English Literature Unit 1 When is it? Tuesday May 20 th 9:00 a.m How long is the paper? 1 hour 30 minutes What s it worth? 40% What s in the exam? Section A An Inspector Calls 30 marks. 4 marks for SPAG Total marks for this section = 34 Choose ONE question from a choice of two. Section B Of Mice and Men answer all of the questions. 30 marks 4 marks for SPAG Total marks for this section = 34 Total marks for the paper = 68 English Literature Unit 2 When is it? Thursday May 22 nd p.m How long is the paper? 1 hour 15 minutes What s it worth? 35% What s in the exam? Section A Poetry cluster from the anthology 45 minutes. 36 marks Section B Unseen Poetry 30 minutes. 18 marks.
Timetabling You need to allocate a week per section. Date Topic What to cover Hours An Inspector Calls Read the play. 6 hours Learn key quotes. Learn the order that events occurred. Plan and practise past paper questions Reflect and re-attempt past paper questions. Of Mice and Men Read the novel. 6 hours Learn key quotes. Learn the order that events occurred. Plan and practise past paper questions Reflect and re-attempt past paper questions. Relationships Poetry Read the poems 4 hours Link the poems to a topic Plan and practise past paper questions Reflect and re-attempt past paper questions Unseen poetry Practise past paper questions 2 hours
English Literature Unit 1 When is it? Tuesday May 20 th 9:00 a.m How long is the paper? 1 hour 30 minutes What s it worth? 40% What s in the exam? Section A An Inspector Calls 30 marks 4 marks for SPAG Total marks for this section = 34 Choose ONE question from a choice of two. Section B Of Mice and Men answer all of the questions. 30 marks 4 marks for SPAG Total marks for this section = 34 AO1: respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations AO2: explain how language, structure and form contribute to writers presentation of ideas, themes and settings AO3: make comparisons and explain links between texts, evaluating writers different ways of expressing meaning and achieving effects AO4: relate texts to their social, cultural and historical contexts; explain how texts have been influential and significant to self and other readers in different contexts and at different times. The examination paper for this unit is divided into two sections: Section A, Modern prose or drama, tests AOs 1 and 2 and Section B, Exploring cultures, tests AOs 1, 2 and 4. Candidates select one question from Section A and one from Section B; both sections carry 30 marks and candidates are advised to spend approximately 45 minutes on each section. Candidates will be permitted to take unannotated (clean) copies of their set texts into the examination.
An Inspector Calls Of Mice and Men Step 3 How to revise 1) Re read the novel and the play(to be done during the Easter holidays) 2) Learn ten fifteen key quotes ( included in the pack) 3) List the themes for both texts. 4) Mind map at least five essays ( essay titles included) 5) Complete two extract questions under timed conditions ( extract sincluded) 6) Complete at least two essays under timed conditions. Section A An Inspector Calls You will be given two questions ANSWER ONE QUESTION Spend 45 minutes on it Do not re-tell the story Answer the question You need a quote per paragraph and an analysis of the quote. You need to re-read the play and make a list of fifteen quotes to learn so that you are not turfing through the play during the exam. This section tests AOs 1 and 2. Assessment is skills-based and it is important that candidates arrive at their own interpretations of the text. Students who learn, or who are taught, one interpretation will find it difficult to reach the highest mark bands which require convincing and imaginative interpretations and selection and use of detail. Examiners will be open-minded when marking candidates responses and will be looking for evidence of skills, not a correct interpretation
Quotes 1 Working together for lower cost and higher prices. 2 A man has to mind his own business and look after himself and his own. 3 Still, I can t accept any responsibility. 4 But these girls aren t just cheap labour they re people. 5 After all y know, we re respectable citizens and not criminals 6 We have to share something. If there s nothing else, we have to share our guilt. 7 You mustn t try to build up a kind of wall between us and that girl. 8 I think she had only herself to blame. 9 Girls of that class 10 We are members of one body. We are responsible for each other. 11 And I say the girls still dead and we all helped kill her. 12 Nobody wants war. Titanic,unsinkable 13 Community and all that nonsense 14 Burnt her inside out. 15 If you re easy with me, I m easy with you. 16 I feel rotten about it. 17 I don t come into this suicide business at all. 18 I don t know anything about this girl. 19 Between us, we killed her. 20 I didn t feel about her as she did about me. I felt sorry for her. 21 Turned out and turned down too many times. 22 I accept no blame. 23 I wasn t in love with her. 24 You don t seem to have learnt anything 25 He was our police inspector alright. 26 I suppose we re all nice people now. 27 It frightens me the way you talk. Pick fifteen to learn.
