader feels as it they were there.

• Creates atmosphere.

• Gives clues to the plot or characters (24).

Both men glanced up, for the rectangle of sunlight in the door way was cut off. A girl was standing there looking in. She had full, rouged lips and wide-spaced eyes, heavily made up. Her finger nails were red. Her hair …

Get the full extract here

EXTRACT 2

EXTRACT 2 – HIGHER PAPER

(a) Explain how the language in the extract influences your view of the characters in the novel. (16)

(b) In the novel, John Steinbeck creates memorable characters

Explore the ways a character is described in another part of the novel. In your answer you should give examples of the language the writer uses.

You may wish to consider how the writer:

• Describes the character through verbs.

• Uses dialogue to add depth to a character.

• Creates a connection between the reader and a character (24).

Curley stepped over to Lennie like a terrier. ‘What the hell you laughin’ at?’Lennie looked blankly at him. ‘Huh?’ Then Curley’s rage exploded. ‘Come on, ya big bastard. Get up on your feet. No big son-of-a-bitch is gonna laugh at me. I’ll show you who’s yella.’ Lennie looked helplessly at George …

Get the full extract here

Extract 3

EXTRACT 3 – FOUNDATION PAPER

(a) (i) Give three examples of the writer’s use of language in the extract.

Identify the feature for each example chosen. (3)

(a) (ii) Explain how the language in the extract influences your view of the characters in the novel. (13)

(b) In the novel, John Steinbeck creates memorable and action-filled scenes.

Explore the ways such a scene is described in another part of the novel. In your answer you should give examples of the language the writer uses.

You may wish to consider how the writer:

• Describes the events through verbs.

• Uses dialogue to add depth and tension to the scene.

• Creates a connection between the reader and the events taking place(24).

Lennie’s big fingers fell to stroking her hair.‘Don’t you muss it up,’ she said.Lennie said, ‘Oh! That’s nice,’ and he stroked harder. ‘Oh, that’s nice.’‘Look out, now, you’ll muss it.’ And then she cried angrily, ‘You stop it now, you’ll mess it all up.’ She jerked her head sideways and Lennie’s fingers closed on her hair and hung on. ‘Let’s go,’ she cried. ‘You let go.’ Get the full extract here

EXTRACT 4

EXTRACT 4 – HIGHER PAPER

(a) Explain how the language in the extract influences your view of the characters and events in the novel. (16)

(b) In the novel, John Steinbeck creates scenes where the atmosphere changes suddenly.

Explore the ways such a scene is described in another part of the novel. In your answer you should give examples of the language the writer uses.

You may wish to consider how the writer:

• Describes the events through verbs.

• Changes the atmosphere suddenly through language.

• Has an effect on a reader by manipulating their emotions (24).

SECTION B WRITING.

IN THE SECOND PART OF THE WRITER’S VOICE, THE EXAMINERS ARE LOOKING FOR HOW SUCCESSFULLY YOU CAN USE YOUR OWN VOICE IN WRITING.

What are the examiners looking for in this paper?

Audience

Layout (Form)

Purpose

AUDIENCE – who is this for?

PURPOSE – what is this trying to do?

Layout – what is it?!

Write a letter to your headteacher, persuading him that uniform is a thing of the past.

WRITE AN ARTICLE FOR A TEENAGE MAGAZINE PERSUADING READERS TO LIVE A HEALTHY LIFESTYLE

WRITE A LETTER TO YOUR TOWN COUNCIL ADVISING OF IMPROVEMENTS THAT COULD BE MADE TO YOUR LOCAL TOWN.

WRITE AN ARTICLE FOR A PARENTING WEBSITE WHERE YOU COMMENT ON THE PRESSURES FACING 15/16 YEAR OLDS TODAY.

CONSIDER THE LAST GREAT NOVEL THAT YOU READ AND WRITE A REVIEW FOR SCHOOLTEACHERS CHOOSING BOOKS FOR THE NEXT ACADEMIC YEAR

YOUR LOCAL NEWSPAPER IS PUBLISHING A SPECIAL EDITION ABOUT THE 2012 LONDON OLYMPICGAMES. THE NEWSPAPER WANTS TO INCLUDE YOUNG PEOPLE’S VIEWS.WRITE A CONTRIBUTION WHICH GIVES YOUR VIEWS ABOUT THE 2012 LONDON OLYMPIC GAMES.

