GCSE English Language Progress Teacher's Resource for AQA by CUPUKschools

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Progress

GCSE for AQA Teacherâ&#x20AC;&#x2122;s Resource

GCSE ENGLISH LANGUAGE Progress

ENGLISH LANGUAGE

Unit 1 The display of the business or trade name is, perhaps, the most helpful.

AIMS AND OUTCOMES The work in this unit is preparation for your students to meet AO1 of the GCSE English Language specification which requires them to ‘Identify and interpret explicit and implicit information and ideas’. This unit develops AO1 skills:

FIND KEY DETAILS IN A TEXT The bullet points given at the start of this section are the key actions in showing understanding of a text and answering an AO1 question in an exam.

• use detail to work out what a writer is suggesting • answer questions in clear sentences.

USE YOUR SKILLS

Asking one or two students to read the passage aloud is good preparation for Spoken Language work.

You can emphasise to the readers how presenting factual information successfully depends on clarity. As such, reading to the punctuation, for example pausing at full stops, is most important.

You can introduce this unit with some straightforward work on identifying factual information.

Activity 2

• select relevant information and ideas to answer questions

A wall display of these bullet points will be useful whilst working through this unit.

• identify information in different types of texts

You can use a copy of any newspaper on the day of the lesson to ask your students to identify types of TV programmes, (e.g. soap operas, reality shows) which are showing that evening. They can then tell the rest of the class where to find them and at what time.

Suggested answers:

• to know about college students in the flats at the second roundabout;

This activity is a good opportunity to set up paired work where mutual help and support is necessary for progress.

1 They would need to know how eating places identify themselves.

They identify themselves with trade names or names depicting the food on offer.

The display of ‘Restaurant’ indicates a place serving meals. There are also signs for Burgers, Steak and Fish on the window as indicators of the range of food available. The fact that there is a lamppost outside helps to locate it. The identification of ‘The Pier Fish & Chips’ indicates a place serving a particular type of food.

• to know that Sea Scouts meet in the barracks on Thursdays;

• to know that there is a pool and gymnasium in the leisure centre; • to know that refreshments are available from the ice cream vans at Pendennis Point during the summer. Task 2 could be done as an individual task. If so then the comparison, and possible correction, of answers could be a paired classroom activity.

MATCH DETAILS TO THE WRITER’S PURPOSE

The fact that there is a bus stop outside its front door helps with both location and convenience.

The bullet points at the beginning of this section give you a good opportunity to introduce ideas on writers’ purposes to your students.

2 They should be able to identify an eating place from this information.

A straightforward wall display would serve as a useful reminder.

1 Identify and select information

You could ask your students to find examples to match these given purposes: • to tell a story, for example, any narrative; • to present a point of view, for example, a film or TV review; • to give factual information, for example, a guidebook to facilities in a city or town;

Your students are now going to work on using details for description of a person or a place. Activity 4 Your students will need to use a search engine or a hard copy work of reference for this activity.

Activity 3

They should use the table example on Andy Murray to note down their facts.

Suggested answers: 1 You will need half a cup of porridge oats to a cup of milk per person. It will need about 5 minutes in a microwave.

• 1 small banana.

You should melt the butter and sugar in a frying pan over a medium heat. Then add sliced banana to the pan and cook for about 3 minutes until it is caramelised and sticky. Put the porridge in a bowl and add the cooked banana on top.

2 That it is a healthy and nutritious breakfast.

That it is a wonderful morning treat to please the family.

That it will probably keep you full at least until lunch. The attractiveness of the picture enhances these encouragements.

3 This is another good opportunity for paired work for your students. Pairs can then present their ideas to the class. ‘Nutritious’ gives the idea of healthy, filling food.

UNDERSTAND HOW WRITERS USE DETAILS IN A DESCRIPTION You should refer back to the celebrity fact files compiled by your students from Activity 4. Ask them to notice that the facts are presented clearly but that they could be used to imply something about the character. For example, if a sports person has been to, say, ten finals but won only two this fact could be used to imply that the sports person is not quite up to the highest level. Source C is a good opportunity for one or two of your pupils to gain experience in reading to the class as a help towards Spoken Language presentation. Activity 5 Suggested answers: 1 If these answers are just given briefly then they can be used in task 1 of Activity 6.

