Lessons week commencing Monday 5th December

Dear students,

I'll be returning for our lesson on Tuesday 6th. Please make sure you have all work with you that was set for your lessons during my absence.

Year 13 - please bring gender notes with you.

Thank you.

Year 12 Cover Work

I will ask the sixth form team to email this to you all, but posting here too just in case. I have created a folder in our Google Drive (access this from the menu on the right of this page) called Cover Work. All of the work for next week, including copies of what I gave you on Tuesday are in here.

If you have any questions or technological difficulties, email me directly and I will forward the work to you.

Year 13 Cover Work

I have asked the sixth form office to email you all with the cover work, but I have also put it on the google drive. If you go to the Y13 Google Drive resources (link on the right of this page), you will see that I have create a folder called cover work. Everything that you need is in there, including copies of the sheets I gave you on Tuesday.

If you have any difficulties accessing it, please email me and I can send you the work directly.

Writing for a non-specialist audience: Y13 revision, Y12 pre-reading

Here's another example of an article written about a linguistic issue, but aimed at a non-specialist audience.

Both the AS and the A-Level paper require you to write this type of article, so it's worth reading as many of them as possible. The more that you read, the more likely you are to be able to write in this kind of style.

Notice how it transforms the linguistic ideas into language that is accessible for a general audience, for example:

"How do they even begin to separate, or “segment,” individual words from the stream of language that they hear all around them all of the time?"

Year 13 have learnt about segmenting in CLD this term. They should be able to use it hand-in-hand with the term 'gestalt expression'.

Year 12 Genre Conventions homework

This is due for Tuesday 22nd November

I would like you to investigate the genre conventions of charity adverts.

1. You need to be confident that you understand what 'genre' and 'genre conventions' actually mean. Do some research and write down some notes and definitions so that you are confident that you understand the concept.
2. Read the website here and have a go at the task: what do all of the adverts have in common?
3. You may wish to read more widely about charity adverts.
3. Produce a guide for year 7 children, informing them what genre conventions would be expected of a charity advert, ie/ a list of features they would need to include if they were to write their own charity advert. OR Create a poster with a charity advert of your choice in the middle, labelled with the genre conventions identified.
4. Identify these genre conventions in the Elephant text that we looked at on Tuesday. Make a list of genre features with quotations if appropriate
5. Challenge (optional): Write a paragraph evaluating how closely the elephant text adheres to genre conventions.

Grunwell done well? (Sorry, it's been a long day...)

Y13, I came across this Quizlet that someone has prepared to learn the typical ages that children acquire phonemes from. Add it to your list of private study tasks.

Year 12 Phonology homework

Research and make notes on the following terms for Tuesday's lesson (8th November)


Alliteration
Assonance
Sibilance
Consonance
Paralinguistics
Prosody
Sibilance
Glottal Stop
*How are different consonants described?
*What is the difference between phonology and phonetics?

Year 13 Private Study

It's here - the page you've all been waiting for... See above for a new page with guidance on work you can do in your private study time.

Enjoy!

Y13 Swearing... in front of the kids?

Lovely little article to accompany Miss Moody's lesson this week here. Go on - impress her by referencing this article next lesson :)

Y13 great article for Language Change

See this!

Is it semantics or pragmatics?

https://languagedebates.wordpress.com/tag/pragmatics/

One of the lovely year 12s asked for clarification on the difference between semantics and pragmatics. It's a question that's been asked many times, and one that linguists are still pondering. There's a link above to a useful blog post by someone far more knowledgeable than me. Have a read and see if it makes the answer a little clearer.

12B and 12C1 homework set Tues 27th due Tues 4th Oct - wouldn't be a bad idea for Y13 to revise too!

Homework – What do you know about Grammar?

Have notes available to check in class on Tuesday 4^th October

Note: You need to know definitions and examples.

            E.g. An adjective describes or modifies a noun, e.g. the irresponsible father.

