<p>25% of the Spanish exam is based on listening skills. This resource has 3 recordings and 12 questions.</p> <p>Students are expected to be able to:<br /> • demonstrate general and specific understanding of different types of spoken language<br /> • follow and understand clear standard speech using familiar language across a range of specified contexts<br /> • identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events<br /> • deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes<br /> • recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.</p>

<p>25% of the Spanish exam is based on listening skills. This resource has 3 recordings and 12 questions.</p> <p>Students are expected to be able to:<br /> • demonstrate general and specific understanding of different types of spoken language<br /> • follow and understand clear standard speech using familiar language across a range of specified contexts<br /> • identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events<br /> • deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes<br /> • recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.</p>

<p>25% of the Spanish exam is based on listening skills. This resource has 3 recordings and 12 questions.</p> <p>Students are expected to be able to:<br /> • demonstrate general and specific understanding of different types of spoken language<br /> • follow and understand clear standard speech using familiar language across a range of specified contexts<br /> • identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events<br /> • deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes<br /> • recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.</p>

<p>25% of the Spanish exam is based on listening skills. This resource has 3 recordings and 12 questions.</p> <p>Students are expected to be able to:<br /> • demonstrate general and specific understanding of different types of spoken language<br /> • follow and understand clear standard speech using familiar language across a range of specified contexts<br /> • identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events<br /> • deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes<br /> • recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.</p>

<p>25% of the GCSE Spanish is the ability to listen and understand spoken Spanish. Dictation involves listening to a passage in a foreign language, with students writing down what they hear.</p> <p>This resource provides 5 short sentences for students to listen to and then write down in Spanish what they have heard.</p>

<p>25% of the Spanish exam is based on listening skills. This resource has 3 recordings and 12 questions.</p> <p>Students are expected to be able to:<br /> • demonstrate general and specific understanding of different types of spoken language<br /> • follow and understand clear standard speech using familiar language across a range of specified contexts<br /> • identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events<br /> • deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes<br /> • recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.</p>

<p>25% of the Spanish exam is based on listening skills. This resource has 3 recordings and 12 questions.</p> <p>Students are expected to be able to:<br /> • demonstrate general and specific understanding of different types of spoken language<br /> • follow and understand clear standard speech using familiar language across a range of specified contexts<br /> • identify the overall message, key points, details and opinions in a variety of short and longer spoken passages, involving some more complex language, recognising the relationship between past, present and future events<br /> • deduce meaning from a variety of short and longer spoken texts, involving some complex language and more abstract material, including short narratives and authentic material addressing a wide range of contemporary and cultural themes<br /> • recognise and respond to key information, important themes and ideas in more extended spoken text, including authentic sources, adapted and abridged, as appropriate, by being able to answer questions, extract information, evaluate and draw conclusions.</p>

<p>A model answer for the past paper question about the Romeo’s feelings for Juliet. Includes relevant quotes and a detailed analysis of the character.</p> <p>Read the following extract from Act 2 Scene 2 of Romeo and Juliet and then answer the<br /> question that follows.<br /> At this point in the play, Romeo is in the Capulets’ orchard beneath Juliet’s window.<br /> She doesn’t know Romeo is there.<br /> ROMEO<br /> But soft, what light through yonder window breaks?<br /> It is the east, and Juliet is the sun.<br /> Arise, fair sun, and kill the envious moon,<br /> Who is already sick and pale with grief<br /> That thou, her maid, art far more fair than she.<br /> Be not her maid, since she is envious;<br /> Her vestal livery is but sick and green,<br /> And none but fools do wear it; cast it off.</p> <p>[JULIET appears aloft as at a window.]</p> <p>It is my lady, O it is my love:<br /> O that she knew she were!<br /> She speaks, yet she says nothing; what of that?<br /> Her eye discourses, I will answer it.<br /> I am too bold, ’tis not to me she speaks:<br /> Two of the fairest stars in all the heaven,<br /> Having some business, do entreat her eyes<br /> To twinkle in their spheres till they return.<br /> What if her eyes were there, they in her head?<br /> The brightness of her cheek would shame those stars,<br /> As daylight doth a lamp; her eyes in heaven<br /> Would through the airy region stream so bright<br /> That birds would sing and think it were not night.<br /> See how she leans her cheek upon her hand!<br /> O that I were a glove upon that hand,<br /> That I might touch that cheek!</p> <p>Starting with this speech, explore how Shakespeare presents Romeo’s feelings towards Juliet. Write about:</p> <p>• how Shakespeare presents Romeo’s feelings towards Juliet in this speech<br /> • how Shakespeare presents Romeo’s feelings towards Juliet in the play as a whole.</p> <p>[30 marks]<br /> AO4 [4 marks]</p>

