1. GCSE English/English Language Higher
Walking/Talking Mock Exam

2. Section A:
Reading

3. READ THE QUESTIONS FOR SECTION A
HIGHLIGHT key words (so you know what you’re looking for when reading the insert)
2 minutes

4. 13 minutes READ THE INSERT
THREE non-fiction texts (newspaper article, extract from a biography, travel writing, etc)
HIGHLIGHT key words (that help you understand what the text is about and will help you answer the questions in Section A)
13 minutes

5. Technique: 8 marks = 4 ideas 4 x Idea + Quotation + Impact on reader
QUESTION 1
12 minutes
- Read and understand non-fiction texts
- Select quotations to support ideas
Technique: 8 marks = 4 ideas
4 x Idea + Quotation + Impact on reader
We find out that the tribes live in remote areas. For example, the author describes how “it is peaceful and there is not another soul for miles around”. This suggests that the tribe have become used to living in isolation and would not welcome visitors or tourists.

6. QUESTION 2
12 minutes
- Comment on use of layout and presentational devices and their impact on the reader
- Select quotations to support ideas
Technique: 8 marks = 4 ideas
4 x Presentational/Headline device + comment on effect +
Link to text (quotation)
The picture has a typical British town as the background image, suggesting that flooding can affect anyone, anywhere in this country. This is effective because it encourages the reader to consider whether this could happen to them, which makes the article feel more relevant. This idea is emphasised at the start of the article when the journalist encourages us to think about “somewhere closer to hand” and “our green and pleasant land”.

7. QUESTION 3 12 minutes - Select quotations to support ideas
- Comment on what writers and readers think and feel – and why they feel that way
Technique: 8 marks = 4 ideas
4 x Idea + Quotation + Why they think/feel that way
The writer found their experience on the British Ski team very exciting. For example, as he explains his reaction the author says, “Hurtling down the mountainside was an out-of-this world experience”. This emphasises how fast they were going and what an extraordinary adventure this was. This encourages the reader to imagine how exhilarated the writers must have been.

8. QUESTION 4
24 minutes
- Comment on the use of language on its impact on the reader
- Compare and cross-reference texts
Technique: 16 marks = 4 ideas
4 comparative PEA paragraphs
Idea + Quotation + Impact on reader – first text
Idea + Quotation + Impact on reader – other text

9. QUESTION 4 24 minutes Technique: 16 marks = 4 ideas
4 comparative PEA paragraphs
Idea + Quotation + Impact on reader – first text
Idea + Quotation + Impact on reader – other text
Source 1 includes dramatic language which describes the disaster. For example, “The rocks tumbled and rumbled all around as they crashed heavily to the floor.” The repetition of sound in “tumbled and rumbled” emphasises the loud and scary noises caused by the earthquake. In addition, the word “heavily” suggests that the rocks were large and possibly dangerous, raising the tension the reader feels as they read. In contrast, because Source 2 is more formal, it makes more use of facts and statistics. For example, when explaining the impact of war, the author states: “….”

10. Section B:
Writing

11. 24 minutes
FLAP: Form, Language, Audience, Purpose – HIGHLIGHT these in the question
Brainstorm/Plan: marks: 3–4 ideas/sections
Variety of: Vocabulary Paragraphs
Sentence Structures Punctuation

12. 36 minutes
FLAP: Form, Language, Audience, Purpose – HIGHLIGHT these in the question
Brainstorm/Plan: marks: 4–6 ideas/sections
Variety of: Vocabulary Paragraphs
Sentence Structures Punctuation