An extract analysis booklet which contains 25 examination-length extracts from Macbeth and guidance as to what to look for when analysing the extract in Paper 1, Section A (can also be used for: AQA, Paper 1, Section A by using the second part of the question and adapting the wording; Eduqas, Paper 1, Section A; or OCR Paper 2, Section B). Also included are the accompanying questions, and a lesson plan with suggestions for usage. This resource can be used throughout the teaching of the unit. You could use this to teach students how to analyse sections of the text closely, or as short assessment pieces. The guidance for analysis is aimed at students who are aiming for grade 5 and above, but could easily be simplified.

An extract analysis booklet which contains 23 examination-length extracts from The Merchant of Venice and guidance as to what to look for when analysing the extract in Paper 1, Section A (can also be used for: AQA, Paper 1, Section A by using the second part of the question and adapting the wording; Eduqas, Paper 1, Section A; or OCR Paper 2, Section B). Also included are the accompanying questions, and a lesson plan with suggestions for usage. This resource can be used throughout the teaching of the unit. You could use this to teach students how to analyse sections of the text closely, or as short assessment pieces. The guidance for analysis is aimed at students who are aiming for grade 5 and above, but could easily be simplified.

An extract analysis booklet which contains 25 examination-length extracts from Romeo and Juliet and guidance as to what to look for when analysing the extract in Paper 1, Section A (can also be used for: AQA, Paper 1, Section A by using the second part of the question and adapting the wording; Eduqas, Paper 1, Section A; or OCR Paper 2, Section B). Also included are the accompanying questions, and a lesson plan with suggestions for usage. This resource can be used throughout the teaching of the unit. You could use this to teach students how to analyse sections of the text closely, or as short assessment pieces. The guidance for analysis is aimed at students who are aiming for grade 5 and above, but could easily be simplified.

This PDF workbook is designed to support the revision of the World Englishes topic in Paper 2, Section A of AQA A Level English Language. The booklet is comprised of 15 pages covering terminology, key theory and concepts, including Crystal, Jenkins, Ostler, Graddol, Seidlhofer, Kachru and McArthur amongst others. Activities and questions are used to support learning, along with guided examination question practice and a model answer. The final two pages are comprised of revision cards. All content is taken from my World and Global Englishes teaching unit (aside from the model answer) and is primarily designed to be used by students, especially those aiming for an A or A*. Please note - this resource is offered in PDF form to preserve formatting.

A 9 lesson unit comprising a 68 slide PowerPoint, 9 different worksheets (8 include a text or texts for analysis) and a summary terminology and theory sheet, exploring the topic of grammar. This unit can be used for any of the major exam boards. Each lesson includes a starting discussion prompt which acts as a learning objective, detailed notes on the terminology listed below, a worksheet containing a text (or revision cards for lesson 9), and a homework task. The following terminology is covered: -Linguistic rank scale – morpheme, lexical item, phrase, clause, sentence, utterance and text -Morphology – free and bound morphemes, suffixes, prefixes and affixes, derivational and inflectional processes -Phrases - noun phrases, verb phrases, adjectival phrases, adverbial phrases and prepositional phrases -Noun phrases – head word, pre-modification, post-modification and qualifier -Verb phrases – main verb, auxiliary verb, negating participle, extension, primary, modal and semi-auxiliaries and catenative verbs -Clauses – subject, verb, object, complement, adverbial -Main and subordinate clauses, coordinating and subordinating clauses, relative clause -Active and passive voice -Sentence types – simple, compound, complex and compound-complex -Sentence functions – declarative, interrogative, exclamative and imperative 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 some of my most popular English Language A Level resources! Lexis and Semantics Analysing Discourse - Spoken Language Language and Gender Language and Power and Occupation Language and Global and World Englishes Language Change Language Discourses Child Language Acquisition - Speech

