I am an English teacher with over 16 years' experience. My high quality resources will save you time and offer creative and purposeful activities for your students.
For commissions, questions or feedback, please e-mail me at jpresourcesuk@gmail.com
I am an English teacher with over 16 years' experience. My high quality resources will save you time and offer creative and purposeful activities for your students.
For commissions, questions or feedback, please e-mail me at jpresourcesuk@gmail.com
A revision lesson (or lessons if you want to do more with the initial card revision activity) for the AQA Worlds and Lives cluster question for GCSE English Literature.
Students will use the enclosed resources to briefly revise the poems from the cluster before identifying the four or five key poems they should revise for the examination. This encourages analytical and evaluative connections. This is best used once the students know the poems well and understand the requirements of this question.
Included:
Blank revision cards for a starter activity which can be extended into a whole lesson activity (with one card modelled)
Poem linking and choice grid with ten example exam questions
Lesson PowerPoint
Lesson plan with guidance as to how to adapt this activity across two lessons
Please check out my individual PowerPoints for each of the poems in the Worlds and Lives Cluster: Worlds and Lives Individual PowerPoints
A 10 lesson unit comprising a 67 slide PowerPoint, 9 different worksheets (including transcripts) exploring the topic of Language and Global and World Englishes and a summary terminology and theory sheet.
Each lesson includes a starting discussion prompt which acts as a learning objective, detailed notes on the theories and concepts listed below, a worksheet (with the exception of lesson nine) and activities, and a homework task. The following theories and concepts are covered:
David Crystal – World English: Past, Present, Future (1999)
Jennifer Jenkins – Lingua Franca Core (2000)
Nicholas Ostler – The Last Lingua Franca (2010)
David Graddol – The Future of English? (1997)
Bagele Chilasa – Hierarchy of Language (2011)
Braj Kachru – Three Circle Model of World Englishes (1985)
Jean Paul Nerrière – Globish (2004)
Pidgins and creoles
William Stewart (1965) and Derek Bickerton (1973) – Post-Creole Continuum
Bettina Migge and Isabelle Léglise – Attitudes towards creoles in the Caribbean (2006)
Einar Haugen - Code Switching (1954)
David Crystal – Tri-English (2000)
Tom McArthur – Circle Model of World English (1987)
Peter Strevens – World Map of English (1980)
Barbara Seidlhofer – Teaching English as a Lingua Franca (2004)
Stress-Timed and Syllable-Timed Languages
Rhotic and Non-Rhotic Accents
Lisa Lim – Language Ecology
Mark Pagel – The Future of English (2011)
David Deterding and Andy Kirkpatrick – Influence of Technology on World Englishes (2011)
British Council – The Future of English: Global Perspectives (2023)
Lynne Murphy – British and American Politeness Features (2013)
Yohai Hakak, Sophia Bosah, Kwaku Amponsah and Kei Long Cheung – Australian Politeness (2022)
McMaster University – Canadian v. American Politeness in Tweets (2018)
There are some references to AQA-style A Level specification questions, but you can adapt these if needs be. These can be found on slides 56-64. Lesson 9 is based on an AQA A Level question.
The final lesson is a consolidation activity complete with guided revision cards. Alternatively, you could use an app such as Quizlet so that the students could produce digital revision resources.
Check out my other English Language A Level resources!
Language and Gender
Language and Region
Language and Power and Occupation
Language Change
Language and Technology
Language and Ethnicity
Language and Social Groups
Language Discourses
Language Discourses Opinion Writing
A 10 lesson unit comprising a 69 slide PowerPoint, 9 different worksheets (including a range of transcripts) exploring the topic of Language and Power and Occupation and a summary terminology and theory sheet.
