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.

A resource in-line with Language Diversity work for AS/A Level English Language (AQA, but may be applicable for other boards). Introduces the Dominance Model and the Difference Model - with information on Robin Lakoff and Deborah Tannen respectively. Would suit note-taking, discussion and revision work. There's also a fun starter to test Lakoff's idea that women know more words for describing colours than men!

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.

A Level English Language (AQA): Some sample 'evaluate' questions to test understanding of 'World Englishes'.

An introductory presentation, with activities, for the Paris anthology text on pages 146-7. EDITED: the foodstuffs mentioned on the slide have now been added. There is also a booklet of activities to go with it, encouraging students to identify language techniques, show basic understanding of the text, practise their paragraph writing (I use PETE: Point, Evidence, Technical Term and Explain, but this could easily be modified) and also attempt a 'recast' activity. All of these things help with exam skills and the booklet can be done in class, or at home.

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.

A PowerPoint intended to come at the end of the preparation for the exam. Students can work through the interactive presentation and revise key discourse terms and theorists as they go: there are links/resources to follow.

PowerPoints covering a number of the poems studied for this specification. I inherited this spec from another teacher and needed to make some quick resources. These may help you out!

A basic introduction to writing an A Level English Literature essay. This is aimed at AQA English Literature Specification B, but would fit with the other specification. It includes basic information, a self-assessment task on experiences of writing essays, pointers for successful essays, pointers for the specific kinds of essays which AQA require in exams, a section on troubleshooting, guidance on the mark scheme and some space to summarise written feedback/set personal targets. You could include the mark scheme itself alongside this pack.

To be used at the start of a term or a course: this quick resource encourages students to self-assess what they know about grammar by simply RAG-rating their skills. Repeating the activity later can allow them to see the progress they have made.

Intended to be used as revision of the discourse terms and theory useful to A2 Lang&Lit students when answering Question 5 of the AQA Specification B syllabus. It is relatively light-touch but encourages students to self-assess what they know, then provides them with a range of practice exercises.

Intended for A Level Language students, although may suit GCSE English students working on spoken language. The resource and example transcript introduce learners to some of the conventions of transcribing the spoken word, with add-on activities and the opportunity to use technology to record some natural speech of their own. Could easily be modified slightly.

Some unseen text extracts which could be useful for students to practice ahead of Paper 2 - Political and Social Protest Writing, as it can be tricky to find these at times! For one of the extracts there are some prompts to get them going. Obviously, all rights are retained by the authors.

This resource is intended to quickly introduce learners on AQA AS/first year A Level English Language or the AQA A2 combined Language & Literature to the idea of Accommodation Theory - upwards, downwards or mutual convergence. There is scope for learners to generate their own dialogues at the end if they need consolidation.

A revision resource targeted towards AQA’s English Literature B A Level (7717). This tests understanding of the Aspects of Tragedy Keats poem ‘Lamia’, with a blend of independent learning tasks, discussion points, contextual info and some sample written activities, with a ‘to what extent?’ question to begin building towards essay-writing skills/exam skills.

Designed to introduce AS/first year A Level English Language students to the Phonemic Alphabet. All activities are built in to the PowerPoint. This is designed for AQA English Language (new specification) but may work with other boards, or with 'Language Change' on the old AQA spec A2 English Language.

WJEC Applied Diploma in Criminology. There aren’t many past papers to use, so this is a mock-up of one which addresses the topics and question styles.

Intended as starter packs for students undertaking the Spoken Language activity for AQA's GCSE English Language; intended to get students, particularly lower-ability students, on their way to understanding some of the issues etc.

A revision resource intended to help students working on The Road. It gives pointers, revision advice, examiner comments and potential content for a past paper question, a list of all past questions (with some additions) and some sample answers.

If you want to test how much your learners can recall about language variety in the UK, as well as some associated areas of study, then these questions could be good prompts. They could be displayed, or used as plenary questions, starters or quick-fire questions at the end of this topic area.