War Horse Chapter 1: The novel is about a horse’s life from his early years being trained to work on a farm to his experiences in war. My earliest memories are a confusion of hilly fields and dark, damp stables, and rats that scampered along the beams above my head. But I remember well enough the day of the horse sale. The terror of It stayed with me all my life. I was not yet six months old, a gangling, leggy colt who had never 5 been further than a few feet from his mother. We were parted that day in the terrible hubbub of the auction ring and I was never to see her again. She was a fine working farm horse, getting on in years but with all the strength and stamina of an Irish draught horse quite evident in her fore and hind quarters. She was sold within minutes, and before 10 I could follow her through the gates, she was whisked out of the ring and away. But somehow I was more difficult to dispose of. Perhaps it was the wild look in my eye as I circled the ring in a desperate search for my mother, or perhaps it was that none of the farmers and gypsies there were looking for a spindly-looking half thoroughbred colt. But 15 whatever the reason they were a long time haggling over how little I was worth before I heard the hammer go down and I was driven out through the gates and into a pen outside. ‘Not bad for three guineas, is he? Are you, my little firebrand? Not bad at all.’ The voice was harsh and thick with drink, and it belonged quite 20 evidently to my owner. I shall not call him my master, for only one man was ever my master. My owner had a rope in his hand and was clambering into the pen followed by three or four of his red-faced friends. Each one carried a rope. They had taken off their hats and jackets and rolled up their sleeves; and they were all laughing as they came towards 25 me. I had as yet been touched by no man and backed away from them until I felt the bars of the pen behind me and could go no further. They seemed to lunge at me all at once, but they were slow and I managed to slip past them and into the middle of the pen where I turned to face them again. They had stopped laughing now. I screamed for my mother and 30 heard her reply echoing in the far distance. It was towards that cry that I bolted, half charging, half jumping the rails so that I caught my off foreleg as I tried to clamber over and was stranded there. I was grabbed roughly by the mane and tail and felt a rope tighten around my neck before I was thrown to the ground and held there with a man sitting it seemed on 35 every part of me. I struggled until I was weak, kicking out violently every time I felt them relax, but they were too many and too strong for me. I felt the halter slip over my head and tighten around my neck and face. ‘So you’re quite a fighter, are you?’ said my owner, tightening the rope and smiling through gritted teeth. ‘I like a fighter. But I’ll break you one way or 40 the other. Quite the little fighting cock you are, but you’ll be eating out of my hand quick as a twick.’

Questions Q1 [AO1] Read again the first part of the source, lines 1 to 4. List four things from this part of the text that we learn about the horse’s early memories.

[4 marks] What is the focus of the question?.........The horse’s early memories........................

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Q2 [AO2] Look in detail at this extract from lines 5 to 18 of the source. I was not yet six months old, a gangling, leggy colt who had never 5 been further than a few feet from his mother. We were parted that day in the terrible hubbub of the auction ring and I was never to see her again. She was a fine working farm horse, getting on in years but with all the strength and stamina of an Irish draught horse quite evident in her fore and hind quarters. She was sold within minutes, and before 10 I could follow her through the gates, she was whisked out of the ring and away. But somehow I was more difficult to dispose of. Perhaps it was the wild look in my eye as I circled the ring in a desperate search for my mother, or perhaps it was that none of the farmers and gypsies there were looking for a spindly-looking half thoroughbred colt. But 15 whatever the reason they were a long time haggling over how little I was worth before I heard the hammer go down and I was driven out through the gates and into a pen outside. How does the writer use language here to show us what the horse felt about being up for sale? What is the focus of the question?.......How the horse felt being up for sale You could include the writer’s choice of:

• words and phrases • language features and techniques • sentence forms. [8 marks]

You must annotate the text that you have been given and plan your response. Do not

device spot! Instead read through the text and highlight any section of the text that is

relevant to the focus – which bits interest you? Which words allow you to make a

connection with the text, the characters? Which words paint a picture in your mind?