Assumed – you must be 100% confident with the words in this column	Learn now – you should research what the following terms mean, make notes, and learn the concepts	Challenge – if you are already fairly confident with much of column 2, research some of these terms
Nouns	concrete, common, abstract, proper, plurals	Count and non-count nouns
Adjectives	Comparative, superlative
Adverbs	Adverbs of place, time, manner, degree, frequency
Verbs	Regular verbs and irregular verbs Main verb Auxiliary verb Tense (past, present, future)	Modal auxiliary verbs Primary verbs Aspect (continuous, perfect) Subject–verb agreement
Pronouns	First, second, third person	Subject form, object form, possessive, demonstrative
	Determiners	Indefinite and definite article
	Preposition	Prepositional phrase
	Conjunctions	Types of conjunction

13C Homework outstanding and deadlines

We have quite a lot going on at the moment, so here are the deadlines:


For Tuesday 27th September


- hand in the completed child language essay that we planned together in class
- annotate the text on ash trees and plan an answer to the question 'how does this text create meaning and representations'. Write your first paragraph to this response


For Thursday / Friday next week


- Original Writing. Arrive at the lesson ready to write your first draft in the computer room. You need everything with you to be able to do this, including 2 annotated style models, the completed A3 sheet that draws together your findings from your style models and a plan - yes, even those of you who don't like planning!
- Read the booklet on the acquisition of Lexis. I will give you this next time I see you. If you are eager to start this now, you can find it on the google drive (the document is called CLA Lexis and Semantics) or pop into the English office and ask for it.


I know I'm expecting a lot of you at the moment - I have confidence you'll rise to the challenge :)

Year 12 Week Three: what we've covered and homework

This week we have drawn together the notions of genre, audience, mode and purpose and learnt 7 key frameworks that we will be using in our studies to inform our language analysis:

• Grammar (syntax and morphology)
• Graphology
• Lexis
• Discourse
• Semantics
• Phonology
• Pragmatics

For Tuesday 27th September, please learn 5 new terms from the vocabulary sheet that I gave you at the start of term. Use a dictionary to find and write down the definition, then use the word in your own sentence to show your understanding of it. Be prepared to teach your word to the rest of the class.


For those who still have work outstanding (writing about the context of the Tyrell's Popcorn text), you need to complete this with urgency.

Y13 Useful article for CLA

Lovely article from the BBC here - will be useful in a few weeks when we cover Grammar acquisition.

Year 13 Week 2

We have now covered phonology, so you should be starting to draw together your notes and could start making some revision materials. Use my earlier blog post to check that your notes are comprehensive. Check off the terminology you have learnt against the A3 sheet I gave you last week and start to learn it.


I have put a document about reduplication here in the google drive for those of you would like some wider reading.


Revise phonological acquisition concepts and theories for as assessment next week :)


13C - for Thursday's lesson, please make sure you bring 2 style models that match what you are intending to write. 1 of your style models should be fully annotated. Transfer your ideas onto the A3 sheet to draw together some style points that you are going to try to use in your own writing.

Year 12 Week Two - the terminology onslaught continues

I won't upload the powerpoints from this week as there wasn't much on them in terms of key concepts, but see below for some of the vocabulary we have covered this week.


Key Vocabulary
Controlling Idea
GAMP
Genre
Intertextuality
Audience
Implied and actual reader
Implied and actual writer
Purpose
Primary and secondary purpose
Mode
Context of Production
Context of Reception


Homework for Tuesday 20th September: Read all of the texts about dogs and create a table that states the Genre, Audience, Mode and Purpose of each one.


Write a short explanation (no more than 1 side of A4) of what contextual factors need to be taken into account when reading the Popcorn text. You should be using some of the terminology from above.

CLA Phonology Concepts Revision

Make sure your notes include references to all of these concepts so that your revision will be easy-peasy:

Key concepts (AO2)

-       Babies live in an auditory world - remember to think about the sounds in words and not the written forms of the words

-       Babies predisposed to discern sounds – favour mother’s voice from few hours after birth and recognise own language. Mehler

-       Phonemic contraction occurs by 10 months – sounds reduced to those of babies’ own language

-       Proto-words  and babbling follow CVCV pattern favoured by English (cooing is just vowels - easier)

-       ‘Mistakes’ that children make: Substitution, deletion, addition, assimilation, metathesis, consonant cluster reduction, weak syllable deletion, final consonant deletion, reduplication 

-       Fis phenomenon (comprehension precedes production) 

-       Cruttenden 1974 football results (intonation takes long time to reach adult understanding)

-       Stages - Phonological acquisition very varied between different children but general patterns: initial consonants easier than final ones, plosive sounds easier (p, b, k etc); David Olmstead – age of 4, some sounds still difficult: l (middle of words), th, ch, dg (judge); Grunwell stages; Phonological development generally complete by age 6 – 7. 