WRITE A MAGAZINE ARTICLE WHICH EXPLAINS THE IMPORTANCE OF ONE MODERN INVENTION THATYOU THINK HAS REALLY CHANGED PEOPLE’S LIVES.

THERE HAVE BEEN A NUMBER OF SERIOUS TRAFFIC ACCIDENTS INVOLVING CHILDREN ON A BUSYROAD IN YOUR AREA.WRITE A LETTER TO YOUR LOCAL COUNCIL, SUGGESTING WAYS IN WHICH SUCH ACCIDENTS COULD BEAVOIDED.

WRITE AN ARTICLE FOR A TEENAGE MAGAZINE IN WHICH YOU EXPLAIN WHAT CHANGES TEENAGERS COULD MAKE TO THEIR LIVES AND WHY.

Jazz up your Vocabulary.

Add more appropriate vocabulary to the following.

Add either a word or phrase that really brings the sentence and idea to life. Look at what the mark schemes say about vocabulary first!

•Teenagers today have (no) precious little idea about what the future will be like for them.

•Teenagers can be (lazy about) __________ what to do with their future.

•The future can look (bad) _____________ through the eyes of a teenager.

•The invention of the internet has been (a big thing) _____________ in the lives of most people.

•Perhaps the most (important) ___________________ invention has been the television.

•The Olympic games were a (big thing) in the lives of Londoners and those from (other places) __________________.

•Were the Olympic games actually (good) ___________ for Britain’s economy?

•.Animal Farm should (definitely) ________________ be (kept) on the GCSE syllabus.

•Perhaps pupils could learn (important stuff) _________________from reading 1984 by George Orwell.

•It is time for parents to (learn more about) _________________ the lives of their children.

•Many parents have (no idea) _____________ about the true (things) _____________ in their children’s lives.

•There are many things that could make Basildon a (better) _________________ place to live and (do stuff) ________________.

•Basildon is a (pretty boring)_______________ place for (young people)_________________.

START OUT IN THE RIGHT WAY…

• Sometimes beginning sentences or paragraphs is the difficult thing!

Use the openers on the following slides to help you structure your piece and begin each paragraph in a clear and interesting way.

Argue, Persuade, Advise

Some people think…We all know that…Many would say…Do they really think that…What would the consequences be if…What would happen if?Everyone knows that…It is self evident that…The most important aspect… Despite the view that…Research shows that…The evidence clearly shows that…Another factor to be considered is…Opponents declare... but…Think about…Make sure that you…If you… then you could…If you want to…..then you need to…In order to begin you need to…Make sure that you…

Think about which beginnings are most appropriate for the

task. Some are interchangeable…

Inform, explain, describe

There are many kinds of…A little known fact about … is that…You may not know that…A little research reveals that…It may be that…It is clear that…The effect of this is that…Imagine this,…Sometimes…Many times…There are a number of ways to…… is an interesting subject because…This is a fascinating subject because…There has been a lot of interest in…Many people are aware of…Many people are unaware of…… is a mysterious subject for most people.

Think about which beginnings are most appropriate for the

task. Some are interchangeable…

Analyse, Review, Comment

A common argument is…Some people would argue that…Another interpretation might be…However…On the other hand…Sometimes…Firstly…Secondly…Thirdly…Very often it seems that…However…Nevertheless…On balance…Moreover…One solution might be to…There are a number of benefits…There are a number of drawbacks…Another possibility would be to…My own view would be that…There is an alternative…

Think about which beginnings are most appropriate for the

task. Some are interchangeable…

WRITING QUESTIONS AND MARK SCHEMES

HIGHER

EITHER

9. Your local newspaper is publishing a special edition about the 2012 London Olympic Games. The newspaper wants to include young people’s views.

Write a contribution which gives your views about the 2012 London Olympic Games.(24)

OR

10. Write a magazine article which explains the importance of one modern invention that you think has really changed people’s lives.

