IGCSE English Language Tips

1. IGCSE English Language Tips

2. Format of the exam Two hour paper Question 1 – Directed Writing 20 marks Question 2 – PEA 10 marks Question 3 – Summary 20 marks

3. Reflective learners Before we begin planning: What do you think are your strengths and weaknesses with the Language paper? Look through your IGCSE folders to help remind yourself.

4. Language Paper – Question 1 • Question is focused on passage A only • Worth 20 marks • Write in the appropriate format (diary, interview, article, speech, letter) • Select relevant information only • Consider the purpose, form and audience • Use your own words as far as possible • Focus carefully on spelling, punctuation and grammar (worth 5 marks) • Suggested time length – 40-45 minutes.

5. Question 1: Directed Writing We’re going to read over the November 2011 paper – ‘Running with the bulls’ Task: You are going to spend 10 minutes to PLAN your response. Write a letter of protest to the organisers. In your letter, persuade the organisers that the event should be stopped • Begin your letter: ‘Dear Organisers, …’. • Base your letter on what you have read in Passage A. Be careful to use your own words. • Write between 1½ and 2 sides, allowing for the size of your handwriting. • You will now spend 35 minutes to write your response.

6. Mark scheme – key points 13-15 – ideas are developed throughout with understanding and originality. Reactions are well linked to the passage. Candidates have a strong sense of overview 10-12 – some well developed thoughts and feelings; passage is well used but not sustained, some originality 7-9 – passage is used satisfactorily; plenty of references but little originality, mechanical in places 4-6 – brief inference to the text, little in the way of developed ideas, some evidence of understanding the passage

7. Question 1 Example answer: Link to the mark scheme Envoy task: Your task is to go through the marking criteria with your small group. Share and discuss the criteria and mark each other’s papers. How close have the group got to tackling the task successfully? The Envoy will work with the group for 15 minutes before sharing their thoughts with the group.

8. Language Paper – Question 2 • Writer’s effect and craft • Analysis at word, sentence and text level • Use appropriate terminology • Use PEA paragraphs • Focus on SPAG • Worth 10 marks – do NOT spend more than 30 minutes on this task!!

9. Question 2: PEA Re-read the descriptions of… • the town of Cascais in paragraph 1, beginning ‘Cascais, along the coast …’; • the atmosphere and the events as the ‘Running with the Bulls’ is about to begin in paragraph 3, beginning ‘The bull run takes place …’. Select words and phrases from these descriptions, and explain how the writer has created effects by using this language.

10. Mark scheme – key points • Key words and phrases should be explored explicitly 9-10 – wide ranging discussion of language with some high comments that explore the meaning and association of words; demonstrating the writer’s intents and purposes 7-8 – Reference is made to a number of words and phrases, there is some evidence that the candidate understands how language works 5-6 – satisfactory attempt made to identify appropriate words and phrases. The answer tends to give the meaning of words and hardly ever explores the effects

11. Question 2: PEA General comments on your responses: TFI (target for improvement) • Think about the writer’s intentions; why have they chosen that specific word or phrase • Improved identification of words/phrases but not enough analysis of the meaning and effect WWW (what went well) • Improved fluency and awareness of how language works • Considering aspects of humour / irony in the paragraphs • Nobody overwriting (hooray!!)

12. Example of what to consider... Link to the mark scheme Question 2 student example

13. Reflective learners Before we begin planning: What do you think are your strengths and weaknesses with the Language paper? Look through your IGCSE folders to help remind yourself.

14. Reflective learners Question 3: Strengths • Identifying the key points in the passages • Improved focus on the style of writing required for the task

15. Reflective learners Question 3: Weaknesses • Overwriting • Timing and efficiency • Concision • Wasting words with generic phrases • Not enough points for A and/or B • An imbalanced response

16. Language Paper – Question 3 • Make effective use of highlighters • Extract relevant points from both passages (min of 15) • Use only the information in the source texts • Re-order points in a logical way, avoiding repetition • Use your own words where possible • NO INTRODUCTIONS OR CONCLUSIONS NEEDED • No more than ONE SIDE • Write in a clear, concise and impersonal style • Focus on your SPAG (spelling, punctuation and grammar) worth 5 marks List of points to consider

17. Question 3: Summarise Summarise: • how safety and order are promoted at the Pamplona Bull Run, as described in Passage B; • the reasons why the local people of Cascais enjoy the ‘Running with the Bulls’, as described in Passage A. Use your own words as far as possible. You should write about 1 side in total, allowing for the size of your handwriting. Envoy task

18. Mark scheme – key points • One mark will be awarded for each relevant point, up to 15 marks Quality of writing 5 – All points are made clearly and concisely in your own words 4 – Most of the answers are concise and well-focused, even if there is an inappropriate introduction 3 – There are some examples of concision, occasional loss of focus and repetition of words 2 – Generally well focused, often unnecessary explanations and excessive response beyond the suggested word limit 1- Grossly long, wordy, written in the wrong form (i.e. narrative, diary entry) and frequent lifting from the passage (i.e. copying!)