Welcome back! Y13 Week commencing 5 September

Welcome back everyone - it was lovely to see you all.

Work set in class this week was as follows:

• Read the chapter on the First Year from David Crystal (A3 sheet) and answer the questions in the CLA booklet (green cover)
• Sort your folders, including AS material, and get ready for new content (Child Language, Language Change)
• Read the booklet on Phonology. You don't need to complete the activities, but read/annotate/highlight/make notes
• Learn some vocabulary from the sheet. No deadline for this at the moment - this is an ongoing task but I may set some specific words at some point
• Sign up to Twitter! (see link on the right)
• 12C - start collecting style models for your coursework

Phew - that's it for this week. See you on Tuesday :)

Year 12 Homework 1

Read the following article (Article about A-Level English) and answer the questions below. You don't need to hand the answers in, so you can answer them in note format if you wish, but I will be looking at your note-taking skills. Be ready to explain your answers in class, though.

1. What do you understand by the phrase 'modern cultural references'? Paraphrase it. 
2. Give two reasons why people have criticised the A-level. Do you think these reasons are valid?
3. What is the 'crumbling castle' view of language?
4. What viewpoint does Laura Barton hold about this subject? Where does the reader first understand this viewpoint?
5. Find at least two pieces of vocabulary that you would not ordinarily use in your own writing. Write down the words and their definitions. 

 * The version of this article that you have read was the online version. What genre features in this article would you not have found 25 years ago?

*Underline 3 uses of language that stand out to you for any reason. 

Lexical Asymmetry

A short but sweet article on gender. Remember, we're returning to this next year, so keep an eye out for articles like this as you may still wish to write on this topic in your final exam.


Go here!

Great TV Programme for Child Language Acquisition

This was on TV this week and watching it would be a great way of preparing for our study of Child Language Acquisition next year. Enjoy!

12B Verb Revision Task - lesson resources

By the end of today's lesson, you need to have produced a powerpoint presentation to teach the rest of the class about the topic you have been given.
Your presentation needs to include:
1. A definition of all the terms you have been given
2. Some different examples of words / sentences that demonstrate your terms
3. Either some questions that will test the class's understanding of what you have taught them or a worksheet that will help them understand the terms.

You need to email me your powerpoint and any other resources you have created (I will photocopy worksheets or handouts for the class).

Year 9 revision

Revision for next week's test is here. Revise hard - I want you to get 100% next week!

One down, one to go...

Paper 1 was kind, I thought, though large... we need bigger desks next year!


So, as your thoughts turn to Paper 2, here are a few reminders about the paper.


You need to revise 4 topics: Gender, Occupation, Social Groups and Accent & Dialects.


Section A: There are two questions and you have to answer one of them. You choose which one to answer. They could be on any of the topics above.


Section B: There is only one question and you have to do it! This is the writing task, where you have to transform your linguistic knowledge on one of the topics above for a non-specialist audience.


Gender: There are some key things to remember here.


Essay: Use whatever data you are given as a springboard into a more general essay about language and gender. Show off what knowledge you have on the subject. Be discursive - don't say 'this approach is definitely right' - you get more marks for being tentative (seeing different sides of an argument).


Article: Remember to write for a specific audience (name it). Choose which audience you want to write for now!


Remember to come at the questions from a Diversity aspect. Current thinking in Linguistics is that men and women are not really that different in terms of their speech, and that even if they are, is it just because of their gender? They may have been influenced by education, class, ethnicity, region etc. Revise the diversity theorists (particular Cameron, Hyde).


Remember that there are two key topics that can come up in Gender: 1) How language represents genders. You may get a text that requires you to discuss how different genders are represented. We did this right at the start of the topic and looked at semantic derogation, lexical asymmetry, androcentric language etc. The first half of your theorists booklet is linked to this topic. 2) Whether and how men and women communicate differently. This is where the Deficit, Dominance, Difference and Diversity theorists come in. You cannot use these theorists if the question is a Representation one.