Choose three of the quotes that you have highlighted and note down HOW they show

the focus

Quote How do they show the feelings of the character

“She was whisked”

“difficult to dispose of”

_________The writer uses language to show us that the horse is feeling scared and upset

about being put up for sale. When his mother is sold she is” whisked away”, this verb

suggests that she was taken quickly so he was not able to say goodbye We know that this is

the first time that he has left his mother so the reader can infer that he would be upset as he

was not prepared or used to this. When he is being sold he also feels worthless. The

quote “disposed of” shows this. ________________________________

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Question 2

Read the question and identify the focus

Analyse the texts looking for the focus ( read through the text and annotate it where you think the

focus is being shown)

Choose three quotes that you think best show the focus of the question

Start our answer using the question e.g. In this extract, the writer uses

language to describe/ show/ create….

Write your points up using PEE. Make a point about what the writer is

showing you, use your quote and then explain (make it clear) how your

quote proves your point.

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Q3 Read the source below “On Safari in Africa”

On safari in South Africa Janette Smith Friday 5 October 2012

"Keep an eye out for John Travolta!" laughs our driver, as we peer out of the taxi window, hoping to spot a warthog or two in the African bush. We are on our way to the swish Shamwari Game Reserve in South Africa's Eastern Cape, one of the world's leading luxury safari destinations, and occasional retreat for various species of celebrity. My boyfriend Tony and I arrive at 5 Shamwari with only 10 minutes until our first game drive. Our

ranger, Ryan, gives a passionate introduction to the reserve, explaining the rich and diverse 10

ecosystem (which contains five out of the seven South African "biomes1") within a 25,000-hectare

malaria-free plot. He asks our newly formed group of six what we'd like to 15 see most and on the

face of it seems enthused by our almost collective response – lions.

Choose four statements below which are TRUE.

Shade the boxes of the ones that you think are true

Choose a maximum of four statements.

Read through the statements and highlight where you can find evidence in the text to support your

choices.

Q4 Read through the following sources – look up any words you are unfamiliar with.

SOURCE A

20th Century non-fiction: a newspaper article called Ghostbuster shatters the myths about Phantom in which

the writer, Jack Pleasant, interviews a ghost-hunter.

Ghostly piano music in the middle of the night was terrifying the occupants of an old house, but ghost hunter

Andrew Green soon solved the mystery. His clues were mouse droppings and rodent teeth marks inside the

piano. He was convinced that mice gnawing felt pads attached to the piano wires were causing the ‘music’ and,

of course, he was proved right when a few traps caught the culprits and their nightly performances ceased.

‘As much as 98% of the hundreds of ghost investigations I’ve carried out have proved to have non-occult1

explanations,’ said Mr Green as we chatted in his old cottage, appropriately next to the churchyard at Mountfield

in East Sussex. ‘Once, four reports from motorists claiming to have seen a ghost at a particular spot turned out to

be simply a woman’s dress left out on a clothes line.’

It’s that inexplicable two per cent that intrigues him. Like poltergeist2 activity. The frighteningly violent effects of

this type of haunting have been experienced by several people, particularly families with adolescent children.

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 assistant 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 emotions.

The typical poltergeist situation, he says, is a family who have recently moved house. The husband and wife are

probably worried about having to change jobs and shortage of money because of the expense of moving. The

young children are nervously trying to settle into new schools. It all adds up to a tense, emotional atmosphere –

and such peculiar effects as he witnessed himself.

Not that Mr Green disbelieves in ghosts or that some people see them. It’s simply that they are electro-

magnetism, he says, electrical impulses given off by people at times of stress. Somehow this electrical energy

remains in the area and from time to time manifests itself in the form of an image.

Seeming to support his belief that ghosts are not spirits of the dead are his experiences with ‘living’ ones.

‘I’ve investigated a number of cases where people have seen ghost-like figures of individuals who were very

much alive at the time, though elsewhere,’ he says. ‘Some people running an old bakery reported seeing a

ghostly shape by the ovens on a number of occasions. Significantly, these sightings had only started after an old

man who had worked in the bakery for many years had retired. When he died some months later, they ceased. I

believe that after his retirement the old man had sat around with his former workplace constantly in his

thoughts, and so strong was his yearning to be back that in some strange way his image was projected there.

When he died, the cause of his ‘haunting’ no longer existed and it stopped.’

He has even been called out to investigate ghostly smells, like the posh London dental surgery where staff and

patients often smelled bacon and eggs. There were no kitchens near enough to explain it, but again there was an

explanation - the surgery had once been, Green discovered, the kitchen of a big house.