Each lesson includes a starting discussion prompt which acts as a learning objective, detailed notes on the theories and concepts listed below, a worksheet (with the exception of lesson nine) and activities, and a homework task. The following theories and concepts are covered:
Shân Wareing – Types of Power, 1999
Pierre Bourdieu – Language and Symbolic Power, 1993
Norman Fairclough – Types of power, 1984
Erving Goffman – Face-work, 1967
Brown and Levinson – Politeness Theory, 1987
Howard Giles – Communication Accommodation Theory, 1973
Drew and Heritage - Institutional Talk and Inferential Frameworks, 1992
John Swales – Discourse Community, 1990
Sinclair and Coulthard – IRF Model and Teacher Talk, 1975 and 1992
Paul Grice – Cooperative Principle and Gricean Maxims, 1975
Almut Koester – Phatic Talk in the Workplace, 2004
Judith Baxter – Double-voiced discourse, 2014
Janet Holmes and Maria Stubbe - Power and Politeness in the Workplace, 2003 & 2015
There are some references to AQA-style A Level specification questions, but you can adapt these if needs be. These can be found on slides 58-66. Lesson 9 is based on an AQA A Level question.
The final lesson is a consolidation activity complete with guided revision cards. Alternatively, you could use an app such as Quizlet so that the students could produce digital revision resources.
Check out my other English Language A Level resources!
Language and Gender
Language and Region
Language and Global and World Englishes
Language Change
Language and Technology
Language and Ethnicity
Language and Social Groups
Language Discourses
Analysing Spoken Language
Child Language Acquisition - Speech
Child Language Acquisition - Reading and Writing
Language Discourses Opinion Writing
A 10 lesson unit comprising a 70 slide PowerPoint, 9 different worksheets (including texts for analysis) exploring the topic of Language Change and a summary terminology and theory sheet.
Each lesson includes a starting discussion prompt which acts as a learning objective, detailed notes on the theories and concepts listed below, a worksheet (with the exception of lesson nine) and activities, and a homework task. The following theories and concepts are covered:
Lexical, Semantic, Phonological, Grammatical and Orthographical processes
David Crystal – A Sea of Language Change and tidal metaphor (1999)
Diachronic and Synchronic Linguistic Change
Origins of Old English and Middle English
Descriptivism and Prescriptivism
Samuel Johnson – Dictionary of the English Language (1755)
Robert Lowth – A Short Introduction to English Grammar (1762)
Jonathan Swift - ‘A Proposal for Correcting, Improving and Ascertaining the English Tongue’ (1712)
John Walker – A Critical Pronouncing Dictionary (1791)
Otto Jespersen – Great Vowel Shift (1909)
William Caxton – Printing Press (1476)
John McWhorter – Textspeak (2013)
Jean Aitchison – Language Change Progress or Decay? (2012)
Vocal Fry and Uptalk
Martin Janssen – Lexical gaps (2012)
Functional view/theory
Linguistic determinism and the Sapir-Whorf Hypothesis
Charles Hockett - Random Fluctuation Theory (1958)
Peter Trudgill – Language Myths (1990)
John Humphrys – Prescriptivist grammatical change
Lynne Truss – Eats, Shoots and Leaves (2003)
Jean Aitchison – A Web of Worries (1996)
Guy Deutscher – The Unfolding of Language (2006)
James Milroy and Lesley Milroy – Complaint tradition (1985)
Robert Lane Greene – You Are What You Speak (2011)
There are some references to AQA-style A Level specification questions, but you can adapt these if needs be. These can be found on slides 59-67. Lesson 9 is based on an AQA A Level question.
The final lesson is a consolidation activity complete with guided revision cards. Alternatively, you could use an app such as Quizlet so that the students could produce digital revision resources.
Check out my other English Language A Level resources!
Language and Gender
Language and Region
Language and Power and Occupation
Language and Global and World Englishes
Language and Technology
Language and Ethnicity
Language and Social Groups
Language Discourses
Child Language Acquisition Speaking
A 10 lesson unit comprising a 68 slide PowerPoint, 9 different worksheets (including texts for analysis) exploring the topic of Language and Technology and a summary terminology and theory sheet.
