This booklet prepares students for the Section C 'Comparing and Contrasting Texts’ section on Paper 1 of the A Level exam OCR H470/01. It is the third in a series of 6 revision booklets which prepare students for each of the different exam questions in turn. The booklet describes this exam task in detail, outlining how students can do well on this task. It offers practical suggestions about how students can revise their understanding of mode and terminology which describes spoken, written and hybrid mode language. The tasks encourage students to make distinctions between spontaneous and planned speech and standard and nonstandard English and revise all their prior learning of material related to spoken language. The booklet suggests strategies and techniques for writing a comparison of texts in an exam (with models) and a suggested essay structure. It contains a principal examiner’s tips for success and signals how students can achieve well on all three assessment objectives. The booklet is accompanied by a series of videos (not professionally made) that can be used by teachers new to teaching the specification to help them prepare for lessons in advance as they contain suggested solutions to exercises. The videos showing recall practice of spoken language knowledge (offered both in real time and 2x) useful for the task can be shown to students and shared with them as part of their independent revision. Included, also, is a video that models the process of analysing 2 exam texts for comparison in real time. The playlist of these videos is included in the resource bundle. NB: Specifications do change from time to time so please ensure that specification information, detail and guidance is relevant at the time of teaching.

Here it is! The one you’ve all been waiting for! Bigger and better than last year! Save yourself energy and time at the end of term by downloading this topical and Christmassy class quiz! A pub-style quiz with twelve rounds of 10 questions in each. Created in PowerPoint so that it is easy to use in any classroom. (Answers for teachers are in the notes frame of each slide. This can also be printed off in advance). Suitable for 6th formers or those in upper secondary years. Ideally played in teams of about 4, although in smaller classes, students can play in pairs. Question categories are selected by teams and hyperlinks on the PPT take you to the 10 specific questions for each round. A final slide in each set takes you back to the round selection slide ready for the next team. The quiz contains rounds with a Christmas or topical flavour as follows: 1 Christmas crackers 2 Books and Art 3 History 4 Music 5 What happened in 2025? 6 Over the Rainbow (colour-themed questions) 7 TV and Film 8 Science 9 Name that Tune! 10 Find the connection! 11 Nature 12 Where on Earth? (geography themed questions) …and a Tie break question in the event of a tie between teams. NB - the quiz was initially designed for A Level Language students so round 9 asks them to guess the titles of Christmas songs written in the IPA (International Phonetic Alphabet). However, this is guessable and decodable with a bit of imagination and so need not be avoided by non-linguists. Preparation • teams of about 4 (for smaller classes - aim for no fewer than 3 teams) • paper and pens - for the ‘whole class’ rounds • white board - for teacher to keep running score • festive music, food and prizes are optional! How to Play First round: (used to decide which team selects their individual round first) As a class - use the ‘Christmas Crackers’ round. For this, teams write down their answers, the teacher gives the answers at the end of the round and then records each team’s score on the white board. Next rounds: Teams then take it in turns (order chosen by teacher, e.g., highest or lowest scoring team from Round 1) to select their preferred category from the round selection slide. Students confer in their teams and then give answers verbally and score themselves. Any wrong answer can be offered to other team to score bonus marks (e.g., quickest to raise hand when asked.) Teacher records teams score and any bonus points on white board. Tie-break In the event of 2 teams on the same score at the end - use the ‘tie-break’ question. Depending on time and number of teams • Either more whole class rounds where students write answers on paper • OR another set of team rounds (chosen from category selection slide) which they answer verbally

OCR A Level English Language Year 1 - Course Booklet 10: Language & Power 1 (Power in Discourse) This resource is Number 10 in a series of course booklets for OCR A Level English Language which are designed to be used by students in class. This booklet focuses on language and power which is one of the specific topics examined at AS and is a fundamental focus at A Level. This introduces the more conceptual aspects of the English language course. The booklet covers instrumental and influential power in language both in speech and writing. It covers persuasive language and the rhetoric appeals (ethos, pathos and logos). The booklet covers spoken language examples from advertising, politics, the classroom, and television interviews. It also focuses on instrumental power in written texts such as notices, wills, and official documents. The booklet contains both subject content and language examples for students to analyse. Exercises can be worked on by students individually or collaboratively and in class or at home. If used in order, the Year 1 booklets prepare students for the OCR AS in English Language qualification at the end of the first year of study. If your students are preparing only for the OCR A Level English Language qualification at the end of two years of study, the booklets can theoretically be used in any order, although the Year 2 booklets do contain content that builds on Year 1 (AS) knowledge and skills. The booklet is accompanied by a series of videos (not professionally made) that can be used by teachers new to teaching the specification to help them prepare for lessons in advance as they contain suggested solutions to exercises. The playlist of these videos is included in the resource bundle. NB: Specifications do change from time to time so please ensure that specification information, detail and guidance is relevant at the time of teaching.