‘It seems possible,’ he says, ‘that the hundreds of rashers of bacon and eggs cooked there years before had

impregnated their smell in the chimney.’

As well as the sophisticated equipment he uses for ghost-hunting, such as tape-recorders, infra-red cameras and

thermometers, he usually takes along a ruler and a bag of flour.

‘The flour is to detect human footprints if I think a hoax is being carried out,’ he says.

Source B

19th Century literary non-fiction: an extract from a book called From Matter to Spirit in which the writer, Sophia

Elizabeth de Morgan, published the results of her research into people who could communicate with the spirit

world.

I now offer a trustworthy account, which has come to my own knowledge, of an appearance to someone present at

the time of death.

Many years ago, Mrs D------, a person in humble life, but of tried and proved truthfulness, and rather matter of fact,

said to me in a conversation about ghosts and ghost-seeing, ‘I never saw a ghost, but I have seen a spirit rise.’

‘If you tell me what you saw,’ I said, ‘I will write it as you speak, and will beg you to sign your name.’

This she did, and the present account is copied from her own words as I wrote them, and she put her signature:-

‘When I was sixteen years old, I was nursing a child of seven who had been ill since his 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 about 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 little sick boy, and had a very animated, happy expression. It was like a living child, only so light.’

Compare the above account of a vision by a girl of sixteen with the following narration of an imperfect vision of the

same kind, which occurred, later in life, to the same person.

‘More than twenty years after that, I was sitting up with the mother of a child who had been ill three or four days

with fits. It was no more than two years old. The mother had one arm under the child’s head. I was on the other

side of the bed, lying by the side of the baby, and the fire was burning brightly on the same side of the room as that

on which the mother sat. Suddenly I saw the fire darkened by something that seemed to flutter or move backwards

and forwards before it. I noticed this to the mother, who was between the bed and the fire; but she did not see it,

and declared that the fire was bright. The fits left the child about six o’clock, and it lay perfectly still till it had

ceased to breathe about half-past ten. I saw the darkening of the fire for an hour before the child died, and the

instant it expired the fire was distinctly visible.’

The seer of the above was an uneducated woman who could not account for the variation in her two visions, and

who had certainly never heard of the different degrees of opening of the spirit sight. To me, therefore, the account

of the second vision confirmed the truth of the first. Had she invented both stories, she would most likely have

made the second instance appear the most striking and wonderful. But she was not given to invention. I have

known this woman for many years and her character for truthfulness is quite above suspicion.

For this question you will have needed to have read two sources. You are showing the

examiner that you have read and understood BOTH texts, that you are able to infer

information from BOTH texts.

The strange things that happen in both Sources are different.

Use details from both Sources to write a summary of the different strange things that

happen.

Source A

What I am told about the strange things that happen:

What this suggest to me/ what I can infer from this:

Source B

What I am told about the strange things that happen:

What this suggest to me/ what I can infer from this:

Using the notes that you have made, write a summary of the different strange things that

happen. REMEMBER YOU NEED TO SHOW THAT YOU HAVE INFERRED MEANING

FROM THE TEXTS

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Q5 – Writing.

You will choose between a creative piece of writing (describe or narrate) and a non-fiction

piece of writing (argue or persuade)

This section will revise the skills needed for Creative Writing

To be successful in your writing YOU MUST PLAN.

Describe – Section the image into four. Annotate for interesting features. Use your

senses: what would you see, hear and feel if you were in the image?

Narrate – Who is the narrator? What is their situation? Where are they? Why are they

here?

Describe: A description uses words to build up a picture in the reader’s mind, of a place, atmosphere, event or person. When you are writing a description you need to think of describing an experience through lots of different senses, for example, what you can see, hear, smell, taste, what something feels like. Precise and powerful vocabulary choices will help the reader to visualize what you are describing.

Narrate: A narrative tells a sequence of events, such as part of a story. This will involve a character or characters who move, speak, interact with each other and do things. A narrative may also include some description, but the main focus will be on the characters, their actions, what happens to them and how they interact with each other. You will be able to create interesting and believable characters by showing how they feel and think, and control how readers respond to events by your choice of language. The order in which things happen, and how quickly or slowly, also affects readers in a narrative.