Each lesson includes a starting discussion prompt which acts as a learning objective, detailed notes on the theories and concepts listed below, a worksheet (with the exception of lesson nine) and activities, and a homework task. The following theories and concepts are covered:
Hiltz and Turoff – CMC (1978)
Emmanuel Schegloff – Telephone conversation structure (1986)
David Crystal – Textspeak (2004)
Celia Klin – The role of full stops in text messages (2015)
David Crystal – Netspeak (2004 and 2008)
Eric Partridge – Dictionary of Abbreviations (1942)
Crispin Thurlow – Sociolinguistic functions of text messages (2003)
Tim Shortis – The Language of ICT (2000)
John McWhorter – Fingered speech and texting (2013)
Elizabeth Eisenstein – The Printing Press (1983)
Jeff Jarvis – the positive impact of the internet on language (2023)
Susan Herring – CMC and CMDA (2018)
Christopher Werry – IRC and Netiquette (1996)
Condon and Čech – E-mail discourse (2010)
Amanda Roig-Marin – Cyber-neologism blends (2016)
Evelyn Nien-Ming Ch’ien – The Democratization of English (2004)
Hyejeong Ahn and Jieun Kiaer – Korean Pop Culture Words (2021)
Philip Seargeant – The Emoji Revolution (2019)
Michele Zappavigna and Lorenzo Logi – Emoji and Social Media Paralanguage (2024)
danah boyd – It’s Complicated: The Social Lives of Networked Teens (2004)
Gretchen McCulloch – Because Internet (2022)
There are some references to AQA-style A Level specification questions, but you can adapt these if needs be. These can be found on slides 57-65. Lesson 9 is based on an AQA A Level question.
The final lesson is a consolidation activity complete with guided revision cards. Alternatively, you could use an app such as Quizlet so that the students could produce digital revision resources.
Check out my other English Language A Level resources!
Language and Gender
Language and Region
Language and Power and Occupation
Language and Global and World Englishes
Language Change
Language and Ethnicity
Language and Social Groups
Language Discourses
Language Discourses Opinion Writing
A 10 lesson unit comprising a 70 slide PowerPoint and 10 different worksheets exploring the topic of child language acquisition (reading and writing) and a summary terminology and theory sheet. The first 2 lessons are about reading and the final 8 are about writing. This unit can be used for any exam board.
Each lesson includes a starting discussion prompt which acts as a learning objective, detailed notes on the theories and terminology listed below, a worksheet containing examples of writing or a transcript (or revision cards for lesson 10), and a homework task. The following theories and terminology are covered:
Early literacy – Shirley Brice Heath (1983)
Stages of Reading Development – Jeanne Chall (1983)
Features of reading schemes
Language Acquisition Support System – Jerome Bruner (1983)
Synthetic phonics
Stages of writing development – Barry Kroll (1981)
Emergent writing
Stages of writing development – Kathy Barclay (1996)
Emergent literacy – Marie Clay (1975)
Initial literacy – Yetta Goodman (1985)
Ascender/descender graphemes, cursive handwriting and different types of join
The impact of touchscreen technology on children’s writing – Dunn and Sweeney (2018)
Homophones, graphemes and digraphs
Stages of spelling - Bear, Invernizzi, Templeton & Johnston (2004); Bear & Templeton (1998); Gentry (1977; 1982)
Categories of spelling errors
Functions of punctuation – David Crystal (1995)
Learning About Punctuation – Nick Hall and Susan Robinson (1996)
Playful punctuation – Andrew Burrell and Roger Beard (2022)
Genre theory in children’s writing – J.R. Martin and Jean Rothery (1981)
How genre is linked to schoolwork – Frances Christie (1987)
Modes of children’s writing – James Britton (1982)
Chronology in texts – Katherine Perera (1984)
The final lesson is a consolidation activity complete with guided revision cards. Alternatively, you could use an app such as Quizlet so that the students could produce digital revision resources.
Check out my other English Language resources:
Language and Gender
Language and Region
Language and Power and Occupation
Language and Global and World Englishes
Language Change
Language and Technology
Language and Ethnicity
Language and Social Groups
Language Discourses
Analysing Spoken Language
Child Language Acquisition - Speech
A 10 lesson unit comprising a 67 slide PowerPoint, 9 different worksheets (including texts for analysis) exploring the topic of Language and Social Groups (with lots of work on Language and Age) and a summary terminology and theory sheet.
