Associated Resources

• A Student’s Guide to ’Much Ado About Nothing’ by Mandy Lloyd
• Much Ado Guide.doc

‘Much Ado about Nothing’ in context: ‘Comedy’ vs. ‘Tragedy’

Much Ado About Nothing is technically considered to be a Shakespearean ‘comedy’ of the classical kind; indeed, it’s even frequently taught at KS3 owing to its frequent comic tone. The witty and entertaining exchanges between the main protagonists Beatrice and Benedick have been the subject of much literary criticism and are often considered to be the most...

Steph Jackson and Alice O’Connor’s ELLB Text Grids

ELLB1 Text 1 2011.doc

ELLB1 Text 2 2011.doc

ELLB1 Text 3 2011.doc

ELLB1 Text 4 2011.doc

ELLB1 Text 5 2011.doc

ELLB1 Text 6 2011.doc

ELLB1 Text 7 2011.doc

ELLB1 Text 8 2011.doc

ELLB1 Text 9 2011.doc

ELLB1 Text 10 2011.doc

ELLB1 Text 11 2011.doc

ELLB1 Text 12 2011.doc

ELLB1 Text 13 2011.doc

ELLB1 Text 14 2011.doc

ELLB1 Text 15 2011.doc

ELLB1 Text 16 2011.doc

ELLB1 Text 17 2011.doc

ELLB1 Text 18 2011.doc

ELLB1 Text 19 2011.doc

ELLB1 Text 20 2011.doc

ELLB1 Text 21 2011.doc

Associated Resources

• A Guide to Much Ado About Nothing by Steph Jackson
• Much Ado About Nothing - Student’s Guide.doc

This brief study guide focuses on the themes, language and issues of the play relevant to the current A-Level Literature specification AO2 requirement of form, structure and language: ‘demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts’.

The guide also explores some areas of the historical context of the play which will assist you with...

This poem is not included as a taught poem in the scheme of work, nor is it mentioned on the student handout.  It could be recommended to more able students for the theme of love and romance.

The speaker describes waking to a dream about their first love.  The memory is bittersweet.

Links to Plath/Larkin: love and romance (Larkin)

Lang-Lit points: similes and metaphors, address, use of tense, lexical choices associated with love/romance (lipstick, flowers)

Associated Resources

• Transcripts Pack
• Guide to Conversation Analysis.doc

This guide is intended to support teachers preparing students for tasks involving the analysis of transcribed conversation at AS and A2 level, although teachers of the new GCSE unit on Spoken Language may also find some helpful information here, especially in the “Key Issues” section.  Just don’t get carried away with the technical terms or theories at this level!

The advice and information given here is relevant to many specifications, both Language courses and...

Associated Resources

• A Guide to Conversational Analysis

Introduction

This collection of transcripts has been produced with A Level Language and combined Language and Literature teaching in mind, although some of the transcripts may also be suitable for use with the new Spoken Language GCSE unit.

• Never Mind The Buzzcocks.doc
• David Beckham and Jonathan Ross.doc
• Paxman and Cooper on Taxes.doc
• Husband and Wife - Nan and her Fruit Pies.doc
• Student and Teacher.doc
• Jeremy Kyle.doc
• Hugh F-W - Beer Batter.doc
• Loose Women.doc
• QI Daniel Radcliffe.doc...[ read full article ] »
  

There’s an interesting debate at The Economist.

http://www.economist.com/debate/debates/overview/190

Definitely good for people teaching the A spec (ENGA2 or ENGA3) and anyone interested in seeing a style model for a debate on a language topic.

Language Investigations

This is a guide to preparing students for the various ‘Investigations in English Language’ units that form part of many A Level English Language courses. It has been written to cover the A2 coursework requirements for the following examination boards:

• The basic requirements for the investigation are broadly similar across all boards but where needed, specific advice for a particular exam board’s specification is shown and clearly identified.

Assessment Focus (Assessment...

A comprehensive set of resources on ‘A Street Car Named Desire’.

