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Video Get 100% on Paper 2 Question 2 Cambridge IGCSE Reading Paper (0522 and 0500)

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14:15   |   31K+ views   |   07/18/2018 at 22:06

Transcription

  • welcome to question two of the Cambridge
  • IGCSE reading paper that's the one
  • that's called first language English oh
  • five two two although that's the same
  • questions as you'll get in the zero five
  • zero zero service this is question two
  • from last year's paper May 2015 and the
  • question will always be nearly identical
  • so you need to look at two paragraphs
  • that will always be the case and you'll
  • be able to find them because the
  • quotations
  • for the beginning of the paragraphs will
  • be given to you and then there's this
  • really powerful bit of advice that
  • select for words and probably the words
  • will always be powerful as well but from
  • each paragraph so in a class of 28
  • students I always have two or three who
  • just write about four words and forget
  • that there's each paragraph now these
  • words might not be underlined for you in
  • the question I'm looking at the mark
  • scheme here so you need to underline the
  • key words yourself explain how each word
  • or phrase is selected and used
  • effectively and you must talk about
  • imagery and we'll explore what imagery
  • is in a minute
  • the word count is always the same 200 to
  • 300 words although you're not really
  • penalized for going over that and this
  • question is only worth ten marks so if
  • you know the exam you'll realize that
  • question one and question three are
  • worth 20 marks it's a two-hour paper and
  • many of you will run out of energy at
  • the end so I strongly advise you to do
  • this question last don't do it in order
  • the reason for that is if you use up all
  • your energy on this question there are
  • 20 marks going on question 3 and you're
  • likely to chuck quite a few of them away
  • so this is only worth 10 marks please do
  • it last
  • okay the examiners are trying to be
  • really helpful let me show you how they
  • want you to be able to talk about images
  • and you will know that image
  • use our personification simile metaphor
  • alliteration or anything to do with
  • sound but it doesn't matter if you don't
  • name them as long as you talk about it
  • as imagery you can still get the marks
  • and then there's another bit of help
  • do not take marks off for inaccurate
  • statements simply ignore them so you can
  • afford to make mistakes on this question
  • and you won't lose marks the examiner
  • will give you marks for any sensible
  • comment but this is going to be really
  • important you have to talk about correct
  • meanings I'm going to come back to that
  • in a minute and you can even talk about
  • non vocabulary choices for example the
  • punctuation used all the types of
  • sentence and you still get marks for
  • that as long as you also have comments
  • about vocabulary and I wouldn't advise
  • this I'd stick to the vocabulary choices
  • if you can okay now for the major
  • pitfall in this question and why even
  • the best students rarely get full marks
  • this is a quotation question and you've
  • been doing that probably since year five
  • and you're an expert at it the problem
  • is you're an expert at quoting and
  • literature in an essay however this exam
  • asks you to do something vaguely
  • ridiculous it's very very mechanical and
  • stupid but you have to do it to get the
  • marks so now that I've waited your
  • appetite let's see what their idiotic
  • points will understand that I jumped to
  • the examiners advice on this Oh 500
  • syllabus it's exactly the same questions
  • on the same paper as the Oh 5 to 2
  • syllabus but I was curious to know why
  • my own students didn't get full marks I
  • couldn't find a clue in the mark scheme
  • until I looked at the Oh five zero zero
  • syllabus oh here it is this is how the
  • examine is supposed to mark and for
  • imprecise or incomplete choices or
  • explanations they
  • put this upside down V then for meaning
  • ie that means that is not for example it
  • means exactly a dictionary definition
  • annotate X exp so the examiner wants you
  • to write a dictionary definition of the
  • words you're looking at you would never
  • do that in a literature essay it would
  • make you sound like an idiot and and
  • unfortunately you have to write like an
  • idiot for this bit to get the mark and
  • then you need an explanation in the
  • margin about sorry they have to put the
  • X be for an explanation in the margin
  • about the effect then the effect is not
  • eg not for example but ie
  • so the effect is the response it evokes
  • on the reader so the effect on the
  • reader is those are the words you've got
  • to use and then finally you've got to do
  • something
  • also very strange you have to write an
  • overview and that's marked with an O so
  • I'm going to take you through those
  • requirements so you can get 100% okay
  • let's look at some of the language
  • choices you could have made so something
  • here is described as an eyesore and in
  • your literature essays you go straight
  • after quoting that you'd go into saying
  • what it suggests you suggest it's
  • painful to behold but then you'd miss
  • this whole bit of the mark scheme where
  • you have to translate I saw it means
  • something very ugly or something
  • offensive to the eye then you'd write
  • this suggests that yep or you would
  • actually write the effect of the reader
  • on the reader is that we realize it's
  • painful to behold here again heavy shade
  • this means literally that it's very dark
  • the effect on the reader is to suggest
  • that this is oppressive you see how it
  • works
  • noxious weeds noxious dictionary
  • definition means poisonous or toxic this
  • creates the effect on the reader of
  • giving us a sense of the Pulu
  • in danger you see how it works and then
  • if we jump down to the other paragraph
  • you've got to write about exactly the
  • same thing is going on the lips or face
  • tightened into a grimace grimace is an
  • ugly or distorted face that's the
  • dictionary definition the effect on the
  • reader is that it indicates his
  • disapproval caused by the tense muscles
  • so you have to be really mechanical here
  • by giving the dictionary definition then
  • suggest what the effect on the reader is
  • okay so you've picked four quotations
  • you've written about them as imagery
  • notice that nowhere in the examiners
  • mark scheme is there any detail about
  • naming it as personification or simile
