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Emerson English Teaching Resources

I am an experienced teacher of Years 7-13. All of my resources have been tried and tested with my own classes.

I am an experienced teacher of Years 7-13. All of my resources have been tried and tested with my own classes.
'Trash' by Andy Mulligan
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'Trash' by Andy Mulligan

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This is a complete set of 18 lessons suitable for Year 7 or 8 mixed ability classes. It includes: Do now tasks for each lesson Key vocabulary A variety of writing tasks Some self assessment Two reading assessments A student work book All text is written on plain pastel backgrounds
GCSE English: writing to advise
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GCSE English: writing to advise

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This is the task: Write a light-hearted leaflet advising new Year 7 students on how to settle into your school. This lesson teaches student how to write a light-hearted advisory leaflet focusing on language choices required to address the purpose, audience, format and tone. The lesson includes: • A ‘do now’ activity; • Slides on purpose, audience, purpose and tone; • A grid of specific features of this task. Students add to the grid during the lesson which then gives them a personalised checklist to use before they write the leaflet. The checklist can then be used for peer or self assessment.
'Macbeth': 'Dagger' Soliloquy
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'Macbeth': 'Dagger' Soliloquy

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This is a lesson on the second half of Act 2 Scene 1 with a detailed analysis of the meaning and language of Macbeth’s soliloquy. Students write about how atmosphere has been created in this scene.
GCSE English: writing to argue
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GCSE English: writing to argue

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This is the task: ‘School uniform is an important part of developing school unity and identity.’ Write a letter to your head teacher arguing for or against scrapping school uniform at your school. This lesson teaches student how to write a friendly/ formal letter focusing on language choices required to address the purpose, audience, format and tone. • A ‘do now’ activity; • Slides on purpose, audience, purpose and tone; • A grid of specific features of this task. Students add to a grid which then gives them a personalised checklist to use before they write the letter. The checklist can then be used for peer or self assessment.
GCSE English: writing to argue in a newspaper article
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GCSE English: writing to argue in a newspaper article

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This is the task: ‘Teenagers need more sleep than adults so making them start school in the morning is cruel - it makes them grouchy, impulsive and humourless.’ Write a serious article for a national newspaper in which you argue for or against this view. This lesson teaches student how to an article with a serious tone focusing on language choices required to address the purpose, audience, format and tone. The lesson includes: • A ‘do now’ activity; • Slides on purpose, audience, purpose and tone; • A grid of specific features of this task. Students add to the grid during the lesson which then gives them a personalised checklist to use before they write the article . The checklist can then be used for peer or self assessment.
GCSE English; writing to argue, a  formal speech
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GCSE English; writing to argue, a formal speech

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This is the task: Write a formal speech for a debate on a local radio station in which you argue for or against an 8pm curfew for teenagers. This lesson teaches student how to write a formal speech focusing on language choices required to address the purpose, audience, format and tone. The lesson includes: • A ‘do now’ activity; • Slides on purpose, audience, purpose and tone; • A grid of specific features of this task. Students add to the grid during the lesson which then gives them a personalised checklist to use before they write the speech. The checklist can then be used for peer or self assessment.
GCSE English: Writing a persuasive article
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GCSE English: Writing a persuasive article

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This is the task: Write a light-hearted article in which you persuade parents to limit their children’s screen time (TV, mobile, ipad) to 2 hours a day. This lesson teaches student how to write light-hearted persuasive article focusing on language choices required to address the purpose, audience, format and tone. The lesson includes: • A ‘do now’ activity; • Slides on purpose, audience, purpose and tone; • A grid of specific features of this task. Students add to the grid during the lesson which then gives them a personalised checklist to use before they write the article. The checklist can then be used for peer or self assessment.
GCSE English: writing a review
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GCSE English: writing a review

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This is the task: Write a review for a website aimed at your age group. Review a book, sporting event, game, album or other live event. This lesson teaches student how to write a review focusing on language choices required to address the purpose, audience, format and tone. The lesson includes: • A ‘do now’ activity; • Slides on purpose, audience, purpose and tone; • A grid to complete during the lesson. Students add to the grid during the lesson which then gives them a personalised checklist to use before they write the review. The checklist can then be used for peer or self assessment.
GCSE English: informal letter
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GCSE English: informal letter

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This is the task: Write a light-hearted informal letter to a retired person persuading him or her to use social media. This lesson teaches student how to write an informal letter focusing on language choices required to address the purpose, audience, format and tone. The lesson includes: • A ‘do now’ activity; • Slides on purpose, audience, purpose and tone; • A grid of specific features of this task. Students add to the grid during the lesson which then gives them a personalised checklist to use before they write the review. The checklist can then be used for peer or self assessment.
GCSE English; writing to advise, a lively article
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GCSE English; writing to advise, a lively article

