Igcse English As a Second Language Core Past Papers Text

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Here, you’ll find everything you need to study for or to teach edexcel’s international gcse in english as a second language esl , including key documents and the latest news. You'll cover the reading, writing, listening and speaking skills necessary for further study or employment in english speaking countries as you study our two year edexcel international gcse in english as a second language esl course. The course will help to develop: on completion, you could go on to study as and a levels and international advanced levels, or equivalent qualifications. Here, you’ll find everything you need to study for or to teach edexcel's international gcse in english language a, including key documents and the latest news.

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Students of our edexcel international gcse in english language a will develop their understanding of the spoken word, their ability to convey meaning through written language, and their skills in reading, interpreting and responding to material from a variety of sources. You'll cover a broad range of reading and writing as you study our two year edexcel international gcse in english language a course. The course will help to develop: your ability to read, understand and respond to a variety of texts, recognising and appreciating themes and attitudes and the ways writers achieve their effects your understanding of the spoken word and your ability to participate effectively in speaking and listening activities your ability to construct and convey meaning in written language, matching your style to your audience and purpose. On completion, you could go on to study as and a levels and international advanced levels in english language, english literature or english literature and language, or equivalent qualifications.

we have carefully considered the future of our level 1/2 certificates igcses in the light of government changes to gcses and have decided not to develop a new l1/2 certificate in english language. the last exams for students taking the current qualifications will be in the june 2016 series, with a final re sit opportunity in november 2016. As an alternative, you may like to consider our new gcse in english language which is accredited for first teaching in september 2015 and is equal to the best qualifications available internationally. Find out more about these changes and which qualifications we are planning to offer in the future. Our level 1/2 certificate in english language igcse combines freedom of choice in approaches to teaching and learning and a rigorous assessment of students' skills.

This qualification counts as the english measure in school performance tables from 2014 when taken with any english literature gcse or igcse. This specification enables students to develop specific skills in: inference exploration language analysis deduction more general skills like selection, synthesis and organisation are also included in the course. All students can engage with the texts due to the stepped approach to reading in the foundation papers.

Igcse is the registered trade mark of university of cambridge international examinations. Please check with your teacher or exams officer if you are not sure which to select. English as a first language this paper is 50% of your total ‘english as a first language’ exam grade, the other 50% is your coursework portfolio. You cannot afford the time to write out every answer twice, and it is neither required nor desirable that you should do so plans are sufficient. You need to annotate all the passages, and it is especially useful to use two colours for the summary and other questions where there are two types of material asked for. But don’t go mad with the highlighting! only single words or short phrases should be highlighted in a text, otherwise you are not precisely identifying your useful phrases and will end up with a ridiculous amount of highlighted text.

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Regulate your time and keep an eye on it: in paper 2, for instance, question 2 should take half as long as questions 1 and 3, which carry double the marks and require more planning. If you run out of time on the last summary question write notes instead of full sentences. You will lose fewer marks for doing this than for continuing to write in sentences but leaving the answer incomplete. Suggestions for length are given as a number of pages and are there to help you understand what is expected and what is possible within the time limit.

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Do not waste time counting words either during or after you have finished your responses. If you finish the exam early, go back and check your answers again you may have missed something. Do the questions in the order in which they are printed on each exam paper, as there is a reason why they are in that order. In particular you should not read both passages on paper 2 before answering question 1.

Have a pen and a spare for the exam with which you can write legibly and neatly. Make your endings strong they are what the examiner has in their mind when they are deciding on a mark. If you are weak on sentence structure do not attempt over long and complicated ones in which you lose grammatical control. On the other hand, you should use complex sentences rather than simple or compound structures throughout the exam, as these are what formal english requires and educated writers produce, and they will give concision, precision, variety and maturity to your style. It is sometimes difficult to follow meaning where they have not been used and should have been.

Commas are not, however, a substitute for full stops, and ‘comma splicing’ is penalised heavily in this exam, as it shows an inability to understand what a sentence is and how the building blocks of language work. Every one of your exam answers will benefit from use of supporting detail, either textual, factual or creative. Avoid repeating either ideas which spoil the effect of the first time you used them or language which gives the impression that your command of grammar is limited or your vocabulary restricted. Copying and lifting of whole phrases should be avoided throughout the exam, except when you have been specifically requested to select quotations i.e. Don’t guess the spelling of a word you are not sure of if that word exists somewhere on the exam paper. You should, however, try to guess the meaning of a word you don’t know if you think it is important to your understanding of a text, and you should not be put off by it being a long word.

There are three ways of working out the meaning of a word: i        is it possible to tell the approximate meaning of the word from its context? ii      does it remind you of another word you already know? if so it may be related. I    can the word be broken down into syllables? if so you may be able to work out the meaning of the different parts. Check through your answer, pretending you are the examiner, to make sure that what you have written can be clearly read and understood.

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It is usually possible to improve your answer even at this stage by adding a few more words for clarification or support, or by correcting errors, or by making a word more legible. Use carats ^ or asterisks to add extra material above the line or at the end of the piece. Do not be afraid to make corrections, using a line through the word s and making a clear substitution above or with an asterisk below. Often students start well and then their writing declines in quality as they get tired. Sentence structure, as well as tidiness of handwriting, tends to deteriorate as time passes. Keep producing mature vocabulary even when you’d rather take the easy option and write on auto pilot the last questions carry as many marks as the first. Don’t ramble the longer the piece of writing the more likely there are to be mistakes in it and the more time you would have to allow for checking and correcting.

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