Learn the order that the Inspector interrogates characters so then you won t spend hours looking for parts of the play during the exam. Remember the context. Set in 1912 and written in the 1940s. Why? Topics to consider: Responsibility Generations Social Class What each person did to Eva/Daisy Reaction to the Inspector Inspector s role/purpose Power Reaction to the revelation that the Inspector was not a real Inspector. You need to make a list of five quotes for each topic for each character.
Example questions AIC is about the use and misuse of power. To what extend do you agree with this comment? For which character do you have the most sympathy. Look closely at how this character is presented in the play. At the beginning of the play, Sheila Birling is describes as being very pleased with life Show how and why her attitude changes as the play develops. AIC is set in 1912 and written in the mid 1940s. Why do you think it is still popular toady, at the beginning of the 21 st century? Of all the secrets the Inspector reveals about the Birling family and Gerald Croft during his visit, which do you think would be the most shocking to the audience and why? How is the character of Inspector Goole important to the play as a whole? Inspector Goole says we are all responsible for each other How does Priestley present this theme in AIC? Does it matter whether the Inspector was a real Police man or not? Which character changes the most as a result of the Inspector s visit? Show how this change is presented to an audience. How does Priestley present the Inspector in An Inspector Calls? Write about the differences between Arthur Birling and Eric Birling in the play How does Priestley present Gerald in An Inspector Calls? What do you think Priestley is trying to tell us about responsibility in the play How does Priestley show that tension is at the heart of the Birling family? Priestley criticises the selfishness of people like the Birlings. What methods does he use to present this selfishness? An Inspector Calls has been called a play of contrasts. Write about how Priestley presents some of the contrasts in the play. How does Priestley present the change in Sheila during the course of the play An Inspector Calls? How do you think this change reflects some of Priestley s ideas Remind yourself of the ending of the play from The telephone rings sharply... to...the curtain falls. How do you respond to this as an ending to An Inspector Calls and how does Priestley make you respond as you do by the ways he writes? (30 marks) SPaG: (4 marks) In the opening stage directions, Priestley refers to Eric as not quite at ease, half shy,
half assertive. How does Priestley present these and other ideas about Eric in An Inspector Calls? (30 marks In Act 2 of An Inspector Calls, Sheila says to her mother, Mrs Birling, But we really must stop these silly pretences. How does Priestley show, in his presentation of Mrs Birling, that she often pretends to be something she is not? (30 marks) SPaG: (4 marks) OR Question 18 1 8 How important do you think social class is in An Inspector Calls and how does Priestley present ideas about social class? Section B Of Mice and Men Answer both questions: extract and an essay. Spend 22.30 minutes on both. Each question will be divided into two parts: part (a) will be based on a short extract from the text, which will be printed on the paper part (b) will ask about the text as a whole. The question will be marked holistically. Responses in Section B will require the same skills as those in Section A except that here AO4 CONTEXT is also assessed. This may be assessed in part (a) of the question, with candidates being asked to respond to a context or contexts in the given passage, or in part (b) when they will be asked about context(s) in the whole text. Candidates do not require a large amount of contextual information beyond that needed to understand the text: in the examination no credit will be given for bolt on accounts of social, historical, cultural or political events. First and foremost, candidates will be required to respond to the ideas in the text, with their ideas being underpinned by an awareness of relevant background. Part A extract key word is DETAIL. CLOSE READING AND LANGUAGE ANALYIS. This is your strength so fire everything at it. Part B essay Awareness of the novel as a whole. Quote in each paragraph, analysed and explored in relation to the novel as a whole, strength. Themes loneliness, dreams, authority, friendship, nature, setting and place. Deal with each of these in an essay and you won t go far wrong.