That's all for now. Post any questions in the comments below and I'll get back to you.

Revision Quizlet made in lesson

Here's the link to the Quizlet that you all made in class last week Hope it's useful.

I'll also put the Loop game we did in our lesson resources folder in the revision folder.

Language and Gender article - revision

In this very timely article from the Guardian (of course... they should pay me a commission) revise the arguments around whether English should have a gender neutral pronoun (would form part of your discussion about gender representation, not gendered conversation) and at the same time, look at how the writer forms an argument, sticks to the controlling idea, introduces other experts on the subject and makes the article lively. Note also how the title and sub-editorial material very clearly outline the position of the article.

Whilst you're here, you might as well analyse what I've done with that first sentence. It's pretty long: how and why?

See what I did there?

Enjoy!

100 books you should read before you leave secondary school... how many have you read?

Year 12 - you don't have long left to get through this list! Maybe after the exams you could pick one of these and enjoy.

If I had to make the list 101 books, I would have to add The Otori Trilogy by Lian Hearne (Across the Nightingale Floor is the first). If you read it, let me know!

What does Judith Butler mean.. we 'perform' gender?

Straight from the horse's mouth... listen to Judith Butler explaining what she means when she says that we 'perform' gender. Don't forget, the Diversity approach (which Butler is part of) should form a large part of your revision - you need to know it in detail.

Do Men interrupt more?

I came across this interesting article this week and it's a really good example of an article written about language and gender for a non-specialist audience. In particular, notice the way the writer introduces Deborah Tannen and discusses what her research tells us. Also, notice how the writer refers to the original article that she is responding to - we spoke about this in class and this is a good example of how to refer to the source material you might be given.

Year 12 Revision for Paper 2

Article Writing - beyond level 3

A very respected English Language Teacher has written this useful blog about the mark scheme for Paper 2. It would be well worth a look as part of your revision.

Year 12 Useful youtube videos - Revision for AO1

Here's a link to a series of videos that have been produced by a Linguistics department. Their aim is to help students understand certain aspects of grammar, such as auxiliary verbs and subjects / objects. They are aimed at slightly younger students, but as such, the explanations they use are really clear.

Englicious Videos

Year 12 Link to AQA specification

A couple of people have asked me for an overview of the course. This is the place to get it.

Year 12 Practice Gender article

If you want to practise writing some articles, here's another question to try. Remember to take on board your TARGETS from your last article and incorporate what you did in your DIRT.


Sample article question

English Language Class 12B (Mrs Desai and Miss Moody) - new lesson time

If any of you happen to read this, please can you spread the word that our lesson times will be changing after Easter. This is a permanent change.

Our lessons will now be:
Wednesday period 1 - New Block Physics
Friday period 2  (same as before)

We will no longer be having a lesson on a Thursday.

You should receive an email about this from the Sixth Form team, but please do spread the word in case people don't check these emails.

Thank you!
Mrs Desai

Is txting killing our language?

What does LOL actually mean? 'Lots of love'? Yes, if you are my Grandad and you are writing it at the bottom of an email. 'Laughs out loud'? Yes, often. 

In this video, though, John Mcwhorter argues that the meaning of LOL has evolved. Useful for thinking about Pragmatics, Language Change for next year, chatroom contexts for the exams, and just interesting for budding linguists.

Is Txting killing our language?

Year 9 Poetry homework - due first lesson back after Easter holidays

Reflections on a Gift of Watermelon Pickle Received from a Friend Called Felicity

During that summer

When unicorns were still possible;

When the purpose of knees

Was to be skinned;

When shiny horse chestnuts

    (Hollowed out

    Fitted with straws

    Crammed with tobacco

    Stolen from butts

    In family ashtrays)

Were puffed in green lizard silence

While straddling thick branches

Far above and away

From the softening effects

Of civilization;

 

During that summer--

Which may never have been at all;

But which has become more real

Than the one that was--

Watermelons ruled.