AO5 Useful Sentence Starters

DESCRIBE

• Looking into the distance there is... • Beyond... • The colours of the... • Hidden behind... NARRATE

• The day began with... • I looked around... • (Character’s name) woke up to the sound of... / sit and stared at... / heard the noise of... • One fine / gloomy morning / evening...

AO6

REMEMBER TO CHECK: • Full stops

• Other punctuation marks like commas, question

marks and apostrophes

• Spellings of basic words

• If you have varied your sentences

• If you have varied your vocabulary

• If your work makes clear sense

LANGUAGE DEVICES: Simile

Metaphor Personification

Alliteration

Onomatopoeia

Pathetic Fallacy

SENTENCES: Remember to use a range of sentences: Simple sentences

Short sentences: 1-3 words long. Start sentences with an adverb

Start sentences with a verb

Complex sentences

USE THE IMAGES ON THE NEXT PAGE TO PREACTICE PANNING

FOR A DESCRIPTIVE PIECE OF WRITING.

Choose one of the images on the previous page and use your plan to write the opening

two paragraphs.

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Highlight and annotate where you have used the following:

A simple sentences

A short sentences: 1-3 words long. A sentence starting with an adverb

A sentence starting with a verb

A complex sentence A Simile

A Metaphor Personification

Alliteration

Onomatopoeia

Pathetic Fallacy Your senses Show don’t Tell Complex punctuation

Improve your paragraphs that you have written on the previous page by including all of

the elements from the checklist above.

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This section will revise the skills needed for Non-Fiction Writing

You will be asked to produce a text and offer your viewpoint on a particular theme.

It is important that you are aware of the type of text that you are being asked to write:

An article will have a heading and a sub-heading (you do not have to write in columns). The

first paragraph will be an engaging introduction to the topic with subsequent paragraphs

outlining your point of view in more detail.

A speech will directly address the audience, with a strong opening, an argument and a

conclusion.

A letter has a conventional structure: Dear_______, I am writing to you to….. Yours

sincerely (if you are given the name of the person you are writing to)/ yours faithfully (if you

have addressed the letter Dear Sir/ Madam)

To be successful you must PLAN

Establish the TAP – what text type are you being asked to produce? Who (Audience) are

you producing it for? What is the purpose of the text?

Identify the TAP in the following statements:

What Point of View are you going to offer? Mind map all the points that you could make and then think

carefully about the order that they go in. What counter argument could there be? How would you argue

against this?

Q5 Useful Sentence Starters

• My perspective on this important topic is that... • Some people might argue that... • It could be said that... • We need to work together to... • Consequently... • As a result of... • We are often lead to believe that... however... • I am asking you to consider... • A further aspect to consider is... • We must think about... • Finally, I would like to leave you with the idea that...

REMEMBER TO CHECK: • Full stops

• Other punctuation marks like commas, question

marks and apostrophes

• Spellings of basic words

• If you have varied your sentences

• If you have varied your vocabulary

• If your work makes clear sense

LANGUAGE DEVICES: Rhetorical Question Anecdotes

Statistics Pronouns

Rule of three Opinions

Emotive language Hyperbole

Facts Alliteration

SENTENCES: Remember to use a range of sentences: Simple sentences

Short sentences: 1-3 words long. Start sentences with an adverb

Start sentences with a verb

Complex sentences

‘Homework has no value and should be abolished'. Write an article for a broadsheet newspaper stating your opinion on this statement.

“Festivals like Easter and Christmas is nothing to do with family and presents; it should be preserved as a memory to the religious nature of its history”. Write an article for a broadsheet newspaper in which you argue your point of view on this statement. 'Schools need to provide a wider range of opportunities for young people to be able to succeed once they leave.' Write a letter to your Member of Parliament in which you explain your point of view on the statement. 'The local environment is the responsibility of the people who live there.' Write the text for a speech in which persuade Year 8 students to behave more responsibly to protect the local environment.

Choose one of the tasks above and plan your response in the space below

Use your plan to write the opening two paragraphs.

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Highlight and annotate where you have used the following:

An appropriate opening simple sentences

A short sentences: 1-3 words long. A sentence starting with an adverb

A sentence starting with a verb

A complex sentence Persuasive devices – Rhetorical Question Anecdotes

Statistics Pronouns

Rule of three Opinions

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Facts Alliteration

Complex punctuation

Improve your paragraphs that you have written on the previous page by including all of

the elements from the checklist above.

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