English Language

Remote Learning

Y10
Week Beginning 25.01.2020
Instructions
Hello Year 10,
This booklet contains all the work that you must complete this week for English Language.
We will upload a .docx (word document) and a .pdf file of the booklet each week; they’re the same work in two different file
types. This means that you can type your work straight onto the booklet by downloading the .docx. If you are using a mobile
phone, you can download the .pdf to see a copy of the booklet and complete your work on paper.

Expectations
• You need to read through the materials in this booklet before your weekly zoom lesson and prepare any questions you
need to ask your teacher.
• Your zoom lessons are compulsory for you to attend.

Submission Instructions:
Electronic work – Remember that if you are submitting work you have done on the computer to name the folder like this,
‘Michael Watson English Language Remote Learning Week 1’. If you want to type straight onto the booklet lines, press the
down arrow  to go onto a next line rather than the ‘Enter’ button on your keyboard.
Work on paper – Remember to take a photo of the work you have done on paper and upload that to Class Charts.

This booklet should take you 2.5 hours in total to complete.

Feedback
Your teacher will mark your work each week with one of the following categories: submitted, late, not submitted, or
extenuating circumstances. At least once every two weeks, your teacher will provide feedback about the work you complete
and identify areas of strength and areas for development.

If you have any questions, you can contact your teacher via class charts. If this option is unavailable to you, please send your
messages to me at michael.watson@schools.sunderland.gov.uk. I shall pass on your request to your class teacher.
Thanks,
Mr M Watson
Instructions
Hello again,
This week we would like you to do something a little different.
As part of your GCSE English Language course, you must complete a Spoken Language Study. Therefore, you need to plan,
prepare and deliver a 5-minute presentation, followed by a 5-minute question and answer session. Typically, it is completed
in front of the class; however, we’re going to adapt things slightly because of the current circumstances. Rather than
complete this in school, you will complete this at home and record yourself delivering your presentation.
How will this work?
1. You will complete your planning and preparation as usual (the resources for this are in this booklet).
2. You will record a video of yourself giving your presentation (you can do this via mobile phone/ webcam / iPad etc.).
3. You will record yourself answering questions to someone at home (they don’t need to be seen on the screen, just you).

Your work this week is split into three sections:

• Planning
• Preparation
• Delivery
Planning
Your speech can be about any topic that you like ranging from current affairs to your favourite film. You have complete
freedom of choice on the subject if it is appropriate for a school setting and will not cause offence or harm to another
individual.

Task: Watch a news programme this week and make notes about how the presenters and journalists deliver their reports
factually, while also providing their own opinion. Complete the table below:

Describe their
body language.

Make a note of
any phrases or
words that they
repeat.

Make a note of
any language
devices they use.

Make a note of
how they start
and end their
report.

Make a note of
anything else that
you think is worth
remembering.
Planning
Create a list/spider diagram of 10 possible topics and the things you could say about each in the box below. I have completed
an example of the expected standard for you.
Example
Favourite film = The Shawshank Redemption. Points: Excellent acting from Morgan Freeman and other cast members.
Compelling plot. Brilliant music score. Cliff-hanger ending. It’s brilliant because it tells the story of a man treated harshly by
life but won’t let anything hold him back – even prison.

Double-click here to type your plan.

Preparing
Choose one of your ideas and write out the speech/presentation you will be making into the grid below. Ensure that you
complete all the success criteria for each section of your speech by ticking them off as you go.

Success Criteria:
Complete the criteria for each section of your speech.
Use ambitious vocabulary in every section of your speech.
Use deliberate sentences in every section of your speech.
Your speech should be between 300-400 words.
Section 1 – Introduction
 Open with a rhetorical
question.
 Make your point of view
clear.
 Use imperative verbs
(commands e.g., must)
Section 2 – Idea 1 What will you
improve for the people?
 Start with the discourse marker,
‘Firstly,’.
 Use hyperbole to emphasise
your points.
 Use statistics to back up your
point (make them up)
 Use a deliberate sentence from
the end of this booklet.
 Use ambitious vocabulary from
the end of this booklet.
Section 3 – Idea 2 Build on your
previous idea.
 Start with the discourse marker,
‘Secondly,’.
 Use an anecdote to talk about a
personal experience you had
involving your topic.
 Use emotive language to make
the audience empathise with
you.
 Use a deliberate sentence from
the end of this booklet.
 Use ambitious vocabulary from
the end of this booklet.
Section 4 – Idea 3 How else are you
going to improve things?
 Start with, ‘Thirdly,’
 Include a quotation from a
professional with lots of facts to
back up your ideas.
 Use statistics and figures to go
with a professional opinion.
 Use a deliberate sentence from
the end of this booklet.
 Use ambitious vocabulary from
the end of this booklet.
Section 5 – Conclusion
 Start with, ‘Finally…’
 Use anaphora (repeat an
idea/phrase that you used at the
beginning of your speech)
 Use emotive language to build
up audience emotion.
 Use the rule of three (a list of
three powerful adjectives) to
make the audience remember
your ending.
 Use a deliberate sentence from
the end of this booklet.
 Use ambitious vocabulary form
the end of this booklet.
Preparing
You also need to complete a question-and-answer round; it should take five minutes to answer between 4-5 questions your
audience asks you. You should be able to give extended and precise answers to each of the questions raised.
It is useful to prepare your questions and answers in advance of your presentation. You can give your audience the questions
you want.