(24)

Band Mark AO4: (i) and (ii)0 0No rewardable material.1 1-3• Expresses ideas that are generally appropriate.• Generally sound grasp of the purpose and audience.• Generally sound evidence of control in the choice of vocabulary and sentence structures.• Organisation shows generally sound grasp of text structure, with opening and development, and broadly appropriate paragraphing.2 4-6• Expresses and develops ideas appropriately.• A clear sense of the purpose of the writing and audience.• Well-chosen vocabulary, and shows some evidence of crafting in the construction of sentences.• Organisation is sound, with a clear text structure, controlled paragraphing to reflect opening, development and closure, together with successful use of cohesive devices.3 7-9• Effectively presents ideas in a sustained way.• A secure sustained realisation of the purpose of the writing task and its intended audience.• Aptly chosen vocabulary and well controlled variety in the construction of sentences.• Organisation is secure, with a well-judged text structure, effective paragraphing and use of cohesive devices between and within paragraphs4 10-12• Assured presentation of fully developed ideas.• A consistent fulfilment of the writing task and assured realisation of its intended audience.• Aptly chosen, reasonably extensive vocabulary and assured control in the construction of varied sentence forms.• Organisation is assured, with sophisticated control of text structure, skilfully sustained paragraphing and the effective application of cohesive devices.5 13-16• Achieves precision and clarity in presenting compelling and fully developed ideas. A strong, consistent fulfilment of the writing task sharply focused on the writer's purpose and audience.• An extensive vocabulary and mature control in the construction of varied sentence forms.• Organisation is convincing, with sophisticated control of text structure, skilfully sustained paragraphing and the effective application of cohesive devices.

Band Mark AO4 (iii)0 0No rewardable material.1 1-3• Sentences are generally clearly structured, with generally sound control of expression and meaning. A reasonable selection of sentence structures are used.• Generally sound control of a range of punctuation devices, enabling intended emphasis and effects to be conveyed for most of the response.• Spelling is mostly accurate, with some slips which do not hinder meaning.2 4-6• Sentences are purposefully structured, with sustained control of expression and meaning. A wide and varied selection of sentence structures is used.• Thorough control of the full range of punctuation, enabling intended emphasis and effects to be conveyed.• Spelling is almost always accurate, with occasional slips.3 7-8• Sentences are convincingly structured, with sophisticated control of expression and meaning. A convincing selection of sentence structures is used.• Control of the full range of punctuation is precise, enabling intended emphasis and effects to be conveyed.• Spelling is consistently accurate.

WRITING QUESTIONS AND MARK SCHEMES

FOUNDATION

EITHER

9. There have been a number of serious traffic accidents involving children on a busyroad in your area.Write a letter to your local Council, suggesting ways in which such accidents could beavoided.In your letter, you may wish to suggest:•Reducing traffic speed•Introducing a pedestrian crossing•Teaching road safety to children•Any other ideas you might have(24)

OR

10. Write an article for a teenage magazine in which you explain what changes teenagers could make to their lives and why.In your article, you may wish to consider such things as:•Changes at school or college•Changes in relationships with family and friends•The ways teenagers spend their leisure time•Any other ideas you might have(24)

Band Mark AO4(i) and (ii)0 0 No rewardable material.1 1-3• Expresses ideas at a basic level.• Little awareness of the purpose and audience.• Basic vocabulary; little variety of sentence structure; little evidence of control.2 4-6• Expresses ideas with limited appropriateness.• Limited grasp of the purpose and audience.• Limited evidence of control in the choice of vocabulary and sentence structure.• Organisation shows limited grasp of text structure, with opening and development, and limited use of appropriate paragraphing.3 7-9• Expresses ideas that are sometimes appropriate.• Some grasp of the purpose and audience.• Some evidence of control in the choice of vocabulary and sentence structures.• Organisation shows some grasp of text structure, with opening and development, and some appropriate paragraphing.4 10-12• Expresses ideas that are generally appropriate.• Generally sound grasp of the purpose and audience.• Generally sound evidence of control in the choice of vocabulary and sentence structures.• Organisation shows generally sound grasp of text structure, with opening and development, and broadly appropriate paragraphing.5 13-16• Expresses and develops ideas appropriately.• A clear sense of the purpose of the writing and audience.• Well-chosen vocabulary and shows some evidence of crafting in the construction of sentences.• Organisation is sound, with a clear text structure, controlled paragraphing to reflect opening, development and closure, together with successful use of cohesive devices.

