A list of silent letters - that cause a problem so often for the pupils. The list is logically organised, the patterns become visible for understanding.
This resource can be a reference for teachers or students as well.
English, GCSE, grade A
English Language AS/A2 level
This is a whole lesson on syntax in practice.
Students of English usually find it hard to think in syntax term and how that builds thought. This exercise helps them understand this.
Using a thought provoking text - Cogito ergo sum (I think; therefore, I am.) - students (best in small groups) identify sentence structures
1. Identify Subject and Verb which then helps identify clauses
2. Identify linking words that determine the relationships between clauses.
I also included a PDF file with solutions so that students can reflect on lesson.
This resource is for teaching spelling rules - primary, secondary - but as a revisit could be used in A level as well
The PPT presentation covers all the cases with explanations, lots of examples.
It is animated to show how the endings attach to the base word - click away
At the end, if you want to test their knowledge, there are two tests as well.
AS English Language
This exercise uses an extract from a real-life article and dissects its sentences. The exercise asks students to examine the sentences, identify them and comment on how they contribute to or create meaning. Solutions are given afterwards so that students can confront what they have missed.
The exercise shows how sentence structure - syntax - can contribute to meaning. Very often disregarded, worth writing about though.
One Pdf file - 4 pages - task and solutions (to be given out for reflection afterwards)
The Powerpoint presentation - use the text to read extract together; then only use the rest when students have tried to dissect the sentences. make them identify sentences, then consider how syntax effects meaning.
I have included a reference material I have created that shows the nine patterns of possible sentence structures to help identification. (maybe a good thing could be to spend a lesson beforehand to learn these patterns.)
If you have any questions about the resource, please contact me at firstname.lastname@example.org
Smiley faces collection - mostly animated - can liven up your slides - simply click on an image and copy/paste to your presentation
Question mark symbols - great images, many animated
other PPT materials - countdown, traffic lights
Watch first in presentation view to see animated images move
Writing to describe
KS3 and KS4
This resource can be used in a lesson for studying/creating writing that describes.
The students read about the famous earthquake - short discussion of the probable horrors could follow.
A few short eyewitness accounts are selected to annotate in groups in search of effective techniques.
Then, they can write their own short account that highlights the horror of the event. (or start in lesson, finish at home to share with groups and best of groups could share in class)
To save lesson time - the reading could be given beforehand as homework.
This is an extensive material about the use and creating of noun phrases.
This I have taught at A level, GCSE, but even at KS3 - I have found that students enjoyed the challenges this material offers and they liked to have a good understanding of the topic both to be able to identify and comment on noun phrases or actually creating them adding value to their texts.
This is more like a 2 or even 3 lessons material.
I have included a student notes to be distributed with notes and tasks and texts. This saves time in teaching it. If any one needs some advice or some clarification on some slides, please write to me: email@example.com
English Language - AS/A2 level
This revision lesson (or two) was created to make students aware of advanced terminology and how they can easily use them in their analysis
I included the lesson plan - this was a successful observed lesson
Cards are distributed for groups/individuals to match descriptions to terminology - there is one with a question mark as a final challenge, drawing attention to proper name for personal pronouns.
Make them push themselves to discuss possible effect/use of terminology.
Also let them create memory cards for themselves.
I have several other A-level lesson materials, check them out.
If you have any questions, please contact me at firstname.lastname@example.org
This resource can be used maybe in year 6, but better in Key Stage 3
Weak GCSE students might improve with this as well
The presentation covers a series of lessons - 6 - but can be as many as 8 which leads teacher and students through several extracts while looking at literal information vs clues that lead the thoughts not written but implied. Students have to understand what inferring and deduction is as a process.
They also practice basic PEE style answering of question regarding text.
The program I took long time ago from a government material with some added things (deduction).
I have used this both in school and private tutoring with success. Students relate to the texts easily.
This resource is a compilation of slides on the topic - more than a lesson's worth.
Depending on the group's level, one can decide what to use.
Some can be dealt with at GCSE level, but I actually taught these at AS/A2 level.
The resource looks at descriptive techniques going as far as showing sample commentaries of techniques. It is a good 2-lesson material to consider or reconsider description and its uses, including travel writing.
The accompanying reference material of sentence structures is for the last slides that looks at the sentence structures. Also the extracts with comments (maybe for after lesson distribution?) are included. Also the extract for sentence structure identification task are included.
Any questions about the resources, please contact me at email@example.com
This is a lesson designed for AS/A2 classes of English Language and English Literature.
The included lesson plan details the motives/steps of the lesson.
The lesson aims to make students realise that a text needs to be looked at and considered all its angles/aspects - only by considering all aspect one can really see how it works as a whole.
