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 gykinga@yahoo.co.uk

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 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.

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 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 gykinga@yahoo.co.uk

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 gykinga@yahoo.co.uk

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: gykinga@yahoo.co.uk

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.

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

A whole lesson with PPT - the whole lesson is outlined, nicely decorated, and notes are included in the bottom notes sections It includes tasks, video links, analyis (just the right amount) The PPT is prepared to a high standard.

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.

A short exercise that can be used to revisit issues with the usage of the apostrophe Can be used at many levels.

This resource is a series of lessons worth (I have developed this series through years of teaching) - it explores all the great techniques that create good writing - you may pick and choose or simply go from beginning to end in installments. In my experience, students enjoy the lessons; there are plenty for them to do after explanations and demonstrations. Great examples are used for the students. Also suggested: Striking openings The rule of three The power of the noun phrase

This is a whole lesson resource on the topic of the rule of three. It introduces it and then puts it in context: What does it mean if we say one thing about something, what if we use two, then three and even 4 or more. It shows the technigue on word, sentence and whole text level. Finally as a bonus, the technique is shown to be used in the arts as well.

This is a fully developed series of lessons for teaching what noun phrases are, how they work, how they can be built, what effect they can create. In other words, how noun phrases can create atmosphere especially for writing to describe. It depends on you how much you want to go into details. In my experience, a bit of depth is only good as it makes the students really understand the possibilities of noun phrases. Delete what you do not need. I usually teach all of this in KS3 and KS4. The skills of the students have shown remarkable improvement.

This lesson material is to teach students about the importance of their first sentences into any piece. It also teaches, through great examples, how to make striking opening lines. Have fun with it, make the students experiement. Students enjoy this lesson; they become more thoughtful about their beginning sentences - and create some fantastic first sentences.

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 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 gykinga@yahoo.co.uk

A simple PEE chart that pushes students to create effective arguments - stress that the point is never a statement about technique, but atmosphere/effect/message.