Band Mark AO4: (iii)0 0 No rewardable material.1 1-3• Sentences show basic attempt to structure and control expression and meaning. A limited range of sentence structures is used.• Basic control of a range of punctuation devices, with little success in conveying intended emphasis and effects.• Spelling is basic in accuracy, with many slips which will hinder meaning.2 4-6• Sentences show some attempt to structure and control expression and meaning. Some variety of sentence structures used.• Some control of a range of punctuation devices, enabling intended emphasis and effects to be conveyed for some of the response.• Spelling is sometimes accurate, with some slips which may hinder meaning.3 7-8• Sentences are clearly structured, with sound control of expression and meaning. A reasonable selection of sentence structures are used.• Sound control of the full range of punctuation, enabling intended emphasis and effects to be conveyed for the majority of the response.• Spelling is mostly accurate, with occasional slips.

2 exams – Understanding Poetry

Understanding Prose

1 hour 45 minutes each

UNDERSTANDING POETRY

Section A – Unseen Poetry

Given a poem • Explain/Explore an idea from the poem in one essay (20)

Section B – Anthology Poems

Two parts• Essay exploring theme(s) from one poem (15)• Choice between two essays comparing two or more poems from the

collection (15)

Assessed on knowledge of the poems, giving a sound and ordered response and backing up ideas with quotes from the poem

SECTION A UNSEEN POETRY

Given a poem

Explain/Explore an idea from the poem in one essay (20)

TOP SECRET…

S

P

E

C S

L

I

M

S

ubject – what is the poem about – what kinds of relationships

urpose – what is the poem trying to do – describe an experience? Create sympathy?

motion – feelings in the poem – anger? Frustration? Lust? Guilt? sadness?

raft – how does the poet do it!!!

tructure – how is it put together? – layout – verses – sonnet? – regular or irregular shape?anguage – choice of vocab – Dialect? Slang? Emotive words? Tone created? Repetition?magery – the pictures in your mind – simile – metaphor - personification

ovements – rhythms and rhyme – patterns – punctuation used

ounds – onomatopoeia and alliteration

CLICK THE VIDEO FOR ANOTHER WAY OF LOOKING

AT A NEW POEM

ART WARS

HERE ARE SOME EXAMPLES OF QUESTIONS ON UNSEEN POEMS.

USE EITHER OF THE METHODS TO ANNOTATE YOUR POEMS AND GET READY TO ANSWER ONE OF THEM IN FULL

READ THE POEM I SHALL PAINT MY NAILS RED

HOW DOES THE POET PRESENT THE IDEA OF DRESSING TO IMPRESS?

READ THE POEM THE CLASS GAME

HOW DOES THE POET PRESENT HER IDEAS ABOUT THE CLASS SYSTEM AND ITS EFFECTS ON SOCIETY?

READ THE POEM HALF CASTE

HOW DOES THE POET REPRESENT THE IDEA OF RACE AND IDENTITY?

READ CITY JUNGLE BY PIE CORBETT

HOW DOES THE POET EXPLORE THE ATMOSPHERE OF A CITY AT NIGHT?

SECTION B ANTHOLOGY

POETRYTwo parts

Essay exploring theme(s) from one poem (15)

Choice between two essays comparing two or more poems from the collection (15)

AIMS:

TO IDENTIFY SUB-THEMES WITHIN THE THEME OF LOVE

TO MAKE LINKS, THROUGH THEME TO MUSIC

I AM GOING TO PLAY YOU A SERIES OF

SONGS• They are all about love but there are sub themes. Try to

identify the specific theme for each one

• Identify the poem that you think most closely links to the song

• Add a quote that demonstrates this link

• Add any further notes ie They have the same tone. The narrator/singer is the same sex. Anything else you find of interest

Song/lyric Sub-Theme Poem/quote notes

Song/lyric Sub-Theme Poem/quote notes

IN THIS EXAM, IT IS IMPORTANT TO BE ABLE TO

NAVIGATE YOUR ANTHOLOGY QUICKLY.

HERE IS A QUICK QUIZ TO SEE WHO CAN FIND WHAT

THEY NEED IN THE SHORTEST TIME.

Who Said That?

Who Said That?

reflective miserableafraid angryhappy

Draw the tone bar and write the names of the poems along it to reveal their tone.

How does the poet / speaker feel?

