This is a bundle of resources and a SOW for tackling Arthur Miller’s ‘All My Sons’ for the Dramatic Encounters element of the AQA A Level English Language & Literature qualification (new spec). The SOW spans 14 weeks, although this is based on my centre, which has 90 minute sessions (there was one lesson per week on the play). It provides directed reading activities, starters, extract analyses and presentations on aspects of the play. Some sample essay questions are provided. Quizzes to test understanding, sometimes mentioned in the SOW, can be found on Moodle: search for username ‘KeriLO’. There is also a revision booklet. (Where I refer to PETE paragraphs, this means Point, Evidence, Technical Term, Elaboration - it’s something we use here to encourage students to write in enough detail.)
Some of the Paris Anthology texts are very tricky; this resource is intended to support students as they read The Seven Ages of Paris by Alistair Horne. It breaks down the text into manageable chunks, providing summaries and glossaries for each section. There are some illustrations to aid understanding, and at the end there are some short development tasks. This would be suitable for AS or A Level students studying this text.
A resource intended for students of A Level English Language to work through after completing their work on UK accent & dialect as part of their ‘language diversity and change’ content. This resource has been put together with AQA’s new specification in mind, but could potentially be adapted. The pack recaps diversity within the UK, so with some tweaking to the final task could suit the AS specification. The pack asks students to self-reflect on their current levels of knowledge before undertaking a range of revision activities: simple recall, table-filling, mind-mapping, discussion, evaluating key ideas and recapping key theorists. The theorists and key ideas here can be found in the Cambridge English Language A/AS Level for AQA textbook (Giovanelli et al), so this would be a good support for students who have used this book. The development activities at the end of the pack are based on Paper 2 exam tasks and students could do some or all of these.
One of the more challenging texts in the Paris Anthology for AS English Language & Literature, it can feel like you need to give a mini history lesson before tackling the text itself with Helen Maria Williams' 'Letters from France'. This PowerPoint presentation and an accompanying booklet help to blend an understanding of the political/social climate with tasks encouraging closer reading of literary techniques.
This is a range of activities intended to support: **AQA English Language and Literature - Paris Anthology ** There is a range of different activities on each of the texts, taking a number of different approaches. There are specific language focuses throughout, to encourage students to get to grips with the ‘language levels’ AQA encourages. The activities range from planning grids, to sample assessment questions, to presentations (many of which are interactive and could be used for independent study) and structured booklets. I have also included some introductory grammar resources, which will help students to work with the texts. I make mention of two acronyms during the resources - PETE paragraphs (point, evidence, technical term, explain/elaborate) and GAPS - discussing a text’s genre, audience, purpose and structure. These could easily be modified to fit in with your centre’s usual methods. There is an abundance of material here which I hope you will find helpful.
This is a recap for A2 English Language - Language Change students ahead of their exams. It covers prescriptivism and descriptivism, whilst also introducing some of Jean Aitchison's analogies for negative views of language change (the 'crumbling castle', the 'damp spoon' and the 'contagious disease'). It has in-built discussion points, as well as an extension activity where students research their own newspaper articles reflecting prescriptivist/descriptivist outlooks. Could be a good way to round off the course.
This resource comprises two parts and is tailored towards the AS Level/A Level in English Language & Literature (AQA new specification). The first part is a straightforward piece of independent study which students could do on Hemingway to give them some broad context for reading from the Anthology. The second resource is a booklet containing a range of activities to boost understanding and analytical skills. It has an AO1 focus but encourages students to forge links between language levels and meanings, which is something which my first year students have found tricky this year. The PETE paragraph structure mentioned refers to ‘point, evidence, technical terms, explain’ but could easily be tweaked to reflect any writing models you may use. It is bite-sized so that work can be reviewed as students go along, or for more able students, it could be used as homework. The development activity at the end of the booklet is more suited to the AS specification exams, but could be used as a way of engaging students with the Hemingway texts.
Put together for A Level English Language students (AQA). This presentation worked for the Language Change Over Time element of the old specification, but could be useful for Language Change in the new specification too. Contains: - Basic introduction - Embedded media clips (correct at time of posting) - Timed activity, with link to online timer - A sample of Johnson's writing, from the Preface to the Dictionary - Stretch & Challenge activity - Ideas and discussion points - Links to Johnson's Online Dictionary and an activity based on this.
This set of resources contains a number of presentations, tasks and a guide booklet tailored towards a bite-sized approach to the new specification coursework. It assumes that you will be taking students through the different elements in class, with scope for them to then go away and work independently. I make mention of 'the textbook' on some of the slides - I'm referring to the Cambridge textbook. I've left this on (the book has been useful!) but feel free to remove if you're not using it. I go through: - Getting started on the NEA - Different kinds of investigations - The importance of data and research - The introduction and methodology sections (with examples) - The analysis section - Concluding and evaluating (with examples) - An introduction to the original writing component - An introduction to style models, with a short sample text - Writing the commentary (with an embedded mark scheme). This has worked well for my students this year. I hope it's useful to some of you!
