year 11 tutorial booklet half term 2 · 2020. 7. 24. · expectations and purpose of year 11...

Year 11 Tutorial booklet

Half Term 2 Name: __________________________________________

House:__________________________________________

Tutor: __________________________________________ Be Kind. Work Hard. Achieve Greatness.

Date Subject Topic No.

05/11/2019 Tu Welcome back Reminder of expectations, & purpose

06/11/2019 W Science Structure of the atom 1

07/11/2019 Th Maths Midpoint of a line 1 2

08/11/2019 F English Lang 1: Imagery and Connotations 3

09/11/2019 S

10/11/2019 Su

11/11/2019 M Maths Midpoint of a line 2 4

12/11/2019 Tu English Lang 1: Identifying relevant quotations 5

13/11/2019 W Science Periodic Table 6

14/11/2019 Th Maths Indices Laws (first 4 laws) 7

15/11/2019 F English Lang 1: Explaining the effect of language 8

16/11/2019 S

17/11/2019 Su

18/11/2019 M Maths Product of Primes 9

19/11/2019 Tu English Lang 1: Identifying the focuses 10

20/11/2019 W Science Group 1 elements 11

21/11/2019 Th Maths Nth Term 1 12

22/11/2019 F English Lang 1: Explaining the effect of structure 13

23/11/2019 S

24/11/2019 Su

25/11/2019 M Maths Nth Term 2 14

26/11/2019 Tu English Lang 1: Making a judgement 15

27/11/2019 W Science Group 7 elements (Halogens) 16

28/11/2019 Th Maths Adding and subtracting fractions 1 17

29/11/2019 F English Lang 1: Evaluating a text 18

30/11/2019 S

01/12/2019 Su

02/12/2019 M Maths Adding and subtracting fractions 2 19

03/12/2019 Tu English Lang 2: Making clear inferences 20

04/12/2019 W Science Covalent Bonding 21

05/12/2019 Th Maths Standard Form 1 22

06/12/2019 F English Lang 2: Constructing a summary 23

07/12/2019 S

08/12/2019 Su

09/12/2019 M Maths Standard Form 2 24

10/12/2019 Tu English Lang 2: Identifying rhetorical devices 25

11/12/2019 W Science Ionic Bonding 26

12/12/2019 Th Maths Sharing using a ratio 27

13/12/2019 F English Lang 2: Explaining the effect on the reader 28

14/12/2019 S

15/12/2019 Su

16/12/2019 M Maths 29 Rounding to decimal places

17/12/2019 Tu English 30 Lang 2: Identifying writers' attitudes

18/12/2019 W Science 31 Metals

19/12/2019 Th Maths 32 Rounding to sig figs

20/12/2019 F English 33 Lang 2: Comparing writers' attitudes

Tutorial schedule

Half term 2 2019

Be Kind. Work Hard. Achieve Greatness.

Expectations and purpose of

Year 11 tutorials


Tutorial Expectations

• Continually try your best

• Respect others in the room

• Always sit in your designated seat

• Put your hand up if help is required

• Remain quiet unless otherwise instructed

• Remain in your seat throughout the session

• Respect the presentation of your booklet and use it for revision

• Walk straight to your seat and begin the starter

What is the purpose of the tutorial sessions?

Each tutorial session provides a high quality 25 minute revision session which will ensure

that everyone has a firm grasp and understanding of the key knowledge, skills and

methods which are required to be successful in your exams in Maths, English & Science.

The sessions are designed to help you learn or practise in areas which will support you

improving your GCSE grade in these core subjects.

Over the year these sessions will provide 60 hours of additional revision, support and

intervention which is the equivalent of an extra week of school.

But remember the amount of effort, work and focus you give to these sessions will impact

on your future and that of your future families. So make it count, make them proud and go

on to ‘Achieve Greatness’.

To ‘Achieve Greatness’: Demonstrate real commitment by researching the prepared topics

before the tutorial sessions or seek advice from teachers after them.


Science—Tutorial #1

Structure of the Atom

1) Circle the sub-atomic particles in

an atom.

SHELLS NUCLEUS

PROTONS ALPHA

NEUTRONS ELECTRONS

GAMMA BETA

2) How many protons, neutrons and

electrons in this sodium atom?

Protons:

Neutrons:

3) Match the scientist to the

discovery.

Complete the starter questions in the boxes below:

What are we learning/revisiting today?

The structure of the atom and the differences

between atoms in the Periodic table.

Label this atom using the words below and complete the tables.

Na 23

11 Rutherford

Bohr

Chadwick

Existence of

neutrons.

Electrons in shells.

Nuclear model of

the atom.

Name of Sub- Relative Relative Mass

Words:

Nucleus

Electronic

shells

Protons

Neutrons

Electrons



Structure of the Atom

Task: State the differences between an atom, an ion and an isotope.

Ext: How did Rutherford’s alpha scattering experiment prove the existence of a positively-charged nucleus?

Complete the table (after a modelled example for Na):

Complete the electronic configuration for the following atoms:

Ext: A look ahead to the next science tutorial!

What does the group number tell you about an atom?

What does the period number tell you about the atom?

Question 1

Simplify 7a + 5b - 5a - 6b

Question 2

Simplify 7a + 4b + 7a - 3b

Question 3

Expand 5(7x - 1)

Question 4

Expand 6(2x + 7)

What are we learning today?

How to calculate the midpoint of a line from given coordinates

Ex 1

Find the midpoint of line AB where A has coordinates (1, 4) and B has coordinates (3, 2).

Ex 2

Find the midpoint of line AB where A has coordinates (2, 1) and B has coordinates (3, 5).

Mathematics — Tutorial #2

Midpoint of a line 1 Complete the starter questions in the boxes below:


Key points:

TASK 1

1) Find the midpoint of line AB where A has coordinates (2, 5) and B has coordinates (4, 1).








Midpoint of a line 1


English Lang. (Paper 1) - Tutorial #3

Imagery and Connotations

Key word: Imagery

The use of figurative language to represent

objects, actions and ideas in a way that ap-

peals to our physical senses.

Simile

Metaphor

Onomatopoeia

Alliteration

Sibilance

Personification

Zoomorphism

Pathetic fallacy

Her long, painted claws tapped at the keyboard.

The world was her territory and the people were

her prey.

Crunching under her feet, the leaves clawed for

her ankles.

Swiftly swooping, she caught the snowflake on her

tongue.

Pounding the pavement, she sprinted to her fa-

ther.

Rain drizzled as tears crawled down her cheek.

Her heart felt like a twisted sponge of regret.

The trees reached out to comfort her.

TASK 1: Match the terms to their examples. (AO2)

TASK 2: Identify the imagery in the extract below and make connotations. (AO2)

An evening light shone on the building, making the window-panes glow like so many fires. Away from the Hall in front stretched a flat park, studded with oaks and fringed with firs, which stood out against the sky. The clock in the church-tower, buried in trees on the edge of the park, only its golden weather-cock catching the light, was striking six, and the sound came gently beating down the wind. It was alto-gether a pleasant impression, though tinged with the sort of melan-choly appropriate to an evening in early autumn that was conveyed to the mind of the boy who was standing in the porch waiting for the door to open to him.

1, A type of tree

2, A cockerel on top of a weathervane which shows the direction of the wind


The extract below is taken from a short story named ‘The Cat’ by Mary E Wilkins Freeman. At this point

in the text, the cat is hunting for prey.

TASK 3: Analyse the imagery used in the extract below. (AO2)

Identify and label the imagery

Circle key words and make connotations

Explain what the phrases mirror, highlight, emphasise or contrast

To ‘Achieve Greatness’: Explain how the writer uses language to describe the cat’s actions and behaviour.

