1. Bell Task: English Language Paper 1
5 minutes
Question 1 2 3 4 5
Key Skill
Picking out details
Analysing Language
Analysing Structure
Evaluating Perspectives
Writing Descriptively
Marks 20 8 40 4
Minutes 10 5 45 25

2. Bell Task: English Language Paper 1
5 minutes
Question
Marks
Minutes
Key Skill 1 4 5
Picking out details 2 8 10
Analysing Language 3
Analysing Structure 20 25
Evaluating Perspectives 40 45
Writing Descriptively

3. Integrate words, features and analysis of effects into a cohesive overall response.
Select relevant words and language features and clearly explain their impact (Question 2, Level 3)
Noun, verb, adjective, adverb
Metaphor, simile, imagery
Decided
Necessary

4. Which word would you use in each context… and why?
STARTER: Inferring from Vocabulary
5 mins
Which word would you use in each context… and why?
Your girlfriend comes downstairs, having spent two hours getting ready for a night out. You say…
Beautiful
Pretty
Stunning
Attractive
Handsome
Fit
Lovely
Gorgeous
Striking
Fine
Magnificent
Alright
Darling, you look…
…because…
You arrive home. Your mother / father / partner has cooked a special meal for you. You say…
You know, that was…
Delicious
Tasty
Appetising
Scrumptious
Yummy
Delectable
Mouth-watering
Nice
Enjoyable
Delightful
Wonderful
Filling
…because…

5. Recapping the Question
THE PATTERNS
Always follows the bit from Question 1
Always ‘how does the writer use language to…’
Always same bullet points (words and phrases, language features, sentence forms)
10 minutes
THE ADVICE
Rule off to make sure you’re on the right bit
Aim for three points (one per paragraph)
Quote
Use technical vocabulary
You don’t HAVE to cover all three bullet points, but it can be useful
Focus on ‘so what’… effects
Feature, then evidence, then effect

6. Walking Through the Question
10 minutes
There is a path through the willows and among the sycamores, a path beaten hard by boys coming down from the ranches to swim in the deep pool, and beaten hard by tramps who come wearily down from the highway in the evening to jungle-up near water. In front of the low horizontal limb of a giant sycamore there is an ash pile made by many fires; the limb is worn smooth by men who have sat on it.
Evening of a hot day started the little wind to moving among the leaves. The shade climbed up the hills toward the top. On the sand banks the rabbits sat as quietly as little gray sculptured stones. And then from the direction of the state highway came the sound of footsteps on crisp sycamore leaves. The rabbits hurried noiselessly for cover.
Point 1:
Word / feature / sentence from start
Point 2:
Word / feature / sentence from middle
Point 3:
Word / feature / sentence from end

7. Constructing a Sample Response
10 mins
The writer uses [name of feature] in the line [evidence]. The effect of this is to [explain direct effect], with the [word type] [zoomed word] [suggesting / implying / conveying] that [why the word has been used]. The writer uses this [feature] to [show/suggest/imply/convey] [overall effect / link to purpose, topic and/or themes].
The writer also uses [name of feature] in the line [evidence]. The effect of this is to [explain direct effect], with the [word type] [zoomed word] [suggesting / implying / conveying] that [why the word has been used]. The writer uses this [feature] to [show/suggest/imply/convey] [overall effect / link to purpose, topic and/or themes].
In addition, the writer also uses [name of feature] in the line [evidence]. The effect of this is to [explain direct effect], with the [word type] [zoomed word] [suggesting / implying / conveying] that [why the word has been used]. The writer uses this [feature] to [show/suggest/imply/convey] [overall effect / link to purpose, topic and/or themes].

8. Constructing a Sample Response
10 mins
Teacher Model:

9. Self/Peer Assessment

10. Plenary Traffic Lighting: Skill / Topic RAG
5 minutes
Traffic Lighting:
Just for your own benefit, RAG yourself on the skills and topics we’ve covered this lesson.
Which areas do you feel least confident with?
How could you address these?
Skill / Topic
RAG
Selecting the key bit of the text
Highlighting the correct words in the question
Identifying language features and/or words
Evaluating the effect of language features
Linking examples and inferences to the text and topic

11. Integrate words, features and analysis of effects into a cohesive overall response.
Select relevant words and language features and clearly explain their impact (Question 2, Level 3)
Noun, verb, adjective, adverb
Metaphor, simile, imagery
Decided
Necessary