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1

A Level English Language

Transition Booklet

2

Welcome to A Level English Language

Now that yoursquove decided to study English Language at A level yoursquoll need to do a bit of

preparation This pack contains a programme of information sheets activities and resources

to prepare you to start your A level in September It is aimed to be used during the summer

term and over the summer holidays to ensure you are ready to start your course in

September

The resources include

bull Key pre-knowledge topics that are required for you to be successful in your course

with activities associated with the topics which test your key knowledge and

understanding of the building blocks required to be successful in this subject

bull Suggested reading and associated websites where you can research the topics you

will be exploring in your A level course

bull Suggested activities to complete now and over the summer holidays that will

generate enthusiasm and engagement

bull Suggestions about how to make the most of the technology you use every day

How to use this booklet

bull You can complete the activities in any order Try to keep your notes and responses

in an organised folder either on paper or electronically by using the titles in the

booklet and dating your work

bull Use this booklet alongside the transition booklet specifically for paper 2 which is a

project exploring accents and dialects

bull This booklet is aimed at introducing you to some key terms and concepts that we will

go over again in September Do not worry if some of the new terms seem difficult-

this is normally how students feel and it is natural Just do your best to work

through the booklet look up terms and keep a note of anything you still feel unsure

of so you can ask about it in September

bull Good luck and have fun

3

1 Introducing the key ideas and skills

There are some important areas that will be the basis of your study of the language of texts taken from everyday sources You will have to become confident in using them There are a number of linguistic frameworks and related concepts to come to grips with

Linguistic Frameworks

Lexis

Semantics

Grammar

Phonetics Phonology

Pragmatics

Discourse

Graphology

Related Concepts

Register

Mode

Idiolect

Sociolect

Dialect

Accent

Representation

4


Lexis - The words used in text or spoken data the words phrases and idioms of language

Think of lexis as just another word for vocabulary or more simply words

Key Features may include

bull Choice of lexis eg jargon (specialist terms) dialect slang colloquialisms swearing taboo terms clicheacutes euphemisms dysphemisms archaisms (deliberate use of old-fashioned terms)

bull Choices indicating factors such as levels of formality and education eg elevated literate sophisticated Latinate unusual and polysyllabic terms (largely a reading or writing vocabulary) as opposed to simple every-day vernacular and monosyllabic (largely a speaking vocabulary)

bull The concept of the lexeme

bull Types of word eg compound shortening abbreviation acronym neologism blend loan word

bull Use of recurring lexis from particular lexical (semantic) fields

bull Collocations whether common (predictable) or uncommon (deviant)

bull Use of figurative language eg metaphor simile pun hyperbole personification metonymy oxymoron

Phew Donrsquot panic just look up some of these words begin to compile a glossary and learn a few for now You

might start with jargon and see if it applies to the list of words you have been given so far Then go to the last bullet point and see how many you recognise from your GCSE studies

5

As you work through this booklet and complete activities you will come across many new terms that you have not studied before Just try and look them up and become familiar with them We will go over them in September when we begin the course

Formal Technical Informal

Colloquial Impolite Slang

Taboo Dialect Regional lsquoPoshrsquo Slang

Old Fashioned Older Peoplersquos Slang lsquoYouthrsquo Slang

AC

TIV

ITY

1

Exploring Lexis (words)

List as many words for a) an attractive person and b) an unattractive person as you

can trying to cover as many different registers (levels of formality and informality)

