AQA GCSE English Language and English Literature 9-1 — Teacher Guide

AQA GCSE English Language and English Literature

Teacher Guide

The Teacher Guide supports both the Core Student Book and the Advanced Student Book with expert suggestions from leading professionals about how you could plan and teach the two GCSEs. These practical, ready-made resources can be drawn on in your first years of teaching the specifications, and edited and adapted to the needs of your classes.

Help all your students make good progress. Each chapter follows the hierarchy of skills and knowledge in the mark schemes, giving you and your students a clear learning sequence which ends with summative ‘Apply your skills’ tasks for English Literature and English Language, annotated responses and ‘Check your progress’ self-assessment guidance.

Save time with detailed, differentiated lesson plans, worksheets and PowerPoints in fully editable formats.

‘Extra support’ and ‘Extra challenge’ features suggest how the Student Book content can be made appropriate to all your learners.

Plan your course with expert support. Schemes of work suggest how the English Language and English Literature GCSEs could be taught in one year, two years or three years. Medium-term plans give an overview of the learning in each chapter.

Support your department with CPD videos offering advice on how to prepare to teach the new GCSEs; how to ensure a successful transition from KS3; and how to help your least able students cope with the challenges of the new specifications.

AQA GCSE

English Language and English Literature Teacher Guide

Series Editors: Sarah Darragh and Jo Heathcote

AQA GCSE

AQA GCSE

English Language and English Literature

English Language and English Literature

Core Student Book

Advanced Student Book

Series Editors: Sarah Darragh and Jo Heathcote

Series Editors: Sarah Darragh and Jo Heathcote

Sarah Darragh, Phil Darragh, Mike Gould and Jo Heathcote

AQA GCSE English Language and English Literature: Core Student Book (978-0-00-759679-9)

Sarah Darragh, Phil Darragh, Mike Gould and Jo Heathcote

AQA GCSE English Language and English Literature: Advanced Student Book (978-0-00-759680-5)

Complete suite of digital resources available on

ISBN 978-0-00-759681-2

www.collins.co.uk/connect

9 780007 596812

AQA Teacher Guide.indd 1

AQA GCSE English Language and English Literature Teacher Guide

Teach AQA’s 2015 GCSEs in English Language and English Literature as one coherent course, with Student Books structured by Assessment Objective to help students build and apply the skills that underpin both qualifications.

Sarah Darragh, Phil Darragh, Mike Gould and Jo Heathcote

09/12/2015 13:22

Worksheet

Fiction or non-fiction?

2.2

Student Book Q4 How did you tell the difference between the fiction and the non-fiction extract?

Complete the table of features below.

Feature

Text 1

Text 2

factual statements

use of descriptive language

past / present tense

use of statistics / data

complex punctuation

a narrative sequence

Core Student Book CHAPTER 2

quotations

objective / subjective

© HarperCollinsPublishers 2015

Key concepts • 177

Worksheet

2.4

Understanding a poem’s theme

Student Book Q10 Read the poem.

Cold It felt so cold, the snowball which wept in my hands, and when I rolled it along in the snow, it grew till I could sit on it, looking back at the house, where it was cold when I woke in my room, the windows blind with ice, my breath undressing itself on the air.

Cold, too, embracing the torso of snow which I lifted up in my arms to build a snowman, my toes, burning, cold in my winter boots; my mother’s voice calling me in from the cold. And her hands were cold from peeling then dipping potatoes into a bowl, stopping to cup her daughter’s face, a kiss for both cold cheeks, my cold nose.

But nothing so cold as the February night I opened the door in the Chapel of Rest where my mother lay, neither young, nor old, where my lips, returning the kiss to her brow, knew the meaning of cold.

Carol Ann Duffy What is the’plot’ or ‘content’ of this poem? What is the sequence of events?

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Student Book Q11 Using the words below to help you, write a paragraph explaining what you think the poem is really about, or what you think the theme of the poem is.

Childhood Protection Powerlessness Parenthood Vulnerability Fear Death Love Grief

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Core Student Book CHAPTER 2

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178 • Key concepts

© HarperCollinsPublishers 2015

Worksheet

2.5

Identifying a story’s structure

Student Book Q2 Complete this table to identify the structure of your chosen story.

Part of story

Structure Introduction

Inciting incident

Rising action

Climax

Core Student Book CHAPTER 2

Transformation and resolution

© HarperCollinsPublishers 2015

Key concepts • 179

Worksheet

Imagery in a Wordsworth poem

2.6

Student Book Q6 & 7 Read the poem. As you read, look at the highlighted sections. How many examples of the following can you find?

•

simile

•

metaphor

•

personification

Daffodils I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze.

Continuous as the stars that shine And twinkle on the Milky Way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance.

The waves beside them danced, but they Out-did the sparkling waves in glee: A poet could not but be gay, In such a jocund company: I gazed—and gazed—but little thought What wealth the show to me had brought: For oft, when on my couch I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils.

Core Student Book CHAPTER 2

William Wordsworth

180 • Key concepts

© HarperCollinsPublishers 2015

Worksheet

2.8

Identifying text features

Student Book Q7 Which of the following features can you find in Text 1 and which in Text 2?

Feature

Text 1 examples

Text 2 examples

Facts

Opinions

Statistics

Personal pronouns (I / you / we)

Descriptive language

Core Student Book CHAPTER 2

Questions

© HarperCollinsPublishers 2015

Key concepts • 181