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Pride and Prejudice Teaching Guide for A Level English
37 photocopiable A4 pages
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Pride and Prejudice: Teaching Guide for A Level

Notes, activities and teaching ideas supporting the teacher to deliver imaginative lessons and helping students to read, understand and reflect on the novel.

“[This resource provides] varied reasons for going back to the book, prompts that will encourage closer reading & maybe even a re-evaluation of the reader’s first impressions - and Jane Austen would
certainly approve of that!”

Paul Francis, Author

Also includes teachers notes covering: structure, setting, character, language, themes, imagery, dialogue, comedy, critical response and more!

Comprehensively meets
Has also been identified for
Open UnitsSemi-open units
AQA B Literature Unit 1
OCR Literature Unit 1
Edexcel Literature Unit 1
Edexcel Literature Unit 4
OCR Literature Unit 4
WJEC Literature Unit 3
OCR Lang & Lit Unit 2
Edexcel Lang & Lit Unit 4
AQA A Literature Unit 3 (Love Through the Ages)
WJEC Literature Unit 2 (Specified Author)
Edexcel Lang & Lit Unit 2 (Women’s Lives)
AQA B Lang & Lit Unit 4 (Specified Author)

What do teachers have to say about this resource? (3023)
Lots of strong ideas. Plenty to use with students. Lots of information that could help a teacher prepare to teach the book... Clear, direct, straightforward, useful questions... A very useful teaching tool that will save any teacher lots of time and effort. — R Lodge, Head of English and Independent Reviewer
I like the way that it addresses the assessment objectives and clearly, the person who has written it knows their way around the book, thus saving teachers and students time in laborious searching through the book. I feel I could use some of this easily... Students get to know literary distinctions such as theme, characterisation etc and then apply their knowledge to the text. They get to consolidate the learning with set tasks that encourage them to articulate their new knowledge. — N Burt, A Level Literature Teacher and Independent Reviewer
There was a real holistic knowledge of the text which was demonstrated in the interwoven references and the sectioning out of key areas. I liked the use of quotations (including secondary sources) and many of the tasks set for students... I suppose you would say that the ‘mapping’ of the text has been completed for you. — A Harwood-Robertson, A Level Literature Teacher and Independent Reviewer
It allows students to consider the text on many ‘traditional literary’ levels – structure, form, characterisation, etc. – but also provides lots of opportunities for students to become ‘critical’ readers by presenting readings of the text that the students may challenge or support. — M Appiah, A Level Literature Teacher and Independent Reviewer

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