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ENGLISH LITERATURE B a /AS Level for AQA Teacher’S Resource A/AS Level English Literature B for AQA Teacher’S Resource

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ENGLISH LITERATURE B a /AS Level for AQA Teacher’S Resource A/AS Level English Literature B for AQA Teacher’S Resource Brighter Thinking ENGLISH LITERATURE B A /AS Level for AQA Teacher’s Resource A/AS Level English Literature B for AQA Teacher’s Resource CAMBRIDGE UNIVERSITY PRESS University Printing House, Cambridge CB2 8BS, United Kingdom Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/ukschools/9781107468115 (Free online) www.cambridge.org/ukschools/9781107468108 (Cambridge Elevate-enhanced Edition) © Cambridge University Press 2015 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2015 A catalogue record for this publication is available from the British Library ISBN 978-1-107-468115 Free online ISBN 978-1-107-468108 Cambridge Elevate-enhanced Edition Additional resources for this publication at www.cambridge.org/ukschools Cover image © 2013 Fabian Oefner www.fabianoefner.com Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. NOTICE TO TEACHERS The photocopy masters in this publication may be photocopied or distributed [electronically] free of charge for classroom use only. Worksheets and copies of them remain in the copyright of Cambridge University Press. The publishers would like to thank Andrew Green for his contribution to this Teacher’s Resource. i © Cambridge University Press Contents Introduction from the Series Editor iii Course planning iv Using digital resources in the classroom xii Section 1 Introduction to literary study 1.1 Key concepts for literary study (Unit 1) 1 Section 2 Literary forms 2.1 Poetry (Unit 2) 4 2.2 Drama (Unit 3) 6 2.3 The novel (Unit 4) 9 Section 3 Literary genres 3.1 Aspects of tragedy (Unit 5) 12 3.2 Aspects of comedy (Unit 6) 16 3.3 Elements of crime writing (Unit 7) 21 3.4 Elements of political and social protest writing (Unit 8) 28 Section 4 Literary study skills 4.1 Literary theory and criticism (Unit 9) 34 4.2 Critical and creative responses to literature (Units 10–11) 37 ii © Cambridge University Press Introduction from the Series Editor Approaches across the series professionals, offering a unique insight into aspects of the chapter content. The aim of AS and A Level English publishing is to provide high quality resources to support students at every stage of their journey through the new one- and two-year linear How to use the Student Book courses. The Student Books in the series follow a unique There is no single way to use the Student Book and three-part structure that allows for a firm grounding teachers should decide on the best route according to of the essential knowledge, concepts and skills that the needs of their students and the time allocated to underpin each of the subject areas, more developed and particular specification topics. In many cases it is logical sustained study of key topics that encourage a range of that the Beginning units are taught first as these provide study skills, wider reading and independent learning, and important background information for students and will the opportunity to extend learning through follow-up ease the transition from Key Stage 4 to Key Stage 5 and investigative work, further reading and engagement with more advanced study. more advanced aspects of the subject. They build on The Teacher’s Resource the key messages and ethos of A Level reform, including a sustained focus on utilising current, innovative and This acts as a guide for teachers through each of the relevant research from higher education that can best units in the Student Book, highlighting key concepts inform learning post-16. and learning and suggesting ways that teaching could be focused to support students. It provides additional The Student Books information and guidance on activities in the book and The Student Books are designed to support students in guides teachers towards additional further reading and the transition from GCSE to A/AS Level, to provide them resources, both in print form and those accessed on the with all the skills and knowledge they need to work Elevate platform. through their course, and to prepare them for further study or employment at the end of the course. The three-part structure is designed to promote a recursive pedagogy that supports students’ learning and provides an integrated and coherent approach to teaching. 1 Beginning These units set out the key principles, issues and concepts that underpin the specification and will support learning over a two-year course. They also act as a stand- alone reference point that students can use to return to throughout their studies. 2 Developing These units follow the main content in the specification, building and developing students’ understanding of concepts and issues in the ‘Beginning’ units, and introducing new knowledge where appropriate. Activities in this section are designed to be more analytical, extending knowledge to a wider context and encouraging the move to independence. 3 Enriching These units extend knowledge from the ‘Developing’ units through further investigative work, extensive wider reading links (books, websites, academic journal articles, blogs) and extended research summaries. They also contain specially commissioned and exclusive written articles and video interviews with leading academics and iii © Cambridge University Press Course planning The purpose of this resource is to help you think Units 2, 3 and 4 of the Student Book provide an about how to approach the teaching of the new AQA invaluable introduction to the major issues with which English Literature B specification and how to use the students will need to engage when working with these Student Book that has been written to accompany different forms at AS and A Level. In order to develop this specification as a support for your students in and their confidence with each of these different forms, it beyond the classroom. With that specific issue in mind, is recommended that students should be encouraged this resource is organised into four sections dealing with to work with a wide variety of text extracts so they can the major areas covered in the AQA English Literature B see the diversity of literary texts within these forms and specification. develop their confidence in discussing them. This Teacher’s Resource makes specific reference Remember: Students following the full A Level will throughout to the relevant sections of the English be examined on their ability to deal with unseen text. Literature B: A/AS Level for AQA Student Book and the This may draw on any of the literary forms within their many activities it includes. It encourages you to think chosen genre area – crime writing or political and social about how you could direct your students to use this protest writing. When teaching students about literary book as a support and development for the work you do form it is therefore essential that they are frequently with them in the classroom. required to engage with extracts from unfamiliar texts. Be imaginative in introducing a wide range of literary Section 1 Introduction to literary study extracts in all literary forms into the classroom in Looks at a set of key concepts for literary study. This order to develop students’ confidence to deal with and is designed to help you and your students think about discuss unseen text. Although they will not be examined how literary study ‘looks’ and ‘feels’ different at A Level on unseen text, AS Level students will also develop in compared to their previous studies of the subject. confidence and breadth of knowledge through such classroom activity. Section 2 Literary forms Section 3 Literary genres Considers issues relating to literary form. Students are still expected to be able to respond to the major Explores how to engage students with the study of wider literary forms of poetry, drama and the novel. This fields of literature. As the names of these over-arching section, therefore, helps you consider how to approach units imply, the new A Level specifications are much the teaching of major issues surrounding each of these less about the study of a body of set texts and much forms, their distinctive features and their development more about the study of ‘aspects’ and ‘elements’ of through literary history. Texts in each of these forms are literature. There is a new emphasis, in other words, on covered in each of the four units of the full A Level and the idea of literary study with students exploring texts the two units of the AS Level and students are expected as particular examples of ‘aspects’ and ‘elements’ of to be able to consider how each of these literary forms literary production rather than on the conventional idea functions within the over-arching generic contexts of of studying a body of set texts. Narrow focus on set texts tragedy, comedy, crime writing, and political and social will no longer be beneficial to students. Instead students protest writing. need to learn to discuss texts not solely in their own terms – as unique literary artefacts – but in relation to The ability to transport learning from one part of the AS the wider body of literature. This change in emphasis will or A Level course to another is key to success in a linear entail students exploring a set of ideas around literary programme.
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