Hero image

Angelil's Shop

Average Rating3.33
(based on 49 reviews)

I am a teacher of secondary English, providing resources and lesson plans in this domain. My lessons are on the interdisciplinary side and as such can at times also be applied to other subject areas, such as history or drama. I hope you find them useful! Please don't hesitate to provide constructive feedback as I am always keen to improve my resources and ensure that you get the very best value for money.

74Uploads

63k+Views

40k+Downloads

I am a teacher of secondary English, providing resources and lesson plans in this domain. My lessons are on the interdisciplinary side and as such can at times also be applied to other subject areas, such as history or drama. I hope you find them useful! Please don't hesitate to provide constructive feedback as I am always keen to improve my resources and ensure that you get the very best value for money.
Identify and evaluate knowledge claims (climate change) - Global Perspectives/TOK/Critical Thinking
AngelilAngelil

Identify and evaluate knowledge claims (climate change) - Global Perspectives/TOK/Critical Thinking

(1)
This worksheet helps students (especially EAL/ESL students) to identify knowledge claims (which they should have already been introduced to in a prior lesson), especially using elements of grammar with which they are familiar. They are then encouraged to think critically about whether or not certain ideas about climate change may be true, and why. The final italic line should be cut off with scissors and only given to students towards the end of the lesson (as extension or plenary) to encourage them to consider how the sources of information can affect their answers. This activity is particularly appropriate for students studying Global Perspectives, Theory of Knowledge, or Critical Thinking.
Sonnet features: table to complete
AngelilAngelil

Sonnet features: table to complete

(0)
This worksheet encourages students to identify key sonnet features (iambic pentameter, volta, syllabic count), give examples of these, and comment on effects.
David Cameron: my war on multiculturalism (ARTICLE + COMPREHENSION QUESTIONS)
AngelilAngelil

David Cameron: my war on multiculturalism (ARTICLE + COMPREHENSION QUESTIONS)

(0)
This resource consists of an article written in the Independent in 2011, plus accompanying comprehension questions which I created. It was originally used with EAL 6th-formers but could be used throughout KS4 and KS5, not just in English but also in politics lessons. The questions range from asking students to define extremism and terrorism, encouraging student understanding of policy-making, and inviting student opinion on aspects of policy.
Writing a speech for 2 different audiences - planning grid
AngelilAngelil

Writing a speech for 2 different audiences - planning grid

(0)
This worksheet was designed for use with KS4 but could also be used with KS3. It is designed to help students differentiate between key factors that may change when delivering a speech for 2 different audiences on the same topic, such as duration and tone. The two audiences in question in this case are Grade 9/Year 10 students and senior staff/headteacher, but could of course be changed.
Descriptive writing PPT based on Curious Incident
AngelilAngelil

Descriptive writing PPT based on Curious Incident

(0)
This resource is a great introduction to descriptive writing for students in Years 8-9. It uses Mark Haddon’s “The Curious Incident of the Dog in the Night-Time” as a stimulus but you could adapt this to suit any text where the character finds a journey difficult. The PPT should get you through a minimum of 2 lessons depending on your students’ abilities. It goes through the basics of getting students to name the five senses and to talk about journeys they have completed, before progressing to finding textual evidence for why Christopher finds his journey to London difficult and planning/creating their own piece of descriptive writing based on a journey. Opportunities for peer assessment are also included.
The Demon Headmaster: evidence and explanation chart (Dinah and Lloyd)
AngelilAngelil

The Demon Headmaster: evidence and explanation chart (Dinah and Lloyd)

(0)
Students can work in teams or alone to find quotes that show how Lloyd feels about Dinah (or the other way around), and write these into the evidence column on the chart. In the explanation column they should explain what this tells us. An extension question is also provided to stretch and challenge your more able students. Aimed at KS3.
Personification and anthropomorphism
AngelilAngelil

Personification and anthropomorphism

(0)
This lesson is designed to define and show students the difference between personification and anthropomorphism, to enable students to identify these techniques being used in different texts (novel extracts + poems), and to finally create their own anthropomorphic monologue. These activities assist the development of students’ descriptive writing, narrative writing, and analytical writing skills. This could be stretched over 2 lessons depending on your class’ abilities and progress. It was created for use with KS4 but could also be used with able KS3 students.
The Jew of Malta (Christopher Marlowe) - questions - Act 5, scene 1
AngelilAngelil

