subject terminology
4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.
Lesson Overview
Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Learning Objectives
- Explain the key ideas of subject terminology
- Apply subject terminology to exam-style questions
- Develop independent study skills
- Build cross-topic connections
Prerequisites
- Read the revision notes for subject terminology first (GCSE Revise summary)
- Key vocab to pre-teach: Don't overuse terminology, Top Tip
- Basic skills: reading the summary notes and answering the practice questions there
Materials & Equipment
- Exercise book, coloured pens
- Ruler
- Printed revision notes (link below)
- Internet for videos (see Resources)
Lesson 1: Introduction: subject terminology
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Write down everything you already know about subject terminology. Then check against the key terms: Don't overuse terminology, Top Tip. Use a mini-whiteboard or paper.
Main Content (35 minutes)
Parent/Teacher Guide:
Before lesson: Read the script below. Pre-teach key vocab: Don't overuse terminology, Top Tip.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Before lesson: Read the script below. Pre-teach key vocab: Don't overuse terminology, Top Tip.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: subject terminology. By the end you will be able to answer exam questions on it unaided. It connects to the rest of English Language because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
Mins 0-5 - Hook: "Today: subject terminology. By the end you will be able to answer exam questions on it unaided. It connects to the rest of English Language because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
First Look
Start with the revision notes summary, then attempt: What's the difference between a metaphor and a simile?
Plenary (5 minutes)
Check Out
Your student states one thing they learned and one question they still have about subject terminology.
Lesson 2: Core Concepts: subject terminology
Duration: 50 minutes
Starter Activity (5 minutes)
Review Previous Lesson
Quick recap: write 3 key points from Lesson 1 on subject terminology. Check them against the notes below.
Main Content (35 minutes)
Important: Terminology helps you discuss WHAT writers do. But don't just name techniques - always explain their EFFECT.
Don't overuse terminology: A strong essay doesn't name every technique. Use terminology when it helps you explain HOW a writer creates effect.
Top Tip: AO2 specifically rewards "relevant subject terminology where appropriate" — the keyword is "appropriate." A Grade 9 response uses terminology surgically: name the technique, then immediately explain its effect. Never list terms. An essay that names three techniques with precise effect analysis will always outscore one that names ten techniques with no explanation.
| Term | Meaning | Example |
|---|---|---|
| "The writer uses a metaphor." | "The metaphor of 'x' suggests..." | |
| "There's alliteration here." | "The alliteration of 's' sounds creates a sinister effect..." | |
| "The writer uses language." | "The writer's use of emotive language evokes..." | |
| Metaphor | One thing IS another | "Life's but a walking shadow" |
| Simile | Comparison using "like" or "as" | "solitary as an oyster" |
| Personification | Human qualities given to non-human | "Sleep that knits up the raveled sleave" |
| Symbolism | Object representing larger idea | Blood = guilt in Macbeth |
| Oxymoron | Two contradictory terms | "Fair is foul" |
Practice (10 minutes)
Q: What's the difference between a metaphor and a simile?
Answer: Metaphor says something IS something else ("life's a walking shadow"). Simile compares using "like" or "as" ("solitary as an oyster"). Metaphors create stronger, more direct connections.
Plenary (5 minutes)
Explain Back
Your student teaches the key points back to you without looking. Fill any gaps immediately.
Lesson 3: Application: subject terminology
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Recall the key terms: Don't overuse terminology, Top Tip. Define each in one sentence.
Main Content (35 minutes)
Parent/Teacher Guide: Let your student attempt each question alone first, then compare with the model answer. Award method marks for correct working even if the final answer is wrong.
Q1: What's the difference between a metaphor and a simile?
Answer: Metaphor says something IS something else ("life's a walking shadow"). Simile compares using "like" or "as" ("solitary as an oyster"). Metaphors create stronger, more direct connections.
Q2: What is a soliloquy and why is it useful for playwrights?
Answer: A soliloquy is a speech where a character alone on stage speaks their thoughts aloud. It reveals inner thoughts directly to the audience, creating intimacy and showing psychological state.
Q3: What does dramatic irony mean?
Answer: Dramatic irony is when the audience knows more than the characters. It creates tension, makes audience complicit, and highlights characters' mistakes or blindness.
Q4: Name three structural terms and their effects.
Answer: Any three from: enjambment (creates flow), caesura (creates pause), cyclical structure (suggests repetition), foreshadowing (creates anticipation), climax (height of tension).
Plenary (5 minutes)
Error Review
Review any questions answered incorrectly. Identify whether the error was knowledge, method, or reading the question.
Lesson 4: Exam Practice: subject terminology
Duration: 50 minutes
Starter Activity (5 minutes)
Command Words
Review what these command words require: state (one point), describe (say what happens), explain (say why), compare (both sides), evaluate (judgement).
Main Content (35 minutes)
Extended Answer
Extended question: Full-Mark Response 30 marks: How does Shakespeare use language, form, and structure to present Macbeth's psychological deterioration? <div class="
Shakespeare charts Macbeth's psychological deterioration through an escalating sequence of soliloquies that progressively fragment his rational voice. In the early "dagger" soliloquy, the metaphor of a "dagger of the mind" suggests a mind still capable of distinguishing illusion from reality — the premodifying noun "mind" acknowledges the vision is internal. By Act V, however, the soliloquy "Tomorrow, and tomorrow, and tomorrow" abandons metaphor for nihilistic declaration: "Life's but a walking shadow, a poor player." The structural shift from complex figurative language to direct, declarative despair mirrors Macbeth's collapse from tortured conscience to emotional emptiness. The repetition in "Tomorrow, and tomorrow, and tomorrow" — an example of epistrophe — creates a relentless, mechanical rhythm that structurally enacts the futility Macbeth now feels: time continues without meaning. Furthermore, the iambic pentameter, which has governed the play's verse, is maintained even as the content becomes hollow — Shakespeare's form insists on order even as Macbeth's mind disintegrates, heightening the tragic irony for an audience who witnesses his public composure masking private ruin.
Common Errors: Watch Out! Students often name a technique without explaining what it does to the reader, treating terminology as a checklist to tick off. Wrong: Shakespeare uses a metaphor here. This is an example of imagery. Correct: The metaphor transforms Macbeth's ambition into a force that "o'erleaps itself," suggesting to the audience that ambition is inherently self-destructive — it exceeds its own boundaries and brings about its own collapse. Students often confuse similar terms, particularly metaphor and simile, or soliloquy and monologue. Wrong: Macbeth's soliloquy "Is this a dagger" is a monologue where he talks to Lady Macbeth. Correct: Macbeth's soliloquy — a speech delivered alone on stage re
Stretch & Challenge (Grade 8-9):
- Synoptic links: explain how subject terminology connects to another English Language topic you have studied
- Real-world: research one real-world use or example of subject terminology
- Critical: "What are the limitations of the models used in subject terminology?"
Plenary (5 minutes)
Assessment Criteria
- Got it: Confident explanation + correct worked examples
- Getting there: Main points OK, needs support with detail
- Not yet: Confused on key concepts - re-run Lesson 2
Homework & Consolidation
- Consolidation: Re-answer any Lesson 3 practice questions answered incorrectly (20 mins)
- Retrieval: Write flashcards for the key terms: Don't overuse terminology, Top Tip (10 mins)
- Exam practice: One past-paper question on subject terminology from the board websites (15 mins)
- Extension: Explain subject terminology to someone else in your own words (10 mins)