 

Thick imperial slices

Melting frigidly on sun-parched tongues

Dribbling from chins;

Leaving the best part,

 

The black bullet seeds,

To be spit out in rapid fire

Against the wall

Against the wind

Against each other;

 

And when the ammunition was spent,

There was always another bite:

It was a summer of limitless bites,

Of hungers quickly felt

And quickly forgotten

With the next careless gorging.

 

The bites are fewer now.

Each one is savored lingeringly,

Swallowed reluctantly.

 

But in a jar put up by Felicity,

The summer which maybe never was

Has been captured and preserved.

And when we unscrew the lid

And slice off a piece

And let it linger on our tongue:

Unicorns become possible again.

 

John Tobias

 

Year 9 English Homework Task 1

     

1.   Before you read the rest of the poem, what does the title suggest that the poem will be about?   Try to think of 2 ideas and explain each idea.  (4 marks)
    (4 marks – 1 mark for each valid answer and 1 mark for each valid explanation.)
    
2. Choose a word/phrase/line from Stanza 1 which you find interesting and explain the poet’s choice of words and what you think he meant or was trying to achieve? (1 mark for valid quotation and 1 mark for valid explanation)  (2 marks)
    
3. From the rest of the poem find TWO examples of a word/phrase or line which provides evidence that the poet enjoyed his childhood.  (4 marks – 1 mark for each valid answer and 1 mark for each valid explanation.)  (4 marks)
    
   Total: 10 marks

Year 12 homework due back after Easter

Homework over Easter is to thoroughly learn the gender theorists we have covered. If you have lost any resources, have a look in the shared drive to supplement your notes. Also, remember the Quizlet that might help you revise.




There will be a test after Easter, and I need to see evidence that you have revised for it.


In addition, I would like you to prepare to come back to Paper 1 (Representation) after Easter. Revise the language level that you are still not secure in and increase your ability to use the terminology.
 Find one text (anything at all) and pick out 5 language features from the text. Label them precisely, then for each one try to say why the writer has chosen that particular language feature - what job is the language feature doing to manipulate the reader? If you are really struggling to find your own text, there is a text on the shared drive that you could use (here).




Eg. This chancer of the exchequer’s budget has unravelled. He must take responsibility for cold political decisions with no basis in economics or morality (from The Guardian)




The choice of the past tense verb 'unravelled' in this single-clause sentence gives the impression that there is no going back as an 'unravelling' suggests something which was once whole, but is now hard to put back together. This is further emphasised by the use of the perfect aspect 'has unravelled' which highlights that the action is complete: there is no chance of the process being stopped. This represents Osborne as incompetent and not in control of the budget for which he holds responsibility.

Got four minutes to spare?

Here's a nice little clip discussing how texting as a means of communication can have an effect on your emotions.


Four in four

Year 12 Current Homework

12B Mrs Morgan/ Mrs Desai


Devise a new test based on the level of terminology you are revising (most of you were level 4). It should have at least 6 questions and you should also know the answers. It would be good to have them written down on another sheet of paper. Due Tuesday 8th March


Create a poster or a mind-map based on the approach you were given in the lesson (Deficit, dominance, difference or diversity). Show the key ideas of the approach, key theorists and what they said, and any criticisms of that theory. You may need to use your gender theorists booklet and the quizlet to help you with this. Due Thursday 10th March


12C Miss Moody/ Mrs Desai


Devise a new test based on the level of terminology you are revising (most of you were level 4). It should have at least 6 questions and you should also know the answers. It would be good to have them written down on another sheet of paper. Due Thursday 10th March (extended from this week)


Plan two arguments from the sheet you were given in the lesson. Follow the structure on the sheet. You should come up with the paragraph plans, a suitable title and a sub-heading. Reading your title and sub-heading should leave us in no doubt as to what your controlling idea is. Due Thursday 10th March.


Create a poster or a mind-map based on the approach you were given in the lesson (Deficit, dominance, difference or diversity). Show the key ideas of the approach, key theorists and what they said, and any criticisms of that theory. You may need to use your gender theorists booklet and the quizlet to help you with this. Due Friday 11th March

Year 12 Lesson Resources - worksheets, powerpoints etc

I have played around a bit with the folders in Google Drive where I have been saving our lesson resources, so the previous links might not work.