The Jew of Malta (Christopher Marlowe) - questions - Act 5, scene 1

(0)
The questions in this file are replicated multiple times to ease printing, photocopying and distribution. They deal with affirmations made by Barabas and Ferneze in this scene and require students to justify their answers with evidence from Act 5 scene 1, as well as from elsewhere in the play where appropriate. Students could be given one or both questions either to respond to with short answers or to expand/develop into an essay.
Spoken language (case study: David Attenborough/TV documentary voiceovers) PPT
AngelilAngelil

Spoken language (case study: David Attenborough/TV documentary voiceovers) PPT

(0)
This PPT presentation/lesson encourages students to consider the differences between the way people speak in normal life vs how they speak on television documentaries. The starting question could be explored in a whole-class discussion or via various Kagan Strategies (e.g. Think-Pair-Share), and the resultant ideas revisited later on. An excerpt from a David Attenborough documentary (about the lyre bird) is transcribed onto the PPT for a student to read aloud in their normal voice. Students then watch the corresponding video clip (linked to in the PPT, or can be found on Youtube/supplied on request if there are problems with this). They should then compare how the student read it with how the text is spoken by Attenborough. They may wish to consider elements such as accent, pace and enunciation. Reference to the initial ideas generated by students is encouraged. The speech features terminology table (or a version of it adapted for your students) can be used optionally to help. I recommend using relevant exercises from the CGP GCSE English workbook as a plenary activity. This lesson was conceived of for students entering KS5 but is also suitable for KS4.
Forms of abandonment in "The Sorrow of War" - PEE grid
AngelilAngelil

Forms of abandonment in "The Sorrow of War" - PEE grid

(0)
This point - evidence - explanation grid was designed for students of Bao Ninh’s novel “The Sorrow of War”. Students are given page numbers to help with the activity. Unfortunately both the “red edition” and “black edition” are published by Vintage so it is difficult to be more specific about this on the worksheet. Students should use the page numbers given to identify forms of abandonment, before then adding a quotation and page number to go with it. They then have to explain the importance of their chosen example. This is best done in groups as otherwise students can get bogged down by the scale of the task. It is therefore aimed at MA-HA A Level/IB students, with a further extension activity included for your most able.
Character impressions grid: The Jew of Malta (Christopher Marlowe)
AngelilAngelil

Character impressions grid: The Jew of Malta (Christopher Marlowe)

(0)
This character impressions grid can be used by students throughout their study of Christopher Marlowe’s play “The Jew of Malta”, or completed at the end of the unit as a revision activity. It covers key points for students to make notes upon, including attitudes, how characters speak, and the impact of characters upon the audience. It is advisable to print/photocopy on A3 to give students maximum space to write. Alternatively, it can be uploaded directly to your school’s VLE so students can make their notes directly onto a digital copy.
Bellamira PPT - The Jew of Malta (Christopher Marlowe)
AngelilAngelil

Bellamira PPT - The Jew of Malta (Christopher Marlowe)

(0)
This PPT is designed to introduce students to the character of Bellamira in Marlowe’s play The Jew of Malta, starting with an image suggesting a modern prostitute as a stimulus for discussion. (Possible questions for students could be who they think this represents in the play - if you have asked them to read ahead - or what character traits or jobs are suggested by the image.) The focus then shifts to scenes 1 and 2 of Act 3 of the play. Again these could be read together in class, or something you have asked students to read alone before the lesson takes place. Student ideas are invited as to whether the scenes are comic or tragic. These could be elicited in any way you wish. The final slides invite students to direct one of the scenes from either a comic or tragic perspective, considering lighting etc. As such this lesson is suitable for English or Drama. It was initially designed for KS5 but could easily be used for KS4 as well.
If Thou Must Love Me (Elizabeth Barrett Browning) - comprehension questions
AngelilAngelil

If Thou Must Love Me (Elizabeth Barrett Browning) - comprehension questions

(0)
These comprehension questions were designed for MA-HA (I)GCSE students studying Elizabeth Barrett Browning’s poem “If Thou Must Love Me”. They could be used in groups or alone in class, or as homework. They would also be good as a revision activity or if you need cover work. The questions could also be split up and used in class using a carousel format. Extension questions are included, especially regarding the poem’s form, and contextual knowledge surrounding the poet’s husband, Robert Browning. Two copies of the questions are included per sheet of paper to ease printing, photocopying and distribution.
Rhapsody on a Windy Night (TS Eliot) - technique + quotation matching game
AngelilAngelil