  • or metaphor or literation you don't have
  • to name it low if you know it do because
  • it helps and then the same for
  • quotations from the next paragraph well
  • what's left to do nothing if we look at
  • the question of the question just select
  • four words from each paragraph it must
  • include imagery explain how it's used
  • effectively in other words the effect on
  • the reader I see it we've got full marks
  • we've got eight quotations full mark
  • surely but no because there's this
  • highly annoying bit in the mark scheme
  • this by the way is also in the 0 5 to 2
  • mark scheme this fits exactly the same
  • the general effect is of an unsightly
  • hostile and wild area its dangers
  • exaggerated as Rufus attempts to
  • manipulate his audience now you will
  • notice that in terms of exam technique
  • after you've written about these so
  • you've got two choices you can leave a
  • two line gap so once you've written
  • about the quotations you go back and put
  • that general overview in or you can put
  • this at the end after you've written
  • about the quotations when we move to the
  • next paragraph the general effect is of
  • a furious man attempting to suppress the
  • outward signs of his own anger I suppose
  • it's potentially dangerous or comical
  • again you need to put in
  • comment about the overall effect you
  • won't know what that is until you've
  • written about your images and again
  • you've got same choice leave two lines
  • at the beginning or write it at the end
  • two lines is clearly enough for an
  • overview so it's not hard for you to
  • write it but you need to do it to get
  • ten marks out of ten right now I'm going
  • to show you the same two candidates that
  • were in my question one video so if I
  • just pan up here this is my brilliant
  • candidate who I expect to score 100% on
  • every question because he really is that
  • good at English you get an a star in a
  • level literature no bother at all
  • but when we scan through his work we can
  • see that the examiner has annotated it
  • for explanations but these they think
  • are incomplete and there are no pluses
  • there until we get to the final bit in
  • other words he's writing too well for
  • this examiner he's writing it like a
  • literature essay and instead he needs to
  • be completely mechanical giving the
  • dictionary definition saying what the
  • effect on the reader is and he's just
  • actually being too good for this exam
  • and obviously he hasn't put in the
  • overview I say obviously because that
  • wasn't asked for in the question and
  • stupidly when I taught this last year I
  • just taught them to answer the question
  • I am hadn't looked at the other syllabus
  • oh five zero zero to see quite how
  • stupid the exam was and he had to put
  • the overview in her so there you go his
  • marks are six out of ten which is
  • appalling and he could get ten out of
  • ten in his sleep and but it's because
  • he's written too well as though this was
  • a literature exam he hasn't followed the
  • marked scheme so that's my top tip
  • follow exactly what the markers want no
  • matter how stupid because you want to
  • get a hundred percent right let's
  • contrast that to the other candidate who
  • got the high
  • marks in the air for these three
  • questions and you can see he got eight
  • out of ten and wrote much much less you
  • can see by the pluses and the
  • explanations that he's got more of them
  • in but he clearly also does not have the
  • overviews it's harder for the examiners
  • to see an overview anyway because he
  • hasn't separated it into two sections
  • he's written an introduction at the
  • beginning where he could have put the
  • overview and but he hasn't taught about
  • the overall effect so he hasn't got the
  • mark for it you can see there's nothing
  • credited for that opening bit so this
  • really is a mechanical point scoring
  • exercise and you ought to be able to get
  • four marks ten out of ten simply by
  • filling both pages it's not about volume
  • and if you're used to writing proper PEP
  • paragraphs or peña where you put in a
  • lot of analysis actually that doesn't
  • get you any more marks in fact obviously
  • you lose marks because you write too
  • much as you saw with the previous
  • candidate so in some ways that's
  • depressing because you're not actually
  • being tested on proper English skills
  • but the good news is it's easy it's
  • mechanical and easy and you can actually
  • aim for 100% so I try to summarize that
  • for you question to teachers and
  • students often approach this question
  • logically as a literature question
  • demanding P or P a paragraph responses
  • but this is not the exam skill instead
  • use the mark scheme and student
  • responses that I've shown you to show
  • why students should do the following use
  • the word imagery an image where you
  • can't identify a simile or metaphor
  • personification any reference to sound
  • alliteration counts as imagery and
  • directly after the quotation you should
  • write a dictionary definition of the
  • words in fact you could even say a
  • dictionary definition of this is you
  • could actually use these words they're
  • in the mark scheme and then directly
  • after the dictionary definition instead
  • of saying this supply this implies or
  • this suggests
  • you're going to say the effect on the
  • reader is and then explain what it
  • suggests and use those words this
  • explanation is only one or two sentences
  • it doesn't have to be really long
  • doesn't have to be developed with lots
  • of real insight after the four
  • quotations from the paragraph the
  • student must write an overview and I've
  • said that afterwards because it's just
  • the easier I think than leaving a gap
  • using a word these words the general
  • effect is and if you do that you can't
  • fail to get 100% unless of course you
  • pick on something that is an imagery but
  • remember no maps are taken off it's just
  • not credited so now you know how to get
  • 100% twice and past papers mark them
  • give them to your teacher see if they
  • agree and shortly I'll do the video on
  • question three

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Description

Learn the strange marking criteria which means PEE or PEA does not work on this language question. Find out how to nail this exam by following simple (even ridiculous) rules.

Keywords

dominic salles mr salles how to write how to pass exams gcse english language exam ocr igcse wjec aaa teacher teach teaching how to get A how to get 100 how to get 100 percent

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