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 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, 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 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 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 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 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 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 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 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

An extract analysis booklet which contains 26 examination-length extracts from The Strange Case of Dr Jekyll and Mr Hyde and guidance as to what to look for when analysing the extract in Edexcel Paper 2, Section A (can also be used for AQA, Paper 1, Section B; Eduqas, Paper 2, Section B; or OCR, Component 1, Section B, by using the second part of the question and adapting the wording). 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.

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 9 lesson unit comprising a 69 slide PowerPoint, 9 different worksheets (8 include a text or texts for analysis) and a summary terminology and theory sheet, exploring the topic of pragmatics. 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: Negotiation of meaning: confirmation checks, reformulation techniques and feedback Codes: inference and implication Implicatures and pragmatic illusion Ambiguity Schema and schematic knowledge Embodied knowledge Cooperative Principle and Gricean Maxims – Paul Grice (1975) Speech acts: assertives (analytic and synthetic); commissives; declarations (verdictive and effective); directives; and expressives. Face - Erving Goffman (1967) Politeness theory and face threatening acts – Penelope Brown and Steven Levinson (1987) Deixis: personal, spatial and temporal; distal and proximal Presupposition: presupposition negation test; definitive descriptions; factive verbs; iteratives; questions; temporal clauses (Please note that there is overlap on six slides about Grice’s maxims, face and politeness theory with the ‘Analysing Discourse – Spoken Language’ unit.) 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 Grammar Lexis and Semantics Phonetics, Phonology and Prosodics Analysing Discourse - Spoken Language Graphology Language and Gender Language and Power and Occupation Language and Global and World Englishes Language Change Language Discourses Child Language Acquisition - Speech

Two detailed lessons exploring Caleb Femi’s ‘Thirteen’ 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 series of lessons to introduce students to the analysis of English Literature A Level novels through a practical criticism-style exercise with follow up lessons if required. These resources could be used to introduce English Literature A Level at the start of Year 12 or as a taster lesson. The resources are not tied to any specification and do not reference any assessment objectives (although these are implied). The following documents are included: An extract booklet with eight short extracts from the opening of the following texts: The Handmaid’s Tale by Margaret Atwood; Persuasion by Jane Austen; Grief is the Thing with Feathers by Max Porter; Home Fire by Kamila Shamsie; The Vanishing Half by Brit Bennett; Atonement by Ian McEwan; The Great Gatsby by F. Scott Fitzgerald; and Frankenstein by Mary Shelley A teacher copy of the booklet with additional, contextual information A task booklet with four different tasks to encourage analysis and connections (Task one is a ranking exercise; task two is an analysis exercise; task three is a connection exercise; and task four is a homework research exercise). Suggestions for other tasks are given A lesson plan with guidance for one or more lessons

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 Analysing Spoken Language Child Language Acquisition - Speech Child Language Acquisition - Reading and Writing

A table-based revision document where students write down an evaluative statement (possibly lifted from a past question beginning ‘Evaluate the idea…’ before adding their own argument, a supporting theorist and a real world example. Four rows have been completed to guide students through the process. This is an excellent way of supporting students to plan for an evaluative response, and demonstrates how to bring in theory and supporting ideas. 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 Child Language Acquisition - Reading and Writing

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