CCPS

AICE English Language A

Scope and Sequence

A Level English Language

Course Overview: Paper 3 – (2 hours 15 minutes): Text Analysis

● The paper contains two questions.

● Candidates must answer both questions.

● Questions carry equal marks.

● Each question is based on text(s) printed on the question paper. One of the texts (either for Question 1 or Question 2) will be a transcription of

speech/spoken material/scripted speech (e.g. a campaigning broadcast or political speech). The other texts will be drawn from forms such as

advertisements, brochures, leaflets, editorials, news stories, articles, reviews, blogs, investigative journalism, letters, podcasts, (auto)biographies,

diaries, essays, and narrative/descriptive writing.

● In Question 1(a) candidates are required to write for a specific purpose and/or audience using appropriate vocabulary, tone, and style.

● In Question 1(b) and Question 2 candidates are required to:

○ identify and analyse distinguishing features of written and spoken language in the text(s), such as vocabulary, word order and the structure of

sentences/utterances, figurative language (e.g. use of metaphor and simile), formality/informality of tone, and the communication of

attitudes, bias or prejudice

○ relate these features to the function and context of the text(s)

○ organise information coherently in their answers.

● Question 1 is in two parts:

○ directed writing task relating to the text, involving writing 120–150 words in a specific form and for a specified purpose/audience, using

appropriate vocabulary, tone, and style. [10 marks]

○ comparison of the style and language of the candidate’s writing in (a) with that of the original text [15 marks]

● Question 2 is based on two longer texts (300–400 words each). The texts will have some thematic connection, but will be from different types of

source/form.

● Candidates are required to compare style and language of the texts. [25 marks]

Paper 4 – (2 hours 15 minutes): Language Topics

● The paper contains three questions, each on a separate topic area.

● Candidates answer any two questions.

● Questions carry equal marks.

● The topic areas for examination in 2015 are:

○ Topic A: Spoken language and social groups

○ Topic B: English as a global language

○ Topic C: Language acquisition by children and teenagers

● One essay question will be set on each topic area. These topic areas will also be examined in 2016.

● Each question will incorporate a short stimulus (such as a relevant text extract or speech transcription) relating to the topic area. Candidates will be

expected to refer to this and to their own wider reading and research in answering.

Pacing: Pacing should be individualized to each class/teacher. Pacing will depend on whether the course is taught as a stand alone or if it is taught in conjunction with

the AS Level course.

If taught with the AS Level in 1 year, the suggested pacing is as follows (reference the coordinating sections of both the AS and A Level Scope & Sequence):

Semester 1 (Quarter 1 & 2): ● Paper 1 & Paper 3 (taught together)

● Spoken Language (Paper 4 Topic A)

Semester 2 (Quarter 3 & 4): ● Paper 2

● English as a Global Language (Paper 4 Topic B)

● Language Acquisition (Paper 4 Topic C)

If taught as a stand alone course:

Semester 1 (Quarter 1 & 2): ● Paper 3

● Spoken Language (Paper 4 Topic A)

Semester 2 (Quarter 3 & 4): ● English as a Global Language (Paper 4 Topic B)

● Language Acquisition (Paper 4 Topic C)

Topics & Skills: Paper 3

● Q1(a) candidates are required to

○ write for a specific purpose and/or audience using appropriate

vocabulary, tone, and style

● Q1(b) and Q2 candidates are required to:

○ identify and analyze distinguishing features of written and spoken

language

■ vocabulary

■ word order and the structure of sentences/utterances

■ figurative language

■ formality/informality of tone

■ communications of attitudes, bias, or prejudice

○ understand and apply linguistic features relevant to spoken texts

AICE Objectives:

● AO1: read with understanding and analyse texts in a variety of

forms

● AO2: demonstrate a knowledge and understanding of English

language (including, at A Level, spoken language) and its use in a

variety of contexts

● AO3: write clearly, accurately, creatively and effectively for

different purposes/audiences, using different forms

Important Terms for A Level (Paper 3 & 4): Semantics

● Denotative Meaning

● Connotative Meaning

■ verb-tense

■ proper nouns, common nouns, pronouns

■ vague language and precise language

■ signs of shared knowledge in face-to-face conversation

○ relate these features to the function and context of the text(s)

○ compare style and language:

■ audience and conventions

■ form and style

■ selective and relevant quotation

■ use of a reference to texts

○ organise information coherently in their answers

Paper 4 ● Topic A: Spoken language and social groups. Relevant areas for study

include:

○ specific features of spoken language which are influenced by

context

■ non-fluency features: fillers, pauses, repetition, false

starts

■ lexis: formal/informal lexical choices;

slang/colloquialisms; field-specific lexis

■ grammar: interrupted/ incomplete/ disjointed/non-

standard constructions

■ context-dependent language: phatic expressions, deictic

expressions

○ the use of language to include and exclude

○ group identity, power and status

○ slang, jargon and other non-standard features

○ idiolect/sociolect/dialect

○ speech sounds and accents

○ theories and studies of social variation in language, for example

variations according to gender, age, occupation, social class

○ functions of spoken language

■ Referential: utterances that provide information

■ Expressive: utterances that express the speaker’s feelings

■ Transactional: utterances where the main purpose is to

get something done or to acquire something

■ Interactional: utterances where the main emphasis is on

the social relationship between the participants

■ Phatic: utterances without any ‘real’ serious content;

‘small talk’.