Each lesson includes a starting discussion prompt which acts as a learning objective, detailed notes on the theories and concepts listed below, a worksheet (with the exception of lesson nine) and activities, and a homework task. The following theories and concepts are covered:
Idiolect, dialect, sociolect and ethnolect
Communication Accommodation Theory (Convergence, Divergence, Interpersonal & Intergroup Communication) – Giles (1971)
Communities of Practice – Lave and Wenger (1991 and 1998)
Social Network Theory
Belfast Study – Milroy (1975)
New York Study & Martha’s Vineyard Study – Labov (1966 and 1963)
Follow up to Martha’s Vineyard Study – Blake and Josey (2003)
Reading study and ‘Age and Generation-specific use of language’ – Cheshire (1982 and 2006)
Emerging Adulthood in Sociolinguistics – Bigham (2012)
Trends in Teenage Talk – Stenström, Andersen and Hasund (2002)
Age in Sociolinguistics – Eckert (1997)
Age identity in Japan and the US – Ota, Harwood, Williams and Takai (2000)
Teenage Talk – Eckert (2003 and 1989)
Teenage language in West Yorkshire – Ives
Bolton Study – Moore (2010)
Teenage Slang – de Klerk (1997) and Zimmerman (2009)
Teenage Talk - Stenström (2014)
The Language of British Teenagers - Martínez (2011)
Use of tags – Berland (1997)
‘Like’ as a discourse maker – Odato (2013)
Creative linguistic processes in teenage slang – Fajardo (2018)
Elaborated and Restricted Code – Bernstein (1964 and 1971)
Criticisms of Bernstein – Rosen and Labov (1972) and Ivinson (2017)
Discourse Community – Swales (1990)
There are some references to AQA-style A Level specification questions, but you can adapt these if needs be. These can be found on slides 56-64. Lesson 9 is based on an AQA A Level question.
The final lesson is a consolidation activity complete with guided revision cards. Alternatively, you could use an app such as Quizlet so that the students could produce digital revision resources.
Check out my other English Language A Level resources!
Language and Gender
Language and Region
[Language and Power and Occupation] (https://www.tes.com/teaching-resource/resource-12975755)
Language and Global and World Englishes
Language Change
Language and Technology
Language and Ethnicity
Language Discourses
A 10 lesson unit comprising a 66 slide PowerPoint, 9 different worksheets (including transcripts) exploring the topic of Language and Gender and a summary terminology and theory sheet.
Each lesson includes a starting discussion prompt which acts as a learning objective, detailed notes on the theories and concepts listed below, a worksheet (with the exception of lesson nine) and activities, and a homework task. The following theories and concepts are covered:
The Deficit Approach – Robin Lakoff (1973 & 1975)
The Dominance Approach - Don Zimmerman & Candace West (1975), Dale Spender (1980) and Pamela Fishman (1978)
The Deficit Approach – Otto Jesperson (1922)
Folklinguistics
Criticism of Zimmerman and West - Geoff Beattie (1981)
Gossip – Jane Pilkington (1992 and 1998)
The Difference Approach – Deborah Tannen (1990) and Janet Holmes (1995)
Criticism of Holmes and politeness – Sara Mills (2003)
Women, Men and Language – Jennifer Coates (1993)
Norwich Study – Peter Trudgill (1974)
Gender Trouble – Judith Butler (1990)
The Myth of Mars and Venus – Deborah Cameron (2008)
The Gender Similarities Hypothesis – Janet Hyde (2005)
Verbal Hygiene – Deborah Cameron (1995)
The Whole Woman – Penelope Eckert (1990)
Relational Aggression – Rosalind Wiseman (2002)
Gossip - Deborah Jones (1980)
Gossip – Holly Hom (2004)
Gossip – Nigel Nicholson (2001)
Powerless Language – William O’Barr and Bowman Atkins (1980)
Gendered workplace language – Barbara Eakins and R. Gene Eakins (1976)
Gendered workplace language – Carole Edelsky (1981)
There are some references to AQA-style A Level specification questions, but you can adapt these if needs be. These can be found on slides 56-63. Lesson 9 is based on an AQA A Level question.