19. IGCSE English Literature Tips • Format of the exam: • 1hr 45mins (2hrs extra time) • Romeo and Juliet and Of Mice and Men (50 mins each) • 60 marks in total • Choice of thematic or character based question • Answer one question in essay format • Include 6-8 paragraphs (PEE123) • Remember to discuss: • -theme • -context • -writer’s craft • -personal response • Plan for 8-10 minutes. • Take time to check for errors at the end.

20. Of Mice and Men Characters: You will have a question on one or a combination of the following characters but be sure to prepare for a ‘curve ball’. Lennie; George; Curley’s Wife; Crooks; Candy; Curley

21. Of Mice and Men Themes: Know your themes really well. You’ll have a question on one of them. • Cruel nature of humanity • Power – literal and metaphorical • Friendship / Loneliness • The American Dream Things such as racism, ageism, sexism are motifs which are represented in the novel.

22. Tips for use of quotes Keep them bitesize and of course, relevant to your question. Try to embed the quotes into your response for a more fluid and engaging read. Extension: The higher marks will be achieved by considering the effect of the writer’s word choices and their craft

23. Of Mice and Men Choose one of the following questions. Produce a plan to help with your structure: • Explore the theme of loneliness in the novel, considering how successful individual characters are in overcoming it. • What do we learn about the character of Curley’s wife and how she reacts to others? Exam questions – planning and introduction

24. Suggested points to considera) Explore the theme of loneliness in the novel, considering how successful individual characters are in overcoming it. Many different characters are affected by loneliness, and candidates will be rewarded for any appropriate individuals selected: • Shifting nature of work as an itinerant ranch hand • No home, possessions (bleak bunk house), long-term friendships, relationships • No security in poor job conditions, despite wanting a ‘dream’ of success/farm/stability • Above time for G/L (though they do travel together and George looks after Lennie) (Lennie is more lonely because of his simplicity and problems) • Crooks – black, disabled (separates him even more) • Curley’s wife – the only woman, lonely • No-one really overcomes loneliness, although they try to deal with it: • George’s friendship with Lennie is an attempt to counter loneliness • Crooks wants a share in George’s and Lennie’s ‘dream’ of a farm • Curley’s wife tries to befriend/seduce the ranch hands • Despite efforts, there is a bleak ending: dreams are unfulfilled, there is Curley’s wife’s death, and George kills Lennie to ‘save’ him from his troubles.

25. Suggested points to consider b) What do we learn about the character of Curley’s wife and how she reacts to others? • Her appearance – rather cheap-looking. Reference to red dress (dangerous? provocative?) • Her frustration – marriage is not what she hoped/dreamed • (Hollywood), after a row with her mother she married Curley (not for love) • Her attempts to seduce the ranch hands • She has a mean streak • Her reactions to others: • She shows her feelings about Curley and indicates that she has little to do on the ranch • She tries to exert power over others/men ranch hands eg Crooks – she could get him lynched • Comes into the men’s territory – the barn – to try to get some company • She is provocative: gets herself into the situation with Lennie, and provokes the tragedy.

26. Romeo and Juliet Themes: Know your themes really well. You’ll have a question on one of them. • Love • Death • Youth v Old Age • Fate/Destiny Things such as light and dark, violence represented in the play are motifs.

27. Romeo and Juliet Characters: You’re sure to have a question on one or a combination of the following characters but be sure to prepare for a curve ball. Romeo, Juliet, Tybalt, Mercutio Curve balls include: Friar Lawerence, Lord or Lady Capulet, The Nurse…even Benvolio

28. Romeo and Juliet Choose one of the following questions. Produce a plan to help with your structure: • What do we learn about the character of Romeo as the play progresses? • ‘The contrast of youth and old age is important in this play.’ How far do you agree with this statement? Exam questions – planning and introduction

29. Suggested points to considera) What do we learn about the character of Romeo as the play progresses? • Initially he is presented as young, headstrong and playful, being infatuated/lovesick with Rosaline • However, when he encounters Juliet he changes his affections being struck by her love and beauty • He has a naïve charm in wooing her – honeyed courtship words • Despite the family feud, he shows himself capable of planning a secret marriage to her • He becomes more of a peacemaker, trying to break up the fight in the market-place • He has a strong sense of family honour: when Mercutio is killed he is duty-bound to respond by killing Tybalt • He shows that he is prepared to do anything for love – even to die when he thinks Juliet is dead.

30. Suggested points to considerb) ‘The contrast of youth and old age is important in this play.’ How far do you agree with this statement? • Clearly there are many examples of contrasting young and old characters, so it is hard to argue that it is NOT important. However, more sophisticated responses may note that there are other (more?) important themes. Look for evidence drawn from the portrayal of a range of younger (includes Romeo, Juliet and their peers) and older characters (includes older family members, Nurse, Friar). • Youth is commonly represented as impulsive, headstrong, passionate, hasty, naïve • Older characters are often marked by greater wisdom, caution, restraint (see especially the Nurse and the Friar) • The young males are energetic, cocksure, aggressive • Older characters (Capulets and Montagues) often have set views, bound by traditional attitudes, hostilities and expectations • Not all young act in identical way: variations in how they are presented • Similarly, some of the older characters reveal more personal and distinctive traits.

31. Remember to PEA See example Exam questions – planning and introduction