<p>A model answer for the past paper question about the theme of Violence and Conflict. Includes relevant quotes and a detailed analysis of the character.</p> <p>Read the following extract from Act 3 Scene 1 of Romeo and Juliet and then answer the<br /> question that follows.</p> <p>At this point in the play, Romeo, Mercutio and Benvolio have encountered the Capulet’s in a<br /> public area.<br /> MERCUTIO<br /> Good king of cats, nothing but one of your nine lives; that I mean to make bold withal,<br /> and as you shall use me hereafter, drybeat the rest of the<br /> eight. Will you pluck your sword out of his pitcher by the ears? make haste, lest mine be<br /> about your ears ere it be out.<br /> TYBALT<br /> I am for you.<br /> Drawing<br /> ROMEO<br /> Gentle Mercutio, put thy rapier up.<br /> MERCUTIO<br /> Come, sir, your passado.<br /> They fight<br /> ROMEO<br /> Draw, Benvolio; beat down their weapons. Gentlemen, for shame, forbear this outrage!<br /> Tybalt, Mercutio, the prince expressly hath<br /> Forbidden bandying in Verona streets:<br /> Hold, Tybalt! good Mercutio!<br /> TYBALT under ROMEO’s arm stabs MERCUTIO, and flies with his followers<br /> MERCUTIO<br /> I am hurt. A plague o’ both your houses! I am sped. Is he gone, and hath nothing?</p> <p>Explore how Shakespeare presents family honour in Romeo and Juliet. Write about:<br /> How Shakespeare presents violence and conflict at this moment in the play.<br /> How Shakespeare presents violence and conflict in the play as a whole.<br /> [30 marks]<br /> AO4 [4 marks]</p>

<p>A model answer for the past paper question about Lady Capulet. Includes relevant quotes and a detailed analysis of the character.</p> <p>Read this extract from Act 1 Scene 3 of Romeo and Juliet and then answer the question that follows.<br /> At this point in the play Lady Capulet and the Nurse are trying to persuade Juliet to accept Paris’ marriage proposal.</p> <p>LADY CAPULET<br /> What say you? can you love the gentleman?<br /> This night you shall behold him at our feast;<br /> Read o’er the volume of young Paris’ face,<br /> And find delight writ there with beauty’s pen;<br /> Examine every married lineament,<br /> And see how one another lends content<br /> And what obscured in this fair volume lies<br /> Find written in the margent of his eyes.<br /> This precious book of love, this unbound lover,<br /> To beautify him, only lacks a cover:<br /> The fish lives in the sea, and ‘tis much pride<br /> For fair without the fair within to hide:<br /> That book in many’s eyes doth share the glory,<br /> That in gold clasps locks in the golden story;<br /> So shall you share all that he doth possess,<br /> By having him, making yourself no less.<br /> Nurse<br /> No less! nay, bigger; women grow by men.<br /> LADY CAPULET<br /> Speak briefly, can you like of Paris’ love?<br /> JULIET<br /> I’ll look to like, if looking liking move:<br /> But no more deep will I endart mine eye<br /> Than your consent gives strength to make it fly.<br /> LADY CAPULET<br /> Juliet, the county stays.<br /> Nurse<br /> Go, girl, seek happy nights to happy days.<br /> Exeunt</p> <p>Starting with this extract, explore how far Shakespeare presents Lady Capulet as a good mother.<br /> Write about:<br /> • how Shakespeare presents Lady Capulet in this extract.<br /> • how Shakespeare presents Lady Capulet in the play as a whole.</p> <p>[30 marks]<br /> AO4 [4 marks]</p>

