Understand how language Summarise the main message of the text in Kurt Vonnegut Responsibility reveals a writer’s 15 words. letter, the extract perspective. Select one text from the Anthology and from the Guardian, identify and phrases in the text that show the texts on the writer’s perspective. Take another text on and losing’ ‘winning the same theme explore the perspective or the Independent – communicated and compare it with the first text. text. Pick out words and phrases to support Alternatively, use comments. materials that are (2 lessons) known to be enjoyed by the Write a paragraph explaining how the students and that language choices in the two texts differ. they have used Revise the language techniques discussed in before in the previous sessions. Discuss the effect of classroom. techniques in the text. How do they help to communicate the writer’s ideas and perspective? (2 lessons) 45-48 Paper 1: Students will be able to: Introduce students to the technical terms Selected extracts Reasoning and Critical thinking Non-fiction surrounding language by encouraging them to from Section B of argumentation Reasoning (Section A) Understand the impact link them to definitions. Then, ask students to the Digital Communication Critical thinking language choice can have make up examples of the techniques or to Anthology. The Collaboration on the reader. look on the internet/in newspapers for Tony Blair text, the Teamwork quotations that use these techniques. Bill Bryson text, the Responsibility Students could also describe an object, place extract from Tatler or person using figurative language. or the Joe Simpson texts describe (1 lesson) places. Find a series of advertising slogans. Put the Set of cards with class into groups and encourage them to technical terms and identify the language techniques that the their definitions writer has employed. Ask them to swap with
Understand how language reveals a writer’s perspective. Summarise the main message of the text in 15 words. Select one text from the Anthology and identify and phrases in the text that show the writer’s perspective. Take another text on the same theme – explore the perspective communicated and compare it with the first text. Pick out words and phrases to support comments. (2 lessons) Write a paragraph explaining how the language choices in the two texts differ. Revise the language techniques discussed in previous sessions. Discuss the effect of techniques in the text. How do they help to communicate the writer’s ideas and perspective? (2 lessons) Kurt Vonnegut letter, the extract from the Guardian, the texts on ‘winning and losing’ or the Independent text. Alternatively, use materials that are known to be enjoyed by the students and that they have used before in the classroom. Responsibility 45-48 Paper 1: Non-fiction (Section A) Students will be able to: Understand the impact language choice can have on the reader. Introduce students to the technical terms surrounding language by encouraging them to link them to definitions. Then, ask students to make up examples of the techniques or to look on the internet/in newspapers for quotations that use these techniques. Students could also describe an object, place or person using figurative language. (1 lesson) Find a series of advertising slogans. Put the class into groups and encourage them to identify the language techniques that the writer has employed. Ask them to swap with Selected extracts from Section B of the Digital Anthology. The Tony Blair text, the Bill Bryson text, the extract from Tatler or the Joe Simpson texts describe places. Set of cards with technical terms and their definitions Reasoning and argumentation Critical thinking Critical thinking Reasoning Communication Collaboration Teamwork Responsibility
eng-lang-a-2016-scheme-of-work.docx