1. Scene 3 Additional Notes.doc

2. Scene 4 Additional Notes.doc

3. Scene 5 Additional Notes .doc

4. Scene 6 Additional Notes.doc

5. Scene 7 Additional Notes.doc

6. Scene 8 Additional Notes.doc

7. Scene 9 Additional Notes.doc

8. Scene 10 Additional Notes.doc

9. Scene 11 Additional Notes.doc

10. ELLB3 Question Scene 3.doc

11. ELLB3 Question Scene 4.doc

11a. ELLB3 Scene 4 - Indicative Content.doc

12. ELLB3 Question Scene 5.doc

12a. ELLB3 Scene 5 - Indicative...

ELLB3 Talk in Life and Literature

A Comprehensive Guide to the vocabulary needed and how it can be used to gain a top grade

ELLB3 is a module that requires a detailed understanding of how conversations work within life, and through this understanding that comments can then be made on how playwrights manipulate language, structure and form to create drama within a play. The following terminology can be used to answer both Question 1- the text based question and Question 2- the unseen question comparing a transcript with an extract from a...

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18. ELLB3 Introduction.ppt

Scene 2

Summary

The sisters are preparing for an evening out with Stanley clearly feeling marginalised. Stanley becomes angry about the loss of Belle Reve, feeling he has been swindled by Blanche. He feels that Louisiana law dictates that a wife’s possession automatically belongs to the husband and he has been robbed. His ignorance is highlighted by his false assumptions about Blanche’s furs and jewels and his anger increases as his wife mocks him. When Blanche appears from the bathroom she is overtly flirtatious with Stanley and because...

Scene 1

Summary

Blanche Dubois arrives in Elysian Fields in New Orleans. She looks out of place and there is certainly an underlying tension apparent when Blanche meets her sister Stella. They talk about living arrangements and Stella’s husband Stanley. Blanche reveals that the family homestead, Belle Reve has been lost. There is quite a difficult meeting between Stanley and Blanche; Stanley then sets up a poker match and begins to judge the recently acquainted Blanche. The main part of the scene focuses on Blanche, building up her...

Upper Sixth A Level Language and Literature
ELLB3: Talk in Life and Literature - Talk Features Test

1. Give a definition of ‘conversation’. (1)

2.  Why is the analysis of turn taking important? (2)

3a) What is a sequence of turns called? (1)

3b) What is each turn within this called? (1)

4. What are utterances that are expected to appear together called? (1)

5. In a sequence it is valid to look at who initiates a turn and it may be done in three main ways:

a) (1)

b) (1)

c)...[ read full article ] »

Teacher Notes 1

ELLB3 – Question 1 and 2 Talk Features teacher notes

• Cards to cut out and laminate. Used as a tool for both questions.
• Cut out and laminate these talk features.
• Pupils can add their own as a plenary or for revision.
• Cards can also be stuck around the classroom.
• Cards can be used to check pupils understanding by asking for a definition or a real – life example.
• Cards can be used in conjunction with the Four- Fold response grid in the following way.

o Cut up cards and allow pupils to choose randomly.
o Ask pupils to...

Talk Features- A Guide To All You Need To Know For ELLB3!

What is an everyday conversation?

The term conversation refers to talk that involves more than one participant. The connotations of ‘everyday conversation’ may suggest an interaction that is spontaneous, private, equal, perhaps trivial and usually polite.

How do conversations work?

Turn-taking

Much has focused on this see transcripts and conclusions about e.g. length of turns; who says the most and who the least. Is this always to do with status and power? Or it may be an...

Teacher Notes 2d

ELLB3 – Question 1 Phonological Features

It is essential that phonology is addressed. Pupils seem to find this the most difficult and examiners strain to find evidence of understanding in responses. However, it can be straight forward if pace and line delivery are examined.

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12. Four-fold Response Teacher Notes on Phonology.doc

Teacher Notes 2c

ELLB3 – Question 1 Lexico-grammatical Features

It is essential that lexis is not missed out. Pupils are often so focused on including interactional features that they lose sight of the words used. This may sound odd but detailed explanations of effects of words are essential. Sentence structure, even if only the multi-clausal compound sentences or minor sentences are used will flesh out this section. This is an example of one paragraph. A variety of other points would need to be made.

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11. Four-fold Response...

Teacher Notes 2b

ELLB3 – Question 1 Interactional features

It is essential that a variety of interactional features are discussed, including theory! Grice’s maxims are the most accessible to apply but there are a variety of others. Use the four-fold response to make a point and don’t forget about audience response. This is a developed response and would be a top grade paragraph.