Designed to accompany the new AQA specification for AS Level English Language & Literature: Paper 1 (Views and Voices) for those who have elected to study The Lovely Bones by Alice Sebold. This resource goes into general detail on the structure and timings of the exams, focusing on Paper 1; it deals with FAQs and provides structured guidance on how to prepare for the exam from three months prior to it. It also contains space for students to self-assess their own revision requirements, with some add-on activities on themes in the novel, plus comment on how setting, point of view, sense of space/place/time and characterisation are explored (in line with AQA's own guidance on exam responses). Finally, there are a range of text extracts and possible questions, to allow students to practice their writing skills. This resource is intended to be given out when all the reading is complete. It also presupposes that students will have kept a reading log.
Intended for the Language Varieties element of the AQA New Specification AS/first year A Level English Language course. The PowerPoint introduces students to 'Estuary English' (EE) and takes them through some issues regarding dialect levelling, with a relevant newspaper article, some discussion points and scope for a written activity at the end of the session (in line with the exam requirements). The session presupposes some knowledge of phonemics.
This presentation contains an introduction to the controversy over 'inkhorn words' which originated in the 1500s. Whilst this slightly pre-dates the new specification start date for the language change material of 1600, it's important context and has been mentioned in AQA materials. The PowerPoint contains: - An easy-to-understand introduction to the idea of 'inkhorn words' and why they arose - Some examples of inkhorn words which didn't last - A timed task for students to think about why there would be resistance to some of these words - A look at the arguments for and against - A sample text extract on the topic from the mid-1500s, for students to read and questions for them to answer - The question of national identity and language - Some inkhorn words which are still in use, for students to read and use - Links between the Inkhorn Controversy and the Prescriptivist and Descriptivist schools of thought which followed (with a snippet from a modern Guardian headline which illustrates that controversy over language change is still current).
Another set of activities, in a booklet, to help students get to grips with one of the more challenging texts in the Anthology - 'Water, Water Everywhere - But You Can't Have Any' from The Sweet Life in Paris: Delicious Adventures in the World’s Most Glorious and Perplexing City – David Lebovitz (p. 148 of the Anthology). It has a combination of language analysis activities, work to help students focus in on author intention, dictionary work, summarising, highlighting tasks and a longer task on how Paris is represented in the extract. It could be a class activity or a homework extension.
This activity pack is intended to be used with AQA’s new specification English Language & Literature course - developing understanding of one of the texts in the Paris Anthology, Understanding Chic by Natasha Fraser-Cavassoni. The workpack includes a discussion of the key term ‘chic’, work on language techniques such as sensory language, more focused work on language techniques (such as how a sense of the dramatic is created in the text), mind-mapping, written extension tasks, and a recast activity which links in with other texts in the anthology.
This is a selection of activities based on a selection of spoken language and transcript texts from the AQA English Language and Literature Paris Anthology. Please note that these resources also appear in a complete bundle of activities based on the whole anthology. This is a range of activities based on: Lonely Planet - Fine French Food Lonely Planet - Visiting Paris Memories of Places in Paris - Isabelle and Sophia Eating in Paris - Mike, Isabelle and Sophia Visiting Paris - Mike and Sophia Personal narratives - Zara and Anna Stories are Waiting in Paris There is a range of teacher-led and student-led activities with scope for independent learning and/or homework.
To finish off work on Language and Gender - Representation, we did some work on the #thisgirlcan campaign, which was a good opportunity to get up-to-date and think again about the semantics of the terms 'girl' and 'woman'. The PowerPoint has a link to the most recent advert, with some starter questions. Then there is some reading from The Guardian Online (an opinion article on the campaign) with further questions and an annotation exercise, with some case studies taken from the This Girl Can website which asks students to consider whether any stereotypes are present, and whether theorists they've studied can be linked in any way to this data.
I have put together some practice questions for The Lovely Bones, as there are only a very small number on AQA's website at the moment. These try to follow the extract size suggested by AQA's sample material and may be useful for revision.
Based on the AS/A Level Paris Anthology for AQA English Language & Literature. Contains activities, centred around exam-relevant skills like language and structure, and ways to approach unfamiliar texts and genres. Intended to support students of all levels. The slides make mention of ‘PETE’ paragraphs (point/evidence/technical terms/elaboration) but could easily be modified for whatever structured paragraph model you use!
Closely following David Crystal's book, English as a Global Language, this reference booklet identifies some of the reasons for: - The English language's position of world importance - Issues and considerations surrounding the topic of English as a global language - What could happen in future. It is intended to support AQA's new A Level English Language (second year of the course). The booklet asks lots of questions: these could be for students to discuss in class, make notes on in their own time, or even draft their own exam questions for one another (if they can also identify a suitable piece of data to accompany their questions!) It should support learner understanding of some of the relevant context for the position of English.
This resource includes a complete SOW for teaching this novel for the new AS English Language & Literature specification (AQA). Because there's a great deal to fit into the AS year, the scheme runs over twelve weeks (our sessions run for ninety minutes.) Included are: - A 24 page Scheme of Work with activities, links, how work can be assessed, differentiation and space to self-evaluate how the sessions have gone - A range of PowerPoint presentations, clearly linked to the appropriate week. Presentations embed written skills, a range of activities and are linked to AQA specifications - Worksheets and writing frames for student support, again all clearly numbered and linked to the SOW - A reading record for students.