[8 marks]

3 Weaker

4 Helped, benefited

5 Unimaginable

6 Hesitated, faltered

7 Climax

For days the weather had been very bitter, and all the feebler wild things which were his prey had kept, for the most part, in their bur-rows and nests, and the Cat's long hunt had availed him nothing. But he waited with the inconceivable patience and persistency of his race; besides, he was certain. The Cat was a creature of absolute convic-tions, and his faith in his deductions never wavered. The rabbit had gone in there between those low-hung pine boughs. Now her little doorway had before it a shaggy curtain of snow, but in there she was. The Cat had seen her enter, so like a swift grey shadow that even his sharp and practised eyes had glanced back for the substance follow-ing, and then she was gone. So he sat down and waited, and he wait-ed still in the white night, listening angrily to the north wind starting in the upper heights of the mountains with distant screams, then swelling into an awful crescendo of rage, and swooping down with fu-rious white wings of snow like a flock of fierce eagles into the valleys and ravines.


English Lang. (Paper 1) - Tutorial #3

Imagery and Connotations

Question 1

Work out 161 × 5 =

Question 2

Work out 23 × 80 =

Question 3

Complete 18000 m = ..... km

Question 4

Complete 250 cm = ..... m


How to calculate the midpoint of a line from given coordinates

(positive and negative numbers)

Ex 1

Find the midpoint of line AB where A has coordinates (1, -4) and B has coordinates (3, 2).

Ex 2

Find the midpoint of line AB where A has coordinates (-2, 1) and B has coordinates (3, -5).


Midpoint of a line 2 Complete the starter questions in the boxes below:


Key points:

TASK 1

1) Find the midpoint of line AB where A has coordinates (-2, 5) and B has coordinates (4, -1).

2) Find the midpoint of line AB where A has coordinates (2, 0) and B has coordinates (-8, 6).

3) Find the midpoint of line AB where A has coordinates (-4, -2) and B has coordinates (2, 4).

4) Find the midpoint of line AB where A has coordinates (-3, -2) and B has coordinates (7, 5).

5) Find the midpoint of line AB where A has coordinates (7, -4) and B has coordinates (-2, -1).

Extension

1) The midpoint of line AB is at (1, 3). The coordinates of A are (-2, 4).

Work out the coordinates of B.


Midpoint of a line 2


English Lang. (Paper 1) - Tutorial #5 Identifying relevant phrases

These extracts are from the novel The Fire Eaters by David Almond (2003). Bobby and his mother

meet a man known only as McNulty as he performs circus and conjuring tricks in their market square.

TASK 1: Read the extract below and list 4 things about McNulty. (AO1)

To ‘Achieve Greatness’: Write two things that can be inferred about McNulty, based on this description.

TASK 2: Identify key phrases below used to describe McNulty. (AO2)

McNulty was a small, wild-eyed, bare-chested man. His skin was covered in scars and bruises. There were rough and faded tattoos of beasts and dragons. He had a little canvas sack on a long stick. His hair was black. He had pointed gold teeth at the front of his mouth and he wore tiny golden earrings. There were deep creases in his cheeks.

1.

2.

3.

4.

“Could McNulty lift this?” he hissed.

He took in in his hands, spread his legs bent his knees and lifted it to his thighs and let it rest there. “Could he?” he said through gritted teeth. There were tears of strain in his eyes. He groaned, lifted again, a sudden jerk that took the cartwheel high. We gasped. We backed away. He leaned his head back and rested the wheel on his brow so that it stood above him, with the sun and the bridge caught in its ring. He shuffled on the cobbles, balancing himself with his elbows wide and his hands gripping the rim of steel. He grunted and hissed. Then he lifted the cartwheel free and let it fall with a crash and the whole earth seemed to shake.


English Lang. (Paper 1) - Tutorial #5 Identifying relevant phrases

TASK 3: Use both extracts to complete the task below. Explain what key phrases highlight or

emphasise about McNulty. (AO2)

TASK 4: Explain how the writer uses language to describe McNulty’s actions and behaviour. [8 marks]

Key phrases Effect

What does this highlight or emphasise

about McNulty?




The Periodic Table

1) Circle all of the metals below.

IRON MAGNESIUM

COPPER COBALT

LITHIUM ALUMINIUM

CALCIUM CARBON

2) Give the names (and symbols) of

at least four non-metals.

3) Rate these statements as true or

false.



The history of the development of the Periodic table

and the trends within it.

Annotate this Periodic table with group numbers, period numbers, the first 20 elements and the charge of the

ions formed by elements in each group.

Each element has a different

atomic number.

Elements in the same group

have the same number of

outer shell electrons.

T / F

T / F

Newlands Mendeleev

Ordered by…

Left gaps?

Properties?

Accepted or

rejected?

Complete the table

comparing Newlands’

and Mendeleev’s

tables to order the

elements.



The Periodic Table

Task: Explain how metals form positive ions and non-metals form negative ions.

Ext: Explain the difference between the charge on a lithium ion compared to an aluminium ion.

Select a symbol for each of the following statements (a symbol could be used more than once):


List elements of group 1 in order of most reactive to least reactive.

Why are group 1 elements known as ‘alkali metals’?

Question 1 Calculate the mean 6, 2, 16, 4, 37

Question 2

Find the median 6, 19, 14, 7, 15

Question 3

Expand 6(5 + 11x)

Question 4

Expand 4x(5 - 11x)


What the first 4 laws of indices are


Index laws 1-4 Complete the starter questions in the boxes below:


Index Law 1

Ex 1: 53 × 54 = 5 3 + 4 = 57

Ex 2: 28 × 2 = 2 8 + 1 = 29

Rule: Xa × Xb = X a + b

Index law 2

Ex 1 : 47 ÷ 44 = 4 7 - 4 = 43

Ex 2 : 36 ÷ 3 = 3 6 - 1 = 35

Ex 3 :

Rule: Xa ÷ Xb = X a - b

Index law 3

Ex 1: (73)4 = 7 3 × 4 = 712

Ex 2: (62)5 = 6 2 × 5 = 610

Rule: (Xa)b = X a × b

Index law 4

Ex 1 : 47 ÷ 47 = 4 7 - 7 = 40 = 1

Ex 2 : 32 × 34 ÷ 36 = 3 2 + 4 - 6 = 30 = 1

Rule: X0 = 1

Key points:

TASK 1

TASK 2

TASK 3

TASK 4

Extension


Index laws 1-4

1). 43 x 41 = 2). 22 x 24 = 3). 83 x 81 = 4). 32 x 34 = 5). 53 x 52 =

6). 25 x 22 = 7). 24 x 26 = 8). 34 x 35 = 9). 32 x 36 = 10). 46 x 45 =

1). 94÷ 92 = 2). 75÷ 73 = 3). 53÷ 52 = 4). 63 ÷ 61 = 5). 25÷ 22 =

6). 7). 8). 9). 10).

1). (94)2 = 2). (75)6 = 3). (53)2 = 4). (63)3 = 5). (25)2 =

6). (36)3 = 7). (27)5 = 8). (36)5 = 9). (57)4 = 10). (48)3 =

1). 90 = 2). 70 = 3). 50 = 4). x0 = 5). a0 =

6). 36÷ 36 = 7). 27÷ 27 = 8). a5 ÷ a5= 8). 43× 41 ÷ 44= 8). 32× 33 ÷ 35=

1). 2a2 x a3 = 2). 3a2 x a4 = 3). c3 x 7c3 = 4). b3 x 4b2 =

5). 5a2 x 4a3 = 6). 6b2 x 4b3 = 7). 5b4 x 3b6 = 8). 2c5 x 4c7 =

9). 3t2 x 4t3 = 10). 7a2 x 4a7 = 11). 5t2 x 7t5 = 12). 8y4 x 3y4 =


English Lang. (Paper 1) - Tutorial #8 Explaining the effect of language

These extracts are from The Bell Jar by Sylvia Plath (1963). The protagonist, Esther, has moved from the

suburbs of Boston to New York where she has gained a summer internship.

TASK 1: Write 4 connotations for the words below. (AO2)

TASK 2: Identify the three best phrases used to describe New York. (AO2)

Word Connotations

sultry

fusty

freshness

mirage

It was a queer, sultry summer, the summer they electrocuted the Ros-enbergs, and I didn’t know what I was doing in New York. I’m stupid about executions. The idea of being electrocuted makes me sick, and that’s all there was to read about in the papers – goggle-eyed head-lines starting up at me on every street corner and at the fusty peanut-smelling mouth of every subway. It had nothing to do with me, but I couldn’t help wondering what it would be like, being burned alive all along your nerves.