‘Perfectly’ suggests that it is smooth and creamy, without unattractive lumps.

a A puggree.

‘Delicious’ emphasises how tasty the meal is.

c Yellow brown.

IDENTIFY DETAILS IN DESCRIPTIONS You can remind your students that the purpose of the details in the text in Activity 3 was to give instructions to guide a reader through a process.

This fact file can then be used to write a descriptive paragraph on the celebrity.

• 1 tablespoon of brown sugar

Ask your students to build a fact file of another celebrity of their choice where the focus is on the type of facts recognised in task 5.

It should then stand for 5 minutes before you stir it. • a knob of unsalted butter

Differentiation and extension

The types of details recognised in task 5 can be used to build this extra work.

You will then need to cover it. Meanwhile, you will need:

Task 5 is the most important. It will lead your students into recognising which particular details are most important in describing a person.

You could point out that the text in this activity fits the last of these purposes.

• to guide the reader through a process, for example, a cycle repair manual.

For hard copies they could use fan magazines or tabloid newspapers for facts on sports stars, musicians or other celebrities.

b Only a few thin wisps of long grey hair. d Deep lines on his forehead and cheeks, a mesh of wrinkles on his skin. e The way the lines on his face altered when he smiled.

GCSE English Language for AQA: Progress Teacher’s Resource

2 This task is an opportunity for paired work. For task b they might establish that his face shows a long, possibly hard, life but that his sense of humour is still intact.

2 The boy must be keen on hunting as he ‘carried the strung bow at the ready in his left hand.’ We are also told that he ‘could feel the excitement shivering in his legs’.

WRITE CLEAR ANSWERS

3 Mali tells the boy to ‘move silently’ and not to talk.

You should stress the use of clear sentences in answering AO1 questions.

4 Mali asks the boy to shoot if the deer are too far away for him. I think he does this as he might not be able to get close enough to some of the deer to kill them himself.

Activity 6 This activity gives your students the chance to practise using the words from the question as an introduction to their answer.

FURTHER PROGRESS

As well as the suggestion given for reading Old Mali and the Boy from which these extracts came, you can also suggest that your students could read the short story Drunkard of the River in Progress Plus. Here the relationship between a boy and a grown man is presented rather differently.

1 The man wore a puggree on his head.

The example used in this section could make a useful wall display as a reminder to your students.

5 I can work out that they had a close relationship. The boy listened closely to Mali and his instructions. He could ‘feel the excitement shivering in his legs’ as he hunted with Mali and he had ‘practised continuously’ for the hunt showing the respect he had for Mali.

The use of the wording of the question to introduce the answer ensures that your students focus on the precise details and present them without any possible confusion.

The writer tells us that the gardener is old by describing the ‘deep lines’ straight across his forehead and the ‘mesh of delicate wrinkles’ on his skin.

CAMBRIDGE ELEVATE RESOURCES

b The man’s hands showed his age because they were ‘old and wrinkled’.

Video: Reading skills

2 a The boy thought the lines might have been caused by ‘the cold winter winds which swept down from the Himalayas’.

In the Student Book Assess to Progress

c Mali’s right hand is unusual because his middle finger was missing.

d Mali’s finger was missing because he ‘had cut it off after the snake had bitten him.’

This task could form a possible homework activity. ASSESS YOUR PROGRESS

This work allows you to assess how well your students have met the learning objectives given at the start of the unit.

You will need to decide for yourself how the assessment is administered, for example, as a normal classroom activity, as a timed exam-conditions activity or as a homework. Whichever you choose, the paired answer swap and check will be a useful activity. Suggested answers: 1 They set off early in the morning. I know this because the writer tells us that the ‘first watery beams of sunshine’ were shining into the forest.