UNDERSTANDING PROSE

Section A – Hound of the Baskervilles

Given an extract

• What do you discover about the character… (8)

• Comment on a the effect of language used to describe… (10)

• Explore the significance of… (10)

• Explore the significance of … in one other part of the novel (12)

Section B -- Of Mice and Men/Heroes

Given a choice between two questions

• One essay on either theme, plot, character, setting etc (40)

Assessed on knowledge of the novel, themes and characters. A sound and ordered response is needed with all points backed up with quotes

SECTION A Hound of the Baskervilles

Given an extract

•What do you discover about the character… (8)

•Comment on a the effect of language used to describe… (10)

•Explore the significance of… (10)

•Explore the significance of … in one other part of the novel (12)

Ch1

Ch3

Ch5

Ch7

Ch9

Ch2

Ch4

Ch8

Ch6

CH10

THESE ARE THE ANSWERS WHAT ARE THE QUESTIONS?

• Boxer• The Battle of the Windmill• Snowball• Napoleon • Old Major• The 7 commandments• The pigs• Chapter 4• Glue• Ribbons• Stalin• Russia• England

Reread Hound of the Baskervilles

– quietly!

Draw character sketches for each …

3 words to describe2 actions…

Make up 10 questions on Hound…

Try to make them worth 5 marks each

Facebook status updates for …

Do them from a particular point in the story

Ext – add some comments from others

ANIMAL FARMEXAM

QUESTIONS

Answer all parts of the question that follows as fully as possible. (ch6)(a) Explain how the author presents the character of Napoleon in this extract. Use evidence from the extract to support your answers. (8) (b) Comment on how the language in the extract is used to create atmosphere. Use evidence from the extract to support your answers. (10) (c) How does this extract demonstrate mistrust? Use evidence from the extract to support your answers. (10) (d) Explore how mistrust is demonstrated in the society of Animal Farm in one other part of the novel. Use evidence from the extracts to support your answers. (12)

One Sunday morning, when the animals assembled to receive their orders, Napoleon announced that he had decided upon a new policy. From now onwards Animal Farm would engage in trade with the neighbouring farms: not, of course, for any commercial purpose, but simply in order to obtain certain materials which were urgently necessary. The needs of the windmill must override everything else, he said.

Get the full extract here

Answer all parts of the question that follows as fully as possible. (Ch5)(a) Explain how the author presents the character of Snowball in this extract. Use evidence from the extract to support your answers. (8) (b) Comment on the effect of the language used to create suspense in the extract. Use evidence from the extract to support your answers. (10) (c) Explore the importance of the setting in this extract. Use evidence from the extract to support your answers. (10) (d) Explore the effect of the language used to create suspense in one other part of the novel. Use evidence from the extracts to support your answers. (12)

At last the day came when Snowball's plans were completed. At the Meeting on the following Sunday the question of whether or not to begin work on the windmill was to be put to the vote. When the animals had assembled in the big barn, Snowball stood up and, though occasionally interrupted by bleating from the sheep, set forth his reasons for advocating the building of the windmill….

Get the full extract here

Answer all parts of the question that follows as fully as possible. (Ch9)(a) Explain how the author presents the character of Benjamin in this extract. Use evidence from the extract to support your answers. (8) (b) Comment on the effect of the language used to create a sense of urgency in the extract. Use evidence from the extract to support your answers. (10) (c) Explore the importance of the friendship in this extract. Use evidence from the extract to support your answers. (10) (d) Explore the importance of the friendship in one other part of the novel. Use evidence from the extracts to support your answers. (12)

The animals crowded round the van. ‘Good-bye, Boxer!’ they chorused, ‘good-bye!’ ‘Fools! Fools!’ shouted Benjamin, prancing round them and stamping the earth with his small hoofs. ‘Fools! Do you not see what is written on the side of that van?’

Get the full extract here.

Answer all parts of the question that follows as fully as possible. (Ch5)

(a) Explain how the author presents the character of Mollie in this extract. Use evidence from the extract to support your answers. (8) (b) Comment on the effect of the language used to present Clover’s actions in the extract. Use evidence from the extract to support your answers. (10)(c) Explore the theme of betrayal in the extract. Use evidence from the extract to support your answers. (10) (d) Explore the theme of betrayal in one other part of the novel. Use evidence from the extracts to support your answers. (12)

As winter drew on, Mollie became more and more troublesome. She was late for work every morning and excused herself by saying that she had overslept, and she complained of mysterious pains, although her appetite was excellent…

Get the complete extract here.

The animals were stupefied. This was a wickedness far outdoing Snowball's destruction of the windmill. But it was some minutes before they could fully take it in. They all remembered, or thought they remembered, how they had seen Snowball charging ahead of them at the Battle of the Cowshed…

Get the full extract here.