I thought it must be the worst thing in the world.

New York was bad enough. By nine in the morning the fake, country-wet freshness that somehow seeped in overnight evaporated like the tail end of a sweet dream. Mirage-gray at the bottom of their granite canyons the hot streets wavered in the sun, the car tops sizzled and glittered, and the dry, cindery dust blew into my eyes and down my throat.

1Humid, muggy 2Stuffy, dull, boring 3An optical illusion caused by the atmospheric conditions 4Strange, odd


English Lang. (Paper 1) - Tutorial #8 Explaining the effect of language

TASK 3: Explain how the writer uses language to describe New York. (AO2) [8 marks]

To ‘Achieve Greatness’: Analyse three quotations that link together and explain the overall effect created by

the writer through their use of language. (AO2)

Effect

Highlight Em-

Method

Connota-

Key

Reader

Think

Feel

Imagine

Question

Connect

Mirror

Contrast


Question 1

Work out the value of 2a2 when

a = 9

Question 2

Work out the value of 6y - 6

when y = 2

Question 3

Work out 43 - 2 × 2

Question 4

Work out 2 × 3 + 2 × 5


How to write a number as a product of its prime factors including leaving the

answer in index form.

Ex 1 Express the following numbers as the product of their prime factors:

a) 12

Ex 2 Express the following numbers as the product of their prime factors:

a) 64


Product of Primes Complete the starter questions in the boxes below:


Key points:

TASK 1

Express the following numbers as the product of their prime factors:


Product of Primes

a) 20

b) 30

c) 24

d) 34

e) 100

f) 150

g) 175 h) 192


English Lang. (Paper 1) - Tutorial #10 Identifying the focuses


Pace

Motif

Foreshadow

Significant moment

Dialogue

An event that changes the course or direction of a

narrative.

When characters are engaged in conversation.

The speed of a story unfolding.

When the writer hints at what will happen later in

a text.

An object or idea that repeats itself in a piece of

literary work. Key word: Narrative structure

How the writer has organised a text.

TASK 2: Annotate the text, identifying the focus at the beginning, middle and end. (AO2)

This extract is from a text called 1984 by George Orwell (1949). This text is set in the future and begins

with the introduction of the main character, Winston Smith.

It was a bright hold day in April, and the clocks where striking thirteen. Winston Smith, his chin nuzzled into his breast in an effort to escape the vile wind, slipped quickly through the glass doors of Victory Mansions, though not quickly enough to prevent a swirl of gritty dust from entering along with him.

The hallway smelt of boiled cabbage and old rag mats. At one end of it a coloured post-er, too large for indoor display, had been tacked to the wall. It depicted simply an enor-mous face, more than a meter wide: the face of a man of about forty-five, with a heavy black moustache and ruggedly handsome features. Winston made for the stairs. It was no use trying the lift. Even at the best of times it was seldom working, and at present the electric current was cut off during daylight hours. It was part of the economy drive in preparation for Hate Week. The flat was seven flights up, and Winston, who was thir-ty-nine had a varicose ulcer above his right ankle, went slowly, resting several times on the way. On each landing, opposite the lift-shaft, the poster with the enormous face gazed from the wall. It was one of those pictures, which are so contrived that the eyes follow you when you move. BIG BROTHER IS WATCHING YOU, the caption beneath it ran.

1Awful, despicable

1Artificial, unrealistic


English Lang. (Paper 1) - Tutorial #10 Identifying the focuses

TASK 3: Explain why the writer has focused our attention on key moments. (AO2)

The focus Effect

Mirror, Highlight, Emphasise,

Build for the reader?

Setting, character, mood,

Beginning

Middle

End

To ‘Achieve Greatness’: Explain what the focus builds for the reader.

This extract is from a text called A Call to Arms by Ernest Hemmingway (1929). The narrator, Lieutenant

Frederic Henry, is a young American ambulance driver serving in the Italian army during World War I.

TASK 4: Identify the focuses and their effect in the extract below. (AO2)

In the late summer of that year we lived in a house in a village that looked across the river and the plain to the mountains. In the bed of the river there were pebbles and boulders, dry and white in the sun, and the water was clear and swiftly moving and blue in the channels.

Troops went by the house and down the road and the dust they raised powdered the leaves of the trees. The trunks of the trees too were dusty and the leaves fell early that year and we saw the troops march-ing along the road and the dust rising and leaves, stirred by the breeze, falling and the soldiers marching and afterward the road bare except for leaves. The plain was rich with crops; there were many orchards of fruit trees and beyond the plain the mountains were brown and bare. There was fighting in the mountains and at night we could see the flashes from the artillery. In the dark it was like summer lightning, but the nights were cool and there was not the feeling of a storm coming.

To ‘Achieve Greatness’: Explain how the focuses build an understanding and/or connection with the reader.




Group 1 Elements

1) Circle the correct name given to

group 1 elements.

NOBEL GASES

ALKALI EARTH METALS

TRANSITION METALS

HALOGENS

2) Shade/colour in where you

would find group 1.

3) List the group 1 elements and

their symbols.



The physical properties, reactions and trends of

group 1 elements.

Circle the correct words to complete this sentence. “Group 1 metals are…”

Soft / hard malleable / non-malleable

Low density / high density low melting points / high melting points

Good conductors of heat and electricity / poor conductors of heat and electricity

Describe the observations for the reaction between the Group 1 metals and water.

Ext: State two safety precautions for this procedure.

Lithium

Sodium

Potassium



Group 1 Elements

Task: Describe the trend in reactivity down group 1 of the periodic table.

Ext: Explain why group 1 elements are called ‘alkali metals’.

Complete the table for the reactions between group 1 elements and water, chlorine and

oxygen:


List elements of group 7 in order of most reactive to least reactive.

Explain why fluorine is a gas at room temperature using the words ‘weak’ ‘forces’ and ‘intermolecular’.

Task: Apply what you have learnt so far about group 1 to Caesium (Cs), at the bottom of the

group.

Caesium is an element in group 1 which is hard / soft with a high / low melting point. It is a very

reactive / unreactive element. When caesium reacts it forms a 1+ / 1– ion by losing / gaining an

outer shell electron.

If universal indicator was added to water after caesium reacts, it would turn red / green / purple.

Reaction with oxygen Reaction with chlorine Reaction with water

Lithium

Sodium

Potassium

Question 1

Solve x × 12 = 84

Question 2

Solve 13x - 3 = -16

Question 3

How much change would you

get from £10 if you spent

£1.99 and £1.32?

Question 4



£1.95 and £0.64?


How to find the Nth term of a sequence

Ex 1. Here are the first 5 terms of an arithmetic sequence.

Find in terms of “n” an expression for nth term of this sequence.

3 7 11 15 19

Ex 2

3 9 15 21 27

Ex 3

8 10 12 14 16

Ex 4

17 12 7 2 -3


Nth Term 1 Complete the starter questions in the boxes below:


Key points:

TASK 1. Here are the first 5 terms of an arithmetic sequence.

Find in terms of “n” an expression for nth term of this sequence.


Nth Term 1

a)

1 3 5 7 9

b)

6 10 14 18 22

c)

1 4 7 10 13

d)

7 12 17 22 27

e)

11 14 17 20 23

f)

8 6 4 2 0

g)

8 5 2 -1 -4

h)

5 1 -3 -7 -11


English Lang. (Paper 1) - Tutorial #13 Explaining the effect of structure

TASK 1: State synonyms or phrases that could replace the words below. (AO2)

Synonyms/phrases

echo

contrast

mirror

TASK 2: Annotate the text, identifying the focus at the beginning, middle and end and stating the methods

used. (AO2)

This extract is from a text called Propping Up the Line by Ian Beck (2014). Alfred is a young British soldier in

the trenches of France during World War I.