This is a package of materials to help the teacher support students in their preparation for Question 3 on Paper 1 of the OCR A Level English Language A Level; Comparing and contrasting texts (36 marks) IMPORTANT: These resources were devised for the OCR AS English Language Exam Paper 1 Question 2 which is also called Comparing and contrasting texts.This task is basically the same at both AS and A Level but the question wording, timing and marks available are different. Therefore the PPT should be amended with question wording, marks available and timings before use with A Level students to avoid confusion At A Level, students will be set a more diverse range of texts for comparison in the exam than in AS and it is also not guaranteed that one of the texts will be spontaneous spoken English. Therefore, during the exam preparation period, students should be presented with a wide variety of texts for comparison taken from past OCR exam papers and should compare their answers with the indicative content for these questions supplied by OCR and available on their website. This package consists of the following: PowerPoint outlining exam technique for the comparing and contrasting exam task Three spoken language revision sheets (map, recall practice and mode differences) (pdfs) Comparison practice of 2 texts linked by topic of ‘riots’ (pdf) Indicative content for these texts (Word doc). Exam essay plan suggestion (Word doc) Links to 5 videos connected the previous resources to help teachers to prepare for lessons or to share with students during their independent study time: Comparing and contrasting exam technique 15m13s Spoken language recall practice (normal speed with sound) 23m51s Spoken language recall practice (sped up x 4, no sound) 5m57s Comparing and contrasting 2 texts on topic of riots (normal speed with sound) 24m55s Comparing and contrasting 2 texts on topic of riots (sped up, no sound) 6m05s

This is a package of revision resources that can be used to recap what is required for Paper 1 Question 1 of the OCR A Level English Language exam. It consists of the following: Terminology pdf to learn for lexis and semantics for Q1 Part a (10 marks). Terminology pdf to learn for grammar (or more accurately the “construction of sentences”) for Q1 Part b (10 marks). A PPT for use in class that demands students recall these terms for themselves before the revision sheets are shared. Link to 3 videos on YouTube showing how to annotate the sample text from the OCR Delivery Guide (p15) of a page from The Three Little Pigs (Ladybird Book). I have included both the sped up version for showing in class after students have attempted to do this for themselves and the full length version which a teacher might want to use themselves before the class. I have also included a link to a 5 min video where I explain what the task is asking for and how to meet the AOs for this task - Paper 1 Q1 (Language Under the Microscope) . My annotated version of the Three Little Pigs text showing both lexis and semantic features and the “grammatical” (ie sentence) features that could be analysed. One slide PPT reminder of how to do well and hit the AOs on this question

