REVISION BOOKLET

PAPER 1
Useful links: https://engteacherabroad.com/edexcel-igcse/
https://www.savemyexams.com/igcse/english-language/edexcel/
https://awakenenglish.com/edexcel-igcse/
 Approaching question 1, 2 and 3
Question 1:
- Draw a box around lines. This is the only place your answer can
come from.
- you must only copy one word or phrase as this question requires
explicit information.
- A phrase – this means you must only note down one phrase from
the lines specified.

This type of question is asking you to find ‘explicit’ information. Look at the extract
you have been given to see that it has one answer.

Question 2:
- Draw a box around lines. This is the only place your answer can
come from.
- Use your own words to phrase your response to the question.
- 4marks= This means you will need to give 4 detailed points from
the specified lines. In your own words

This type of question is asking you to work out what the writer is suggesting or
implying. This is also referred to as reading between the lines.

Question 3:
- Draw a box around lines This is the only place your answer can
come from.
- You may use quotes for the response to the question.
- 5marks = This means you will need to give 5 detailed points from
the specified lines.
- Do NOT list these ideas. Full sentences mini paragraph.

Question 4:
Steps to approaching the question:
1. Underline the keywords in the question. What
information has the extract asked you to focus on?
2. Underline quotes which are interesting in the
source throughout the entire extract.
3. List the language AND structural techniques used
in these quotes.
4. What are the interesting words in the quotes?
Zoom into the words and list the connotations.

5. 5. List the
link back to effect on the readers
the question. and link
Overall whatbackdoes
to the
this show?
question.
Success Criteria
Ø Made a clear point answering the
question
Ø Used a relevant quote
Ø Language/ structural technique
Ø Zoomed into a word and explored
connotations
Ø EffectTechniques:
Structural on reader
Narrative perspective (1st, 2nd, 3rd)
Simple sentence Rhetorical
Compound sentence Imperatives
Complex sentence Exclamatives
Repetition List
Linear (Chronological) Non-linear
Flashback Focus

X2-3 paragraphs : 2 quotes in each

Language Techniques:
Nouns Irony
Adjectives Sarcasm
Verbs Rhetoric
Simile Onomatopoeia
Metaphor Bias
Personification Alliteration
Point: The writer creates ( copy keyword from the question here, e.g
tension, suspense...) through ( think about the characters and
events. How are they presented. Can include adjective here)
Evidence: This is effectively exemplified through the quote___
Explanation: Here, the writer uses (technique) to _____
Exploration: This illustrates/presents/depicts______
The word/______highlights_____
Moreover, this implies_____
Furthermore: ( analysis of quote 2) Furthermore the quote___ further
presents/depicts______
The word/______highlights_____
Moreover, this implies_____
Evaluate overall this shows___________
Question 5:
3-4 comparisons (if you have time you can write more!)
Steps to approaching the question:
1. Underline the keywords in the question.
2. Read the sources and annotate with the attitudes
you find in each source.
3. Underline quotes which support your idea of the
attitudes found in both extracts.
4. What do your quotes suggest about the attitudes?
What methods, words or phrases can you zoom
into?
5. Make a clear link back to the question. Success Criteria:
✓ Clear understanding of
6. Write one paragraph per source.
writers’ perspectives
✓ Clear comparison
✓ Relevant references
✓ Clear understanding of
writers’ language
methods
 YOUR TURN: Below is a list of different practice papers

Tips on approaching the unseen text:

 Suddenly,#I#wanted#desperately#to#do#what#my#sister#was#doing.#Then#−#without#
40# thinking#or#knowing#exactly#what#I#was#doing,#I#reached#out#and#took#the#stick#of#
chalk#out#of#my#sister’s#hand#−#with#my#left#foot.#
I#held#it#tightly#between#my#toes,#and,#acting#on#an#impulse,#made#a#wild#sort#of#
scribble#with#it#on#the#slate.##
My#mother#crossed#over#to#me#and#knelt#down#beside#me,#as#she#had#done#so#many#
45# times#before.##
“I’ll#show#you#what#to#do#with#it,#Chris,”#she#said,#very#slowly#and#in#a#queer,#jerky#
way,#her#face#flushed#as#if#with#some#inner#excitement.#She#hesitated,#then#very#
deliberately#drew,#on#the#floor#in#front#of#me,#the#single#letter#‘A’.#
“Copy#that,”#she#said,#looking#steadily#at#me.#“Copy#it,#Christy.”##
50# I#couldn’t.# #
Mother#held#the#slate#steady#for#me.#“Try#again,#Chris,”#she#whispered#in#my#ear.#
I#did.#I#stiffened#my#body#and#put#my#left#foot#out#again.#I#drew#one#side#of#the#letter.#
I#drew#half#the#other#side.#Then#the#stick#of#chalk#broke.#I#wanted#to#fling#it#away#
and#give#up.#Then#I#felt#my#mother’s#hand#on#my#shoulder.#I#tried#once#more.#Out#
55# went#my#foot.#I#shook,#I#sweated#and#strained#every#muscle.#But#−#I#drew#it#−#the#
letter#‘A’.#Shaky,#with#awkward,#wobbly#sides#and#a#very#uneven#centre#line.#But#it#
was#the#letter#‘A’.#I#looked#up.#I#saw#my#mother’s#face#for#a#moment,#tears#on#her#
cheeks.# #
I#had#done#it!#It#had#started#−#the#thing#that#was#to#give#my#mind#its#chance#of#
60# expressing#itself.#True,#I#couldn’t#speak#with#my#lips.#But#now#I#would#speak#through#
something#more#lasting#than#spoken#words#−#written#words.# #
That#one#letter,#scrawled#on#the#floor#with#a#broken#bit#of#yellow#chalk#gripped#
between#my#toes,#was#my#road#to#a#new#world,#my#key#to#mental#freedom.#
# #
 day.$Everything$seemed$to$be$soot:stained.$The$air$was$gritty$with$dust.$Even$the$
40$ leaves$on$the$trees$were$coated$with$smuts*.$Larwood$had$been$a$miner.$He$
knew$what$it$was$like$to$rapidly$descend$from$daylight$into$darkness.$He$scraped$
the$skin$off$his$back$in$the$mine,$his$bare$flesh$grazing$the$jagged$edges$of$the$
narrow$tunnels$which$he$crept$along$on$his$knees.$His$hands$became$roughened$
from$tightly$gripping$a$pick$or$a$shovel.$His$bitten$nails$were$rimmed$black.$The$
45$ miners$my$father$worked$alongside$regarded$Larwood$as$one$of$their$own$and$
would$have$nothing$said$against$him.$He$was$working$class,$proud$of$it$and$made$
of$the$right$stuff,$which$was$good$enough$for$them.$$
When$I$saw$him$it$was$difficult$to$connect$the$thinnish$and$short$old$man$in$front$
of$me$–$he$was$nearly$73$by$then$–$with$the$raw:boned$fast$bowler$whom$I’d$
50$ read$about.$He$stroked$his$chin,$readjusted$his$spectacles$on$the$bridge$of$his$
nose$and$occasionally$ran$his$fingers$across$his$bristly$head.$As$he$spoke$he$
glanced$at$his$hands,$as$if$the$palms$were$a$map$he$could$read.$I$focused$intently$
on$his$wrinkled$fingers$and$imagined$them$unblemished$a$half$a$century$earlier$
across$a$new$cherry:red$cricket$ball,$polished$like$a$pearl.$I$wondered$how$many$
55$ times$Larwood$had$passed$through$the$gates$at$the$cricket$ground,$whether$or$
not$he$saw$it$as$it$had$been$rather$than$the$way$it$was$at$that$moment,$and$if$any$
ghosts$were$there$to$meet$him.$However$hard$it$was$to$reconcile$those$images$
with$the$one$I$saw$in$the$flesh,$I$knew$I$was$within$touching$distance$of$a$“Great$
Man”$and$of$greatness$itself.$$
$
$
*pavilion$–$the$main$building$at$a$cricket$ground$$
*smuts$–$small$flakes$of$sooty$dirt$
 One#soldier#was#suddenly#singled#out#for#everyone’s#attention.#I#could#see#him#
talking#to#some#of#the#officers#who#nodded#at#him#and#then#I#knew#that#
something#special#was#about#to#happen.#
Suddenly#he#drew#himself#up,#standing#alone#on#the#platform#and#in#a#clear#tenor#
40# voice#that#carried#all#over#the#station#he#began#to#sing.#At#the#sound#of#his#voice#
all#the#other#sounds#slowly#stopped#and#all#talking#was#hushed.#A#wave#of#
emotion#swept#through#the#assembled#throng.#Then#the#waiting#crowd#gradually#
began#to#join#in.#The#songs#they#sang#seemed#to#be#cheerful#and#yet#had#a#deep#
and#pervading#sadness#about#them#as#mothers,#wives#and#children#became#
45# aware#what#it#would#be#like#to#lose#a#loved#one#in#this#hateful#war.#
Finally#all#the#soldiers#had#boarded#the#train.#Some#of#them#leant#out#of#the#
carriage#windows,#still#singing,#whilst#the#train,#in#contrast#to#its#noisy#arrival,#
started#to#pull#away#almost#in#silence#as#if#in#deference#to#the#heartache#of#the#
sad#situation.#The#tune#they#sang#rang#out#loudly#through#the#station#in#a#defiant#
50# as#well#as#hopeful#tone:#“We’ll#meet#again,#don’t#know#where,#don’t#know#when,#
but#I#know#we’ll#meet#again#some#sunny#day#…”##
As#the#train#gathered#momentum#and#finally#disappeared#into#the#grey#light#of#a#
bleak#winter’s#day,#the#singing#gradually#petered#out.#Handkerchiefs#that#had#
been#used#to#wave#goodbye#were#now#pressed#into#service#to#wipe#away#tears#as#
55# the#crowd#slowly#and#quietly#left#the#station#in#a#kind#of#reverential#calm.#Gone#
was#the#excited#babble#of#the#last#two#hours#replaced#by#looks#of#grimNfaced#
reality#as,#alone#with#their#thoughts,#everyone#made#their#way#home.
 TRANSACTIONAL WRITING – PRACTICE QUESTIONS (30 marks)