Alfred felt something move. It came out of the mud in the dark behind his back where he sat cold and drowsily slumped against the trench wall. Something small and warm-ly alive pushed itself between the wooden slates and his battledress jacket. It touched for an instant the small exposed area of his pale dirty skin just where his jacket and vest were folded and rucked up together. He could feel something struggling and pushing to get past him. He shot up in revulsion – he knew just what it was: a filthy…

“Rat!” he shouted to no one in particular.

He saw it there, pushing through and twisting its head, saw the wet greasy fur and its mean red eyes. He kicked at it and missed. The rat scuttled out from the tiny gap be-tween the slat supports and ran across the mud. Normally Alfred would have let it go. Rats were, after all, commonplace but something, whether pent-up anger… hate… loss… pain… boredom, whichever it was made him give chase after it.

The creature appeared sluggish, as if it were weighed down with overeating. It had most likely been feeding on what was caught, left behind, in the lines and coils of barbed wire which stretched for miles beyond the trench. The terrible sad debris of dead soldiers. The remains that were left behind after the 6am push.

Before it was light, after the heavy artillery bombardments and the whistles and the bright spray of the flares and the shouting and the Very lights, the men streamed over, filtered through the narrow gaps in the wire. Whole portions of them however were miraculously left behind – bits of men hooked up and hanging there for all to see, like the display in an awful butcher’s shop window; or there were enough shreds and rags of uniform still attached to the limbs, then it was more like the washing on the line flapping on a Monday morning at home.


English Lang. (Paper 1) - Tutorial #13 Explaining the effect of structure

TASK 3: Explain how the writer has structured the text to interest the reader. [8 marks]

Focus

Effect

Highlight

Emphasise

Key phrase

Build for

the reader

Reader

Think

Feel

Imagine

Question

Transition

Mirror

Contrast

Echo

To ‘Achieve Greatness’: Use adverbs to explain how the writer changes the focuses as the text progresses.

1Very lights - Brilliant white flares used at night to show the approaching enemy


Question 1

Calculate the mean of these

numbers 25, 13, 13, 5, 69

Question 2

Calculate the mean of these

numbers 2, 5, 7, 2, 54

Question 3

Expand 3(11x + 1)

Question 4

Expand 6x(11x - 1)


How to generate a sequence from an Nth Term rule

Ex 1. The nth term of a number sequence is 5n + 3.

Write down the first three terms of the sequence.

Ex 2 The nth term of a number sequence is 4n – 1.

Write down the first four terms of the sequence and the tenth term.

Ex 3 The nth term of a number sequence is n2 .

Write down the second term and the fifth term of the sequence.

Ex 4 The nth term of a number sequence is 3n2 .

Write down the first term and the third term of the sequence.


Nth Term 2 Complete the starter questions in the boxes below:


Key points:

TASK 1


Nth Term 2

1. The nth term of a number sequence

is 2n + 5. Write down the first three

terms of the sequence.


is 3n – 1. Write down the first four



is 3n + 2. Write down the first four



is 5n – 7. Write down the first four



is n2 + 3. Write down the first three



is 3n2 - 1.

a) Find the first term of this sequence.

b) Find the third term of this sequence.


is n2 + n

a) Find the fifth term of this sequence.

b) Find the tenth term of this sequence.


is 30 – n2

a) Find the third term of this sequence.

b) Find the fifth term of this sequence.


English Lang. (Paper 1) - Tutorial #15 Making a judgement

TASK 1: Complete the opinion line with phrases that could be used to describe how far you agree

or disagree with a statement. (AO4)

Wholly

agree Fully dis-

agree

This extract is from a text called Boy by Roald Dahl (1984). In this extract, Dahl describes the local shop-

keeper.

After reading the extract, one student said, “The description of Mrs. Pratchett shows she is a nasty and

vindictive woman. She clearly hates children.”

TASK 2: Annotate the text, identifying phrases that either support or challenge the statement above. (AO4)

Her name was Mrs. Pratchett. She was a small skinny old hag with a moustache on her upper lip and a mouth as sour as a green gooseberry. She never smiled. She never wel-comed us when we went in, and the only times she spoke were when she said things like, “I’m watchin’ you so keep your thievin’ fingers off them chocolates!” Or “I don’t want you in ‘ere just to look around! Either you forks out or you gets out”. But by far the most loathsome thing about Mrs Pratchett was the filth that clung around her. Her apron was grey and greasy. Her blouse had bits of breakfast all over it, toast-crumbs and tea stains and splotches of dried egg-yolk. It was her hands, however, that disturbed us most. They were disgusting. They were black with dirt and grime. They looked as though they had been putting lumps of coal on the fire all day long. And do not forget please that it was these very hands and fingers that she plunged into the sweet-jars when we asked for a pennyworth of Treacle Toffee or Wine Gums or Nut Clusters or whatever. The mere sight of her grimy right hand with its black fingernails digging an ounce of Chocolate Fudge out of the jar would have caused a starving tramp to go running from the shop. But not us. Sweets were out life-blood. We would have put up with far worse than that to get them. So we simply stood and watched in sullen silence while this disgusting old woman stirred around inside the jars with her foul fin-gers.

1Bitter, spiteful


English Lang. (Paper 1) - Tutorial #15 Making a judgement

This extract is from a text called Don’t Ask Jack by Neil Gaiman (1995). It tells the story of a group of

children who grew up in a large house with a strange toy in the attic.

After reading this extract, a student said, “The Jack-in-the-box is grotesque and frightening. The children

are terrified of it.”

TASK 4: Identify phrases in the extract that support or challenge the statement above. (AO4)

Nobody knew where the toy had come from – which great-grandparent or distant aunt had owned it before is was given to the nursery. It was a box, carved and painted in gold and red. It was undoubtedly attractive and, or so the grown-ups maintained, quite valuable – perhaps even an antique. The latch, unfortunately, was rusted shut, and the key had been lost so the Jack could not be released from his box. Still it was a remarkable box, heavy and carved and gilt.

The children did not play with it. It sat at the bottom of the old wooden toy box, which was the same size and age as a pirate’s treasure-chest, or so the children thought. The Jack-in-the-box was buried beneath dolls and trains, clowns and paper stars and old conjuring tricks, and crippled marionettes with their strings irrevocably tangled, with dress-ing up clothes (here the tatters of a long-ago wedding dress, there a black silk hat, crusted with age and time) and costume jewellery, broken hoops and tops and hobbyhorses. Under them all was the Jack’s box.

The children did not play with it. They whispered among themselves, alone in the attic nursery. On grey days when the wind howled about the house and the rain rattled the slates and pattered down the eaves they told each other stories about Jack, although they had never seen him. One claimed that Jack was an evil wizard, placed in the box as pun-ishment for crimes too awful to describe; another maintained that he had been placed in the box as a guardian to prevent the bad things in-side it from coming out. They would not even touch the box if they could help it, although when, as happened from time to time, an adult would comment on the absence of that sweet old Jack-in-the-box, and retrieve it from the chest, and place it in a position of honour on the mantlepiece, then children would pluck up the courage and, later, hide

To ‘Achieve Greatness’: State the methods used in the phrases you identified.

2Gold-plated 3Puppets 4Forever 5Roof space, attic




Group 7 Elements

1) Circle the correct name given to

group 7 elements.

NOBEL GASES

ALKALI EARTH METALS

TRANSITION METALS

HALOGENS

2) Shade/colour in where you

would find group 7.

3) List the group 7 elements and

their symbols.



The physical properties, reactions and trends of

group 7 elements.

Circle the correct words to complete this sentence. “Group 7 elements are…”

Metals / non-metals Shiny / dull

Brittle / non-brittle Low density / high density

Good insulators of electricity and heat / poor insulators of electricity and heat

Complete this table about Group 7 elements.

Fluorine Chlorine Bromine Iodine

Symbol of atoms

Formula of molecules

Type of structure

Melting point (°C) -220 -101 -7 114

Appearance

Colour of vapour



Group 7 Elements

Task: Describe the trend in reactivity down group 7 of the periodic table.

Ext: Explain the difference in reactivity between fluorine and chlorine.

Complete the table for the displacement reactions of group 7 elements.

Does it react..?


Define the term ‘covalent bond’.

Explain why oxygen (O2) is known as a covalent molecule, not a covalent compound.