This is a package of classroom materials (12 print, 4 PowerPoint and 4 videos) to help teachers support students prepare for Question 3 on Paper 2 (36 marks) - Language change It contains useful classroom material - for active use by students in the classroom as well as summary handouts for students to take away. The materials are accompanied by videos that teachers can either use themselves to prepare for class or to share with students when they start to revise independently. The materials include a demonstration of how to prepare and plan a change exam essay using 2 recipe texts. The revision materials are sequenced as follows: They start with the review of broad time periods (Mark scheme: AO3 “possible effect of contextual factors” “how context might account for variations”) to help orientate your students about what external factors might have impacted on the writing they will be presented with in the exam. Next they help students to revise key language concepts they have met over their 2 years of study to help remind them about how these could be used to best effect in this synoptic exam task to achieve highly in AO4 (Mark scheme: “appropriate linguistic concepts”) Finally, there is revision of language features especially useful for this exam question (AO1) arranged by language level to help students make a systematic comparative analysis (Mark scheme: “apply a range of appropriate methods in an assured and systematic way”) of the 2 texts within the exam. The package contains the following materials: AO3 revision - broad historical periods - blank grid (.doc) AO3 revision - broad historical periods - grid complete (.pdf) AO3 Broad historical context affecting language change - summary (.pppt) AO4 Useful key concepts for language change - full (.ppt) AO4 Useful key concepts for language change - summary (.ppt) AO4 How to apply conceptual knowledge in a language change comparative analysis (.doc) AO1 - using the language levels to approach the 2 change texts (.doc) AO1 Prompts for approaching the 2 texts - arranged by language level - blank (.doc) AO1 Prompts for approaching the 2 texts - arranged by language level - completed (.doc) AO1 and AO3 - Inferring context from language indicators (.doc) Suggested essay structure for language change comparative exam task (.pdf) How to approach a Language Change exam essay (Recipes) (.ppt) Recipe texts for comparison (.doc) Recipe texts - indicative content (.doc) Links to videos which support these documents (.pdf)

This package of materials helps you to support your students’ revision for the OCR A Level English Language Paper 2 Section B - Language in the Media In this task (worth 24 marks) students are presented with a text taken from contemporary media and are expected to examine the how the language in the text might: represent power and/or represent gender and/or show how technology might have affected the language in the text Students can take any approach to the text they feel is relevant, so do not have to make comment on all 3 of the above within the time they are given. They should, however, be led by the text and make judgements about what to focus on within their essay although their answer should include language concepts they have encountered over the 2 years of study. This package leads students through revision of** language concepts** related to the representations of power and gender as well as how technology has affected language. The package consists of the following: PPT: Representations of power - what to consider - linked to video below PPT: Representations of gender - what to consider - linked to video below pdf: Recall practice of AO2 concepts - language and technology PPT: Recalling AO2 concepts - of power and gender pdf: Representation of gender - concepts arranged by language level Word doc: contains links to 15 videos that contain: Recall practice for power, gender and technology concepts both at normal speed (with sound) and sped up versions (no sound) to share with students in their independent study Demonstrations of how to annotate the exam text and essay plan for 2 past paper texts: House of the Future and Spyware PPTs 1 and 2 (perhaps for use by the teacher in preparation for the revision sessions) Spyware annotated text - pdf

This resource is a course booklet for the Language in the Media unit for OCR A Level English Language designed to be used by students in class. This unit is best delivered as a final module in Year 2 as it revises first and second year conceptual work. [Also available from my shop is a series of 4 booklets for Child Language Acquisition and Language Change as well as a series of 15 booklets for Year 1 of the A level on which this work builds.] This booklet prepares your students for the exam question on Language in the Media which relies on them having studied how gender and power is represented in language (in Year 1) as well as how technology is a key contextual influence on language change. As such, this is a revision module which stresses the importance of the concept of representation which is reiterated in the exam question itself. Contemporary media texts and students’ responses to them are offered for analysis and key contextual aspects of audience, and purpose are revised. The booklet encourages students to examine representations in language systematically through lexical, semantic, grammatical and graphological choices offered by producers. Texts enable students to focus their analysis on representations of gender, power and technology in turn. Concepts encountered in their study of language change (informalisation, marketisation, deference, synthetic personalisation) are also revised and students are shown how these can be marshalled in support of their textual analysis on this exam question. Students are offered structured tasks and exam style questions to help prepare them for the language in the media task in the A Level exam. The booklet contains both subject content and language examples for students to analyse. Exercises can be worked on by students individually or collaboratively and in class or at home. The booklet is accompanied by a series of videos (not professionally made) that can be used by teachers new to teaching the specification to help them prepare for lessons in advance as they contain suggested solutions to exercises. The playlist of these videos is included in the resource bundle. NB: Specifications do change from time to time so please ensure that specification information, detail and guidance is relevant at the time of teaching.

