1.6
Sentences used for effect
Assessment objectives
GCSE examinations
English Language
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AO2 Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views
English Language Paper 1, Questions 2, 5
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AO6 Use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation
English Language Paper 2, Questions 3, 5
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English Literature key skills across all components
English Literature AO2 Analyse the language, form and structure used by a writer to create meanings and effects, using relevant subject terminology where appropriate
Differentiated learning outcomes
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All students must show they can identify the four different sentence functions and try to use a variety in their own work. Most students should be able to explain how the different functions can create different moods and feelings within a text and aim to use this in their own work. Some students could demonstrate and explain that they understand how writers use those functions to create specific impact on a reader or audience and seek to apply that in their own work.
Resources
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Student Book: pp. 28–31 Worksheets: 1.6a–b PPT: 1.6
Other Student Book pages
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Lesson 1.4, p. 21
Getting you thinking Big question
PPT
Read the Big question: Does using different types of sentences make any difference? At this stage, recap the four sentence functions; then briefly discuss the question with the class to elicit some preliminary thoughts. Display PPT 1.6, slide 1, and ask the students to practise saying the sentences in different tones of voice. Ask the students to confirm which sentence functions are used – statement and question – and why that makes a difference to the purpose, the meaning and the tone we might say them in (Q1).
Explore the skills Read aloud the extract from Barack Obama’s speech on page 28 of the Student Book, or play the excerpt from the speech being delivered, which is available online at:
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www.youtube.com/watch?v=ekr21tnxG0k, or www.whitehouse.gov/photos-and-video/video/2013/02/27/president-obamadedicates-statue-honoring-rosa-parks#transcript (@47:30).
Core Student Book CHAPTER 1
Alternatively, go to www.youtube.com and search for ‘President Barack Obama dedicates a statue honoring Rosa Parks’. Read through Q2–Q6, ensuring all students have retained the necessary terminology from Lesson 1.4 (Student Book page 21). Then work through Q2–Q6 with the class, prompting discussion and eliciting suggestions. Encourage the students to think about how:
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the added credibility of the declarative tone, created through the numerous statements, gives a definite, factual undertone and feel
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this adds to the serious and respectful tone and the overall nature of the occasion
42 • Key technical skills LESSON 1.6
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