● Topic B: English as a global language. Relevant areas for study include:

● Idiomatic Expressions

● Semantic Change

○ Semantic Narrowing

○ Semantic Broadening

○ Semantic Amelioration

○ Semantic Pejoration

Text (Language) Analysis

● Form

● Purpose

● Audience

● Tone

● Mode of Address

● Structure

● Lexis

● Syntax

● Register

● Binary Opposition

○ Contrasting Pairs

● Positive Evaluative Adjectives

● Active/Passive Verb Construction

Spoken Language (applicable to Paper 3 & Paper 4 Topic A)

● Utterances

● Declarative Sentence/Utterance Types

○ Constative

○ Directive

○ Commissive

● Euphemisms

● Circumlocution

● Verbal Fillers

● Topic Shift

● Side Sequence

● Topic Loop

● Turn Taking

● Ellipsis

● Cooperative Principle & Grice’s Maxim

○ Maxim of Quantity

○ Maxim of Quality

○ Maxim of Relevance

○ Maxim of Manner

○ issues arising from differing ideas of

‘world’/’global’/‘international’ English

○ Kachru’s Three Circles: inner circle, outer circle, expanding circle

○ the local status of English – as an ‘official’ (second) language

○ ‘Englishes’ – standard and non-standard varieties

○ cultural effects – especially from, for example, British v. American

English

○ national government attitudes: language planning policies

○ language death

● Topic C: Language acquisition by children and teenagers. Relevant areas

for study include:

○ the main stages of early development, for example, the

holophrastic, telegraphic and post-telegraphic stages

○ the different functions of young people’s language, for example:

■ instrumental function: language used to fulfil a need –

obtaining food, drink and comfort.

■ regulatory function: asking, commanding, requesting

■ interactional function: language that develops social

relationships

■ personal function: language that expresses personal

opinions

■ representational function: relaying or requesting

information

■ heuristic function: language that is used to explore the

world and to learn and discover

■ imaginative function: using language to tell stories and

create imaginary worlds

○ knowledge of some of the theories of how children acquire

language, such as imitation and reinforcement (Skinner), the

language acquisition device (Chomsky), cognitive development

(Piaget), child-directed (or ‘caretaker’) speech.

● Non-fluency

● Reformulations and Repairs

● Tag Question

● Dynamics of Interaction

○ Issues of dominance, status, and role

● Local Idioms

● Field-Specific Lexis

● Colloquial Language/Slang

● Jokes & Taboo Language

Spoken Language and Gender (applicable to Paper 3 & Paper 4 Topic

A) ● Hedges

● Face-Threatening Act

● Interlocutor

● Rising Intonation and Declaratives

● Back-Channel Support/Feedback

● Cooperative Overlaps

● Intensifiers

● “Empty” Adjectives

● Emphatic Stress

● Avoidance of Terms (taboo & swearing)

● “Hyper-correct” grammar

Language Acquisition (Paper 4 Topic C)

● Child-directed Speech

● Theories of Language Development

○ Skinner (Behaviorism & Operant Conditioning)

○ Chomsky (Language Acquisition Device)

○ Piaget (Cognitive Development)

○ Vygotsky (Zone of Proximal Development)

○ Bruner (Language Acquisition Support System)

● Context Dependent Language

● Main stages of early child language development: pre-linguistic,

holophrastic, telegraphic, post-telegraphic

● Functions of language: instrumental, regulatory, interactional,

personal, representational, heuristic, imaginative

● Jean Aitchison: labeling, packaging, network-building

● Language acquisition and development in older children and

teenagers

○ Language and thought

○ Language and identity

A Level Resources

Texts: Student Resources:

● English Language for Cambridge International AS and A Level, Julian Pattison and Duncan Williams; Oxford University Press

Teacher Resources: ● The Language Instinct: How the Mind Creates Language, Steven Pinker

● English and a Global Language 2nd Edition, David Crystal

● Exploring Spoken English, Ronald Carter and Michael McCarthy

Online Resources (from Scheme of Work): ● See Scheme of Work for activities and explanations (including Appendixes).

● Revisionworld.com (excellent resource with all Paper 4 topics)

● Scripted Speech: http://www.independent.co.uk/news/uk/politics/gordon-brown-i-joined-this-party-as-a-teenager--its-values-are-my-moral-compass-

454560.html

● Differences between scripted and unscripted speech:

http://www.englishandmedia.co.uk/publications/downloads/pdfs/Inv%20Lang%20SL_SAMPLE.pdf

● A Level English Language Blog (requires some searching/sifting through): http://englishlangsfx.blogspot.co.uk/

● Structural Features of Speech: http://www.universalteacher.org.uk/lang/speech.htm

● Introduction to Language (Linguistics): http://cw.routledge.com/textbooks/9780415602679/dc-glossary.asp

● Features/Glossary of Spoken English: http://linguistics.sllf.qmul.ac.uk/sites/default/files/spoken_english_general_points.pdf

● Overview of Language Acquisition: http://www.allinfo.org.uk/levelup/enb6aq.htm

● English Language/Linguistics Blog: http://nfgsa2englishlanguage.blogspot.co.uk/2009_09_01_archive.html

● English as a Global Language Comprehension Activity: http://www.learnenglish.org.uk/prof_mp3/English_The_Global_Language.pdf

● Paper 4 topics: http://www.universalteacher.org.uk/contents.htm#langa