Attached below is the June mock exam paper which you can use for revision:
I have already given out in class the chapter summaries to I’m the King of the Castle but here is the link to where you can find longer, more detailed summaries of each chapter.
This has been distributed in class but in case you would like another copy, here are the common themes between the two books in your exam on Friday.
Below is the list of the AQA iGCSE exams:
18th May 2015 9am -10.30am: Literature Paper 1 – Unseen Poetry and Romeo and Juliet
22nd May 2015 9am – 10am: Literature Paper 2 – I’m the King of the Castle and Lord of the Flies
2nd June 2015 9am – 11am: Language Paper 1
5th June 2015 9am – 11am: Language Paper 2
With each piece of writing you will be tested on your understanding of form, audience, purpose and style, so you need to be clear about the kind of writing you are aiming for – who exactly are you writing for and what you are trying to tell them?
When it comes to the writing tasks in the exam, your first step is to clearly identify:
Below is the suggested structure I shared with you in class for using when writing to argue, persuade or discuss.
Remember to always take note of which FORM you are being asked to write.
Use the following SIRS as a reminder of what to cover when you are writing about a poem:
List of Poetic Device/Terms:
the first letter of a word is repeated in words that follow; the cold, crisp, crust of clean, clear ice.
the same vowel sound is repeated but the consonants are different; he passed her a sharp, dark glance, shot a cool, foolish look across the room.
a device used in poetry where a sentence continues beyond the end of the line or verse. This technique is often used to maintain a sense of continuation from one stanza to another.
exaggerating something for literary purposes which is not meant to be taken literally; we gorged on the banquet of beans on toast.
similes, metaphors and personification; they all compare something ‘real’ with something ‘imagined’.
the humorous or sarcastic use of words or ideas, implying the opposite of what they mean.
a word or phrase used to imply figurative, not literal or ‘actual’, resemblance; he flew into the room.
an uninterrupted monologue can show a character’s importance or state of mind. Monologue can be in speech form, delivered in front of other characters and having great thematic importance, or as a soliloquy where we see the character laying bare their soul and thinking aloud.
a word that sounds like the noise it is describing: ‘splash’, ‘bang’, ‘pop’, ‘hiss’.
Where two words normally not associated are brought together: ‘cold heat’ ‘bitter sweet’.
attributing a human quality to a thing or idea: the moon calls me to her darkened world.
the repetition of a word or phrase to achieve a particular effect.
the way that words sound the same at the end of lines in poetry. Poems often have a fixed rhyme-scheme (for example, sonnets have 14 lines with fixed rhyme scheme ABAB CDCD EFEF GG). Try to comment as to what contribution the rhyme-scheme is making to the text as a whole. Why do you think the poet has chosen it? Does it add control or imitate the ideas in the poem?
a repetitive beat or metre within a poem. Tennyson’s poem The Lady of Shallot uses a strong internal rhythm to build up the sense of unrelenting monotony in the poem:
There she weaves by night and day
A magic web with colours gay.
She has heard a whisper say,
A curse is on her if she stay
To look down to Camelot.
She knows not what the curse may be,
And so she weaveth steadily,
And little other care hath she,
The Lady of Shalott.
a phrase which establishes similarity between two things to emphasise the point being made. This usually involves the words ‘like’ or ‘as’; ‘he is as quick as an arrow in flight’, ‘as white as snow’, ‘like a burning star’.
often objects, colours, sounds and places work as symbols. They can sometimes give us a good insight into the themes. So, snakes are often symbols of temptation as in the story of Adam and Eve, white usually symbolises innocence and a ringing bell can be a symbol for impending doom.
the writer’s tone or voice or atmosphere or feeling that pervades the text, such as sadness, gloom, celebration, joy, anxiety, dissatisfaction, regret or anger. Different elements of writing can help to create this; long sentences or verses, with assonance (repeated vowel sounds), tend to create a sad, melancholic mood. Short syllabic, alliterative lines can create an upbeat, pacy atmosphere.
(Adapted from: BBC Bitesize)
Adapted from Sparknotes.com