The final lesson is a consolidation activity complete with guided revision cards. Alternatively, you could use an app such as Quizlet so that the students could produce digital revision resources.
Check out my other English Language A Level resources!
Language and Region
Language and Power and Occupation
Language and Global/World Englishes
Language Change
Language and Technology
Language and Ethnicity
Language and Social Groups
Language Discourses
Language Discourses Opinion Writing
Two detailed lessons exploring 'A century later’ by Imtiaz Dharker from the Worlds and Lives Cluster in the AQA GCSE English Literature poetry anthology.
The Powerpoint guides students through the poem in the first lesson with detailed annotation guidance, contextual information and detailed questions. The second lesson guides students through an analysis of the poem based on an exam-style question.
The lessons will challenge, extend and engage students. Also suitable for students targeting very high grades.
Lesson plan included!
A 10 lesson unit comprising a 61 slide PowerPoint, 9 different worksheets exploring the topic of Language and Region (UK) and a summary terminology and theory sheet.
Each lesson includes a starting discussion prompt which acts as a learning objective, detailed notes on the theories and concepts listed below, a worksheet (with the exception of lesson nine) and activities, and a homework task. The following theories and concepts are covered:
MLE & MBE
Howard Giles’ Matched Guise Study (1970)
Queen Mary University & The University of York Accent Bias Study (2020)
David Rosewarne – Estuary English (1984)
Peter Trudgill – Norwich Study (1972)
Overt and covert prestige
Paul Kerswill - Dialect Levelling (1999)
Watt and Gunn (HSBC) - The sound of 2066 (2016)
Howard Giles – Capital punishment study (1973)
Dixon, Mahoney and Cocks – Accents of Guilt (2002)
Rob Drummond – MLE, MUBE and MBE (2016)
Amanda Cole – SSBE and research into MLE, RP and SSBE in London (2023)
Isogloss
General Northern English and the research of Strycharczuk, López-Ibáñez, Brown and Leemann (2020)
Urban West Yorkshire English (UWYE)
There are some references to AQA-style A Level specification questions, but you can adapt these if needs be. These can be found on slides 13, 37-38 and 51-58. Lesson 9 is based on an AQA A Level question.
This unit does not cover World Englishes and only touches briefly on Language and Ethnicity through references to MLE and MBE.
The final lesson is a consolidation activity complete with guided revision cards. Alternatively, you could use an app such as Quizlet so that the students could produce digital revision resources.
Check out my other English Language A Level resources!
Language and Gender
Language and Power and Occupation
Language and Global and World Englishes
Language Change
Language and Technology
Language and Ethnicity
Language and Social Groups
Language Discourses
Analysing Spoken Language
Child Language Acquisition - Speech
Child Language Acquisition - Reading and Writing
Language Discourses Opinion Writing
A 10 lesson unit comprising a 74 slide PowerPoint and 10 different worksheets (8 include a transcript for analysis) exploring the topic of child language acquisition (speech) and a summary terminology and theory sheet. This unit can be used for any exam board.
Each lesson includes a starting discussion prompt which acts as a learning objective, detailed notes on the theories and terminology listed below, a worksheet containing a transcript (or revision cards for lesson 10), and a homework task. The following theories and terminology are covered:
Pre-verbal stages of CLA including reduplicated, variegated and jargon babbling
Lexical and grammatical stages of CLA
Nelson – Categories of first words (1973)
Reduplication/ diminuitives/ addition/ substitution/ assimilation/ deletion/ consonant cluster reduction
Gestalt expressions/ content and function words
Noun bias –Bloom (2001)
Language Acquisition Device (LAD) and Universal Grammar –Chomsky (1965)
Virtuous errors/overextension/Underextension
‘Fis’ Phenomenon –Berko and Brown (1960)
The Wug Test –Berko Gleason (1958)
Pivot Schema –Braine (1973)
Semantic Development –Brown (1973)
The Acquisition of the System of Negation in Children’s Speech and Stages of Pronoun Acquisition –Bellugi (1967)
Formation of questions –Brown (1968)
Behaviourism –Skinner (1957)
Social Learning Theory –Bandura (1977)
A usage-based approach to learning language –Ibbotson (2009)
Stages of Cognitive Development –Piaget (1936)
Learning as a social process –Vygotsky (1930)
Criticisms of Piaget’s Theory – Repacholi and Gopnik (1997) and Lewis and Ramsay (2004)
Social Interactionism and LASS – Bruner (1983)
Functions of Children’s Language – Halliday (1975)
Functions of Children’s Language – Dore (1975)
How a lack of social interactionism affects language learning – Pinker (1994) and Kuhl (2010)
Child Directed Speech and its features
The final lesson is a consolidation activity complete with guided revision cards. Alternatively, you could use an app such as Quizlet so that the students could produce digital revision resources.