Try to think about what your parents and grandparents would say and also think

about different contexts eg what would you say to a police officer teacher and

what would you say to your friends

Next you need to get your words in rank order from most formal to least Once

thatrsquos done try applying some lexical labels to them Do you have examples for

each of the following terms If not can you add some for the categories you donrsquot

yet have

AC

TIV

ITY

2 Investigating jargon

Jargon is a term used to describe specialist vocabulary or lexis that people use in a

particular specialist field For example medical language used by doctors However

this can also be applied to the field of sports Think about terms like lsquoman-onrsquo

lsquotacklersquo lsquooff-sidersquo used in football If you didnrsquot know anything about football you

would not know what these terms refer to

1) List as many examples of jargon you can think of for a particular sport or

hobby You could choose rugby ballet karate hockey computing or another

area of interest

2) Why do you think jargon is often used in specialist areas

6

Semantics - The meaning of language The semantics of a word is the meaning of it as

given in a dictionary The semantic meaning of a text is not always straightforward though because we can add layers of meaning for example through euphemisms or dysphemisms and through imagery


bull Denotation - factual and objective meanings

o The denotation of this image is that it represents the sun

bull Connotation - personal and subjective meanings Look at the image of the sun above What are the connotations of this image For example it suggests warmth What else does this image suggest make you think of

bull Contrasts in meaning - synonym antonym hypernym hyponym homonym homophone homograph

bull Changes in meaning - amelioration pejoration broadening narrowing

Euphemisms and Dysphemisms

A euphemism is the substitution of a polite expression for one thought to be offensive harsh or blunt (eg ldquospending a pennyrdquo)

A dysphemism is when we use a harsh expression instead of a more neutral one (eg animal names when they are applied to people such as coot old bat pig chicken snake and bitch) We might call someone a pig when we actually mean that his table manners are not very delicate

AC

TIV

ITY

Look up any of these key words from the bullet points above that you do not know and

add them to your glossary Try to find some examples that you can include and make

some flash-cards so you can learn them For example start with finding a synonym and

antonym for happy Then explore the hypernyms of fruit computer and sport and list

as many hyponyms as you can for each one

AC

TIV

ITY

1

Pick an area where euphemisms are often used (sex death and bodily functions are

the most common) Try to list five euphemisms and five dysphemisms

AC

TIV

ITY

2

Write a school report for an imaginary student who is lazy rude and disinterested

in which you the teacher wish to communicate a true picture without giving

offence

7

Grammar - The way individual words are structured and arranged together in sentences


bull Word classes nouns verbs adjectives adverbs pronouns conjunctions prepositions and determiners

bull Features of the verb main and auxiliary tense modal auxiliaries active and passive voice

bull Sentence types declarative interrogative imperative exclamatory

bull Sentence complexity minor simple compound complex relative length

bull Unusual word order

bull Standard or non-standard forms

bull Other aspects ellipsis pre - and post - modification subject object pronoun use person agreement content and function words noun phrase complexity

bull Word structure prefix suffix

We will study these terms as part of our course It will be very helpful to learn the key word classes before September Some of the key features are explored below Add these too your glossary and make flash-cards You may also find the power-point with Captain Grammar useful to learn these terms too

Word Classes

You need to know the different word classes so that you can analyse how they are used They are

the basic types of words that English has There are eight of them

Nouns

A noun is a naming word It names a person place thing idea living creature quality or action

There are two main types of noun proper and common Most nouns are common nouns and they

can be divided up into three categories concrete abstract and collective

Adjectives

An adjective is a word that describes a noun It tells you something about the noun Examples big

yellow thin amazing beautiful quick important

Verbs

A verb is a word which describes an action (doing something) or a state (being something) You will

need to find out about main verbs auxiliary verbs primary verbs modal auxiliaries active and

passive verbs Some information is provided on pages 8-10

Adverbs

An adverb is a word which usually describes a verb It tells you how something is done It may also

tell you when or where something happened Many adverbs end in ndashly

Examples slowly intelligently well yesterday tomorrow here everywhere

8

Pronouns A pronoun is used instead of a noun to avoid repeating the noun Examples I you he

she it we they

Prepositions

A preposition usually comes before a noun pronoun or noun phrase Prepositions can relate to

position They join the noun to some other part of the sentence

Examples on in by with under through at

Conjunctions (connectives)

A conjunction joins two words phrases or sentences together Examples but so and because or