Task: Apply what you have learnt so far about group 7 to Astatine (At), at the bottom of the

group.

Astatine is an element in group 7 which is metal / non-metal. It is a solid / liquid at room

temperature with a relatively high / low melting point. When astatine reacts to form ions it has a

1+ / 1– charge as electrons are lost / gained.

Astatine is more / less reactive than iodine, as reactivity increases / decreases down group 7.

Cl2 Br2 I2

KCl

KBr

KI

Question 1

Work out the value of 27 + 4a

when a = 2

Question 2

Work out the value of 16 + 3a

when a = 3

Question 3

Work out 59 - 8 × 3

Question 4

Work out 2 + 5 × 3 + 12


How to add and subtract fractions with different denominators.

(Just change one fraction)

Ex 1.

Ex 2

Ex 3

Ex 4


Adding and subtracting fractions 1 Complete the starter questions in the boxes below:


Key points:

TASK 1 Add or subtract these fractions


Adding and subtracting fractions 1

1.

2.

3.

4.

5.

6.

7.

8.


English Lang. (Paper 1) - Tutorial #18 Evaluating a text

These extracts are from the novel Fahrenheit 451 by Ray Bradbury (1953). The text is set in the future and

is about a fireman, named Guy Montag, whose job it is to burn books.

TASK 1: Annotate the extract below, identifying methods used by the writer. (AO4)

It was a pleasure to burn. It was a special pleasure to see things eaten, to see things blackened and changed. With the brass nozzle in his fists, with his great python spitting its venomous kerosene upon the world, the blood pounded in his head, and his hands were the hands of some amazing con-ductor playing all the symphonies of the blazing and burning to bring down the tatters and charcoal ruins of history. With his symbolic helmet numbered 451 on his solid head, and his eyes all orange flame with thought of what came next, he flicked the igniter and the house jumped up in a gorging fire that burned the evening sky red and yellow and black. He strode in a swarm of fireflies. He wanted above all, like the old joke, to shove a marshmallow on a stick in the furnace, while the flapping pigeon-winged books died on the porch and lawn of the house. While the books went up in sparkling whirls and blew away on a wind turned dark with burning.

To ‘Achieve Greatness’: Explain the effect of the contrasts used in the extract.

“Guy Montag is a sadistic and evil character. He clearly thinks he is invincible.”

TASK 2: Use both extracts to identify phrases that could be used in response to the statement above. (AO4)

Montag grinned the fierce grin of all men singed and driven back by flame. He knew that when he returned to the firehouse, he might wink at himself, a minstrel man, burnt-corked, in the mirror. Later, going to sleep, he would feel the fiery smile gripped by his face muscles, in the dark. It never went away, that smile, it never went away, as long as he remembered. He hung up his black-beetle coloured helmet and shined it, he hung his flameproof jacket neatly; he showered luxuriously, and then, whistling, hands in pockets, walked across the up-per floor of the fire station and fell down the hole. At the last minute, when disaster seemed positive, he pulled his hands from his pockets and broke his fall by grasping the golden pole. He slid to a squeaking halt, the heels one inch from the concrete floor downstairs. He walked out of the fire station and along the midnight street toward the subway where the silent, air-propelled train slid soundlessly down its lubricated flue in the earth and let him out with a great dull of warm air on to the cream-tiled escalator rising to the suburb. Whistling, he let the escalator waft him into the still night air. He walked toward the corner, thinking little at all about nothing in particular. Before he reached the corner, however, he slowed as if a wind had sprung up from nowhere, as if someone had called his name.

1When you enjoy causing pain and suffering


English Lang. (Paper 1) - Tutorial #18 Evaluating a text

TASK 3: Explain how far you agree or disagree with the statement. [20 marks]

Agree or

Disagree

Key phrase

Method

Effect

Highlight

Emphasise

Link to sec-

ond claim

Reader

Think

Feel

Imagine

Connotations

Connect

Mirror

Contrast

Build for

reader


Question 1

Solve x + 11 = 19

Question 2

Solve 4x - 4 = 6

Question 3



£2.75 and £2.72?

Question 4



£2.08 and £1.46?


How to add and subtract fractions with different denominators.

(change both fractions)

Ex 1.

Ex 2

Ex 3

Ex 4


Adding and subtracting fractions 2 Complete the starter questions in the boxes below:


Key points:

TASK 1 Add or subtract these fractions


Adding and subtracting fractions 2

1.

2.

3.

4.

5.

6.

7.

8.


English Lang. (Paper 2) - Tutorial #20 Making inferences

The extracts below are from an online article in The Guardian newspaper (2012) called Why Japan prefers

pets to parenthood by Ruth Evans and Roland Buerk.

TASK 1: Read through the extract below and shade the circles in the boxes next to the four true state-

ments. (AO1)

In a smart and expensive neighbourhood of Tokyo, Toshiko Horikoshi relaxes by playing her grand piano. She’s a successful eye surgeon, with a private clinic, a styl-ish apartment, a Porsche and two pet pooches: Tinkerbell, a chihuahua, and Gin-ger, a poodle. “Japanese dog owners think a dog is like a child,” says Horikoshi. “I have no children so I really love my two dogs.”

Many Japanese women like Horikoshi prefer pets to parenthood. Startingly, in a country panicking over its plummeting birthrate, there are now many more pets than children. While the birthrate has been falling dramatically and the average age of Japan’s population has been steadily climbing, Japan has become a pet su-perpower. Official estimates put the pet population at 22 million or more, but there are only 16.6 million children under 15.

Toshiko Horikoshi lives in a run down and cheap neighbourhood of Tokyo

She has a well-paid job.

She does not like dogs.

Japanese women would prefer to be a parent than a pet owner.

There are fewer children born in Japan than there used to be.

There are more old people in Japan that there used to be.

There are more pets in Japan than children.

In Japan, there are 22 million children under 15.

TASK 2: Annotate the text below, summarising and inferring how Horikoshi treats dogs. (AO1)

Tinkerbell and Ginger have their own room and a wardrobe of full of designer clothes. They have jumpers, dresses, coats and fancy dress outfits, neatly hung on jewelled hangers; hats, sunglasses and even tiny shoes. Horikoshi says she shops for her dogs most weekends and they get new clothes each season.


English Lang. (Paper 2) - Tutorial #20 Making inferences

The extract below was published in an essay called An appeal for the Home for Lost and Starving Dogs (1834).

TASK 3: Annotate the text below, summarising and inferring how the writer and the ragamuffin boy treat dogs.

(AO1)

In the case of the poor dog there is no dishonesty, no pretence, theirs is real suffering; and I confess I cannot understand how any person can witness the dejected, pleading look of a starving dog without being deeply affected by it. All around life is bustle and activity, whilst these poor abandoned animals, every one possessing a heart ready to expand with such love and gratitude to a benefactor as few are capable of feeling, are lost and starving, are battered and persecuted and left to die a most painful and linger-ing death. The object of this Home for Lost and Starving Dogs is to afford a remedy for this great and too abounding misery.

Every dirty little ragamuffin boy I am sorry to say, seems to take the greatest pleasure in pelting and persecuting these poor little animals. Destitute and poor, he is forced to scrape a living and takes revenge on all poor animals unfortunate enough to cross his path. He is driven to beg or steal until a lucky windfall provides his with money. He is a dirty, houseless, poor little gutter prowler.

Task 4: List three key differences between the way animals are treated by the ragamuffin boy and Toshiko

Horikoshi. (AO1)

To ‘Achieve Greatness’: Include key quotations in your response.

1Sham, façade, ‘being fake’ 2Sad, disappointed 3Supporter, sponsor 4A lot of 5A person, typically a child, in ragged, dirty clothes




Covalent Bonding

1) Which of these are compounds?

FLUORINE

CARBON DIOXIDE

SULPHUR

WATER

HYDROGEN CHLORIDE

2) What is a covalent bond formed

between?

A) Metal + non-metal

B) Metal + metal

C) Non-metal + non-metal

D) None of the above

3) Define the term ‘covalent bond’.