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10. Four-fold Response Teacher Notes Interactional.doc

Teacher Notes 2a

ELLB3 – Question 1 Context

It is essential that the context is more than just a few lines. The context is the first chance the pupil has to show their knowledge of how the conversation works within the play as a whole and why the conversation has been added into the play. Therefore, the purposes of the conversation are essential to examine. The additional notes have a variety of examples of purposes.

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9. Four-fold Response Teacher Notes - Context.doc

Teacher Notes

ELLB3 Exemplar response paragraphs

Assessment Essay

How does Williams present the relationship between the two sisters in the following passage?

Scene 1

#Passage not reproduced due to copyright.

opening-[Stella comes quickly around the corner of the building and runs to the door of a downstairs flat.]
closing line- STELLA [sincerely]: Why, Blanche, you know that’s not true.

The exemplar paragraphs follow the Four Fold Response and show candidates how to respond in a concise way and still hit all the assessment objectives....

ELLB3 Exemplar response paragraphs

Assessment Essay

How does Williams present the relationship between the two sisters in the following passage?

Scene 1

Context

After being introduced to the self-absorbed and socially aware Blanche, we as an audience are intrigued to see how she converses with her sister. The conversation takes place in the modest apartment of Stella and Stanley Kowalski, Blanche already within whilst Stella returns. The audience has been party to Blanche’s loathed reactions to the New Orleans neighbourhood and have met...

ELLB3

How does Williams present the relationship between the two sisters in the following passage?

Be sure to examine the following areas:

• Context
• Interactional features
• Lexico-grammatical features
• Phonological devices

#Passage not reproduced due to copyright.

opening-[Stella comes quickly around the corner of the building and runs to the door of a downstairs flat.]
closing line- STELLA [sincerely]: Why, Blanche, you know that’s not true.

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6. ELLB3 Assess Question.doc

Teacher Notes

Four Fold Response Grid

• Enlarge to A3 and laminate to use as a starter or plenary. With whiteboard markers it can be used again and again. It securely follows assessment requirements.
• An excellent interactive resource that can be used throughout the course and for any scene.
• This can be used for one element i.e interactional features of the Four-Fold Response or could be used for an initial idea of all four elements.

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5. A3 Blank Four-Fold Response Grid Teacher Notes.doc

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4. A3 Blank Four-Fold Response Grid.doc

Choose 3 of the devices you have discussed and consider how you would write about them in an essay, using the Four Fold response.

• Remember - in an essay the four fold response requires comments about context, interactional features, lexico-grammatical features and phonological devices

• This format can be used for revision or preparation for any essay that you have been given.

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3. Four-fold Response Grid.doc

Teacher Notes 1

ELLB3 – Question 1. Four-Fold Response

This is a tried and tested way of responding to any essay question for Question 1 of ELLB3. It is a simple model created to hit all assessment objectives and to structure pupils’ work every time. Despite the positive elements of this module, teachers often find it a challenge to help pupils hit all assessment objectives, both literary and non-literary within the one hour allowed and to facilitate the pupils’ understanding of the specific elements required to write a top essay. The...

ELLB3

Talk in Life and Literature

Examination Essay Structure Question 1

Four Fold Response

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1. Four-fold Response.doc

ELLB1 Question 2 Model Answer

(written under examination conditions)

In texts 10 and 18 both Michael Palin and Samuel Johnson experience feelings of isolation and loneliness whilst travelling. Written centuries apart, the writers present their feelings in different ways; Palin uses humour and direct personal opinions whilst Johnson uses a more literary form to subtly do so.

Michael Palin is a well established comedian and writer and as a public figure would be well received by newspaper readers. Due to his well known status he is able to be...