A 9 lesson unit comprising a 70 slide PowerPoint, 9 different worksheets (8 include a text for analysis) and a summary terminology and theory sheet, exploring the topic of lexis and semantics. This unit can be used for any of the major exam boards. Each lesson includes a starting discussion prompt which acts as a learning objective, detailed notes on the terminology listed below, a worksheet containing a text (or revision cards for lesson 9), and a homework task. The following terminology is covered: Open and closed word classes – noun, verb, adjective, adverb, determiner, conjunction, preposition and pronoun Types of noun – proper, abstract, concrete, collective, count, non-count Types of pronoun – personal, possessive, reflexive, demonstrative, relative, indefinite, interrogative Types of verb – dynamic, stative, transitive, intransitive, primary auxiliary, modal auxiliary, linking (copula) and imperative Verb processes – material, relational, mental, verbal, dynamic, stative Adjective and adverb forms – base, comparative and superlative Types of adjective – descriptive/qualitative, evaluative, quantitative, interrogative, proper, demonstrative, indefinite, possessive, compound, degrees of comparison Types of determiner – article, demonstrative, possessive, interrogative, quantifier, cardinal and ordinal number Types of conjunction – co-ordinating, sub-ordinating, correlative/paired Cognitive and structural semantics Denotative and connotative meaning- Semantic/lexical fields and collocates Lexical connectors – addition, consequence, comparative, temporal, enumeration and summative Anaphoric and cataphoric references, substitution, ellipsis Synonymy, antonymy and hyponymy Euphemism and dysphemism Metaphor 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 some of my most popular English Language A Level resources! Language and Gender Language and Power and Occupation Language and Global and World Englishes Language Change Language Discourses Child Language Acquisition - Speech

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 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 9 lesson unit comprising a 74 slide PowerPoint and 10 different worksheets exploring the topic of the AQA Language Discourses opinion article (Paper 2, Section B, Question 4). Each lesson includes a starting discussion prompt which acts as a learning objective, detailed guidance on the skills and ideas listed below, a worksheet and activities, worked questions and exemplar responses, and a homework task. The following skills are covered: How to approach the question Developing an argument How to plan for and use theories, concepts and linguistic terminology Writing for a non-specialist audience Writing to position an audience or reader Consciously crafting an opinion piece using particular techniques Using relatable examples and anecdotes in the piece How to develop self-presentation as a writer using specific strategies Writing effective openings and endings How to evaluate and challenge viewpoints and arguments The final lesson includes a full exemplar response to a question. 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 - Section B, Question 3

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.

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 9 lesson unit comprising a 66 slide PowerPoint and 9 different worksheets (8 include a transcript for analysis) exploring the topic of spoken language analysis and a summary terminology and theory sheet. This unit can be used to teach A Level English Language or A Level Language and Literature and is not linked to any particular 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 9), and a homework task. The following theories and terminology are covered: Discourse – Michel Foucault (1969) Narrative Categories – William Labov (1972) Turn taking; adjacency pairs; backchanneling IRF Model – Sinclair and Coulthard (1975) Charles Goodwin – Storytelling Structure (1984) Discourse markers; tag questions; skip connectors; overlap Speech Acts – J.R. Searle (1969) Transactional talk; phatic talk; monitoring features Cooperative Principle and Gricean Maxims – Paul Grice (1975) Contraction; elision; ellipsis; interruption Register and Context – Michael Halliday (1985) Situational Factors Affecting Language Use – David Crystal (1995) Assimilation; false start; filler; intonation; non-fluency features; paralinguistic features; prosodic features Face-work - Erving Goffman (1967) Politeness Theory - Brown and Levinson (1987) Accommodation; colloquialisms; comment clauses; deixis; hedging - 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 Ethnicity Language and Social Groups Language Discourses Language Discourses Opinion Writing Child Language Acquisition - Speech Child Language Acquisition - Reading and Writing

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

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

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 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 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

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 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 complete unit of work for teaching The Hate U Give by Angie Thomas. This is a dynamic and engaging unit for teaching this text. A range of activities are included, incorporating textual analysis, comprehension, contextual linking, comparison and creative writing. The main resource includes 87 Powerpoint slides which stretch over at least 15 lessons. If class reading time is incorporated into the lessons, then this would double the number of lessons available. Additional consolidation and assessment activities are included to extend the unit further. Any worksheets mentioned are included in the pack as are detailed lesson plans with learning objectives, suggestions for differentiation and variety in activities. This unit will stretch and challenge even the most able students whilst supporting those learners who require it. In addition, the Powerpoint slides are visually engaging and accessible.