There’s a variety of tasks you might use with any non-literary text. You could let students read the text for themselves if you think they can cope with it, but this may present a risk if they are likely to find it demoralising to read a major text on their own. The specifications encourage independent study of a range of texts within a shared context. This general approach is widely used. It’s a good idea to prepare students for the content of the text. Some teachers say they prefer their students to start essay writing at an early stage to develop good habits. You should take your lead from the specimen question papers provided by AQA. A list of web links to reviews, summaries and criticism is also helpful. In Texts across time, students write a comparative critical study of two texts on a Fingersmith with Marian Halcombe in The Woman in White in the You may encourage students to read each other’s essays. similarity and difference and must allow access to a range of critical views and Some teachers may feel that certain students would benefit at a later stage from a more rapid reading in English when preparing for the exam. You may choose to read aloud key sections of text to ensure that comprehension is sound. In It is preferable if all students have the same source to make page referencing easier, even if they use different devices. Suggestions for online and printed resources which may support your work: Document URL below, but this is not a set list and students are Do matching tasks (eg starts and ends of sentences). These texts are just another example of written language. Some students may use this as a short cut and thus limit the amount of target language reading they do. Studied together they create an understanding of English Literature that will deepen your students' knowledge and love of the subject. This website works best with JavaScript switched on. If you’re enthusiastic about the text it’s much more likely your students will be too. Past papers, mark schemes and example answers. your Searching for an elusive quotation may be easier. You need to prepare students for challenging questions which will demand a high degree of analysis. write about in detail as examples of the wider collection. their essay response. There are no ‘set answers’. You may want to investigate the availability of support materials. If using a collection of Reading critics in English may be a good idea if the source material helps students to comprehend more difficult ideas. Do jigsaw reading (put jumbled sections of texts into the correct order). Some of these might be in English. Some groups will work faster than others, of course, and you will need to assess if every section of a work requires the same attention to detail. You can provide students with vocabulary lists, which will ensure that you, as a teacher, have a firm command of the lexis. You will want to begin preparing your text, resources and lesson planning well in advance. non-exam assessment adviser, especially where Write an imaginary interview with the author. Although they are provided with lists of points they may hope to see, this is not exhaustive and any valid points will be rewarded. With the Kindle any notes and highlighted text may be picked up in an Amazon account from where they can be pasted into a word processor (Amazon, Kindle, Fire and all related logos are trademarks of Amazon.com, Inc. or its affiliates). Depending on staffing availability, you could have one teacher allocated a certain number of periods a week for the autumn or spring term to work solely on the literature. Set reading for a week ahead with a worksheet for guidance. Many teachers find that they like to use some English when discussing harder areas. The text may also be a launch pad for oral activities such as information gap tasks, question-answer and presentations. wider and independent reading. There are no planned changes to AS and A-level English Literature B for 2021 following Ofqual’s consultation Teaching from: September 2015 Exams from: 2016 (AS), 2017 (A-level) You can use questions in the target language, correcting false statements, gap-fill, paraphrase, true/false, summary, writing individual paragraphs, introductions and conclusions, to name a few. Answer multiple choice questions (oral or written). Information, support and services to help you deliver the specification. Some texts may lend themselves very well to direct quotation, but close textual reference is an equally valid way to justify points and arguments. This website works best with JavaScript switched on. If you’re co-teaching the one year AS and two year A-level, you need to distinguish differences in question style and assessment criteria. Some departments like to begin preparatory work in the post-exam period in the summer term after the first year. colleges should ensure that they use a version recognised by academia as being a high If you share your enthusiasm, guide them carefully, fine-tune your teaching in ways described earlier and teach them to be analytical, they will nearly always come to enjoy the work and develop their confidence. Texts offer plenty of opportunities to work on morphological patterns – nouns to verbs, verbs to nouns, adjectives to adverbs and so on. Texts should always Superficial, descriptive and irrelevant essays will score low marks. Please enable JavaScript. significant in the development of literature in English. Although one If you apply the criteria to their first attempts students may be dispirited. Possible themes for the comparison are indicated This guide has been written for all A-level modern language teachers, particularly benefit of those with little or no experience of teaching literature. You may use as much target language as possible when doing question-answer, pair work, reading comprehension worksheets. Reading aloud is a source of listening practice, can allow for practice of pronunciation and intonation and can ensure that every student has read the text carefully at a slow pace. Design a worksheet as if the student were the teacher. Read chapter by chapter, or section by section. A common approach is to have students read a section of text or chapter in advance of the lesson, with a worksheet to guide them (eg questions, true/false, tick true sentences, matching and so on). You may do themed vocabulary work if the text features a particular range of lexis. If a printed text is covered it will last longer. Students will need individual copies of texts which they can annotate in pencil. Possible pre-1900 texts include, but are not limited to: Students cannot use the following texts for non-exam assessment as they appear on the exam If you have students studying a one year AS course alongside the two year A-level in the lower sixth, you will need to teach a literary work (or film) during that year. However, if you spend too much time translating into English you will limit the amount of meaningful listening input and oral practice students receive. set texts listed for the A-level exam components cannot be used for non-exam Students doing the two year A-level course may want to read the book over the summer holidays before returning to school or college in September of the second year. A week later use the worksheet as a basis for class discussion, explanation and clarification (wholly or largely in the target language). Sections 4.1 and The title 'Independent critical study' highlights the important idea that, within a You can cover some discussion points in English before going through them again in the target language. Please either accept the cookies, or, Specifications for first teaching in 2015, 4.3 Independent critical study: texts across time, Non-exam assessment administration (A-level only), Independent critical study: texts across time. If you have never taught literature at AS and A-level before, you could view this is as an excellent way to develop your own knowledge, skills and enthusiasm. You could prepare retranslation tasks – passages in English based on your text to be retranslated into the target language. Many teachers have reported that their classes really enjoy the literature element of A-level. texts chosen for study may include texts in translation that have been influential and If you prepare your text carefully and are clear in how you approach your teaching you will bring expertise to the task and your students will derive great pleasure from the work. Teaching resources that you can use to plan your lessons and support your students’ learning. approach to the application and evaluation of a range of critical views. be chosen with Write a diary extract from the point of view of a character. independently by each student. In the case of both exams, the emphasis is on relevance, sound knowledge and analysis, coherent structure and effective language to carry out the task.

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