Spoken language language in an Demonstrate presentation skills in a formal extract setting or listen and respond appropriately to spoken language, including to questions and feedback on presentations. 49-52 Paper 1: an example of a text, select examples of Selected extracts Reasoning and Critical thinking Students will be able to: Non-fiction language used by the writer. List the from Section B of argumentation Analysis (Section A) Comment effectively on language features selected by students on the Digital Critical thinking Leadership how language the board. Ask students to comment on the Anthology. The Interpretation communicates ideas and impact of each feature selected. Tony Blair text, the perspectives. (1 lesson) Bill Bryson text, the extract from Tatler, Select another text and ask students to the Brian Keenan summarise the ideas in it. Select examples or the Joe Simpson from the text of language features that match texts describe their lists prepared in previous sessions. places. Identify examples of one specific technique Alternatively, use linked to the type of text (for example literary materials that are technique if it is a fiction text), e.g. to be enjoyed exaggeration, and consider the impact of this by the students technique. Remind students that this is and that they have assessed in AO2. used before in the (3 lessons with different texts) classroom. 53-56 Paper 1: Students will be able to: Encourage students to mind map/ brainstorm/ Sample Problem solving Problem solving Section B list ideas onto a page. Encourage them to assessment Executive function Select the best ideas to select the best ideas and list them in an order materials Responsibility write about where it is easy to see how you would move Productivity between paragraphs. Consider how to organise these ideas into Model to students how to use topic paragraphs. sentences/ questions at the end of paragraphs and key words repeated throughout the text to connect ideas. You may
Spoken language Demonstrate presentation skills in a formal setting or listen and respond appropriately to spoken language, including to questions and feedback on presentations. language in an extract 49-52 Paper 1: Non-fiction (Section A) Students will be able to: Comment effectively on how language communicates ideas and perspectives. an example of a text, select examples of language used by the writer. List the language features selected by students on the board. Ask students to comment on the impact of each feature selected. (1 lesson) Select another text and ask students to summarise the ideas in it. Select examples from the text of language features that match their lists prepared in previous sessions. Identify examples of one specific technique linked to the type of text (for example literary technique if it is a fiction text), e.g. exaggeration, and consider the impact of this technique. Remind students that this is assessed in AO2. (3 lessons with different texts) Selected extracts from Section B of the Digital Anthology. The Tony Blair text, the Bill Bryson text, the extract from Tatler, the Brian Keenan or the Joe Simpson texts describe places. Alternatively, use materials that are to be enjoyed by the students and that they have used before in the classroom. Reasoning and argumentation Critical thinking Interpretation Critical thinking Analysis Leadership 53-56 Paper 1: Section B Students will be able to: Select the best ideas to write about Consider how to organise these ideas into paragraphs. Encourage students to mind map/ brainstorm/ list ideas onto a page. Encourage them to select the best ideas and list them in an order where it is easy to see how you would move between paragraphs. Model to students how to use topic sentences/ questions at the end of paragraphs and key words repeated throughout the text to connect ideas. You may Sample assessment materials Problem solving Problem solving Executive function Responsibility Productivity
eng-lang-a-2016-scheme-of-work.docx