Determiners

These words come before nouns and refer to them directly The most common determiner the is

called the definite article The indefinite article is aan

Peter Boy Cheese England

Country Dumbo The Lion King Rover

Table Elephant Yorkshire Film

Pencil Doctor Fire Engine Brick

Happiness Armchair Light Bulb Hate

Sky Heart Tree Charity

Christianity Flag Woman Time

Wheelbarrow Loneliness Jug Mystery

AC

TIV

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N

OU

NS

Sort these nouns into two categories You decide what the two categories should

be (this is more easily done as a cut and sort activity) Note that the two groups

are not necessarily even in number

Once you have reached an agreement over what goes where define the difference

between the two groups as clearly as you can

Next repeat the exercise with these nouns

9

Modal Auxiliary Verbs

Will Shall MayMight Would CanCould Must Should Ought to

Modal verbs are used to express ideas such as possibility intention obligation and necessity eg

bull I would have told you if you had wanted me to

bull Yes I can do that

Consider which of the following versions suggest more certainty I could do my homework before

lunch I might do my homework before lunch I will do my homework before lunch

They are not used to talk about things that definitely exist or events that definitely happened These

meanings are sometimes divided into two groups

Modal verbs are verbs that help other verbs to express a meaning it is important

to realise that modal verbs have no meaning by themselves Look at the list of

modal verbs again Write them out in order of certainty starting from least certain

to most certain

Sentence Types

There are four sentence types in English The first sentence type is the most common

Declarative A declarative sentence declares or states a fact arrangement or opinion Declarative sentences can be either positive or negative A declarative sentence ends with a full stop

Examples lsquoIll meet you at the train stationrsquo lsquoThe sun rises in the Eastrsquo lsquoHe doesnt get up earlyrsquo

Imperative The imperative commands (or sometimes requests) The imperative has no subject as you is the implied subject The imperative form ends with either a full stop or an exclamation mark

Examples lsquoOpen the doorrsquo lsquoFinish your homeworkrsquo lsquoPick up that messrsquo

Interrogative The interrogative asks a question The interrogative form ends with a question mark

Examples lsquoHow long have you lived in Francersquo lsquoWhen does the bus leaversquo lsquoDo you enjoy listening to classical musicrsquo

Exclamatory The exclamatory form emphasises a statement (either declarative or imperative) with an exclamation mark

Examples lsquoHurry uprsquo lsquoThat sounds fantasticrsquo lsquoI cant believe you said thatrsquo

10

More about Sentences All of the sentence types fall into three further categories

bull Simple

bull Compound

bull Complex

Simple Sentences Simple sentences contain no conjunction (and but or etc) Examples lsquoJack ate his dinner quicklyrsquo

lsquoPeter and Sue visited the museum last Saturdayrsquo lsquoAre you coming to the partyrsquo

Compound Sentences Compound sentences contain two statements that are connected by a conjunction (and but or etc) Examples lsquoI wanted to watch TV but it was latersquo

lsquoI went shopping and my wife went to her classesrsquo lsquoThe company had an excellent year so they gave everyone a bonusrsquo

Complex Sentences Complex sentences have an independent main clause and at least one other clause that is added They are joined by a subordinating conjunction such as which who although despite if since etc Examples lsquoMy daughter who was late for class arrived shortly after the bell rangrsquo

lsquoAlthough it was difficult the class passed the test with excellent marksrsquo