This booklet prepares students for the Section B ‘Writing about topical language issues’ section on Paper 1 of the A Level exam OCR H470/01. It is the second in a series of 6 revision booklets which prepare students for each of the different exam questions in turn. The booklet describes this exam task in detail, breaking down the wording of the question and offering concrete suggestions for how students can meet the assessment objectives and achieve marks in the top bands and contains a principal examiner’s tips for success. It models good examples of polemical journalism and includes a link to a Padlet full of style models as well as to several websites that are full of the type of journalistic writing about language issues that the examiners are looking for. The booklet offers examples of topics the exam board has set in the past and suggests possible topical issues that may crop up in the future. The booklet is accompanied by a series of videos (not professionally made) that can be used by teachers new to teaching the specification to help them prepare for lessons in advance or can be shown to students and shared with them as part of their independent revision. The playlist of these videos is included in the resource bundle. [NB: I have also included in this bundle, the exam preparation booklet for the same task on the** AS paper**. There are many similarities but there may be extra information in it which teachers may wish to add to the A Level booklet I offer. NB: Specifications do change from time to time so please ensure that specification information, detail and guidance is relevant at the time of teaching.

This booklet prepares students for the Section A ‘Language under the microscope’ section on Paper 1 of the A Level exam OCR H470/01. It is the first in a series of 6 revision booklets which prepare students for each of the different exam questions in turn. The booklet describes this exam task in detail, outlining how students can do well on this task. It encourages them to review all the terminology they know and how to apply it efficiently to meet the assessment objectives. It contains a principal examiner’s tips for success and offers practice exercises which model top band answers. The booklet is accompanied by a series of videos (not professionally made) that can be used by teachers new to teaching the specification to help them prepare for lessons in advance as they contain suggested solutions to exercises. Videos showing recall practice (both in real time and 2x) of the terminology useful for the task can be shown to students and shared with them as part of their independent revision. The playlist of these videos is included in the resource bundle. NB: Specifications do change from time to time so please ensure that specification information, detail and guidance is relevant at the time of teaching.

A small package of resources for revising for this part of the OCR English Language A Level Exam Paper 1 - Writing About a Topical Language Issue (24 marks) It includes: A PPT How to do well at topical writing for use with students in class which explains what the examiner is looking for. This is directly related to the assessment objectives for this question (AO2 and AO5) Link to my video going into more detail about this PPT . This could be viewed by the teacher before using the PPT in class How to make it topical - a series of slides (on PPT) that show students how to search for recent, topical language-related material and make revision notes on these in case they might be able to use this topical material in their writing in the exam

These materials start the students on their route to finding an investigation that suits them best for their NEA (worth 20% of the marks for the A Level). The materials were originally used within 2 x 90 minute lessons in order to prompt initial individual tutorials with the teacher. In our centre, we start the NEA in the last half term before the summer holidays once AS (or internal) exams are complete, aiming for the students to explore the feasibility of their top 3 ideas within the half term before settling on their preferred research investigation. Once this is approved by the teacher, we ask students to gather most of their data by the end of the summer term. This package includes a spreadsheet of all investigations done (and approved by OCR) by students over 5 years at one centre which may be very useful if your centre is new to teaching the syllabus and your students do not have access to work done by previous students. The list is not exhaustive and the investigations described are not intended to be replicated but merely to show the range of data that can be investigated and possible research focuses. This package includes the following: Booklet (Word) - Finding a topic Powerpoint - Finding a topic - reviewing past projects Excel spreadsheet containing a list of 138 investigations organised by power, gender, technology, representation and ‘other’ Powerpoint - Focus for independent work and tutorials with teacher More resources to help with the NEA Another small package (also on TES) called “Research Methods for Investigations” can be used as an additional starter (one 90 minute lesson) for the NEA investigation work (to be used before this series of lessons). Additional notes: A nice initial introductory exercise (not included with these resources) is to put students into small groups (3 - 4) and give them a bundle (1 per student) of previous years’ investigations that achieved different grades. Method: Once all students in each group have read all the projects they have been given, ask them to discuss and reach a consensus about a possible rank order and their justifications. Share the marks and comments for the projects with the students and ask the group collaboratively to devise a list of characteristics of “a successful investigation” according to their observations of projects and markers’ comments they have read. [NB: To comply with GDPR rules within your own institution, you may wish to remove identification from past projects unless students have given express permission for their work to be shared with future students.]

