In our live lessons on Monday 1st Feb, we

will be focusing on Question 2 and

Question 3.

You must come prepared with a plan for

answering Question 2 (today’s lesson)
and Q3 (tomorrow’s lesson).

TODAY’S KEY QUESTIONS:

1. Can I pick out IMPLICIT information from a text?
2. Can I identify language devices in a text and consider WHY they are used?
3. Can I use the correct subject terminology?
 ENGLISH LANGUAGE, PAPER ONE – Question 2
How well do you know word class?
Match the word class with its definition and example
This is the Language Question – so
you need to know your terminology!

Simile Metaphor Repetition Verb Adjective

‘There were
‘exploded like ‘soared…ran… ‘Books were heroes; there
‘golden’
rockets’ pounced’ golden’ were dragons’
‘giant’
4. a figure of
5.  a figure of
1. a word used to describe speech that
2. a ‘describing’ 3. Repeating a speech directly
an action, state, or compares two
word naming an word or phrase compares one
occurrence, and forming the things using
attribute of a noun. for effect. thing to another. 
main part of a sentence. ‘like’ or ‘as’
 ENGLISH LANGUAGE, PAPER ONE – Question 2
Mark Your Own Answers
This is the Language Question – so
you need to know your terminology!

Simile Metaphor Repetition Verb Adjective

‘There were
‘exploded like ‘soared…ran…
‘Books were heroes; there ‘golden’
rockets’ golden’ pounced’
were dragons’ ‘giant’
4. a figure of
speech that 5.  a figure of 1. a word used to describe
speech directly 3. Repeating a 2. a ‘describing’
compares two an action, state, or
compares one word or phrase word naming an
things using occurrence, and forming the
thing to another.  for effect. attribute of a noun.
‘like’ or ‘as’ main part of a sentence.
 YOUR TASK: QUESTION 2 said…
‘Students who
performed less
question often well on this
In this question, you need to comment on language featu
identified and
labelled
res but failed to
language devices and their effect. You the effect on th
e reader or exp
comment on
lain a reason
need to consider WHY the writer has behind the writ
er ’s choices.’
used these devices. If you are struggling
to find devices, you must comment on
single words. You must remember to use
the correct subject terminology. Look in detail at this extract from lines 9 to 15.
How does the writer use language here to convey Mr Fisher’s views
The question will always ask you how
on books and stories of the past? [8 marks]
the writer has used language to achieve
something. The question will ask you to   Underline
look at a specific area of the text.
You could include the writer’s choice of: key
• Words and phrases information
in the
• Language features and techniques question!
• Sentence forms.  
TODAY’S KEY QUESTIONS:
1. Can I pick out IMPLICIT information from a text?
2. Can I identify language devices in a text and discuss WHY they are used?
3. Can I use the correct subject terminology?
Q2 - HINTS & TIPS

Remember
to Annotate
the
question!
 Q2 - HINTS & TIPS
This isn’t a test
Remember… on what
vocabulary you
know. Only
make reference
to terminology
if this is
relevant to the
effect.

In other words,
do not
technique spot:
e.g. ‘This is a
simile.’
 YOUR TASK: QUESTION 2 PLANNING
Lines 9 to 15: How does the writer use language here to convey Mr TASK: Annotate lines 9-15 - Underline
Fisher’s views on books and stories of the past? [8 marks] key quotes; Circle key words.

1. What are your initial thoughts? CHECK: Do your ideas link

2. What words/phrases would you
pick out and why?
back to the question?
TODAY’S KEY QUESTIONS:
1. Can I pick out IMPLICIT information from a text?
2. Can I identify language devices in a text and discuss WHY they are used?
3. Can I use the correct subject terminology?
 DID YOU CONSIDER THESE IDEAS?
Lines 9 to 15: How does the writer use language here to convey Mr 1. What does the adjective ‘golden’ tell you about
Fisher’s views on books and stories of the past? [8 marks] the way Mr Fisher reflects on books in the past?

2. Research images of ‘gazelles’ &‘tigers’. What

4. What does the metaphor of a ‘fever’ tells us about
does it tell you about what happens to imaginations
the effects of stories on children?
when reading stories?

3. The present participle ‘illuminating’ is used to describe 5. What does the contrast of dreaming ‘in colour’ with
the effects of the minds/hearts. What is Mr Fisher’s view films in ‘black and white’ show about Mr Fisher’s feelings
of the impact of reading? of the power of books?
 Use this table if you
struggled with the previous TECHNIQUE – QUOTE - EFFECT
planning activity. LANGUAGE DEVICE/WORD QUOTATION EFFECT – HOW DOES THIS LANGUAGE
CLASS DEVICE PRESENT MISS BRODIE’S ATTITUDE
TO EDUCATION?

Complete this table to help you Simile ‘Ran like gazelles’ Stories carried you along and were like
PLAN Question 2. Remember, fast moving animals, attacking the
reader’s imagination to make them
comment on the EFFECT of the gripped.
language device/word class and
Adjective ‘Golden’. ‘Golden’ suggests Mr Fisher has a
link it back to the question. How positive and glowing view of books of
the past. Perhaps even….
does what you have picked out
present Mr Fisher’s views on
books and stories of the past? Repetition ‘There were heroes; …
there were dragons’

TODAY’S KEY QUESTIONS:

1. Can I pick out IMPLICIT information from a text?
2. Can I identify language devices in a text and discuss WHY they are used?
3. Can I use the correct subject terminology?
 WORK SUBMISSION

• Upload your plan and notes to SMHW

• You will be expected to interact in our live lessons, so it is important
you have completed this Q2 plan and made detailed notes.
• Be prepared to share your ideas with the class.

RAG (Red- Amber – Green) yourself on how well you can do these skills:

1. Can I pick out IMPLICIT information from a text?

2. Can I identify language devices in a text and discuss WHY they are used?
3. Can I use the correct subject terminology?