AC

TIV

ITY

lsquoTh

is M

orn

ing

Clip

rsquo

Watch this clip from lsquoThis Morningrsquo where Katie Hopkins is explaining how she

judges children based on their names

httpswwwyoutubecomwatchv=8AivKoVT38Q

1) What are your own reactions to this discussion How important are

names Should we judge others based on their given names

2) How do Phillip Holly and the other guest show their disagreement with

Katiersquos views through their body language tone of voice facial

expressions

3) What do you notice about the kinds of sentences used by each participant

in this conversation Who uses more interrogatives declaratives Does

anyone use exclamatory sentences or imperatives

11

Phonetics Phonology

Phonetics is the study of the sounds made by speakers

Phonology is the use of vocal elements to add extra force to what is being said Phonology Key Features may include

bull Characteristics of normal spoken delivery eg volume stress pitch intonation (pitch pattern or melody) tempo silent pauses voiced pauses (fillers eg lsquoerrsquo lsquoermrsquo) alliteration assonance These are called prosodic features

bull Elision (partial loss of sounds from words in connected speech indicated through spelling) eg Irsquom canrsquot rsquocos fish rsquonrsquo chips livinrsquo cuppa tea)

bull Phonology can even be a characteristic of written English as well as spoken and can be spotted in certain patterns You will be used to this with the poems that you studied for GCSE but remember that we are not just thinking about poems anymore The patterns can include rhyme alliteration onomatopoeia rhythm assonance

bull Significant aspects of accent indicated by means of deviant spelling eg West Lancashire lsquothrsquoreet monrsquo (lsquothe right manrsquo) Somerset lsquozo I zaidrsquo (lsquoso I saidrsquo)

AC

TIV

ITY

1

a) Collect examples of 10 headlines from tabloid newspapers (The Sun The

Mirror The Star) that use phonological devices- eg alliteration puns Label

the technique and explain what the effect is

b) Write some headlines for a tabloid newspaper which use phonological

devices for effect Your subjects can be ldquorealrdquo based on current affairs or

celebrity gossip or you could take a school in-house issue

AC

TIV

ITY

2

Imagine that you are a traditional market trader calling out

to attract customers Write a few lines using phonological

devices for effect

AC

TIV

ITY

3

Record find a conversation online so that you can look for as many of the

characteristics listed above as possible Note down examples for example of volume

pauses fillers etc You could use this clip form Graham Norton and focus on how

phonological devices are used to add meanings during the first 3 minutes of the clip httpswwwyoutubecomwatchv=sqWsAyoHiAo

12

Pragmatics

When you think of the term pragmatics think of the word context It really refers to the context of the situation in which a conversation is happening For example how well the speakers might know each other what has happened and where they might be

Pragmatics is also the study of the meanings people are really trying to communicate For example ldquoHow lovely to see yourdquo can convey different meanings the speaker is genuinely pleased to see the other person the speaker is being sarcastic and would prefer not to see the other person there might be an element of malice because of the appalling dress sense of the second person which provides entertainment etc

AC

TIV

ITY

Pra

gmat

ics

For each of the following conversations write out as many possible meanings that

speaker B might be implying as possible For each conversation you will have to

imagine what the possible relationships between the speakers could be and what

the situation could be There will be more than one possibility for each example

1) A Would you like to come to the cinema later

B Who is going

2) A Hi

B Oh you managed to get here

3) A Do you think this dress looks good on me

B What others do you have

AC

TIV

ITY

2

13

Discourse

Discourse is really another label for a text This can be both spoken texts and written texts When we look at discourse we are looking at the following aspects

(i) How texts are organised and link together through cohesive device (the way different parts of a text are connected through either grammar or lexis) We might also consider generic features of a text as this links to the structure of a text (generic features are the things we expect to see in a text because of the genre of form of the text eg how we might expect a formal letter to being and end)

(ii) The way texts create identities for particular individuals groups or institutions eg the discourse of law politics the media