This bundle comprises fifteen poetry PowerPoints based on the poems from the AQA Worlds and Lives cluster: Lines Written in Early Spring; England in 1819; Shall earth no more inspire thee; In a London Drawingroom; On an Afternoon Train from Purley to Victoria, 1955; Name Journeys; pot; A Wider View; Homing; A century later; The Jewellery Maker; With Birds You’re Never Lonely; A Portable Paradise; Like an Heiress; and Thirteen.
Each PowerPoint contains the following:
A starter discussion activity
Contextual information
Form and structural information
Detailed annotated questions which incorporate a challenging range of poetic terminology
Consolidation questions
An optional additional lesson guiding students through an exemplar examination question
These lessons will challenge and engage your students, including the most able.
A lesson plan is included for every poem, which includes differentiation suggestions.
A bonus revision and practice lesson is included which is perfect for mock and final examination preparation!
A 10 lesson unit comprising a 71 slide PowerPoint, 10 different worksheets (including texts for analysis) exploring the topic of Language Discourses and a summary terminology and theory sheet.The following are covered and taught as part of the unit: self-representation of the writer; positioning of the audience; evaluating and challenging discourses; applying different linguistic levels; context and genre; comparison.
Each lesson includes a starting discussion prompt which acts as a learning objective, detailed notes on the theories and concepts listed below, a worksheet (with the exception of lesson nine) and activities, and a homework task. The following theories and concepts are covered:
Definition of language discourses
Descriptivism and prescriptivism
Sticklerism – Robert Lane Greene (2011)
Eats, Shoots & Leaves – Lynne Truss (2003)
Declinism – Robert Lane Greene (2011)
Crumbling Castle, Infectious Disease and Damp Spoon – Jean Aitchison (1996)
Standard and Non-Standard English
Complaint Tradition – James and Lesley Milroy (1987)
Complaint Tradition – John McWhorter (2013)
The Language Wars – Henry Hitchings (2011)
Verbal Hygiene – Deborah Cameron (1995)
David Crystal – A Sea of Language Change
The final lesson is a consolidation activity complete with guided revision cards. Alternatively, you could use an app such as Quizlet so that the students could produce digital revision resources.
Check out my other English Language resources:
Language and Gender
Language and Region
Language and Power and Occupation
Language and Global and World Englishes
Language Change
Language and Technology
Language and Ethnicity
Language and Social Groups
Analysing Spoken Language
Child Language Acquisition - Speech
Child Language Acquisition - Reading and Writing
Language Discourses - Question 4 Opinion Article
Two detailed lessons exploring 'The Jewellery Maker’ by Louisa Adjoa Parker from the Worlds and Lives Cluster in the AQA GCSE English Literature poetry anthology.
The Powerpoint guides students through the poem in the first lesson with detailed annotation guidance, contextual information and detailed questions. The second lesson guides students through an analysis of the poem based on an exam-style question.
The lessons will challenge, extend and engage students. Also suitable for students targeting very high grades.
Lesson plan included!
Two detailed lessons exploring 'Like an Heiress’ by Grace Nichols from the Worlds and Lives Cluster in the AQA GCSE English Literature poetry anthology.
The Powerpoint guides students through the poem in the first lesson with detailed annotation guidance, contextual information and detailed questions. The second lesson guides students through an analysis of the poem based on an exam-style question.
The lessons will challenge, extend and engage students. Also suitable for students targeting very high grades.
