and New Scientist Work with a series of to consider what could be used. purpose they serve. Create two spider Alternatively, use diagrams one with the purpose of each text materials that are – in the centre and one with the audience for known to be each text in the centre. Around the outside, enjoyed by the write the clues that help to identify purpose students and that and audience. they have used Encourage students to justify what purpose before in the they select. You may wish to take two texts classroom. from the Anthology and encourage students to compare the purpose of the texts and why they have made the assumptions they have. (2 lessons) Spoken language Demonstrate presentation skills in a formal setting or listen and respond appropriately to spoken language, including to questions and feedback on presentations. 13-16 Paper 1 Students will be able to: To reinforce learning from the previous Selected extracts Interpretation As above - extension Non-fiction Comment on how writers session, pick a text and ask students to from Part 1 of the of previous week (Section A make texts appropriate for identify audience and purpose of the text and Anthology. Section their audience and purpose explain reasons. B of the Digital Take another text and identify what the Anthology could be audience and purpose are. Students should used, e.g. then write a series of sentences about to compare language and structure that will help another audience and student understand why they have selected purpose. Texts the audience and purpose they have. from Guy Claxton, Complete the sentences: the Independent, Audience is the Sunday Times … The audience is important in a text and New Scientist because could be used. …
Work with a series of to consider what purpose they serve. Create two spider diagrams – one with the purpose of each text in the centre and one with the audience for each text in the centre. Around the outside, write the clues that help to identify purpose and audience. Encourage students to justify what purpose they select. You may wish to take two texts from the Anthology and encourage students to compare the purpose of the texts and why they have made the assumptions they have. (2 lessons) Spoken language Demonstrate presentation skills in a formal setting or listen and respond appropriately to spoken language, including to questions and feedback on presentations. and New Scientist could be used. Alternatively, use materials that are known to be enjoyed by the students and that they have used before in the classroom. 13-16 Paper 1 Non-fiction (Section A Students will be able to: Comment on how writers make texts appropriate for their audience and purpose To reinforce learning from the previous session, pick a text and ask students to identify audience and purpose of the text and explain reasons. Take another text and identify what the audience and purpose are. Students should then write a series of sentences about language and structure that will help another student understand why they have selected the audience and purpose they have. Complete the sentences: Audience is … The audience is important in a text because … Selected extracts from Part 1 of the Anthology. Section B of the Digital Anthology could be used, e.g. to compare audience and purpose. Texts from Guy Claxton, the Independent, the Sunday Times and New Scientist could be used. Interpretation As above - extension of previous week
eng-lang-a-2016-scheme-of-work.docx