AC

TIV

ITY

N

arra

tive

Wri

tin

g

For now we are going to focus on written texts Think about the narrative arc

structure you have probably looked at for your GCSE narrative writing

preparation

A) Read some of the stories here httpswwwbbccoukprogrammesarticles143H4d3xfnk8MMnVNN0fyg9to

p-50-stories-2019-age-10-to-13

Choose one that you like and plot it out as a narrative arc diagram

B) Plan and write your own 500 word story You could use one of these opening

lines as inspiration

httpswwwbbccoukprogrammesarticles1RJyY0hcFBzfY5VG79BtSRYfirst-

words-10-great-opening-lines-from-literature

Or you could use the current situation as inspiration for a short story You

might complete a story from an unusual perspective for example a day in the

life of a dog during lock down Or did you see the footage of the goats roaming

around the Welsh village as the streets are so quiet now- what would their

perspective be

14

Graphology

The visual appearance of language


bull Nature of characters eg handwritten or printed plain or ornamental upper or lower case

bull Font type eg Arial Parisian BT Times New Roman

bull Font style eg standard emboldened italic

bull Font size (measured in points ndash 72 points to the inch eg eight point ten point twelve point)

bull The concept of the grapheme the fundamental unit in written language such as letters of the alphabet numbers punctuation marks

bull Organisation of text eg headings columns bullet points numeration borders boxes paragraph size line spacing use of white space

bull Other aspects eg use of colour logos drawings photographs captions diagrams

charts

A key word to learn semiotics It is the study of how we read signs

AC

TIV

ITY

Find a leaflet poster or blog and analyse its graphological

features A good one to analyse might be this leaflet on the covid 19 outbreak

httpswwwecdceuropaeusitesdefaultfilesdocumentscovid19-leaflet-public-

travellers-EC-enpdf

How are graphological features used here to create a serious and reassuring tone

15

Related Concepts

Register How language varies in relation to situation (audience purpose and context) Register can be a spectrum of formality through to informality the style or tone reflects the attitude adopted by the writerspeaker to the readeraudience and the topic This is called the tenor The language used in connection with a specific topic is called the field A text from a computer magazine for example will include field specific words to do with computing

Mode The two main types are spoken and written with the computer-mediated communication (CMC) also now taking its own important place Language varies from mode to mode for example a letter a phone call and an email will not use the same language even if they have the same audience purpose and context Within each mode there are variations and for the same reasons eg a letter to a friend has different language compared to a letter applying for a job

Multimodality Using more than one mode within a text

Idiolect The language used by an individual Everyone expresses themselves in their own style depending on the influences that have been brought to bear such as family travel education region peer group etc

Sociolect The language associated with a particular social group produced due to the effects of education occupation social class religion etc

Dialect This has its own distinctive vocabulary grammar and pronunciation It is a sub-division of the main language and can exist with several other dialects within the one language they are mutually intelligible Usually regional dialects are the most common in England you can find the Norfolk dialect the Liverpudlian and the Geordie dialects for example

Accent is not as broad as dialect as it relates only to pronunciation

Representation How language represents reality such as thought social values and so on

16

2 Useful websites to explore

Andrew Moorersquos website is a good place to start There is a lot of info here so start by browsing for different topics httpuniversalteacherorguk

If your knowledge of grammar isnrsquot up to scratch improve it by using wwwenglishbizcoukgrammar

The British Library has a fantastic site with a vast range of resources wwwbluk Try lsquoThe history of the English Languagersquo

If yoursquore looking for a brief introduction to some key aspects of linguistics try the site for the Linguistic Society of America lsadcorgweb2indexhtml

Under lsquoField of Linguisticsrsquo yoursquoll find useful articles eg by Deborah Tannen (useful for studying gender theories)

Try the Museum of Human Language ndash a virtual site wwwgeocitiescomagihardmohlmohlhtml

Look up interesting words in wwwworldwidewordsorg

Listen to a variety of British accents on YouTube One Woman 17 British Accents ndash Anglophenia

17

3 Virtual Visits

A visit to the British Library will give you a fascinating insight into texts across the ages You can access the British Library Online

4 Using Technology

Your pc and the internet is of course an unlimited linguistic resource Use it to look up articles about how language is used and to read peoplersquos ideas about language

The opinion pages in The Guardian online is a good starting point

You should also familiarise yourself with a range of online texts Visit The Student Room to explore how blogs work