Drawing dot-and cross diagrams for covalent

molecules & compounds, as well as revisiting

structures of allotropes of carbon.

Complete the dot-and-cross diagrams for

these covalent molecules.

Complete the sentences about covalent

bonding by circling the correct words.

A covalent bond exists between two metal /

non-metal atoms.

Covalent bonding involves the sharing /

transfer of outer shell electrons.

Covalent bonding aims to achieve a full /

empty outer shell of electrons.

A single bond involves 1 / 2 electrons, a

double bond involves 2 / 4 electrons.



Covalent Bonding

Task: Explain why fluorine is a gas at room temperature using the words ‘energy’, ‘weak’,

‘forces’ and ‘intermolecular’.

Ext: Explain why covalent bonds require a high amount of energy to break.

Complete this table about the different

allotropes of carbon.


Define the term ‘ionic bond’.

Describe how a covalent bond is formed between sodium and

chlorine.

Complete the dot-and-cross diagrams for

these covalent molecules.

Number of

bonds to

each

carbon

Properties Uses

Diamond

Graphite

Graphene

Buckmin-

sterfullerene

Question 1

Work out the value of

10 + 3b2 when b = 6

Question 2

Work out the value of

30 + a when a = 2

Question 3

Work out 2 × 2 + 3

Question 4

Work out 3 + 3 × 3 + 2


How to write really big and small numbers using standard form

Ex 1. Write this number in standard form:

890000

Ex 2 Write this number in standard form:

2005000


0.00465


0.0000070


Standard Form 1 Complete the starter questions in the boxes below:


Key points:

TASK 1: Write the following numbers in standard form


Standard Form 1

1. 3000

2. 8000000

3. 6200

4. 124000000

5. 904300000 6. 5610

7. 78500 8. 2009

9. 0.00000004 10. 0.0005

11. 0.00567 12. 0.0000000031

13. 0.000000313 14. 0.0000209

15. 0.93 16. 0.46


English Lang. (Paper 2) - Tutorial #23 Constructing a summary

These extracts are taken from two different non-fiction sources. The first is taken from a newspaper article

published in the 1980s entitled, Ghostbuster shatters the myth about Phantoms by Jack Pleasant. The sec-

ond extract from a book entitled From Matter to Spirit by Sophia Elizabeth de Morgan, published in 1863.

TASK 1: List different words or phrases you could use instead of the terms below. (AO1)

Term Alternative words or phrases

infer

similar

different

TASK 2: ‘The strange things that happen in each source are different.’ Identify the strange things that happen

in each source. (AO1)

The ghost-hunter claims that on one startling occasion, he actually watched a bowl of oranges rise unaided off a sideboard, as if a clever magician had made his assis-tant float into the air. The bowl then shattered into pieces as it plummeted to the ground and oranges bounced all round the room. In another investigation, he and the family involved saw a heavy clock mysteriously transport from one end of the mantelpiece to the other and back again. But he is convinced that such occurrences have nothing to do with the spirits of the dead. He believes they are caused by a type of energy we don’t yet understand which is generated by tense human emo-tions.

‘When I was sixteen years old, I was nursing a child of seven who had been ill since birth with disease of the head. He had been for some days expected to die, but was quite sensible. About noon I left him in a little back parlour on the ground floor. His mother and a friend were with him. I was returning from the kitchen to the child, and had just reached the top of the staircase, when I saw, coming from the door of the room, the form of a little child. It did not step on the ground, but immediately went up over the staircase and disappeared from me. The bed on which the sick child had been lying was close to the door of the room, and that door was not more than a foot from the top of the staircase which I came up. As I entered the room, his mother said, ‘He is just gone.’ The figure that I saw was a little child, fair and fresh-looking, and perfectly healthy. It looked fatter and younger than the sick little boy, and had a very animated, happy expression. It was like a living child, only so light.’


English Lang. (Paper 2) - Tutorial #23 Constructing a summary

You will need to refer to both sources for this question.

The strange things that happen in both Sources are different.

TASK 3: Use details from both sources to write as summary of what you understand about the dif-

ferent strange things that happen. (AO1) [8 marks]

Quotation from

the first extract

State a

difference

Infer

Quotation from

the second ex-

tract

Infer

Link


Question 1

Simplify 7a + 2b + 3a +

6b

Question 2

Simplify 9a + 5b - 4a +

3b

Question 3

Work out 2.85 × 1000 =

Question 4

Work out 26.8 × 100 =


How to write standard form numbers as ordinary numbers

Ex 1. Write this number as an ordinary number

3 × 105

Ex 2

4.25 × 107

Ex 3

8 × 10 -3

Ex 4

9.36 × 10 -4


Standard Form 2 Complete the starter questions in the boxes below:


Key points:

TASK 1 Write these numbers as ordinary numbers


Standard Form 2

1. 2 × 103 2. 4 × 106

3. 8.2 × 104

4. 9.3 × 105

5. 7.46 × 107 6. 5.03 × 108

7. 6 × 10 -3 8. 5 × 10 -8

9. 2.3 × 10 -5 10. 4.75 × 10 -9

11. 1.6 × 10 –4 12. 9 × 10 –10

13. 7.56 × 10 -1 14. 8.333 × 10 -6

15. 2.901 × 10 -7 16. 5 × 10 –2


English Lang. (Paper 2) - Tutorial #25 Identifying rhetorical devices


Rhetorical question

Statistics

Opinion

Facts

Anaphora

Epistrophe

Asyndeton

Inclusive language

The English Language GCSE has two exam papers.

Now is the time to take control. Now is the time to

step up. Now is the time to achieve greatness.

99% of pupils achieved the grade they needed in

GCSE English Language.

These tutorials are to help you understand your ex-

ams, revise for your exams and succeed in your ex-

ams.

I think the English Language exam is simple if you fol-

low the steps given.

As a school, we need to make sure we are supporting

and developing each other.

Leaving the exam hall, the pupils felt relieved, confi-

dent, empowered.

Why not give it your best shot?

Key word: Rhetorical devices

Language techniques that are used to

convince or persuade by appealing to

logos (logic), pathos (emotions) and

ethos (moral character).

The extracts below are from President John F. Kennedy’s ‘We choose to go to the moon’ speech (1962). He

performed this speech at Rice University in Houston, Texas.

TASK 2: Identify the rhetorical devices in the extract below. (AO2)

Those who came before us made certain that this country rode the first waves of the industrial revolutions, the first waves of modern invention, and the first wave of nuclear power, and this generation does not intend to founder in the backwash of the coming age of space. We mean to be a part of it--we mean to lead it. For the eyes of the world now look into space, to the moon and to the planets beyond, and we have vowed that we shall not see it governed by a hostile flag of conquest, but by a banner of freedom and peace. We have vowed that we shall not see space filled with weapons of mass destruction, but with instruments of knowledge and understand-ing.


English Lang. (Paper 2) - Tutorial #25 Identifying rhetorical devices


TASK 3: Identify the rhetorical devices in the extract below. (AO2)

Yet the vows of this Nation can only be fulfilled if we in this Nation are first, and, therefore, we intend to be first. We set sail on this new sea because there is new knowledge to be gained, and new rights to be won, and they must be won and used for the progress of all people. For space science, like nuclear science and all technology, has no conscience of its own. Whether it will become a force for good or ill de-pends on man, and only if the United States occupies a position of pre-eminence can we help decide whether this new ocean will be a sea of peace or a new terrifying theatre of war.

There is no strife, no prejudice, no national conflict in outer space as yet. Its hazards are hostile to us all. Its conquest deserves the best of all mankind, and its opportunity for peaceful cooperation may never come again. But why, some say, the moon? Why choose this as our goal? And they may well ask why climb the highest mountain? Why, 35 years ago, fly the Atlan-tic?

To ‘Achieve Greatness’: State if each method appeals to the audience’s logos, pathos or ethos.

TASK 4: Choose three quotations from the extract above and explain why they are persuasive to the audi-

ence. (AO2)

1Being the greatest or leading



Ionic Bonding

1) Which of these are covalent

compounds?

COPPER OXIDE

CARBON DIOXIDE

IRON FLUORIDE

SULPHUR DIOXIDE

2) What is an ionic bond formed

between?