Using three very different resources (I included a lovely English poem); for the other two I used a printed ad and a travel writing piece. By making the student look at only one aspect each - when they report back, it has to be evident that they actually had to consider the other two aspects as well, even if subconsciously :) PURPOSE - TECHNIQUES - EFFECT
Their commentaries will also be whole when they let all three aspects create it.
If you have a question about the resource, please contact me at firstname.lastname@example.org
This reference 2-pager shows the nine possible sentence structures in an organised fashion: simple, compound and complex -- three patterns each.
The patterns are explained, examples are given. The compound and subordinate conjunctions are given as well organised by logic used.
This is a very useful material for students to consider their options for variety -- for effect and clarity.
It also can be used as revision material.
I plan to add PPT materials that teach the patterns.
This a unit of several lessons for GCSE English Language students learning what to analyse - writing techniques - and how to write effective analysis, including the structuring of an essay.
The booklet and the essay writing frame makes it a great help for especially middle and lower ability students to learn how to analyse, what to look at, and how to write about literary devices - the material closely helps them make notes with leading questions through the chapter looking at almost every paragraph. It leads the analysis of the text and it teaches them how to write their paragraphs (writing frame is optional - the thing is even better students appreciated it as it is a step by step guide if they need it).
The material is a great help for teachers as well, basically the analysis of the text is done by following the booklet and the PPT presentations.
Structure and Effect - though it was created for an AS/A2 lesson - I based it on how I taught the devices used in that famous paragraph describing the convict for the first time.
Additional materials are added that I used for the unit.
Planning and drafting - you may help them by showing them a student essay and make them see what is good about it, what could be improved - students said it was great to actually see an essay and based on the essay guide in the booklet and the essay writing frame - realise that the task is doable and they could do better.
Booklet should be printed as A3 booklet (total page number must be dividable by 4)
If you have any questions, please contact me at email@example.com
This resource is for AS/A2 levels. It may, to a certain extent, be used for GCSE
Writing techniques/devices and their effects including sentence structure comments
I have used this text to make students use/improve their skills of close text analysis. The text has many things to comment on and students engaged very well with the text. I made them consider things they would not notice.
I have included a PPT presentation with the text enlarged leaving space to add comments on board.
There is a student and teacher copy. The teacher copy has my comments which may be given out at the end of the activity for further reference.
Teacher could use my notes to ask leading questions or suggest areas to examine further. There is a lot of flexibility here.
I have included quite a few structural device comments as well, as I have found that these are often neglected while they can gain good points for them. (see my other A-level materials, too)
If you have any questions, you may contact me at firstname.lastname@example.org
Column writing - opinion writing
This resource is for several lessons, depending on how much time you want to spend on it.
There is a presentation helping to teach column writing techniques
There is a 12-page word document that is best printed as a A3 booklet (page 11 is empty for notes or you are welcome to add something - just remember, page numbers need to be 4 or its multiples)
The booklet is a collection of columns written about this kind of writing by experts - students can read them and discuss in small groups and make notes for themselves.
They should then use the knowledge of these techniques and see how they are used in certain pieces - I have not included those it is best you choose them so they are relevant.
I asked students to choose one of the quotes about good manners and etiquette to use as base for a column. - I like the topic of good manners and etiquette, we had a great discussion on the topic.
There is a PPT with some images that I used in lessons
Sentence structures - compound sentences with coordinating connectives
Using the FANBOYS - with meanings of linking word and an example - then, students must create their own examples.
Pdf file - as print out included
I recommend Vary your sentences for effect and clarity - 9 patterns of sentence structures presented in an organised fashion - reference material
This resource introduces/reminds students of what proper nouns are and the rule of capitalisation.
It goes through each item with examples and tasks.
Probably a 2-3 lesson length
As much as it is a simple thing, I had to teach this at many levels.
This lesson was designed an AS English Language class. It can be done at A2 as well.
This lesson should come after analysing descriptive texts/learning of the usage of descriptive techniques.
The lesson invites students to write a travel writing piece about Margaret Island in Budapest.
Optionally, the senses sheet can be distributed, make them use some of the advices given.
The PPT is a slideshow about the island to give an idea of the place - make the students watch it with maybe the music attached - and then ask them to make notes when rewatching it - make notes of scenes/images/feelings they might want to create/colours, etc. anything that can help them write the piece. It then can silently be shown during their writing process. Also the included materials (could be printed in a few copies each) can offer further insight/information about the place. Give them some time to collect info from these - of if you have the time, make them research the place themselves on the Internet.
Evaluation of pieces can be done at your discretion.