A short teacher-controlled presentation for more able KS2 and KS3 pupils. It shows that that the Active and Passive ‘voices’ of verbs can exist in all tenses, including present and past continuous forms. The presentation ends with an on screen exercise where the task is to change 10 sentences from active to passive. The sentences require pupils to manipulate a variety of compound verbs (e.g. James Smith was reading the news / The news was being read by James Smith)

Here you have a 17-slide presentation for teaching transitive and intransitive words. The first few slides explain how to spot whether a verb is transitive or intransitive by identifying the subject, verb and object of a sentence. The rest of the slides use teacher-controlled conceal/reveal animation for whole class practice in identifying transitive/intransitive verbs. For independent work, there is a worksheet where the task is to say whether the verbs in 8 sentences are transitive (v.t.) or intransitive (v.i.). There are three versions of the worksheet, which could be used together in class in order to prevent copying. Or they could be split and given as a follow-up homework or revision task.

3 handwriting worksheets for practising the pen movement for letters like ‘c’. One of the worksheets focuses on top joins. Suitable for beginner or remedial work for any year group.

This resource consists of two worksheets, each with 10 sentences where verbs have to be changed from the simple present to the simple past (preterite) tense. Some contain more than one verb. Answers are supplied.

This group of resources is ideal for staff training and for older / more able classes. There are 5 folders in all: 3 containing presentations and supplementary materials, and 2 containing worksheets. Each of the presentation folders contains a PowerPoint show with animated slides, a PDF alternative which is great for classroom posters, and a set of presentation handouts. The vocabulary of verbs is introduced in the first presentation (infinitive, finite/non-finite, conjugation, inflection etc), and the two simple tenses (present simple and past simple) are covered. The second presentation is about the auxiliary verbs to be and to have, and how they are used with participles to form compound tenses (present and past progressive, and present and past perfect). The third presentation is about the uses of the auxiliary to do. (negatives of simple tenses, question formation, contradiction and emphasis.) The worksheets are at two different levels (3 versions of each). They are both about verb identification. The task is to write out the verb and give its tense. The easy set are all lines from well known nursery rhymes, with the verb in either the present simple or the past simple. The second set is much more difficult, and contains a mix of tenses, and includes compound verbs where the two elements are separated by adverbs or negatives. The answer sheet gives brief explanations in cases where there is potential difficulty.

Three worksheets, each with ten sentences where the student has to underline the adjective. Answer sheets included.

This is the third exam-style reading comprehensions taken from Charles Dickens’ Great Expectations. The extract (approximately 1100 words from chapter 11) is the scene at Satis where Pip meets a young gentleman who unexpectedly challenges him to a fight. The test paper consists of 13 questions of varying difficulty. The allotted marks for each question are shown. There are 30 marks available in total. A mark scheme is provided.

This is the first of several exam-style reading comprehensions taken from Charles Dickens’ Great Expectations. The extract (approximately 1200 words taken from the first chapter) is the episode where the 7-year-old Pip first meets Abel Magwitch in the graveyard where Pip’s parents are buried. The test paper consists of 14 questions of varying difficulty. The allotted marks for each question are shown. There are 30 marks available in total. A mark scheme is provided.