<p>A model answer for the past paper question about Juliet and Friar Laurence. Includes relevant quotes and a detailed analysis of the character.</p> <p>Read the following extract from Act 5 Scene 3 of Romeo and Juliet and then answer the<br /> question that follows.<br /> At this point in the play, Juliet has just woken up and engages in conversation with the Friar</p> <p>JULIET<br /> O comfortable friar! Where is my lord?<br /> I do remember well where I should be,<br /> And there I am. Where is my Romeo?<br /> Noise within</p> <p>FRIAR LAURENCE<br /> I hear some noise. Lady, come from that nest<br /> Of death, contagion, and unnatural sleep:<br /> A greater power than we can contradict<br /> Hath thwarted our intents. Come, come away.<br /> Thy husband in thy bosom there lies dead;<br /> And Paris too. Come, I’ll dispose of thee<br /> Among a sisterhood of holy nuns:<br /> Stay not to question, for the watch is coming;<br /> Come, go, good Juliet,<br /> Noise again<br /> I dare no longer stay.</p> <p>JULIET<br /> Go, get thee hence, for I will not away.</p> <p>Exit FRIAR LAURENCE</p> <p>What’s here? a cup, closed in my true love’s hand?<br /> Poison, I see, hath been his timeless end:<br /> O churl! drunk all, and left no friendly drop<br /> To help me after? I will kiss thy lips;<br /> Haply some poison yet doth hang on them,<br /> To make die with a restorative.<br /> Kisses him<br /> Thy lips are warm.<br /> First Watchman<br /> [Within] Lead, boy: which way?</p> <p>JULIET<br /> Yea, noise? then I’ll be brief. O happy dagger!<br /> Snatching ROMEO’s dagger<br /> This is thy sheath;<br /> Stabs herself<br /> there rust, and let me die.<br /> Falls on ROMEO’s body, and dies.</p> <p>Explore how far Shakespeare presents Juliet as a character who is determined<br /> in Romeo and Juliet.<br /> Write about:<br /> • how Shakespeare presents Juliet at this moment in the play.<br /> • how Shakespeare presents Juliet in the play as a whole.<br /> [30 marks]<br /> AO4 [4 marks]</p>

<p>A model answer for the past paper question about Lord Capulet. Includes relevant quotes and a detailed analysis of the character.</p> <p>Read the following extract from Act 1 Scene 2 of Romeo and Juliet, and then answer the question that follows. At this point in the play, Lord Capulet and Paris are discussing Juliet.</p> <p>PARIS<br /> But now, my lord, what say you to my suit?</p> <p>CAPULET<br /> But saying o’er what I have said before:</p> <p>My child is yet a stranger in the world,<br /> She hath not seen the change of fourteen years;</p> <p>Let two more summers wither in their pride,<br /> Ere we may think her ripe to be a bride.</p> <p>PARIS<br /> Younger than she are happy mothers made.</p> <p>CAPULET<br /> And too soon marred are those so early made.<br /> The earth hath swallowed all my hopes but she;<br /> She’s the hopeful lady of my earth.<br /> But woo her, gentle Paris, get her heart,<br /> My will to her consent is but a part;<br /> And she agreed, within her scope of choice<br /> Lies my consent and fair according voice.</p> <p>Question<br /> Starting with this conversation, explain how far you think Shakespeare presents Lord Capulet as a good father.<br /> Write about:<br /> • how Shakespeare presents Lord Capulet in this extract<br /> • how Shakespeare presents Lord Capulet in the play as a whole.</p>

<p>A model answer for the past paper question about Romeo. Includes relevant quotes and a detailed analysis of the character.</p> <p>Read the following extract from Act 2 Scene 2 of Romeo and Juliet and then answer the question that follows.</p> <p>At this point in the play, Romeo is speaking to Juliet after she had called for him on her balcony not knowing that he was actually there in hiding.</p> <p>ROMEO<br /> I take thee at thy word.<br /> Call me but love, and I’ll be new baptized.<br /> Henceforth I never will be Romeo.</p> <p>JULIET<br /> What man art thou that, thus bescreened in night,<br /> So stumblest on my counsel?</p> <p>ROMEO<br /> By a nameI know not how to tell thee who I am.<br /> My name, dear saint, is hateful to myself<br /> Because it is an enemy to thee.<br /> Had I it written, I would tear the word.</p> <p>JULIET<br /> My ears have not yet drunk a hundred words<br /> Of that tongue’s uttering, yet I know the sound.<br /> Art thou not Romeo, and a Montague?</p> <p>ROMEO<br /> Neither, fair maid, if either thee dislike.</p> <p>JULIET<br /> How camest thou hither, tell me, and wherefore?<br /> The orchard walls are high and hard to climb,<br /> And the place death, considering who thou art,<br /> If any of my kinsmen find thee here.</p> <p>ROMEO<br /> With love’s light wings did I o’er-perch these walls; For stony limits cannot hold love out,<br /> And what love can do that dares love attempt; Therefore thy kinsmen are no let to me.</p> <p>EXPLORE HOW SHAKESPEARE PRESENTS ROMEO AS A CHARACTER WHO IS PASSIONATE IN ROMEO AND JULIET.<br /> WRITE ABOUT:</p> <ul> <li>HOW SHAKESPEARE PRESENTS ROMEO AT THIS MOMENT IN THE PLAY.</li> <li>HOW SHAKESPEARE PRESENTS ROMEO’S IN THE PLAY AS A WHOLE.</li> </ul>

