Tag Archives: chinese cinderella

Chinese Cinderella: Revision and Review

A short PPt accompanying a revision-type lesson.  Trying to use fewer prepared PowerPoints, but I like to leave something concrete for students to use in their own revision slots…

Here I consider the passage Chinese Cinderella in the Edexcel IGCSE/Certificate Anthology.

cc-revision-and-review

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group sheets for Chinese Cinderella

My new Year 9 class can download the work completed today here! 5 focus group notes on aspects of Adeline Yen Mah’s Chinese Cinderella from the Edexcel IGCSE anthology.

cinderella sheets

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Edexcel revision material: IGCSE/Certificate Anthology A

This is a guide to the passages in the A section of the EDEXCEL IGCSE/Certificate Anthology. It is intended as a stimulus for preparation for the exams. There are no “answers” here, but a list of suggestions which the students can use to help them to find their own quotations/examples.
I hope it is useful.

Edexcel Lang paper 1 top trumps

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Year 10 Chinese Cinderella stations activity and hexagon work

new doc (7)

Year 10 – please find your work here if you want to download it to save for your own purposes…
The final hexagon work has been added as well.

y10 chinese stations

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EDEXCEL level1/2 certificate: Anthology A teaching resources

Explorers or…

Beach safety teaching

explorers daughter

chinese cinderella

peel with a headless goat
Climate change
bingo!

Explorers, or boys messing about?

Aim of lesson: To recognise the connotations of specific language choice.
AOs examined in this paper

AO2 Reading
All students will be required to demonstrate an ability to:
(i) read and understand texts with insight and engagement
(ii) develop and sustain interpretations of writers’ ideas and perspectives
(iii) understand and make some evaluation of how writers use linguistic and
structural devices to achieve their effects.
AO3 Writing
All students will be required to demonstrate an ability to:
(i) communicate clearly and appropriately, using and adapting forms for different
readers and purposes
(ii) organise ideas into sentences, paragraphs and whole texts using a variety of
linguistic and structural features
(iii) use a range of sentence structures effectively, with accurate punctuation and
spelling.
(Edexcel language specification, p20)

Preparation HWK:
• Read the passage and look up every word you do not understand. Prepare a personal dictionary page for this piece.
• Number the paragraphs. – there are 25 if you do not count the subheading as a paragraph.
Lesson activities – split over 2 lessons.
1. Prepare a summary of the article. Use skills learned in Winter term. Instruct the students to use only FACTS and to try to write in their own words. (AO2i AO3). [G&T might be asked to write this in 150 words as an extension…]
“The article tells of an expedition that came close to disaster in the South Atlantic the day before publication. Two men were rescued following the crash of a small helicopter in extremely low temperatures and poor weather conditions. (Their wives were not aware of the purpose of their expedition). Signals to coordinate the rescue were beamed from the men to Cornwall and thence to Scotland before being returned to vessels in the area of the accident. A Chilean vessel made the rescue. The men were in the sea for around 9 hours. Biographical details suggest that both men are experienced explorers with a good record. The recent failure of an attempt to sail across the Bering Strait failed as a result of political interference, not human error. The bill for this rescue will be met by the tax payer and the men are en route to hospital in Chile.” 149 words. (There may well be more that could be included, but this seems to fit the bill.)

2. How might you expect this story to be reported? Think of Touching the Void if necessary.
3. Look at the headline. Which words influence the reader into thinking that this is not a story of brave human endeavour? WHY? Discuss the idea of connotation in the light of this discovery. (Boys messing about… childish, belittling, Wind in the Willows suggestion). AO2ii
4. Using the idea of negative connotations, divide the passage up and ask students to highlight all words with negative connotation in their section. A table should be created:
Paragraph Word Effect on reader and cause of effect.

The passage should be divided between paragraphs 7/8, 14/15, 21/22 giving four sections. Each group should be given one section to work on. AO2ii,iii
This task can be HWK if required for time, but should be in lesson.
5. After 15 mins, move one from each group to a new group to feed back the responses. After 5 mins repeat and again. All should now have the whole passage.
6. NEXT lesson: Fact and Opinion – discuss briefly the difference and how this might be reflected in writing. Discuss Opinion presented as fact – use the passage as a source for this discussion.
7. Keeping the same groups, look for examples of FACT or OPINION. Label the paragraphs as F or P.
8. Question leading to plenary: What sort of language commonly presents opinion in a passage like this? (Emotive). Therefore, “How is language used to influence the reader in a media passage?” This is either a plenary discussion or could be used as a writing task , depending on time available.
Either way, the aim is to engage with CONNOTATION and I assume that this will be a focus in most of the passages they study in this module. (AO2&AO3)

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