Rhapsody on a Windy Night (TS Eliot) - technique + quotation matching game

(0)
This resource is designed to be printed and laminated so that students can match techniques and quotations from TS Eliot’s poem “Rhapsody on a Windy Night”. It was designed for IB Diploma Programme English Language & Literature students (so KS5) but could be used with able KS4 students too. After completing the activity students can be given a non-laminated version of the file to keep (all techniques are aligned with the correct answers). Techniques covered include anaphora, personification, themes, and iambic rhythm. Great as a starter or main activity.
A Midsummer Night's Dream: Acts 3-5 abridged (Oberon realises Puck’s mistake, and fixes the problem)
AngelilAngelil

A Midsummer Night's Dream: Acts 3-5 abridged (Oberon realises Puck’s mistake, and fixes the problem)

(0)
This would make a good revision activity for A Midsummer Night’s Dream, or is useful if you need to teach the play within a short space of time or need to set cover work. It is aimed at high-ability KS3 but could also be used with KS4. The extracts used focus on the moments that show Oberon realising Puck’s mistake, and fixing the problem. The extracts do not deal with other extracts/themes from the play. After reading the extracts (which I would recommend doing aloud, whether as a class or in small groups), there are questions for the students to complete (which could also be done in a carousel or other format if you prefer, or students can sit down and write). A short glossary is provided.
Concrete - abstract - proper nouns
AngelilAngelil

Concrete - abstract - proper nouns

(0)
This is a useful worksheet to be used as part of a wider selection of class activities or if you need cover work. It defines concrete, abstract and proper nouns, and then gives students a selection to sort into a chart (provided). Five should then be chosen and used in students’ own sentences. Depending on where you are, you could either remove the example of ‘God’ or use it as a stimulus for debate (proper or abstract, or both?). This latter activity could also segue nicely into a lesson on discursive or argumentative writing. This activity is aimed at KS3 but has a broad range of appeal depending on your students’ needs: it could for example be used with able KS2s or with KS4s who lack grammatical knowledge.
Republic of Ireland context/history quiz
AngelilAngelil

Republic of Ireland context/history quiz

(0)
This quiz was designed to be used in an English lesson to reinforce student knowledge of Irish history in relation to Brian Friel’s play “Translations”. However, it could of course also be used by history teachers! The quiz could be done traditionally, whereby students revise in advance and then sit the quiz on their own. However, I used it as a team game, whereby at around Easter time, the slips were cut up and hidden around the classroom treasure hunt-style. Students had to work in teams to find the slips and fill in the answers where they thought they went on the answer sheet. The first team to get a full sheet of correct answers - or the highest number of correct answers - by the end of the given time - won an Easter egg (I appreciate that edible prizes and/or the religious aspect won’t work in all schools so obviously feel free to substitute this with a reward of your choosing if needed). Ground rules worth setting include: no hoarding of slips in your team (they should be put back where you have found them so other teams can also find them…) and no using chairs/tables etc as weaponry to guard the slips you have found (yes, really!!).
Fact sheet: IRA (Irish Republican Army)
AngelilAngelil

Fact sheet: IRA (Irish Republican Army)

(0)
This is a fact sheet about the IRA designed to be distributed to students, or for teachers to use to give them some background knowledge. It has been adapted/created based on Wikipedia so naturally is basic/has limitations, but is suitable for student use and for teachers who are not history specialists. It can be useful for English teachers who are teaching plays or novels where this history is relevant, such as Brian Friel’s “Translations” or Joan Lingard’s “Across The Barricades”.
The Jew of Malta film: guiding questions
AngelilAngelil

The Jew of Malta film: guiding questions

(0)
This list of questions is intended for students studying Christopher Marlowe’s play “The Jew of Malta”. The questions can be given to students before or after watching the Grandfather Films production of the play, with the understanding either way that they make notes throughout their viewing of the film. The questions include topics such as possible cuts that could be made, the chronology of the film, and the casting. The questions could therefore be used by students of English, Drama, or Film Studies. There are three copies of the questions per page, for ease of printing, photocopying and distribution.