Answer all parts of the question that follows as fully as possible. (CH7)

(a) Explain how the author presents the character of Boxer in the extract. Use evidence from the extract to support your answers. (8)

(b) Comment on the language used by Squealer in this extract. Use evidence from the extract to support your answers. (10)

(c) Explore what the extract reveals about Boxer’s attitudes to Napoleon and work. Use evidence from the extract to support your answers. (10) (d) Explore Boxer’s attitudes to Napoleon and work shown in one other part of the novel. Use evidence from the extracts to support your answers. (12)

Answer all parts of the question that follows as fully as possible. (CH10)

(a) Explain how the writer presents the character of Mr Pilkington in this extract. Use evidence from the extract to support your answers. (8)(b) Comment on the effect of the language used to show the relationship between Napoleon and Pilkington in the extract. Use evidence from the extract to support your answers. (10)(c)Explore the importance of injustice in this extract. Use evidence from the extract to support your answers. (10) (d) Explore the importance of injustice in one other part of the novel. Use evidence from the extracts to support your answers. (12)

He did not believe, he said, that any of the old suspicions still lingered, but certain changes had been made recently in the routine of the farm which should have the effect of promoting confidence stiff further. Hitherto the animals on the farm had had a rather foolish custom of addressing one another as ‘Comrade.’…

Get the full extract here.

SECTION B OF MICE AND MEN

Section B -- Of Mice and Men

Given a choice between two questionsOne essay on either theme, plot, character, setting etc (40)

Assessed on knowledge of the novel, themes and characters. A sound and ordered response is needed with all points backed up with quotes

CHAT AND DOODLE

• Work in a pair

• Use different colours, shapes, symbols to draw out more and more ideas

• Consider the following questions and produce a mind map to clarify and extend your ideas

• An example is next…

AIMS:

TO USE MIND MAPPING TO EXPLORE AND MEMORISE A KEY THEME IN OF MICE AND MEN

TO PRODUCE AND SHARE MIND MAPS FOR ANOTHER THEME

AIMS:

TO USE MIND MAPPING TO EXPLORE AND

MEMORISE A KEY THEME IN

OF MICE AND MEN

TO PRODUCE AND SHARE MIND MAPS FOR

ANOTHER THEME

THINK FOR YOURSELF!

• Do George and Lennie both gain something from the friendship? Who gains the most?

• Why is Curley so uptight?!

• What do you think John Steinbeck wanted us to learn from reading this little novella?

• How is the bunkhouse a little bit like school?

• What does a reader learn from Crooks in this novel?

• What are the difficulties and dangers of being a migrant worker, as demonstrated in this novel?

• Poor Curley’s Wife… do you think she is completely or partly to blame for her own death? Do you think she is completely innocent?

USE THE GRIDS TO DRAW OUT IDEAS AND EVIDENCE FOR EACH OF THE BOLD STATEMENTS.

THIS WILL HELP YOU SUPPORT YOUR ANSWERS WITH EVIDENCE FROM THE TEXT

THE SECOND GRID ENCOURAGES YOU TO EXPLORE ALTERNATIVE IDEAS FOR EACH OF THE QUESTIONS

Bold Statement Y/N Evidence and quote

George needs Lennie as much as Lennie needs George

Y They look after each other but in different ways ‘I got you to look after me and you got me to look after you’ – balanced relationship

Lennie offered to go but George said ‘Cause I want you to stay with me’

Lennie provides the Dream, and excitement from him makes it real

Curley’s wife is a tart

Crooks is cruel

Steinbeck shows the migrant workers to be mean and heartless

Curley’s Wife is to blame for her own death

The Dream was never going to come true

Ext – Add one of your own

No Bold Statement Yes

George needs Lennie as much as Lennie needs George

Curley’s wife is a tart

Crooks is cruel

Steinbeck shows the migrant workers to be mean and heartless

Curley’s Wife is to blame for her own death

The Dream was never going to come true

Think about how an examiner might respond to your own answer.

The following is how different paragraphs in an essay about Steinbeck and nature might be graded by an examiner…

Look at some of the exam questions and practise moving up the grades by adding the appropriate detail

Example Description of skillsGrad

e

Steinbeck writes about natureYou make a statement or remark, you comment on an aspect of the text

G

Steinbeck writes about nature. He uses a metaphor. You pinpoint or spot a device, F

Steinbeck writes about nature. He uses a metaphor to show that Lennie is like an animal.