Key quotes to learn 1) Guys like us are the loneliest guys in the world - George 2) I get awful lonely Curley s wife 3) A guy goes nuts if he ain t got nobody. A guy gets too lonely and he gets sick Crooks 4) Poison, jail bait, rat trap, bitch, looloo, tart descriptions of Curley s wife 5) Books ain t no good Crooks 6) Nobody never gets to heaven and nobody never gets no land Crooks 7) I ain t never been mad George 8) I got you and you got me Lennie to George 9) Someday, we gonna get a little place George 10) I ought to have shot that dog myself Candy 11) I coulda been in the movies Curley s wife 12) I don t like Curley. He ain t a nice fella Curley s wife 13) Glove fulla Vaseline Candy talking about Curley.
Extract questions: Lennie I don t want no fights... George, how long s it gonna be till we get the little place? Part (a) (a) How do the details in this passage add to your understanding of George and his relationship with Lennie? and then Part (b) (b) How does Steinbeck use their relationship in the novel as a whole to convey ideas about America in the 1930s? (30 marks The old man was reassured... Well you look her over mister. You see if she ain t a tart Part (a) (a) What methods does Steinbeck use in this passage to present Candy? and then Part (b) (b) How do you think Steinbeck uses the character of Candy in the novel as a whole to convey important ideas about society at that time? Curley stepped over to Lennie like a terrier. What the hell you laughin at?... Suddenly Lennie let go of his hand. He crouched over cowering against the wall. You tol me to George he said miserably. Part A How does Steinbeck create mood and atmosphere in the extract? Part B How does Steinbeck use mood and atmosphere to convey important ideas about America in the 1930s? Lennie spoke craftily... I ain t got time for no more Part A How does Steinbeck explore the relationship between Lennie and George here. Part B How does the relationship between Lennie and George relate to life in America during the 1930s? A tall man stood in the doorway. He held a crushed Stetson hat under his arm while he combed his long, black, damp hair straight back... I gotta pair of punks on my team that don t know a barley bag from a blue ball. You guys ever bucked any barley? Part (a) In this passage, how does Steinbeck present Slim? Refer closely to the passage in your answer. and then Part (b)
In the rest of the novel, how does Steinbeck show that some people on the ranch are considered more important than others? How does this reflect the society in which the novel is set? (30 marks) Crooks possessed several pairs of shoes, a pair of rubber boots, a big alarm clock and a single-barreled shotgun.... Lennie smiled helplessly in an attempt to make friends. Crooks said sharply, You got no right to come in my room. This here s my room. Nobody got any right in here but me. Part (a) In this passage, how does Steinbeck present Crooks? Refer closely to the passage in your answer. and then Part (b) In the rest of the novel how does Steinbeck use Crooks to present attitudes to black people at the time the novel is set? (30 marks) SPaG: (4 marks) Choose two characters from the list below; say why you think they are important in the novel and how Steinbeck presents them: Candy; Crooks; Curley; Curley s wife; Slim. Many readers find that Of Mice and Men is a sad book. How far do you agree? Write about two places in the novel which you think are important. Write about: the bunkhouse, the brush, the barn, the harness room. In Of Mice and Men Steinbeck presents some of his characters as being weak in some way. Choose two characters you think are weak. Write about these characters and how they are presented. How does Steinbeck present loneliness and isolation in the novel? How does Steinbeck prepare you for the idea that the death of Curley s wife is inevitable? Death occurs throughout the novel. Why is it an important theme?. How is the theme of violence explored in the novel? I ought to have shot that dog myself Discuss three other examples of regret in the novel. Many characters in the novel have authority over others. Discuss three examples of authority in the novel. Explore the theme of dreams in the novel.