<p>A model answer for the past paper question about Juliet. Includes relevant quotes and a detailed analysis of the character.</p> <p>In this extract, from Act 4, Scene 3, Juliet sends away the Nurse and takes the potion. Before she takes the potion, she speaks a soliloquy, revealing her fears about taking the potion. Time: Tuesday night.</p> <p>JULIET<br /> Farewell! God knows when we shall meet again.<br /> I have a faint cold fear thrills through my veins,<br /> That almost freezes up the heat of life:<br /> I’ll call them back again to comfort me:<br /> Nurse! What should she do here?<br /> My dismal scene I needs must act alone.<br /> Come, vial.<br /> What if this mixture do not work at all?<br /> Shall I be married then to-morrow morning?<br /> No, no: this shall forbid it: lie thou there.<br /> Laying down her dagger<br /> What if it be a poison, which the friar<br /> Subtly hath minister’d to have me dead,<br /> Lest in this marriage he should be dishonour’d,<br /> Because he married me before to Romeo?<br /> I fear it is: and yet, methinks, it should not,<br /> For he hath still been tried a holy man.<br /> How if, when I am laid into the tomb,<br /> I wake before the time that Romeo<br /> Come to redeem me? there’s a fearful point!<br /> Shall I not, then, be stifled in the vault,<br /> To whose foul mouth no healthsome air breathes in,<br /> And there die strangled ere my Romeo comes?<br /> Or, if I live, is it not very like,<br /> The horrible conceit of death and night,<br /> Together with the terror of the place,–<br /> As in a vault, an ancient receptacle,<br /> Where, for these many hundred years, the bones<br /> Of all my buried ancestors are packed:<br /> Where bloody Tybalt, yet but green in earth,<br /> Lies festering in his shroud; where, as they say,<br /> At some hours in the night spirits resort;–<br /> Alack, alack, is it not like that I,<br /> So early waking, what with loathsome smells,<br /> And shrieks like mandrakes’ torn out of the earth,<br /> That living mortals, hearing them, run mad:–<br /> O, if I wake, shall I not be distraught,<br /> Environed with all these hideous fears?<br /> And madly play with my forefather’s joints?<br /> And pluck the mangled Tybalt from his shroud?<br /> And, in this rage, with some great kinsman’s bone,<br /> As with a club, dash out my desperate brains?<br /> O, look! methinks I see my cousin’s ghost<br /> Seeking out Romeo, that did spit his body<br /> Upon a rapier’s point: stay, Tybalt, stay!<br /> Romeo, I come! this do I drink to thee.<br /> She falls upon her bed, within the curtains</p> <p>Starting with this extract, explore how Shakespeare presents the character of Juliet?</p> <p>You should write about:</p> <ul> <li>How Shakespeare presents Juliet in this extract.</li> <li>How Shakespeare presents Juliet in the play as a whole.</li> </ul>

<p>To help students prepare for the Edexcel GCSE Biology exam this resource contains three past paper questions with video recordings of how to answer each question. The three questions are all topic 2 questions - Cells and Control</p>

<p>To help students prepare for the Edexcel GCSE Biology exam this resource contains three past paper questions with video recordings of how to answer each question. The three questions are all topic 1 questions - ‘Key Concepts in Biology’</p>

<p>Great free quiz for teachers to use after teaching act 2, scene 1 to gauge pupils comprehension of the scene.</p>

<p>Great free quiz for teachers to use after teaching act 4, scene 5 to gauge pupils comprehension of the scene.</p>

<p>20 Multi-choice questions on Mitosis for use in class tests at the end of the section to check on student comprehension.</p>

<p>20 Multi-choice questions for use in class tests at the end of the section to check on student comprehension.</p>

<p>Great free quiz for teachers to use after teaching act 2, scene 4 to gauge pupils comprehension of the scene.</p>