- Format:Cambridge Elevate
- Subject(s):English Language
- Author(s):Marcello Giovanelli, Gary Ives, John Keen, Raj Rana, Rachel Rudman, Marcello Giovanelli
- Available from: June 2015
- Notes: Not available for credit card purchase. Please contact Customer Services.
A new series of bespoke, full-coverage resources developed for the 2015 A Level English qualifications.
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Created specifically for the AQA A/AS Level English Language specifications for first teaching from 2015, this enhanced digital resource is suitable for all abilities, providing stretch opportunities for the more able and additional scaffolding for those who need it. Helping bridge the gap between GCSE and A Level, the unique three-part structure provides essential knowledge and allows students to develop their skills through a deeper study of key topics, whilst encouraging independent learning. With rich digital content including video tutorials, this resource is fully accessible online and on tablet devices through the Cambridge Elevate app.
Available online and on tablet devices through the Cambridge Elevate app.
The Elevate-enhanced Edition is fully customisable and interactive, with text that can be annotated, rich and varied video content and auto-marked questions.
The Elevate-enhanced Edition also features a ‘My Work’ folder, enabling students to submit work and teachers to assess effectively, as well as track progress.
Easy to navigate, differences between AS and A level content clearly explained.
Concise definitions of the key terms that students need to know are included and where possible accompanied with contextualised examples.
Includes a range of activities to engage the learner.
Regular self-assessment opportunities for students throughout each unit, helping students understand their areas of strength and improvement.
- BEGINNING: 1. What does language study mean at A Level?
- 2. Text producers and receivers
- 3. Mode and genre
- 4. Language use and language users
- 5. Language level 1: Lexis and semantics
- 6. Language level 2: Grammar
- 7. Language level 3: Phonetics, phonology and prosodics
- 8. Language level 4: Graphology
- 9. Language level 5: Pragmatics
- 10. Language level 6: Discourse
- 11. Introduction to analysing texts
- 12. Becoming a language investigator
- DEVELOPING: 13. Textual variations and representations
- 13.1 Textual variations
- 13.2 Language analysis: methods and approaches
- 13.3 Language analysis: genre and mode
- 13.4 Language analysis: audience and purpose
- 13.5 Introduction to representations
- 13.6 Language and representations: people, social groups and gender
- 13.7 Language and representations: events, places and issues
- 13.8 Exploring similarities and differences between texts
- 13.9 Bringing it all together
- 14. Child language development
- 14.1 Learning to talk
- 14.1.1 The process of spoken acquisition
- 14.1.2 A historical overview of acquisition theory
- 14.1.3 Environmental factors
- 14.1.4 Pragmatics
- 14.1.5 Discourse
- 14.1.6 Lexis and semantics
- 14.1.7 Grammar
- 14.2 Learning to write
- 14.2.1 Early exposure to printed language
- 14.2.2 Learning to read
- 14.2.3 The process of writing development
- 14.2.4 Attitudes and theories about learning to write
- 14.2.5 Environmental factors
- 14.2.6 Handwriting and orthography
- 14.2.7 Lexical and grammatical development
- 14.3 Bringing it all together
- 15. Language diversity
- 15.1 Varieties and diversity – an overview
- 15.2 Geographical varieties of English
- 15.3 Grammatical variations
- 15.4 Phonological variations: our accent
- 15.5 Personal and social varieties of English
- 15.6 Bringing it all together
- 16. Language change
- 16.1 Studying language change
- 16.2 The origins of English
- 16.3 Lexical change
- 16.4 Semantic change
- 16.5 Orthography
- 16.6 Grammatical change
- 16.7 Standardisation
- 16.8 Why does change happen?
- 16.9 How does change spread?
- 16.10 Bringing it all together
- 17. Language in action: a language investigation
- 17.1 What is a language investigation?
- 17.2 Choosing an area to investigate
- 17.3 What approach could you take?
- 17.4 Data collection
- 17.5 Data selection
- 17.6 Writing your investigation
- 17.7 Bringing it all together
- 18. Original writing
- 18.1 The writing process
- 18.2 The style model
- 18.3 The power of persuasion
- 18.4 The power of storytelling
- 18.5 The power of information
- 18.6 The drafting process
- 18.7 Writing a commentary
- 18.8 Referencing your work
- 18.9 Bringing it all together
- ENRICHING: 19 Textual variations and representations
- 20 Language development
- 21 Language diversity
- 22 Language change
- 23 Language investigation
- 24 Original writing
Marcello is a Lecturer in English in Education at the University of Nottingham. He previously worked in secondary schools as a Head of English, an Assistant Headteacher, a Deputy Headteacher, and a Lecturer in English Language and Linguistics in higher education (at the University of Nottingham, and Middlesex University). He is a consultant teacher for NATE and sits on their post 16/higher education committee. Marcello is the co-author of two A Level English Language textbooks, and has written a number of articles for professional journals as well as having significant research publications in stylistics and applied linguistics.
Gary is a Vice Principal at a secondary school in Yorkshire, where his responsibilities include overseeing learning and teaching across the school. As well as teaching A Level English Language, he is a Specialist Leader of Education writing and delivering professional development courses, and offering support to schools. He is also an accredited facilitator for the National College for their middle and senior leader professional development courses.
Raj is an experienced teacher of English Language. She has written support and training materials and presented to a range of student and teacher audiences, as well as supporting schools and colleges new to A Level teaching. She has lectured for commercial companies at Sheffield Hallam University on aspects of A Level language teaching.
Rachel taught English in a number of secondary schools in North and West Yorkshire before moving into higher education in 2013. Whilst teaching in school she held a number of responsibilities, including Leader of Key Stage Five English and Head of Department. She now works as a PGCE course tutor for English at Leeds Trinity University which involves close work with trainee teachers and local schools. For fourteen years, Rachel has also examined and delivered training to centres, new teachers and examiners in achieving success at A Level.
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