Daily Practice · GCSE
January 2002 - GCSE 5-a-day
Every GCSE sheet published in January 2002, with answers. GCSE - language techniques, structure, comparison and exam-style writing.
Printing for a group?
The batch download puts all 5 tiers' January 2002 sheets in a single PDF, each tier behind its own divider page - 155 sheets in one file.
Every sheet in January 2002
The same date always regenerates the same five questions, so a sheet you print today is the sheet a classmate prints tomorrow.
- 1st January 2002Explain what the entail is and why it drives the plot.
- 2nd January 2002Write a two-sentence pair, one long and one short, describing a sudden silence after a loud crash.
- 3rd January 2002Combine into one complex sentence using a subordinating conjunction: 'The team trained hard. They wanted to win the final.'
- 4th January 2002Explain why a writer might follow three long sentences with one very short sentence.
- 5th January 2002In 'the lift doors had jammed half-open,' identify one language technique.
- 6th January 2002Identify the technique in Victor's description of the Alps: 'the immense mountains and precipices...the palaces of nature.'
- 7th January 2002Identify the technique in the description of Bertha Mason as a figure locked in the attic at Thornfield.
- 8th January 2002What is the effect of ending the play with Macbeth's severed head displayed on a pole?
- 9th January 2002Why is the opening sentence ironic?
- 10th January 2002True or false: using only long, complex sentences throughout a piece creates strong sentence variety.
- 11th January 2002Identify the subordinating conjunction in: 'She left early because she felt unwell.'
- 12th January 2002Rewrite 'The dog barked loudly.' starting with an -ing clause instead of the subject.
- 13th January 2002In Section B, name one way to vary your writing for effect.
- 14th January 2002Give one piece of evidence that Victor abandons responsibility for his creation.
- 15th January 2002Give one piece of evidence that Jane and Rochester marry as equals rather than as master and servant.
- 16th January 2002Give one way to bring in context on witchcraft without simply reciting a fact.
- 17th January 2002Give one way the novel presents the limits placed on women.
- 18th January 2002Which is more likely to create impact at the end of a tense paragraph: a long complex sentence or a short simple sentence?
- 19th January 2002Identify the relative pronoun in: 'The book, which was on the table, belonged to my sister.'
- 20th January 2002Identify the sentence type: 'The bell rang.'
- 21st January 2002How many marks in Section B are for technical accuracy in spelling, punctuation and grammar?
- 22nd January 2002Where does Victor first create and reject the Creature?
- 23rd January 2002Name Jane's close friend at Lowood school, who dies of consumption/typhus.
- 24th January 2002Explain what equivocation means in the play and why it matters to the theme of appearance and reality.
- 25th January 2002Define free indirect discourse and give one moment where Austen's use of it misleads the reader.
- 26th January 2002Explain in one sentence why a single-word sentence such as 'Gone.' can be effective.
- 27th January 2002Is 'When the bell rang' a main clause or a subordinate clause?
- 28th January 2002Identify the sentence type: 'The bell rang, and the students filed out.'
- 29th January 2002What should the structure question track across the whole extract?
- 30th January 2002Who is wrongly executed for the murder of Victor's brother William?
- 31st January 2002Why does Jane leave Thornfield Hall on what should have been her wedding day?