Steph Jackson and Alice O’Connor’s ELLB Text Grids

ELLB Text Grid 1.doc

ELLB Text Grid 2.doc

ELLB Text Grid 3.doc

ELLB Text Grid 4.doc

ELLB Text Grid 5.doc

ELLB Text Grid 6.doc

ELLB Text Grid 7.doc

ELLB Text Grid 8.doc

ELLB Text Grid 9.doc

ELLB Text Grid 10.doc

ELLB Text Grid 11.doc

ELLB Text Grid 12.doc

ELLB Text Grid 13.doc

ELLB Text Grid 14.doc

ELLB Text Grid 15.doc

ELLB Text Grid 16.doc

ELLB Text Grid 17.doc

ELLB Text Grid 18.doc

ELLB Text Grid 19.doc

ELLB Text Grid 20.doc

ELLB Text Grid 21.doc

ELLB Text Grid 22.doc

Associated Resources

AQA ELLB3 Supporting Materials Exemplar Essays Question 1.doc

ELLB3 Exemplar Essays for Question 1

Question 1: Question on an extract from the chosen play (Hamlet, A Streetcar Named Desire, Translations, The Rivals)

The following exemplars are based on:

• AQA NTB5 Examination Paper (June 2007)

Although this question originally specified two extracts from the chosen play, only one extract is examined for ELLB3 Question 1. Therefore, two exemplar essays have been produced, each of which analyses one of the specified...

ELLB4 – Introduction

ELLB4 (Text Transformation) is the fourth unit of the new (2009) AQA English Language and Literature B course; it’s a coursework unit worth 40% of the student’s A2 mark (i.e. 20% of the whole A-level). The key texts for this unit are selected from a list prescribed by AQA. Students are required to choose two literary works from this list of prescribed authors and transform them into different genres. They must also provide a commentary/commentaries which reflect upon their work, demonstrating greater understanding of...

Associated Resources

AQA ELLB3 Supporting Materials Exemplar Essays Question 2.doc

ELLB3 Exemplar Essays for Question 2

• Question 2: Comparison of two unseen extracts (one a transcript of talk from a real-life situation, one an extract from crafted speech in prose, poetry or drama)

The following exemplars are based on:

• AQA NTB5 Examination Paper (June 2007)

Exemplar 1: Comparison of Pharmacist Transcript and Dead Parrot Sketch – NTB5 (June 2007) Question 2a)

NTB5 (June 2007) Question 2a) looks like this:

Text A

Key
(.) short pause...[ read full article ] »

ELLB3 – Introduction

ELLB3 (Talk in Life and Literature) is the third unit of the new (2009) AQA English Language and Literature B course; it’s a wholly examined unit worth 60% of the student’s A2 mark (i.e. 30% of the A-level). There is one key text for this unit which is taken from a choice of four plays:

• William Shakespeare – Hamlet
• Richard Brinsley Sheridan – The Rivals
• Tennessee Williams – A Streetcar Named Desire
• Brian Friel – Translations

These texts will be offered for study until 2012.

The exam is 2 hours, for which...

ELLB2 – Introduction

ELLB2 (Themes in Language and Literature) is the second unit of the new (2009) AQA English Language and Literature B course; it’s a coursework unit worth 40% of the student’s AS mark (i.e. 20% of the A-level). The key texts for this unit are two paired set prose texts selected from a list provided by AQA. For each set of paired texts, AQA prescribes annually one theme which candidates must use as the focus for their coursework. The coursework has two parts:

• Part A: a response to the set theme in two selected...

ELLB1 Exemplar Comparisons for Questions 1 and 2

• Question 1: Comparison of two unseen texts on the theme of Travel, Transport and Locomotion

• Question 2: Comparison of two texts taken from the Anthology on Travel, Transport and Locomotion

The following exemplars are based on:

• AQA ELLB1 Examination Paper (January 2009)
• Extract from web article ‘Chilled Out Contentment (Ko Pha Ngan, Thailand)’ by Brad Curabba
• Extract from A Walk in the Woods by Bill Bryson

Exemplar 1: Comparison of texts on London buses – ELLB1 (January 2009) Question 1...[ read full article ] »

ELLB1 – Introduction

ELLB1 (Introduction to Language and Literature Study) is the first unit of the new (2009) AQA English Language and Literature B course; it’s a wholly examined unit worth 60% of the student’s AS mark (i.e. 30% of the A-level). The key text for this unit is the AQA-produced Anthology of thematically linked spoken and written texts. The current theme (2008-2011) is Travel, Transport and Locomotion. A new Anthology will be introduced every three years. The exam is 1 hour and 30 minutes, for which candidates receive a...