And then therersquos your smartphone Use it to record your friendsrsquo conversations ndash with their permission of course ndash and then listen to how they communicate Do the guys interrupt the ladies all the time Do the girls really talk about their feelings and make-up You could find this useful when studying identity or language and gender

5 Analysing Texts

Annotate the following texts to explore how language has been used to create meanings present ideas and attitudes

Where you can label the language features you identify with terminology and explain what you think is being emphasised suggested

A) Here is an example taken from a Wildlife Trust leaflet

Here you might make the point that the environment is being represented as under

threat

18

How is this achieved hellip Through a series of different language choices all contributing

their own meanings to an overall representation

For example

1 the graphology anchors the themes being talked about and presents us with a

clear picture of what is under threat Can you label elements of the use of colour font images that emphasise this

2 the vocabulary uses a lexical field of nature and keeps the focus squarely on

key areas while there are quite specific references to breeds of bird types of

environment and precise figures Can you highlight examples of this kind of lexis

3 vocabulary choices like the adjective iconic help to represent the natural

environment as part of the UKs heritage Can you find any other examples of lexis that does this

4 the grammar helps to present the threat as current and ongoing through the

present progressive verb phrase are disappearing and as a victim of external

forces through the passive voice in the second box has been lost

What do you think these examples emphasise

Overall these combine to create a particular set of ideas about the situation ndash

BUT WHAT Can you write a paragraph to summarise your ideas

19

B) How are language features used here to create meanings and demonstrate

attitudes and ideas

Consider ndash everything in the image alongside language

bull ldquoYourdquo ndash

bull ldquoOver indulgedrdquo

bull ldquoChristmas Holidaysrdquo

bull ldquoOne luckyrdquo

bull lsquoskinnyrsquo (repeated)

bull wwweasypeasycooking

bull healthclub

bull Girl in the image (not skinny)

bull Dressed to party

bull Plate of biscuits

bull One biscuit in each hand

bull Glass of wine

Summarise your ideas here

20

How do these texts use language to

present ideas attitudes and

opinions about girls

21

How does this text use language to

present ideas attitudes and opinions

about boys

22

6 Extension Tasks

Complete any of the following optional tasks to further explore some of the key language concepts that will help you to begin your course in September

A) Investigate your own language use Keep a log of all the times and methods you use language over a 24 hour period You do not need record all of the details of your conversations but keep brief details and log the time length and mode of communication You could record it in a table like this

Time and length of communication

Who Mode Reason

8pm- 20 mins best friends A + B House party app Social- catch up

830pm- 10 mins Friend C Snap chat Social

900pm- 1030pm Friends C and Ds X box Playing game

Following the completion of the log note down any conclusions and reflections that you have How typical do you think this is in terms of how you usually communicate Does anything surprise you How do you think this compares to pre-lock-down

B) Investigating the impact of technology on how we use language If you have started to use technology to have video group chats see if you can record one of your chats Then explore how you think these chats are similar different to face-to face conversation

C) Investigating the use of new words and jargon surrounding the coronavirus pandemic 1) Watch clips of politicians discussing it and look at a selection of other media such

as newspapers facebook threads twitter Instagram memes etc What new words have entered our vocabularies Are there any other patterns emerging from your own research

2) What do you think of David Crystalrsquos tweet here

23

3) Read this blog on the use of language being a matter of life and death too httpsmakingrightsmakesensewordpresscom20200328the-right-words-save-lives-the-wrong-words-kill

What are your thoughts on this blog How does it reflect what you have found out in your own investigation into how language is being used during this lsquounprecedentedrsquo situation

Contact Mrs Mahmoud (vmahmoudeatonbankorg) or Miss Parker(eparkereatonbankorg) if you have any

questions about English Language A Level the transition booklets or to submit any work that you complete


2

Welcome to A Level English Language

Now that yoursquove decided to study English Language at A level yoursquoll need to do a bit of

preparation This pack contains a programme of information sheets activities and resources

to prepare you to start your A level in September It is aimed to be used during the summer

term and over the summer holidays to ensure you are ready to start your course in