This booklet offers students a clear overview of what is expected in all 6 questions of the OCR A level English Language examination: H470 01 and 02. It is designed to be given to students before Easter to help them plan and structure their revision systematically before the A level examinations in June. It also covers fundamental principles of how to revise based on scientific evidence. Included in the booklet are links to a Padlet containing many more tried and tested revision tips, and to tools for students’ independent revision including Quizlets especially made for this specification. The booklet is designed as an introduction to the other 6 exam preparation booklets for this specification available in my TES shop which are designed to support students with their exam revision for each of the 6 exam questions on the A Level paper. NB: Specifications do change from time to time so please ensure that specification information, detail and guidance is relevant at the time of teaching.

This resource is Number 1 in a series of course booklets for the Language Change unit for OCR A Level English Language designed to be used by students in class. This is a unit normally covered in Year 2 of the A level. [Also available from my shop is a series of 4 booklets for Child Language Acquisition as well as a series of 15 booklets for Year 1 of the A level on which this work builds.] This booklet explores the issue of attitudes to language. It covers the central concepts of prescriptivism and descriptivism focusing on a case study of popular and linguistic attitudes to Americanisms and offering an opportunity for students to write about this topical language issue. The booklet defines diachronic and synchronic change and covers the functional and social reasons why language changes. Synchronic change is explored by using a case study of CBBC’s Rastamouse and the linguistic controversy it generated as well as a brief description of Jamaican Creole and its characteristics. LePage & Tabouret-Keller’s idea of acts of identity is covered as is the emerging dialect of Multicultural London English (MLE) and language debates around it. Finally the idea of language use as a form of cultural capital (Bourdieu) is explored as are the competing forces at work in language (Bahktin’s centripetal and centrifugal forces). The booklet also contains a ‘Language in the Media’ style text for analysis on the topic of MLE. The booklet contains both subject content and language examples for students to analyse. Exercises can be worked on by students individually or collaboratively and in class or at home. The booklet also contains a revision glossary for theories and terminology covered in the booklet with a link to Quizlet flashcards. The booklet is accompanied by a sheet of teacher’s notes and a series of videos (not professionally made) that can be used by teachers new to teaching the specification to help them prepare for lessons in advance as they contain suggested solutions to exercises. The playlist of these videos is included in the resource bundle. NB: Specifications do change from time to time so please ensure that specification information, detail and guidance is relevant at the time of teaching.

This booklet prepares students for the Section C 'Language Change’ section on Paper 2 of the A Level exam OCR H470/01. It is the sixth in a series of 6 revision booklets which prepare students for each of the different exam questions in turn. The booklet describes this exam task in detail, explaining how students can do well on this task and achieve top band answers for each assessment objective, using a principal examiner’s tips for success. It includes useful concepts for evaluating language change and explores the ongoing process of standardisation. It includes contextual revision from 1600 onwards as well as a summary of suggested language change indicators. The booklet suggests a systematic way to compare texts from different eras using the language levels as well as a suggested essay structure that studentc can use in the exam and includes some short mini texts for comparison practice. The package also contains a ‘British Contexts’ grid (mentioned in the booklet) designed to be printed in A3 which outlines very broad historical periods from 1600-2000 using headings such as: gender and sexuality, class, formality, education etc. [This booklet makes reference to the exam preparation booklet for Paper 1 Section C ‘Comparing and Contrasting Texts’ because it, too, contains strategies for writing a comparison essay. However, this booklet can be used alone for the purpose of preparing for the Language Change question.] The booklet is accompanied by a series of videos (not professionally made) that can be used by teachers new to teaching the specification to help them prepare for lessons in advance as they contain suggested solutions to exercises. Some can also be shown to students as part of their revision in class or independently. The videos include instructions about how to write a language change essay, and the real time (and 2x speed) annotation and essay planning of the past paper question (Shipwrecks). NB: Specifications do change from time to time so please ensure that specification information, detail and guidance is relevant at the time of teaching.

