Another NEW EDUQAS GCSE ENGLISH LANGUAGE COMPONENT 2 PRACTICE EXAMINATION PAPER (NON-FICTION and TRANSACTIONAL TEXTS). This time Section A focuses on the THEME of ‘HOT AIR BALLOONING’ and includes an 19th CENTURY AUTOBIOGRAPHICAL EXTRACT from the book ‘Travels in the Air’ written by James Glaisher and a 21st CENTURY ONLINE NEWS ARTICLE published in ‘Travel Destinations’ in ‘The Telegraph’ based on the DANGERS of BALLOON FLIGHTS. Includes typical EXAMINATION QUESTIONS on BOTH texts. Section B focuses on the same THEME and students are expected to write both a FORMAL LETTER and a REVIEW accordingly. Both sections meet the required Assessment Objectives according to the current Eduqas Examination Criteria.

A series of COMPREHENSION QUESTIONS based on the poem ‘To Autumn’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘Dulce et Decorum Est’. Useful to check students’ understanding of the poem after annotation in class. Includes relevant questions based on HISTORICAL/CONTEXTUAL detail, MEANING, THEMES, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘Hawk Roosting’ by Ted Hughes. Useful to check students’ understanding after annotating the poem in class. Includes relevant questions based on MEANING, THEMES, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECTS on the reader.

A detailed PowerPoint Presentation/Lesson focusing on UNDERSTANDING and RECOGNISING EXTENDED METAPHORS in POETRY. Particular focus on the theme of ‘Love Through the Ages’ (KS3 Level). Includes a SPAG TASK and reference to the well-known poem ‘Valentine’ by Carol Ann Duffy (a perfect example of an EXTENDED METAPHOR). Students reflect on the different layers of meaning presented in the poem and complete a table based on selecting EVIDENCE, describing MEANING and considering the EFFECT of given IMAGERY. A great resource in preparation for a Reading Assessment too.

A series of COMPREHENSION QUESTIONS based on the poem ‘Death of a Naturalist’ (Seamus Heaney). A useful REVISION RESOURCE and HOMEWORK ACTIVITY to check students’ understanding after annotating and teaching the poem in class. Includes the poem and relevant QUESTIONS based on the poem’s MEANING, THEMES, LANGUAGE, SOUND and STRUCTURAL TECHNIQUES and the EFFECTS on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘Ozymandias’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on HISTORICAL/CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on an Excerpt from ‘The Prelude’ (William Wordsworth): ‘And in the frosty season…’. Useful to check students’ understanding after annotating the poem in class. Includes the excerpt and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘Afternoons’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘Cozy Apologia’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A user-friendly tutorial/lesson starter based on The ACTIVE and PASSIVE voices. Includes a clear explanation of the DIFFERENCE between the two (with reference to SUBJECT, OBJECT and the change in the MAIN VERB) together with model EXAMPLES of sentences and a task to test students’ understanding. Another handy resource suited to SPAG at KS3 Level.

ANOTHER NEW EDUQAS GCSE ENGLISH LANGUAGE COMPONENT 2 PRACTICE EXAMINATION PAPER (NON-FICTION and TRANSACTIONAL TEXTS). Section A focuses on the THEME of ‘CHILD LABOUR’ and includes a 21st CENTURY NEWS ARTICLE based on the EXPLOITATION of CHILD LABOUR in SWEAT SHOPS and a 19th CENTURY REPORT based on CHILD LABOUR in MINES and FACTORIES. Includes typical EXAMINATION QUESTIONS based on BOTH texts. Section B focuses on the same THEME and students are expected to write both a GUIDE and an INFORMAL LETTER accordingly. Both sections meet the required Assessment Objectives according to the current Eduqas Examination Criteria.

An Eduqas iGCSE English Language, Component 2a (19th and 21st Century Non-Fiction Texts Reading) Practice Examination Paper based on the theme of PHONES. Includes a 19th Century Advertisement: ‘The Acoustic Telephone’, a controversial 21st Century Magazine Article: ‘Why I Can Survive Without a Smartphone’ and typical Component 2a examination questions based on both texts.

A series of COMPREHENSION QUESTIONS based on the poem ‘A Wife in London’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on HISTORICAL/CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘Living Space’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A series of COMPREHENSION QUESTIONS based on the poem ‘As Imperceptibly as Grief’. Useful to check students’ understanding after annotating the poem in class. Includes the poem and relevant questions based on CONTEXTUAL detail, MEANING, POETIC LANGUAGE, STRUCTURAL TECHNIQUES and the EFFECT on the reader.

A PRE-READING TASK based on CHAPTER 13 of the novel ‘Holes’ by Louis Sachar. This includes a series of COMPREHENSION QUESTIONS, a copy of CHAPTER 13 together with an EXAMPLE of a MODEL PEEZER Paragraph for students to follow in response to relevant questions. Aimed at HIGHER ABILITY KS3 students but can be adapted to suit LOWER ABILITY students too.

Based on Chapter 38 of the novel ‘Holes’ by Louis Sachar and the question: ‘How does Stanley reveal his determination to survive in Chapter 38?’ This includes a copy of CHAPTER 38 together with an EXAMPLE of a PEELE Paragraph, useful VOCABULARY to describe CHARACTER and the EFFECT on the READER, suggested LANGUAGE TECHNIQUES and a suitable PLAN to STRUCTURE students’ responses.

Another useful PowerPoint Presentation/Lesson focusing on RECOGNISING and USING PERSONIFICATION in CREATIVE WRITING. Includes a SPAG TASK, an ACTIVITY based on creating sentences using PERSONIFICATION and finally selecting EXAMPLES and describing their EFFECT with reference to the poem ‘Cape Town Morning’ by Ingrid de Kok. Particular focus on the theme ‘Around the World’ at KS3 Level.

An easy-to-follow PowerPoint Lesson/Presentation focusing on IDENTIFYING and CREATING METAPHORS in POETRY. Includes a SPAG activity (KS3 Level), an EXAMPLE of a relevant POEM together with various TASKS and CHALLENGES based on METAPHORS. Students are finally given the opportunity to create their own POEMS using METAPHORS with the help of a choice of given topics.