Daily Practice · A Level
August 1956 5-a-day
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The batch download puts all 5 tiers' August 1956 sheets in a single PDF, each tier behind its own divider page - 155 sheets in one file.
Every sheet in August 1956
The same date always regenerates the same five questions, so a sheet you print today is the sheet a classmate prints tomorrow.
- 1st August 1956Name the term for the moment the audience senses danger the protagonist does not yet see.
- 2nd August 1956Name one contextual factor, other than mode, that can affect a text's linguistic choices.
- 3rd August 1956What term describes a narrative told using 'I' and limited to one character's knowledge?
- 4th August 1956Give two of Halliday's functions of language and an example utterance for each.
- 5th August 1956Rewrite this weak sentence to earn AO2 credit: 'The writer uses a simile to describe the house, which makes it more interesting.'
- 6th August 1956Identify the semantic field used in the phrase 'the beam still turns, still finds the rocks.'
- 7th August 1956A child uses 'car' only for the family car and not for any other cars. What is this process called?
- 8th August 1956What is the effect of enjambment, a line running on without punctuation into the next?
- 9th August 1956Define synthetic personalisation and give an example.
- 10th August 1956Convert this into a comparative sentence: 'In poem A the sea is a threat. In poem B the sea is a comfort.'
- 11th August 1956What is meant by a 'structural shift' in an unseen text?
- 12th August 1956Name the linguist associated with the 'damp spoon', 'crumbling castle' and 'infectious disease' images of prescriptivist attitudes.
- 13th August 1956Identify one way this stage direction creates foreboding: 'Thunder, distant. The lamp flickers and does not right itself.'
- 14th August 1956What term describes a variety of language used in a specific social setting or for a specific purpose?
- 15th August 1956Identify the narrative structure technique where the story jumps back in time to an earlier event.
- 16th August 1956Why should an answer analysing children's writing not simply list spelling errors?
- 17th August 1956The final sentence of an extract is a fragment: 'Rain, again.' Suggest two effects worth arguing for.
- 18th August 1956Explain in one sentence why comparing structure, not just content, matters when comparing two poems.
- 19th August 1956A child calls all four-legged animals 'doggie'. What is this process called?
- 20th August 1956A poem has four-line stanzas. What is this stanza form called?
- 21st August 1956Explain how an agentless passive can exercise power.
- 22nd August 1956Explain why comparing subject matter alone rarely reaches the higher bands.
- 23rd August 1956What should you do first when reading an unseen extract in an exam?
- 24th August 1956The word 'dog' once referred to one specific breed but now refers to the whole species. Name this type of semantic change.
- 25th August 1956In the line 'I have kept this light for twenty-six years, and the sea has never once told me my business,' identify the tone.
- 26th August 1956Give one example of a linguistic feature typical of unplanned spoken discourse.
- 27th August 1956What is the effect of a very short, simple sentence placed after a long, complex one?
- 28th August 1956Define a virtuous error and explain why it matters theoretically.
- 29th August 1956A student writes: 'The sibilance creates a soft, sinister mood.' What is missing?
- 30th August 1956In 'I sold the lamp for scrap and kept the key,' identify the contrast being set up.
- 31st August 1956Calculate the MLU in morphemes for these three utterances: 'I want juice' (3 morphemes), 'the dog barked' (4 morphemes, counting -ed as one), 'mummy gone now' (3 morphemes).