This booklet prepares students for the Section B - ‘Language in the Media’ section on Paper 2 of the A Level exam OCR H470/01. It is the fifth in a series of 6 revision booklets which prepare students for each of the different exam questions in turn. The booklet describes this exam task in detail, explaining how students can do well on this task and achieve top band answers for each assessment objective, using a principal examiner’s tips for success. It focuses on the key word in the question (representation) and offers students a series of questions that students should ask themselves about representations of gender and power in language as well as how technology might have shaped the language of the text when looking at the text presented to them in the exam. [This booklet makes mention of other booklets in my shop (the two language and power booklets, the two language and gender booklets and the two language and technology booklets as well as the language and the media course booklet). The concepts contained in those booklets are relevant revision for this exam question. However, this booklet can be used on its own as part of students’ revision for this question.] The booklet is accompanied by a series of videos (not professionally made) that can be used by teachers new to teaching the specification to help them prepare for lessons in advance. These can also be shared with students for their class or independent revision. The videos contain recall practice of power concepts, gender concepts and technological influences on language (both in real time and sped up for efficiency of showing/viewing), and demonstrations of annotations and essay planning for 2 past questions (Spyware and House of the Future) as well as a Ford Car advert from the Language in the Media booklet). The playlist of these videos is included in the resource bundle. NB: Specifications do change from time to time so please ensure that specification information, detail and guidance is relevant at the time of teaching.

This booklet prepares students for the Section A ‘Child Language Acquisition’ section on Paper 2 of the A Level exam OCR H470/01. It is the fourth in a series of 6 revision booklets which prepare students for each of the different exam questions in turn. The booklet describes this exam task in detail, explaining how students can do well on this task and achieve top band answers for each assessment objective, using a principal examiner’s tips for success. The booklet offers students strategies for reviewing all the CLA terminology and theories they know and how to apply them efficiently to meet the assessment objectives. It encourages students to watch the famous documentary about Genie Wiley as a way of prompting their revision of significant CLA theories that can be used in their analytical answer. The booklet also offers a suggested structure for their exam answer as well as mini texts for analysis and student responses to improve. The booklet is accompanied by a series of videos (not professionally made) that can be used by teachers new to teaching the specification to help them prepare for lessons in advance as they contain suggested solutions to exercises. Videos showing recall practice (both in real time and 2x) of CLA theories useful for the task can be shown to students and shared with them as part of their independent revision. The video playlist also includes real-time approaches to 3 past CLA exam questions showing what can be used in their exam answer. The playlist of these videos is included in the resource bundle. NB: Specifications do change from time to time so please ensure that specification information, detail and guidance is relevant at the time of teaching.

This is a small package of materials to help teachers support their students preparing for Question 1 of Paper 2 OCR A Level English Language - Child language acquisition. The package consists of: An example of brainstormed recall practice for the CLA question A grid which shows stages of development arranged by approximate age and by the 3 different linguistic focuses demanded in this question: grammar, meaning and phonology A checklist of what language features (AO1) could be discussed in an exam essay related to theoretical or research findings (AO2) Links to 2 videos related to the above materials that could be used by teacher to prepare for lessons or shared with students to use in their own independent study i) How to structure a CLA exam essay ii) Stages of language development - discussion of the grid

OCR A Level English Language Year 1 - Course Booklet 12 - Language & Gender 1: representation of gender in language This resource is Number 12 in a series of course booklets for OCR A Level English Language which are designed to be used by students in class. This booklet is one of two which helps students prepare for the specific Language and Gender question on Paper 2 of the AS. This topic is also central to students’ preparation for the Language in the Media question at A Level. The material in the booklet builds on work covered by Booklet 11 (Language and Power 2: power behind discourse) and here focuses specifically on how gender is represented in language. It covers the difference between sex and gender, and explores the question of whether English is a sexist language, giving several opportunities for writing about this perennial topical language issue. Representation of gender in language is very conceptual and the booklet explores: semantic over-representation, objectification, binary opposition, lexical asymmetry and marking, negative semtanic space, pejoration, and dominating and muted groups. It highlights the work of researchers and theorists in the field such as Julia Stanley, Janet Holmes, Sara Mills, Saussure, Derrida, Muriel Schulz, Norman Fairclough, Shirley and Edward Ardener, Dale Spender, Sapir-Whorf, Steven Pinker, Stacy Smith, Theo Van Leeuwen, Kate Clark and Michael Halliday, The booklet contains both subject content and language examples for students to analyse. The language texts are longer than in earlier booklets since this topic is designed to build on earlier fundamental analytical work. Exercises can be worked on by students individually or collaboratively and in class or at home. The booklet also contains a revision glossary which links to Quizlet flashcards. If used in order, the Year 1 booklets prepare students for the OCR AS in English Language qualification at the end of the first year of study. If your students are preparing only for the OCR A Level English Language qualification at the end of two years of study, the booklets can theoretically be used in any order, although the Year 2 booklets do contain content that builds on Year 1 (AS) knowledge and skills. The booklet is accompanied by a series of videos (not professionally made) that can be used by teachers new to teaching the specification to help them prepare for lessons in advance as they contain suggested solutions to exercises. The playlist of these videos is included in the resource bundle. NB: Specifications do change from time to time so please ensure that specification information, detail and guidance is relevant at the time of teaching.