A) Metal + non-metal

B) Metal + metal

C) Non-metal + non-metal

D) None of the above

3) Define the term ‘ionic bond’.



Drawing dot-and-cross diagrams for ionic bonds

and describing electrical conductivity of ionic

compounds.

What ions do the following elements form? Complete the sentences about ionic

bonding by circling the correct words.

An ionic bond exists between two metal /

two non-metal / metal and non-metal

atoms.

Ionic bonding involves the sharing / transfer

of outer shell electrons.

Ionic bonding exists between a positive /

negative metal ion and a positive / negative

non-metal ion.



Ionic Bonding

Task: Describe the transfer of electrons between metals and non-metals in an ionic bond.

Ext: Describe the formation of an ionic bond in magnesium oxide.

Complete the dot-and-cross diagrams for the

following ionic compounds (including adding

brackets and charges).

1. Lithium fluoride (LiF)

2. Magnesium oxide (MgO)

3. Lithium oxide (Li2O)


Define the term ‘metallic bond’.

Explain why a pure metal is softer than an alloy of two or more

different metals.

Complete the table to state and explain

whether or not the ionic compound will

conduct electricity.

Conduct

electricity?

Explanation

Solid

Aqueous

(dissolved in

water)

Molten

(melted by

heating)

Question 1

Solve x ÷ 12 = 5

Question 2

Solve 6x + 5 = -19

Question 3

How much change

would you get from £10

if you spent £0.81 and

£2.66?

Question 4

How much change

would you get from £5

if you spent £1.61 and

£1.83?


How to divide a quantity by a ratio

Ex 1. Share £40 between Alice and Brian in the ratio 3:5

Ex 2. Ben, Sue and Paul share £60 in the ratio 2 : 3 : 1

Ex 3. Tom and Jo work in a restaurant and split the tips in the ratio 5 : 2.

Tom received £15 in tips one week. How much did Jo receive?

Ex 4 The number of milk chocolates to the number of plain chocolates in one

box is in the ratio 2 : 1. There are 24 milk chocolates. Work out the total number

of chocolates.


Sharing using a ratio Complete the starter questions in the boxes below:


Key points:

TASK 1


Sharing using a ratio

1. Divide 55 in the ratio 4:7

2. Divide 56 in the ratio 3:4

3. Divide 126 in the ratio 6:1:7

4. Divide 110 in the ratio 4:5:2

5. Tim and Yvonne share tips in the ratio 4:7.

One week they had £33 in total. Work out

how much each of them received.

6. Tim and Yvonne share tips in the ratio 4:7.

One week, Tim received £16. How much did

Yvonne receive?

7. A TV screen has a height and width in the

ratio 3 : 4. If the height is 60 what is the

width?

8. The number of pupils in a class that wear

glasses to those who do not wear glasses is in

the ratio 1 : 3. There are 21 students in the

class who do not wear glasses. How many pu-

pils are there in the class altogether?


English Lang. (Paper 2) - Tutorial #28 Explaining the effect on the reader

TASK 1: Match the terms below to their definition. (AO2)

Antonym

Oxymoron

Antithesis

Juxtaposition

Paradox

A figure of speech when two opposite words or ideas

are used together in a single phrase for effect.

When a person or thing is the direct opposite of some-

one or something else.

When a sentence or phrase is contradictory and there-

fore, does not make sense.

When a word has the opposite meaning to another.

When contrasting places, characters, actions or ideas

are placed together in a sentence, paragraph or whole

text for effect.

The extract below is taken from an essay called The Zoo by Edward Frederic Benson (1893). Benson reflects

on his visit to London Zoo which was considered a tourist attraction and form of education.

TASK 2: Identify key phrases in the extract below and what the reader is likely to think, feel, imagine or ques-

tion about zoos. (AO2)

Some of the saddest sights that I know in the saddest city of all the world, our English London, are to be seen at the Zoological Gardens. Whilst you may see there some amusing comedies, most are tragedies. One of the most charming little comedies is performed by a stork and a small seal. It is worth seeing more than once. The little seal spends his life locked up in a cage with a bar in front, a tiny enclosure in the centre of which is a sunken iron basin full of water, and he passes the day in swimming rapidly round it, coming up every now and again to take breath, or to look at the view. He balances himself on the edge of the basin with one fin, and regards the world with a serious contemplative air. Sooner or later the stork, who lives in the next enclosure, walks up to the wire netting, which separates them and looks coldly at the seal. The seal has a warm heart and he doesn’t like it; so by way of amusing his friend he drops back into the iron basin and races round it at express speed. When he is tired, he comes up and looks wistfully at the stork. The stork opens and shuts his mouth like a middle-aged gentleman, waking up from an after-dinner nap, and says, “How very improper.” Poor little seal!

1Sink, bowl 2Thoughtful 3Regretful longing, seeking approval


English Lang. (Paper 2) - Tutorial #28 Explaining the effect on the reader


TASK 3: Explain how the writer uses language to describe the seal and the stork and the way they behave

towards each other. (AO2) [12 marks]

Effect

Highlight Em-

phasise

Method

Connotations

Key phrase

Reader

Think

Feel

Imagine

Question

Build

Logos

Pathos

Ethos

To ‘Achieve Greatness’: Explain the use of literary contrasts in the extract.

Question 1

Find 50% of £150

Question 2

Find 25% of £172

Question 3

Round 341 to the nearest

10

Question 4

Round 1043 to the

nearest 100


How to round a number to one, two or three decimal places.

Ex 1. Round the following to one decimal place:

Ex 2. Round the following to two decimal places:

Ex 3. Round the following to three decimal places:


Rounding to decimal places Complete the starter questions in the boxes below:


4.79 6.32 9.25 0.76

6.437 7.157 0.473 1.994

3.6916 4.0264 0.0246 0.9998

Key points:

TASK 1. Round the following to one decimal place

TASK 2. Round the following to two decimal places

TASK 3. Round the following to three decimal places


Rounding to decimal places

2.58 = 3.41 = 12.42 = 18.79 =

17.55 = 13.642 = 0.961 = 0.535126 =

8.648 = 4.719 = 7.825 = 3.136 =

0.517 = 0.63221 = 1.949 = 8.9954 =

3.7123 3.4961 2.0907 5.379312

0.0049 0.1707 0.59952 0.999999


English Lang. (Paper 2) - Tutorial #30 Identifying writers’ attitudes

TASK 1: Match the terms below to their examples. (AO3a)

Hyperbole

Sarcasm

Idiom

Anecdote

The silver lining of this whole year is the break you will

have before starting college.

Across the country, English teachers weep at the incor-

rect use of the term ‘attitude’.

Primary school was a lifetime ago.

The constant reminder of looming GCSEs has, of

course, been the best part of year 11 so far. Key term: Attitude

What someone thinks or

feels about a given topic

The extract below is named Prison can be the right place for kids published in The New Statesman maga-

zine by Angela Neuslatter (2002).

TASK 2: Identify key phrases in the extract below and state the writer’s attitude towards young people in

prison. (AO3a)

Charmion Togba was not the kind of kid you'd have wanted on your patch. He says it him-self. At the age of 16, he was manufacturing drugs and selling guns. But that's all changed. Today he works with children at risk, and this summer he is running rehabilitation courses funded by the Arts Council and Youth Justice Board. Reflecting on the change, he gives a big smile: "It was prison that turned me around. I was angry, directionless and saw only a fu-ture in crime. The place I was sent treated me with decency and helped me see I could make different choices. It gave me the opportunity to develop in a way I wanted."

It's not what you expect to hear from someone locked up at Her Majesty's Pleasure while still just a child - Charmion was 17 at the time and this was his second sentence. His first sentence, at the age of 16, served at Feltham Young Offender Institution (YOI), had done nothing to improve his frame of mind: "You learnt survival of the fittest, to shut up and shut down . . . I came out more not less ready to commit crimes."