1 A newspaper has published a report stating that all young people should do two hours of
unpaid voluntary work a week.
Write a letter to the Editor of the newspaper giving your views on the subject.
Your letter may include:
• whether young people should have to do this kind of unpaid work
• what kinds of voluntary work young people might do
• any other points you wish to make
Your response will be marked for the accurate and appropriate use of vocabulary, spelling,
punctuation and grammar.

2 Write a contribution to a guide for new teachers with the title: ‘What makes a good
teacher’.
Your contribution may include:
• what qualities a teacher should have
• the ways in which teachers can help and inspire their students
• any other points you wish to make.
Your response will be marked for the accurate and appropriate use of vocabulary, spelling,
punctuation and grammar.

3 There is no point in travelling when you can see everything and learn about places on
television and the internet.’
Write an article for a magazine giving your views on this statement.
Your article may include:
• the advantages and disadvantages of travel
• the advantages and disadvantages of learning about places on television and the internet
• any other points you wish to make.
Your response will be marked for the accurate and appropriate use of vocabulary, spelling,
punctuation and grammar.

4 ‘Schools and colleges have a duty to ensure their students keep fit.’
You have been asked to give a speech in which you express your views on this statement.
Your speech may include:
• who should have responsibility for the fitness of students
• whether extra time for physical education should be found in schools and colleges
• any other points you wish to make.
Your response will be marked for the accurate and appropriate use of vocabulary, spelling,
punctuation and grammar.
 Transactional writing mat
Planning – initial response Form: signal Paragraphing Cohesion
to question: this to the Variety – short ▪ Discourse
1. What is the purpose of examiner and long markers
your writing? straight paragraphs – throughout
2. Who is the audience? away: ALWAYS think ▪ Connectives
3. What perspective are you about the shape ▪ Adverbials
going to adopt? Newspaper: of your writing ▪ Parallel
heading, sub- structures
heading, One sentence ▪ Echoing
picture box, paragraph from one
quotation box, paragraph to
caption Have one section the next
Letter: that is bullet- ▪ Lexical
address, date, pointed repetition
Dear…, yours ▪ Opening and
sincerely, closing
yours linked
Planning: SADOC plan faithfully, first Sentence starts Sentence
person ▪ -ing starts lengths / types
S Spider leg What is
Speech: title, (running, Short sentence
your main
first person, shouting, One word
idea?
time creeping) sentence
(You need
reference, ▪ Prepositional Multi-clause
three)
bullet points, starts (next sentence
A Add detail How will
use of to, beside, Imperative
you
anaphora, above) sentence
develop
sub-headings ▪ Adverbial Interrogative
this idea in
Guidebook: starts (clearly, sentence
three
heading, sub- successfully, Exclamatory
different
headings, obviously) sentence
ways to
picture box, ▪ Connective Sentence
ensure
quotation box, starts containing a list
your
bullet points (Furthermore,
writing is
Also, On the
sustained?
other hand)
D Device What
▪ -Ed starts
devices will
(shouted,
you use?
blended)
O Order What order
Engaging Stylistic devices Punctuation
will your
openings: Anecdote Full stops and
paragraphs
Facts / opinions capital letters
go in?
1. Anecdote Statistics throughout
(Strongest
vs Flip Rhetorical Question mark
– first and
Anecdote: questions Exclamation
last)
Tricolons / triples mark
C Connective What Imagine a Repetition Speech mark
discourse world vs Contrast Commas in a
marker will Now Emotive words list
you use? imagine a Epizeuxis Commas to
(NEVER world. Quote a reliable mark clauses
use firstly, source Dashes
secondly, 2. Reference Forecful phrases Parenthesis
thirdly) to a recent Exaggeration Colon to
news event (hyperbole) introduce a list
(doesn’t Criticse the Colon to
have to be opposition introduce a
real but Appeal to pathos, quote from a
should be logos and ethos reliable source
realistic!). Semi-colon
Ellipsis
A rhetorical Inverted
question or commas for
a statistic. irony

An emotive
statement
of intent /
call for
action.
Example question 5 response
Transactional writing example
Writing Mark Scheme