Complete the grid below with the questions you want to be asked and the detailed answers you will provide.
Delivering
Now that you have prepared, you will deliver your speech. To do this, you need to be in a quiet, well-lit room and have at
least one other person there to act as your audience, record you and ask your questions.

You are not allowed to just read from your script. It needs to come across to the examiner that you are doing this from
memory. Therefore, you are only allowed the equivalent of 4 post-it notes with ten bullet points of information (not full
sentences). I recommend that you practice a couple of times before actually doing your recording. Remember, the only ones
who will see your presentation are your teacher and I. I have created some boxes below where you can type or write your
bullet points.

If you have any technical issues, please send me a message on class charts, and I’ll see what I can do to help.

You need to submit the video of your presentation and your completed version of this booklet.

Thanks,

Mr Watson
Ambitious Vocabulary
Colours: saffron, indigo, scarlet, azure, emerald, hazel, turquoise, jaundiced, pea green, cyan,
magenta, burgundy, cherry, ruby, sapphire, crimson, bloodshot, vermilion, maroon, auburn,
chestnut, cobalt, aquamarine, navy, khaki, camouflage, vanilla, , pearly white, antique white, violet,
beech, cadet blue, firebrick, tomato, coral, orchid, honeydew, ivory, lemon, peach, plum, gold,
lavender, beige, fuchsia.

Dynamic Verbs: snared, disturbed, smashed, blazed, swayed, tormented, straggling, lacerating,
plunged, clashed, crackled, penetrated, blistering, jolted, splitting, darted, collapsed, trembled,
engulfed, scurried, flickered, twitched, shattered, obliterated, throbbing, shuddered, exploded,
oozed, quivered, gushed, raged, toiled, twisting, writhed, swelled, crept, flapped, collided,
pummelled, punctured, dissolved, clenched.

Emotions: apprehension, solemnity, melancholy, underlying guilt, nausea, ennui, jealous,

depressed, heartbroken, crestfallen, despondent, anxiety, vexed, morose, confused, hostile,
ecstatic, elated, hatred, shame, contempt, pity, envy, benevolence, boredom, restlessness,
bewilderment, awe, humiliation, suspicious, impatient, panic-stricken, disbelief, exasperation,
resentment, defiance, curiosity, expectation, remorse, exhilaration,

Adjectives: rigorous, merciless, relentless, arduous, rigid, vile, deformed, jagged, serrated, furtive,
repulsive, monstrous, intolerable, distinct, prodigious, perilous, ghastly, vast, transparent, ruinous,
obscure,

Words to create an interesting character: mute, hesitant, aloof, prodigious, insolent, dispassionate,
timid, bashful, surreptitious, indifferent, detached, unapproachable, intriguing, negligent,
irresponsible, isolated, irritable, impudent, compelling, edgy, cantankerous, evasive, deceitful, fiery,
impulsive, fervent, introverted, eccentric, callous, amoral, immoral, fickle, sentimental,
compassionate, eager, inquisitive, indecisive, naïve, infatuated, affectionate, threatening, vicious,
unpredictable, cynical, pessimistic, impertinent,

Adjectives for describing food: bittersweet, acidic, peppery, spicy, tangy, sweet, flavoursome, fruity,
bitter, sour, salty, sapid, citrus, appetising, sharp, sugary, insipid, bland, stale, watery, succulent,
unpalatable, savoury, lukewarm, tingle, aftertaste,

Sound Nouns: click, whisper, hush, silence, tiptoe, creak, tap, thud, knock, din, tone, resonance,
vibration, ring, toll, chime, echo, scream, thump, yell, bawl, screech, wail, yelp, roar, shriek, bang,
shout, uproar, babble, clunk, tick, inaudible, rattle, plod, hum, whirr, rev, crunch, beep, rumble,
squeak, clatter, snore, bleep, yawn, snorted.