Why do people still enjoy reading Of Mice and Men?
English Literature Unit 2 When is it? How long is the paper? Thursday May 22 nd p.m 1 hour 15 minutes What s it worth? 35% What s in the exam? Section A Poetry cluster from the anthology 45 minutes. 36 marks Section B Unseen Poetry 30 minutes. 18 marks. Section A carries 36 marks and Section B 18. Candidates will be advised to spend about 45 minutes on Section A and 30 minutes on Section B, to reflect some time for reading in Section B. The questions will, of course, be centred round the Assessment Objectives tested in the unit, which are as follows. AO1: Respond to texts critically and imaginatively; select and evaluate relevant textual detail to illustrate and support interpretations. AO2: Explain how language, structure and form contribute to writers presentation of ideas, themes and settings. AO3: Make comparisons and explain links between texts, evaluating writers different ways of expressing meaning and achieving effects. How to revise: 1) Re read the poems 2) Link each poem with the key theme RELATIONSHIP family, love, friendship and then to potential sub-themes. If you don t have them then here are some: memory, relationships, sadness, bitterness, presentation of the speaker, death, madness, strong emotions, the past, 3) Get some post it notes and put up to five points about each poem on each post it and stick it on your poem. 4) You must ask yourself: what is this poem about? What s it REALLY about? The Manhunt is about a man who has been injured during the war and his wife is examining the injury to his face. It s REALLY about a woman trying to examine and come to terms with how she is going to help her husband heal his emotional and psychological wounds and the pain that they are both feeling trying to deal with this situation. 5) Learn words which are used for comparison (made a list for you below) 6) Mind map at least three essays 7) Complete at least two essays under timed conditions Key words to include Similarly, in contrast, different, on the other hand, the same, however, nevertheless, links with
Suggests, infers, implies, demonstrates, has connotations of, gives a sense of, signifies, Do you know what these words mean? Metaphor, simile, emotive language, personification. If in doubt call it imagery. Imagery means creating a picture in your mind with the words used in the poem. Structuring your response: Answer the right question Pick a topic which you feel comfortable with. Look at the named poem. Do you know it well? Scan it quickly. Is it the one you think it is? Select your partner poem. Scan it. Do you know it? Does it link with the topic asked in the question? Does it link with the named poem? Begin. Avoid waffle. Don t have a flower introduction. This is SKILLS BASED. Examiners are looking for FRESH approached. This is your strength so UNLOAD EVERYTHING YOU VE GOT ON THIS BAD BOY. TAKE NO PRISONERS. You must include a quote from each poem in each paragraph Cover What s happening in the poem which links with the topic The poet s attitude/feelings The language the poet uses The structure of the poem ( if you have nothing sensible to say, then look at language again) Each paragraph should look like this: Point Quote and analysis from poem 1 Link word Quote and analysis from poem 2 Example: 0 8 People can sometimes be hurt or damaged in relationships. Compare how the poets show a person being hurt or damaged in The Farmer s Bride (page 60) and one other poem from Relationships.