This one should give you access to everything I've put in the year 12 folder.

Don't tell me I'm not good to you...

A quizlet for language and gender theorists. Not finished yet, but getting there.

Link

Year 9 Poetry Terms homework

Homework for two weeks (I said it was due March 10th, but that's interform, so March 11th)

·        Learn the definitions. You should know what all the terms mean and be able to give an example. Get someone to test you or try here: https://quizlet.com/_ol9je

·        Learn how to spell the terms.

·        Create a beautiful poster on one of the techniques, demonstrating your understanding of it. Include a definition, a way to remember how to spell the term, and some different examples from poetry (plenty of poetry books in library – Mrs Fletcher will help if you ask). You may wish to use your own examples.

Onomatopoeia	Words or groups of words that are used to imitate the natural sounds of things. “the pitter patter of rain on the windows”, “Pow!”,
Repetition	The use of the same words, or phrases, used close together
Rhyme	The echoing of sounds within or at the end of lines E.g.     I travelled among unknown men,             In lands beyond the sea;             Nor, England, did I know til then             What love I bore to thee.
Pace	The speed of the poem; whether the words and rhythm make you want to read it quickly or slowly
Simile	When one thing is said to be like another; a comparison. E.g. She was as white as a sheet It dried up, like a raisin in the sun
Stanza	Another word for verse. It refers to the groups of lines in a poem
Rhythm	The beat of a poem, particularly the arrangement of stressed and unstressed syllables
Personification	An inanimate object is given human qualities E.g. the wind kicked the window and laughed out loud
Alliteration	The repetition of a letter or letter sound, especially at the beginning of words. Used for emphasis and to link ideas. E.g. five miles meandering with a mazy motion
Metaphor	When one thing is said to be another. E.g. The moon was a ghostly galleon
Line	A formal structural division in a poem. May vary in length from one syllable to a large number of words.
EXTENSION:
Assonance	An imperfect form of rhyme which counts only the vowel sound of the chief rhyming syllable: a half-rhyme
Hyperbole	Write your own definition here:
Enjambment	Write your own definition here:

Homework delivered to your inbox?

If you subscribe to this blog, you should get an email every time I post something. Unfortunately I also use this for my year 9 class, so you might get a few things aimed at them too, but the vast majority of posts are for English Language. Might be useful for some of you who are a little... forgetful?

Year 12 Gender Investigations

Year 12 English Language groups have been investigating various issues surrounding language and gender. You can use this page to see what others have found. Hopefully we can get an overview of the issues investigated, the results of your investigations and see if there are some patterns.

Leave your comment below in the following format:
Your name:
What you investigated: (summarise in a couple of sentences)
Your findings: What your results were, any statistics you can provide, anything particularly surprising.
Your conclusion: Your 'golden nugget'. Something to remember in the exam (eg. "Females actually use a greater range of swearwords" or "The number of terms for promiscuous females still outweighs those for males, echoing Stanely's much earlier work".

Year 12 - more Directed Writing style models.

The more you read, the better you'll write :)

Rhianna and the pop stars who change their accents

Is there such a thing as correct grammar?

Prejudice about accents still exists

Daily Mail style of writing

Women pioneer vocal trends

Last but not least, an article about writing articles!

Summarise the argument of one of the articles in the comments section of this blog for one of my amazing English Language Star Stickers :)

Year 12 - opinion article on Dialect. Useful style model for Paper 2 writing task

http://www.independent.co.uk/voices/comment/saying-no-to-gizit-is-plain-prejudice-8488358.html

This article really nicely blends AO2 (language issues and concepts) with a strong shaping of argument. There'll be prizes for people that leave a comment on this blog, either identifying one of her arguments, or identifying where she would have hit AO2 if this were an exam piece.

Year 12 Revision resources

I've created a new folder where I'm going to put resources that are useful for revision. I have put some glossaries in there, and I've also added a text that might be useful to practice writing about for Paper 1 (representation). I'll add more texts in here as I find them.

Here's the link.

Year 9 half term homework on Caliban

I suggest that you do this as quickly as you can after today's lesson - don't leave it until after half-term, or you'll forget what we did in the lesson. Sorry - it looks a bit strange on the page as I've copied it from Word, but you should still be able to follow it.