September

The resources include

bull Key pre-knowledge topics that are required for you to be successful in your course

with activities associated with the topics which test your key knowledge and

understanding of the building blocks required to be successful in this subject

bull Suggested reading and associated websites where you can research the topics you

will be exploring in your A level course

bull Suggested activities to complete now and over the summer holidays that will

generate enthusiasm and engagement

bull Suggestions about how to make the most of the technology you use every day

How to use this booklet

bull You can complete the activities in any order Try to keep your notes and responses

in an organised folder either on paper or electronically by using the titles in the

booklet and dating your work

bull Use this booklet alongside the transition booklet specifically for paper 2 which is a

project exploring accents and dialects

bull This booklet is aimed at introducing you to some key terms and concepts that we will

go over again in September Do not worry if some of the new terms seem difficult-

this is normally how students feel and it is natural Just do your best to work

through the booklet look up terms and keep a note of anything you still feel unsure

of so you can ask about it in September

bull Good luck and have fun

3




Lexis

Semantics

Grammar

Phonetics Phonology

Pragmatics

Discourse

Graphology

Related Concepts

Register

Mode

Idiolect

Sociolect

Dialect

Accent

Representation

4














5






AC

TIV

ITY

1










yet have

AC

TIV

ITY









area of interest


6












AC

TIV

ITY






AC

TIV

ITY

1



AC

TIV

ITY

2



offence

7












Word Classes



Nouns




Adjectives



Verbs




Adverbs




8


she it we they

Prepositions






Determiners











AC

TIV

ITY

N

OU

NS







9













to most certain

Sentence Types










10


bull Simple

bull Compound

bull Complex







AC

TIV

ITY

lsquoTh

is M

orn

ing

Clip

rsquo








expressions




11

Phonetics Phonology







AC

TIV

ITY

1







AC

TIV

ITY

2



devices for effect

AC

TIV

ITY

3





12

Pragmatics



AC

TIV

ITY

Pra

gmat

ics






B Who is going

2) A Hi




AC

TIV

ITY

2

13

Discourse




AC

TIV

ITY

N

arra

tive

Wri

tin

g



preparation












perspective be

14

Graphology










charts


AC

TIV

ITY




travellers-EC-enpdf


15

Related Concepts









16










17

3 Virtual Visits


4 Using Technology





5 Analysing Texts





threat

18



For example














19


attitudes and ideas








bull healthclub





bull Glass of wine


20




21



about boys

22

6 Extension Tasks




Who Mode Reason









23






3




Lexis

Semantics

Grammar

Phonetics Phonology

Pragmatics

Discourse

Graphology

Related Concepts

Register

Mode

Idiolect

Sociolect

Dialect

Accent

Representation

4














5






AC

TIV

ITY

1










yet have

AC

TIV

ITY









area of interest


6












AC

TIV

ITY






AC

TIV

ITY

1



AC

TIV

ITY

2



offence

7












Word Classes



Nouns




Adjectives



Verbs




Adverbs




8


she it we they

Prepositions






Determiners











AC

TIV

ITY

N

OU

NS







9













to most certain

Sentence Types










10


bull Simple

bull Compound

bull Complex







AC

TIV

ITY

lsquoTh

is M

orn

ing

Clip

rsquo








expressions




11

Phonetics Phonology







AC

TIV

ITY

1







AC

TIV

ITY

2



devices for effect

AC

TIV

ITY

3





12

Pragmatics



AC

TIV

ITY

Pra

gmat

ics






B Who is going

2) A Hi




AC

TIV

ITY

2

13

Discourse




AC

TIV

ITY

N

arra

tive

Wri

tin

g



preparation












perspective be

14

Graphology










charts


AC

TIV

ITY




travellers-EC-enpdf


15

Related Concepts









16










17

3 Virtual Visits


4 Using Technology





5 Analysing Texts





threat

18



For example














19


attitudes and ideas








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