In TFB ( the farmer s bride) the bride is afraid of love and her husband like the shut of a winter s day, her smile went out winter infers cold, death nothing grows, the relationship can t develop. Shut means closed suggesting that she has closed herself off from him so their relationship is damaged because the relationship cannot develop and he is hurt by her actions. Shut is a short sharp sounding word emphasising how quickly she changed and how confused the farmer is by her behaviour. Smile went out indicates that she is unhappy and probably feels hurt by him because of something that he has done which has not been explained to us yet. Both of them are hurt by each other so their relationship is damaged because neither explain how they are hurt. In TM (the manhunt), the man is afraid of love only then would he let me trace the frozen river which ran through his face trace is a light touch, he won t let his wife touch him, he is afraid of her touch and also his face has been wounded so it would hurt to physically touch him, although I feel that he is recoiling from her touch too so she has to be careful not to move to quickly with him and expect him to return to normality too soon, she has to begin rebuilding the damage done emotionally very slowly. He has closed himself off from love frozen river....face A river is fast, gives life, and active, he has chosen to let it freeze. Frozen means lifeless, cold, hard, almost unbreakable, he won t let her in and so is hurting her and damaging their relationship because he cannot come to terms with his own damage. There is damage in both relationships, but the woman in TM is trying to repair their relationship but that is not happening in TFB. See how language has been fully explored and the thread of the question has been kept as well as an actual comparison. Lovely response. Clear A possibly A* Message from the examiner: This is where the teaching of saying a lot about a little is needed. Students should be taught to select one or two quotations from each poem in the cluster, about which they can say several things. This will require teacher modelling. It is a proven way of securing the higher bands on AO2.
Foundation questions Compare how the poets present romantic love in Sonnet 43 (page 58) and one other poem from Relationships. OR Question 8 0 8 Compare how family relationships are presented in Nettles (page 63) and one other poem from relationships. Compare the ways the poets present relationships in Brothers (page 55) and one other poem from Relationships. OR Question 8 0 8 People can sometimes be hurt or damaged in relationships. Compare how the poets show a person being hurt or damaged in The Farmer s Bride (page 60) and one other poem from Relationships. Higher tier Compare how poets use language to present feelings in The Manhunt (page 50) and one other poem from Relationships. (36 marks) OR Question 8 0 8 Compare the ways poets portray emotions in Nettles (page 63) and one other poem from Relationships. (36 marks Compare the ways poets use structure to develop ideas about a relationship in Sonnet 43 (page 58) and one other poem from Relationships. (36 marks) OR Question 8 0 8 Compare the ways poets present a speaker s attitudes towards another person in Harmonium (page 57) and one other poem from Relationships. June 13 Compare the methods the poets use to explore ideas about love in Sonnet 116 (page 58) and in one other poem from Relationships. (36 marks) OR Question 8 0 8 Compare the ways the poets present hopes and wishes in Born Yesterday (page 63) and in one other poem from Relationships. ( Jan 13 Compare the methods poets use to explore ideas about time in Hour (page 51) and in one other poem from Relationships. (36 marks) OR Question 8 0 8 Compare the methods poets use to present difficult relationships in The Farmer s Bride (page 60) and in one other poem from Relationships. June 12 Compare the methods poets use to explore ideas about time in Hour (page 51) and in
one other poem from Relationships. (36 marks) OR Question 8 0 8 Compare the methods poets use to present difficult relationships in The Farmer s Bride (page 60) and in one other poem from Relationships. Other questions Compare the attitude of the speaker in To his Coy Mistress and one other poem. Compare how feelings are shown in Ghazal and one other poem. Compare how feelings about parents are shown in Praise song for my mother. Compare how the writers end their poems in The Farmer s Bride and one other poem. Compare how the writers present their views in Born Yesterday.
Section B Unseen poetry 30 minutes 18 marks The examiners are looking for FRESH responses not a right answer. Another excellent question for you, so unload, unload, unload your artillery. The aim is to get the students to feel comfortable around poems and develop their ability to respond to them in individual ways. This is where the teaching of saying a lot about a little is needed. JUST GO FOR IT. Remember our way into poetry 1)Read the poem and underline objects, places, people, items concrete nouns and think about their connotations. If there is a door in a poem, what does a door symbolise? where is it? Who uses it? 2) Underline and look for contrasts as a way into poetry. If there is sun in one stanza and darkness in another, why might that be? 3) Put a word against each stanza to summarise it to link your ideas together? You have only got 30 minutes so get writing. You only have to talk about 2 or 3 ideas in detail, just make sure that you have a lot to say about what you have picked, that you explore and go into detail about language/structure. The remainder of the booklet has past paper questions and exemplar material for you to read.