Spoken language english gcse essay

Throughout the course we aim to provide students with the opportunity to read an enriching and exciting range of texts and to develop a rich and wide-ranging set of communication skills that prepare them for both their exams and success in the wider world. They learn to engage with and write about both individual poems and paired poems which they compare.

Alongside this focus on literature we will also spend some time developing creative writing skills practicing writing fiction, in preparation for the language exam.

AQA AS English Lang and Lit Spoken Language Essay

Students study a range of Non-Fiction extracts. They will learn to write critical essays, which explore language, form and structure and consider the context in which the play was written. They will also use themes and ideas from the play as impetus to develop their creative writing skills.

Students study and explore a range of fiction and non-fiction text extracts, ranging from the 19th century to the modern day. They develop the skills of retrieval, summary, inference, language analysis, structural analysis, evaluation and comparison. They then take these ideas and skills and apply them to their own writing, preparing both narrative and non-fiction pieces. I loved words and their power to make us laugh, feel and think. I took my degree in English Literature at the University of Sheffield and then set off to explore the world that I had read so much about, living in five countries and learning the power of words in other languages too.

My job is to ensure my students are effective communicators with all the necessary technical skills of spelling, punctuation and correct grammar.

St Peter's High School - English GCSE Information

Building on skills from Key Stage 2, year 7 pupils study a range of different texts include classic and modern texts, fiction and non-fiction writing and poetry. Students are assessed using Steps to Progress for reading and writing to determine whether they are emerging, developing, securing or mastering in each skill, and given clear targets to work on each half term.

One lesson per week is devoted to developing literacy skills and involves a visit to the library for reading time. The Steps to Progress model continues in Year 8 English, with much emphasis on developing the ability to critically evaluate texts and analyse how the writer creates effects for the reader. Pupils study Shakespeare in much more depth as well as extracts of 19 th century writing.


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As with Year 7, a lesson per week is given over to working on literacy skills. As pupils prepare for their GCSE courses in English Language and English Literature, the Year 9 curriculum aims to ensure they have secured all of the skills they need to be successful. The focus is developing examination skills and increasing the level of challenge in the texts they read. Pupils study a variety of fiction and non-fiction texts and a themed selection of 19th Century fiction and non-fiction.

Speaking and listening

Pupil performance is reported using the outgoing Key Stage 3 National Curriculum Levels for reading and writing but regular marking and feedback is given using the new GCSE grades These are two separate GCSEs. The exact route through the course is adapted to meet the needs of each year group and the skills of the teaching staff.

Organise information and ideas, using structural and grammatical features to support coherence and cohesion of texts. At the core of all the texts students will study is a tragic hero or heroine who is flawed in some way, who suffers and causes suffering to others. Some tragic features will be more in evidence in some texts than in others and students will need to understand how particular aspects of the tragic genre are used and how they work in the three chosen texts.

Some of the texts in this unit pre-date the crime fiction genre that emerged as a recognisable literary genre in the mid th century and with academic recognition in the 20 th century. However, in all the texts a significant crime drives the narrative and the execution and consequences of the crime are fundamentally important to the way the text is structure.

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Turn-taking Notice how participants 1. Ask questions for a. Seek clarification 3. Ask further often social bonding questions to prolong the interaction 5. This can be a form of back-channelling. Overlap is where turn-taking goes wrong, and both participants message at the same time.

GCSE SPOKEN LANGUAGE ESSAY HELP

Fillers - um, ah, well, you know, like, I mean. Sometimes repetition, like stuttering can be filling in time too. Comment on lots close together: is the person talking about difficult ideas or nervous. False start - where someone starts then breaks off because uncomfortable or confused. Elliptical expression —missing out words from a sentence, e. Contractions e.


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Unusual spellings acc actually , hun honey , luv love , ta thanks , probs for probably. To some people these are cringeworthy ditto logograms and initialisms.


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To others, they are essential. Subtext the hidden meaning to the conversation, i.