Lesson plan included!
A 10 lesson unit comprising a 68 slide PowerPoint, 9 different worksheets (including texts for analysis) exploring the topic of Language and Ethnicity and a summary terminology and theory sheet.
Each lesson includes a starting discussion prompt which acts as a learning objective, detailed notes on the theories and concepts listed below, a worksheet (with the exception of lesson nine) and activities, and a homework task. The following theories and concepts are covered:
Idiolect, dialect, sociolect and ethnolect
Pidgins and creoles
Multicultural London English – Cheshire andKerswill (2011)
Multicultural British English – Drummond (2016)
Black British English – Thompson (2022)
Code switching – Haugen (1950s)
Code mixing – Wardhaugh (1986)
Types of Code Switching
West Yorkshire Study - Ives (2014)
White talk Black talk - Hewitt (1986)
South London Study - Ives (2014)
Code Switching - Holmes (2017)
Language in a Black Community - Edwards (1986)
The objectification of ‘Jafaican’ - Kerswill (2014)
Ethnolects - Eckert (2008)
Stylising the ‘roadman’ - Ilbury (2023)
Style-shifting in Multicultural London English - Oxbury and De Leeuw (2020)
Phonetic variation and change in the Cockney Diaspora - Cole and Evans (2020)
Style Repertoire and Social Change in British Asian English – Sharma (2011)
Style variation – Sharma and Rampton (2015)
Aspects of identity in a second language – Drummond (2012)
Language as a resistance identity – Pitts (2012)
Black/white borders through linguistic stylization – Clark (2003)
Style shifting and identity – Barrett (1994)
Cultural appropriation in language – McWhorter (2021)
Language and ethnicity and identity – Ogbu (1999)
Linguistic Injustice – Baker-Bell (2020)
There are some references to AQA-style A Level specification questions, but you can adapt these if needs be. These can be found on slides 57-65. Lesson 9 is based on an AQA A Level question.
The final lesson is a consolidation activity complete with guided revision cards. Alternatively, you could use an app such as Quizlet so that the students could produce digital revision resources.
Check out my other English Language A Level resources!
Language and Gender
Language and Region
Language and Power and Occupation
Language and Global and World Englishes
Language Change
Language and Technology
Language and Social Groups
Language Discourses
Language Discourses Opinion Writing
Two detailed lessons exploring Raymond Antrobus’ ‘With Birds You’re Never Lonely’ from the Worlds and Lives Cluster in the AQA GCSE English Literature poetry anthology.
The Powerpoint guides students through the poem in the first lesson with detailed annotation guidance, contextual information and detailed questions. The second lesson guides students through an analysis of the poem based on an exam-style question.
The lessons will challenge, extend and engage students. Also suitable for students targeting very high grades.
Lesson plan included!
This booklet contains essay structure suggestions and guidance for Paper 2 of AQA English Language A Level.
Each page offers guidance as to how to approach each question in the paper - covers Section A (Language DIversity), and Section B, Questions 3 (Language Discourses) and 4 (Opinion Article).
Check out my other English Language resources:
Language and Gender
Language and Region
Language and Power and Occupation
Language and Global and World Englishes
Language Change
Language and Technology
Language and Ethnicity
Language and Social Groups
Language Discourses
Child Language Acquisition - Speech
Child Language Acquisition - Reading and Writing
AQA Language Discourses - Paper 2 Question 3
AQA Language Discourses - Paper 2 Question 4
Language Levels Bundle
Lexis and Semantics
Grammar
Phonetics, Phonology and Prosodics
Pragmatics
Discourse - Spoken Language
Graphology
A grid template which guides students through an analysis of each poem from the Conflict cluster from the Edexcel poetry anthology for GCSE English Literature.
Simply print off and copy in either A4 or A3!
A grid template which allows students to make links between the 15 poems from the Worlds and Lives cluster from the AQA poetry anthology for GCSE English Literature.
Simply print off and copy in either A4 or A3! Can be used for word links or pictures.
Please check out my individual PowerPoints for each of the poems in the Worlds and Lives Cluster: Worlds and Lives Individual PowerPoints