You back up your statement with some evidence or some detail

E

Steinbeck writes about nature. He uses a metaphor to show that Lennie is like an animal. This shows that he can be dangerous.

You organise your points so that they answer the question

D

Steinbeck writes about nature. He uses a metaphor to show that Lennie is like an animal when Curley ‘stood crying, his fist lost in Lennie’s paw’. This shows that he can be dangerous.

You give details to make your point clear

C

Steinbeck writes about nature. He uses a metaphor to show that Lennie is like an animal when Curley ‘stood crying, his fist lost in Lennie’s paw…’ This shows that Lennie is dangerous and can perhaps be unpredictable when, moments before, he had been ‘smiling with delight at the memory of the ranch.’

You investigate and look at points in detail. You see that there is more to discover

B

Steinbeck writes about nature. He uses a metaphor to show that Lennie is like an animal when Curley ‘stood crying, his fist lost in Lennie’s paw…’ This shows that Lennie is dangerous and can perhaps be unpredictable when, moments before, he had been ‘smiling with delight at the memory of the ranch.’ Steinbeck describes Lennie in this way to subtly suggest that he, like an animal, reacts instinctively to the immediate situation.

You delve deeper into the author’s methods. You examine them as if under a microscope

A

Steinbeck writes about nature. He uses a metaphor to show that Lennie is like an animal when Curley ‘stood crying, his fist lost in Lennie’s paw…’ This shows that Lennie is dangerous and can perhaps be unpredictable when, moments before, he had been ‘smiling with delight at the memory of the ranch.’ Steinbeck describes Lennie in this way to subtly suggest that he, like an animal, reacts instinctively to the immediate situation, but also forms a pattern of behaviour which can be traced throughout the novel and leads to the death of Curley’s wife.

You weigh up how effective the method is. You use your own judgements and invent your own ways of looking at the novel

A*

MIND MAPPINGTHEMES THAT COULD BE EXPLORED

Women

DreamsLoneliness

and isolation

Friendship

Minority groups

Anger and violence

OF MICE AND MEN --- EXAM STYLE QUESTIONS --- LITERATURE

CHOICE BETWEEN TWO ESSAYS

Introduction Plan Conclusion Essay

Introduction Plan Conclusion Essay

Introduction Plan Conclusion Essay

‘Steinbeck shows people to be cruel or kind.’ How far do you agree with this statement?

Think about – the characters who are cruel

the characters who are kind

those who might be a mixture

Which characters do you feel most sympathy for in the novel?

Think about – what has happened to the character(s)

how they are victims

why you feel a particular empathy

How does Steinbeck create a sense of insecurity in the novel?

Think about – the setting

characters who may feel insecure

events that add to this feeling of danger or insecurity

THE BIG QUIZ

HOW MUCH CAN YOU REMEMBER FROM ALL THE TEXTS THAT YOU HAVE STUDIED THESE LAST TWO YEARS?

WHERE IS THE NOVEL OF MICE AND MEN

SET?(THREE POSSIBLE

ANSWERS)

HOW MANY COMMANDMENTS WERE

THERE IN ANIMAL FARM?

WHICH POET IS RUBBISH AT ADULTERY?

WHERE DO THE MIDDLE-AGED KISS IN

KISSING?

WHAT IS THE FIRST THING THAT LENNIE

KILLS?

WHAT IS THE LAST THING HE KILLS?

LIST ALL OF ‘THE WEAK ONES’ IN OF MICE AND

MEN

HOW DOES OLD MAJOR DIE AT THE BEGINNING OF

CHAPTER 2?

WHERE DO THEY BURY HIS BODY?

WHAT IS THE FIRST BATTLE CALLED IN

ANIMAL FARM

WHAT DOES NAPOLEON USE AS HIS BODYGUARDS

AND ARMY?

WHAT WAS THE DATE THAT IAM MCMILLAN’S

MOTHER DIED?

NAME ALL THREE OF TONY HARRISON’S

GRANDFATHERS

WRITE DOWN ALL THE THINGS THAT GILLIAN

CLARKE’S MOTHER GREW IN HER GARDEN

WHAT IS THE NAME OF BRIAN PATTEN’S EX

WIFE?