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This is the task: Write a lively article for your school magazine advising GCSE students on revision techniques. This lesson teaches student how to write a lively article focusing on language choices required to address the purpose, audience, format and tone. The lesson includes: • A ‘do now’ activity; • Slides on purpose, audience, purpose and tone; • A grid of specific features of this task. Students add to the grid during the lesson which then gives them a personalised checklist to use before they write the article. The checklist can then be used for peer or self assessment.
Macbeth: the supernatural
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Macbeth: the supernatural

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Alternative Interpretations of the Supernatural in ‘Macbeth’. These lessons encourage students to consider how modern audiences interpret the supernatural elements of the play in different ways to Shakespeare’s contemporary audience. There is a 7 page student work booklet and a 20 slide powerpoint presentation. Task 1 Fill in this chart. How would each event been interpreted by Shakespeare’s 17th Century audience and how might a modern audience see it differently? Task 2 (Walk through) Analyse Macbeth’s speech in Act 3 Scene 2. Task 3 Independent Work How does Shakespeare present Macbeth’s state of mind in this extract from the end of Act 3 Scene 4? Use what/how/why/interpretations to answer this question. Task 4 Analyse the Doctor’s diagnosis of Lady Macbeth in Act 5. Summing Up Write a paragraph explaining why it is important to consider how different audiences might respond to the play.
19th C Ghost Story: The Signalman
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19th C Ghost Story: The Signalman

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This contains: A powerpoint presentation Tasks analysing the language of two extracts Analysis of the structure of the story A creative writing task A student work book A copy of ‘The Signalman’ by Charles Dickens
Child Language Acquisition Model Answer
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Child Language Acquisition Model Answer

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This is a teacher written question and answer based on the questions on child language acquistion on the Eduqas A Level English Language exam. ‘The rapidity with which children learn how to speak is truly astonishing. It is a highly complex skill, arguably the most complex challenge faced by any human. Of course, children require a great deal of support in order to learn language from parents and other caregivers. The question still remains, how do they acquire language so quickly?’ Janice Peter, University of Middlemarch Using this extract as a starting point, analyse and evaluate the process of child language acquisition in the first three years. (N.B. The quotation and researcher has been invented in order to create this exam)
A Level English Language Model Answer
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A Level English Language Model Answer

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This is a teacher composed model answer and suggested generic essay plans for: Eduqas A Level English Language Specimen Assessment Materials Component 2 Language Change Over Time Analyse and evaluate what these texts show about the changing nature of travel writing. [60] In your response you must also: • explore connections across the texts • consider relevant contextual factors and language features associated with the construction of meaning • demonstrate understanding of relevant language concepts and issues. The exam paper is not included but is freely available on the Eduqas website.
GCSE English  Non-Fiction Writing
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GCSE English Non-Fiction Writing

8 Resources
There are 9 non-fiction tasks in this bundle. There is a Powerpoint lesson for each task and a student work book to accompany each lesson which includes a checklist and a suggested plan. The tasks cover a range of purposes, audiences, formats and tones. For each task, students fill in a checklist which they use when writing. The checklist can also be used for self for peer assessment. Each task should take two lessons: one lesson to review the PAFT and plan a response and the second lesson for writing the task and self/peer assessment. As students become more confident identifying the features of PAFT, a task could be completed in one lesson. The lessons form a sequence so that students revisit the features of, for example, persuasive writing. By using the lessons in the given order, students are encouraged to review their own work and set up their own checklists and targets.
Jekyll and Hyde: Context Lesson
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Jekyll and Hyde: Context Lesson

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This PowerPoint presentation introduces students to the main aspects of the context of the novel. They create a mindmap on these areas: Social context: Victorian society and values Hypocrisy and dual lives Crime Science and religion Victorian London Literary Context Horror fiction Crime fiction
GCSE English: lively, persuasive speech
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GCSE English: lively, persuasive speech

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Write a lively speech for a school assembly persuading young people to eat more healthily. This lesson teaches student how to write a lively speech focusing on language choices required to address the purpose, audience, format and tone. The lesson includes: A ‘do now’ activity; Slides on purpose, audience, purpose and tone; A grid of specific features of this task. Students add to the grid during the lesson which then gives them a personalised checklist to use before they write the speech. The checklist can then be used for peer or self assessment.