But his second sentence was served at Huntercombe YOI near Oxford, a place that is pin-pointed by many radical thinkers on juvenile punishment as having a particularly humane and constructive ethos and regime. It startled Charmion to find that the governor, Paul Mainwaring, had brought in musical instruments and set up a recording studio because so many inmates were keen to make music. Charmion developed his recording skills, took NVQs, was given a job training other inmates. Before his release, the prison helped him get funding to return on a regular basis and keep training inmates, "so I didn't have that terri-ble thing that trips so many kids up, even if they want to stay straight, of having nothing when they get out". He was also funded by the trust to start his own company, Genocis, running arts and multimedia programmes with children who risked following a similarly de-linquent trajectory to his own.


English Lang. (Paper 2) - Tutorial #30 Identifying writers’ attitudes


TASK 3: Identify key phrases in the extract below and state the writer’s attitude towards young people in

prison. (AO3a)

Sir, I learn with great regret, through the columns of your paper, that the warder Martin, of Reading Prison, has been dismissed by the Prison Commissioners for having given some sweet biscuits to a little hungry child. I saw the three children myself on Monday preceding my release. They had just been convicted and were standing in a row like frightened mice in the central hall in their pitiful prison dress, carrying their well worn sheets under their arms, previous to their being sent to the cells allotted to them.

They were quite small children, the youngest — the one to whom the warder gave the bis-cuits — being a tiny little chap, for whom they had evidently been unable to find clothes small enough to fit. I had, of course, seen many children in prison during the two years dur-ing which I was myself confined. Wandsworth Prison, especially, contained always a large number of children. But the little child I saw on the afternoon of Monday the 17th at Read-ing, was tinier than any one of them. I need not say how utterly distressed I was to see these children at Reading, for I knew the treatment in store for them. Who wouldn’t be? The cruelty that is practised by day and night on children in English prisons is incredible, except to those who have witnessed it and are aware of the brutality of the system. Every child is confined to its cell for twenty-three hours out of the twenty-four. This is the appalling thing. To shut up a child in a dimly lit cell for twenty-three hours out of the twenty-four, is an example of the cruelty of stupidity. If an individual, parent or guardian did this to a child he would be severely punished. The Society for the Prevention of Cruelty to Chil-dren would take the matter up at once. There would be on all hands the utmost detestation of whomsoever had been guilty of such cruelty. A heavy sentence would, undoubtedly, fol-low conviction. But our own actual society does worse itself. Inhuman treatment by Society is to the child the more terrible because there is no appeal. A parent or guardian can be moved, and let out a child from the dark lonely room in which it is confined. But a warder cannot. Most warders are very fond of children. But the system prohibits them from rendering the child any assistance. Should they do so, as Warder Mar-tin did, they are dismissed.

To ‘Achieve Greatness’: State the method used in the phrases you have identified.

1Before 2Selected, chosen 3Stops, forbids 4Giving, surrendering



Metals

1) Which of these are ionic

compounds?

COPPER OXIDE

CARBON DIOXIDE

IRON FLUORIDE

HYDROGEN BROMIDE

SODIUM CARBONATE

2) List at least 3 transition metals

and their symbols.

3) List at least 3 physical properties

of metals.



Physical properties of common metals and metallic

bonding with delocalised electrons.

Which diagram shows the atom

arrangement in a pure metal? Describe the

atom arrangement.

Complete the table about common metals.

Physical

properties

Uses

Gold

(Au)

Copper

(Cu)

Aluminium

(Al)

Steel

(Fe + C)



Metals

Task: Explain why metals are malleable (can easily be bent into shape).

Ext: Which of the common metals studied does not have a regular atom arrangement? How

does this affect the physical properties?

Using the diagram below, explain why

metals are good conductors of electricity

and heat.

Apply what we have done to copper by

ranking these statements as true or false.

1. The metal is held together by the attraction

between the copper ions.

2. Copper has a high melting point because there

are strong forces of attraction between the

copper ions and the free moving outer shell

electrons.

3. The metal conducts electricity because the

copper electrons are free to move.

4. Copper has a high melting point because there

are lots of strong covalent bonds to break.

5. Copper can be bent because the layers of cop-

per ions can slide relative to each other.

Ext: For each false answer, why is it false?

Conductor of heat Conductor of electricity

Hint: Vibrations in fixed

positions.

Hint: Sea of delocalised

electrons.

Question 1

Round 0.6 correct to 1

decimal place

Question 2

Round 1.16 correct to 1

decimal place

Question 3

Work out 9 + 11 × 2

Question 4

Work out 10 × (9 - 5)


Rounding to significant figures Complete the starter questions in the boxes below:



How to round a number to one, two or three significant figures.

Ex 1. Round the following to one significant figure:

Ex 2. Round the following to two significant figures:

Ex 3. Round the following to three significant figures:

1420 2668 59470 0.03751

1420 2668 59470 0.03751

1420 2668 59470 0.03751

Key points:

TASK 1


Rounding to significant figures

TASK 1. Round the following to one significant figure

TASK 2. Round the following to two significant figures

TASK 3. Round the following to three significant figures

258 = 341 = 1242 = 1879 =

1755 = 13642 = 0.961 = 0.535126 =

8648 = 4719 = 7825 = 3136 =

0.517 = 0.63221 = 0.1949 = 0.89954 =

37123 34961 20907 5379312

0.0049 0.1707 0.59952 0.999999


English Lang. (Paper 2) - Tutorial #33 Comparing writers’ attitudes

TASK 1: List connotations for the terms below. (AO3a)

Term Connotations

Entombed

Smothered

Pungent

These extracts are taken from two different non-fiction sources. The first is taken from The Village

that Lost its Children by Laurie Lee (1967), one year after a devastating landslide in the Welsh village

of Aberfan. The second is taken from a Victorian newspaper article named Earthquake in England

(1863).

TASK 2: Identify key phrases that relate to the events each writer describes. (AO3a)

Such villages learned to accept a twilight world where most of the menfolk worked down the pits.

Many died early, with their lungs full of coal-dust, and the life was traditionally grim and perilous. Disaster, in fact, was about the only news that ever came out of the valleys – the sudden explosion underground, miners entombed alive, or the silent death in the dark from gas. Wales and the world were long hardened to such news. But not to what happened in Aberfan.

…

Then one morning, out of the mist, the unthinkable happened, and the tip came down on the vil-lage. The children of Pantglas Junior School had just arrived in their classrooms and were right in the path of it. They were the first to be hit by the wave of stupifying filth which instantly smoth-ered more than a hundred of them.

The catastrophe was not only the worst in Wales but an event of such wanton and indifferent cru-elty it seemed to put to shame both man and God.

In London, we are situated on a deep bed of clay, where our houses are well built, and where we are so accustomed to noises, shocks, and tremors that we are almost startled to find it calm and quiet. Noises from vast warehouses along the river banks, bathed by the muddy and dull water of the great river, while trains rush past at full speed or rumble underground uttering horrible cries and vomiting waves of smoke. London: where men work in darkness, scarcely seeing their own hands and not knowing the meaning of their labour. London: a rainy, colossal city smelling of mol-ten metal and of soot, ceaselessly streaming and smoking in the night fog. Fog which persists and assumes different hues – sometimes ashen – sometimes black. With the lighting of the fires, it soon becomes yellow and pungent, irritating the throat and eyes.

Here, on this day, a large proportion of us felt a sort of shock and shiver, and the feeling of being upheaved; but very few of us could trust our own sensations, and be sure it was something out of the usual course.

1Astonishing, confusing 2Cruel, vicious 3Familiar 4Overpowering


English Lang. (Paper 2) - Tutorial #33 Comparing writers’ attitudes


TASK 3: Compare how the writers convey their different ideas and perspectives of the events they describe.

(AO3a) [16 marks]

Quotation

State the

first writer’s

Explain their

viewpoint

Effect

Highlight

Emphasise

Compare

Method

State the second

writer’s attitude

Quotation

Explain their

viewpoint

Method

Effect

Highlight

Emphasise


“Anyone can do something

when they want to do it.

Really successful people do

things when they don't want

to do it.

- P. McGraw

year 11 tutorial booklet half term 2 · 2020. 7. 24. · expectations and purpose of year 11...

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