The AQA prescribed list of literary texts offers language of an appropriate level of length and difficulty with subject matter rooted in the target language country to stimulate AS and A-level students. provides ready-made vocabulary glossaries. You could introduce a range of generic language which students will find useful when reading and discussing the text: character, narrative point of view, themes, plot, structure, style, imagery and rhetorical devices. Studied together they create an understanding of English Literature that will deepen your students' knowledge and love of the subject. You may feel this is better done later in the course when students are ready for exam style questions. set texts listed for the A-level exam components cannot be used for non-exam 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. This gives you and your students valuable choice. 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. appropriateness of texts and tasks with their

Answer questions in English (for harder areas where lack of proficiency may hinder discussion of complex issues). This is hard to control, but you would be wise to discourage reading of the text in English. Many teachers have reported that their classes really enjoy the literature element of A-level. Your students should feel a sense of achievement and by teaching them to read analytically about experiences from another country you’ll broaden their view and develop a key transferable skill for life. In Do individual online research into the author for a presentation. similarity and difference and must allow access to a range of critical views and colleges should ensure that they use a version recognised by academia as being a high A list of web links to reviews, summaries and criticism is also helpful. Compare and contrast the presentation of Sue Trinder in You can use ‘hide and reveal’ techniques once you have text you can manipulate. Do question and answer (oral and written). Prepare for assessment and practise essay writing. For Spanish you can explore the series entitled. 4.2 cannot be studied for non-exam assessment. Given that a central tenet of Specification B is how meanings in literature arise and given that the specification encouragesstudents to have their own voices, it is fitting … This is an A* example scored 63/70 for A level Edexcel English Literature regarding the new specification. 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. You may do themed vocabulary work if the text features a particular range of lexis. Please either accept the cookies, or, Dolanguages – Resources for French, German and Spanish texts, Modern Foreign Languages Resources for Teachers of Spanish, French, German, Glossary of Literary Terms for the AP Spanish Literature and Culture Course. You may encourage students to read each other’s essays. The specifications encourage independent study of a range of texts within a shared context. You should take your lead from the specimen question papers provided by AQA. Hardback texts are more expensive but have a longer life span. submitting work on a range of texts and tasks. You could look at the life of the author, study the setting of the book or the historical context of the book.

It develops and exemplifies the requirements, but is wholly consistent with them. Don’t forget to explain that by reading at length they’re building up their general proficiency in the language as well as learning about an aspect of the culture of the target language country. However, target language sources help students develop their language and provide a good source of language which may be recycled or adapted for essays.

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