OCR A Level English Language Year 1 - Course Booklet 11: Language and Power 2 (power behind discourse) This resource is Number 11 in a series of course booklets for OCR A Level English Language which are designed to be used by students in class. This booklet focuses again on language and power but this time on the power behind discourse. This booklet contains many demanding concepts, notably the concept of ideology, hegemony and critical discourse analysis. It covers concepts such as Fairclough’s synthetic personalisation and Althusser’s interpellation, and explores message and code in advertising, news and other media texts making it a crucial preparation for the A level exam paper Language in the Media. Aspects of narrative are explored through Propp’s character and Brooker’s plot theories as is Hall’s audience reception theory. The notion of how binary oppositions in media texts are created through ideological language choices link to Saussure and Derrida. Finally, the concepts of linguistic reflectionism and determinism are explored. There is an opportunity for the students to undertake a mini investigation into the representation of their chosen social group in news articles. Although demanding for first year study (and goes further than is expected of most AS students), it is a great foundation to the revision of such demanding concepts in year 2 when preparing for the language in the media exam paper in the A level. The booklet contains both subject content and language examples for students to analyse. Exercises can be worked on by students individually or collaboratively and in class or at home. The booklet also contains a link to Quizlet flashcards to help revise these concepts. If used in order, the Year 1 booklets prepare students for the OCR AS in English Language qualification at the end of the first year of study. If your students are preparing only for the OCR A Level English Language qualification at the end of two years of study, the booklets can theoretically be used in any order, although the Year 2 booklets do contain content that builds on Year 1 (AS) knowledge and skills. The booklet is accompanied by a series of videos (not professionally made) that can be used by teachers new to teaching the specification to help them prepare for lessons in advance as they contain suggested solutions to exercises. The playlist of these videos is included in the resource bundle. NB: Specifications do change from time to time so please ensure that specification information, detail and guidance is relevant at the time of teaching.

This resource is Number 8 in a series of course booklets for OCR A Level English Language which are designed to be used by students in class. This booklet focuses on spontaneous spoken language. It covers the concept of mode and how spoken language differs from written language. It then introduces students to terminology for describing the characteristics, structure and functions of spontaneous speech. It explains how students can transcribe spontaneous conversation and introduces students to concepts of conversational analysis such as: speech act theory (John Austin), the co-operation principle (Grice’s maxims) , face and politeness theory (Brown and Levinson and Jonathan Culpepper) and accommodation theory (Howard Giles). There are opportunities for writing about a topical language issue and for a mini investigation into spontaneous conversation where students use their own conversations as the source material for analysis. The booklet contains both subject content and language examples for students to analyse. Exercises can be worked on by students individually or collaboratively and in class or at home. The booklet also contains a revision glossary which links to Quizlet flashcards. If used in order, the Year 1 booklets prepare students for the OCR AS in English Language qualification at the end of the first year of study. If your students are preparing only for the OCR A Level English Language qualification at the end of two years of study, the booklets can theoretically be used in any order, although the Year 2 booklets do contain content that builds on Year 1 (AS) knowledge and skills. The booklet is accompanied by a series of videos (not professionally made) that can be used by teachers new to teaching the specification to help them prepare for lessons in advance as they contain suggested solutions to exercises. The playlist of these videos is included in the resource bundle. NB: Specifications do change from time to time so please ensure that specification information, detail and guidance is relevant at the time of teaching.