Act 2, scene 2: Another part of the island. Caliban meets Trinculo and Stephano.

 

Enter CALIBAN with a burden of wood.

CALIBAN

All the infections that the sun sucks up
From bogs, fens, flats, on Prosper fall and make him
By inch-meal a disease!

(A noise of thunder is heard)

His spirits hear me
And yet I needs must curse. But they'll nor pinch,
Fright me with urchin--shows, pitch me i' the mire,
Nor lead me, like a firebrand, in the dark
Out of my way, unless he bid 'em; but
For every trifle are they set upon me;
Sometime like apes that mow and chatter at me
And after bite me, then like hedgehogs which
Lie tumbling in my barefoot way and mount
Their pricks at my footfall; sometime am I
All wound with adders who with cloven tongues
Do hiss me into madness.

Enter TRINCULO

Lo, now, lo!
Here comes a spirit of his, and to torment me
For bringing wood in slowly. I'll fall flat;
Perchance he will not mind me.

 


My notes on text:

Inch-meal = every inch (every bit of him)

What does Caliban want to fall onto Prospero?

(He thinks the thunder is Prospero’s spirits spying on him.)

“yet” = but
“I needs must” = I can’t help myself
“nor” = not
They won’t pinch or frighten me with illusions (urchin-shows)
“firebrand” = piece of wood set alight and used as a torch
“pitch me i’ the mire” = throw me in the swamp
“bid” = commands
“every trifle” = every little thing
“mow” = make faces
“cloven” = forked
"perchance” = maybe
“mind me” = notice me
 Homework: use my notes, a dictionary, and maybe the internet, to help you understand this small extract. You need to do exactly what we did in class with the first extract.

What are your ideas about Caliban here? My thoughts about Caliban are that…

How does Shakespeare give you those ideas? (find some quotations from the text and underline particular words that give you these ideas)

Make notes on the questions above, then write your ideas into a PEE paragraph, explaining how the quotation you have chosen supports your opinion about Caliban.

Aiming higher? Explore the point (more than one quotation?); offer an alternative view (this could also mean...); link to the audience at the time; link to Shakespeare's viewpoint.

Library homework: learn the following terms and their definitions ready for a test:

Adjective	Describes a noun, eg the horrible cat.
Noun	The name of a person, place or thing, eg Paris, Sarah, table, love, hatred
Adverb	Describes or gives more information about a verb or adjective, eg she swiftly walked, he was very cold.
Verb	The word that carries the action of the sentence (doing or being), eg. She gazed out of the window, he was annoying
Pronoun	Stands in place of a noun, eg he, she, we, it, you, they

 

Writing about language - lessons for week commencing 1st February

No slides this week, but resources are in the folder: https://drive.google.com/open?id=0B0n14k4_2wH8dFF6MnpTVk8wWU0



Key learning points for this week:

• Feature articles are 'lively' (this is a key word in the mark scheme) - we looked at what kinds of features constitute a 'lively' style 
• The structure of your article is really important - the title and subheading should give the reader your controlling idea: what you will be arguing in the rest of the article
• You should be able to write a summary sentence for each paragraph. Each of these sentences should help to create your overall argument when you put them together. 
• Think carefully about your audience - remember that the style of an article for The Guardian will be really different from the style of an article for The Daily Mail, or the BBC, or Elle magazine. 

Year 12 Sample responses to mock paper - Proms

Read through the sample response saved in our lesson resources folder, paying particular attention to the examiner's comments.


Notice how focused it is on representation and how it integrates lots of language terminology into the answer.


https://drive.google.com/open?id=0B0n14k4_2wH8dFF6MnpTVk8wWU0

Year 12 work until end of February

Year 12 Work tasks and deadlines - February

Piece of Work	Due Date
Article on language and gender	Thursday 11th February (1 hour)
Mock exam DIRT tasks (do task on front of your paper, circle all language terminology used in your answer, read the sample response - link below)	Thursday 11th February (30 minutes)
Wider reading (Pegg article and any others given)	Thursday 25th February (30 minutes)
Revise terminology for test	Thursday 25th February (1 hour)
Investigation work	Thursday 25th February (2 hours)