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Bookworm teaching

I provide functional skills and English language GCSE lessons but I am looking to expand on this and produce more resources for students with specific learning needs. I also do Youtube videos for home learning https://www.youtube.com/channel/UC-JQchhF9CJakm2Al271olw/ anyone who subscribes can have one resource of their choice for free

I provide functional skills and English language GCSE lessons but I am looking to expand on this and produce more resources for students with specific learning needs. I also do Youtube videos for home learning https://www.youtube.com/channel/UC-JQchhF9CJakm2Al271olw/ anyone who subscribes can have one resource of their choice for free
Functional skills new specification 2019
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Functional skills new specification 2019

11 Resources
A collection of reading, writing and speaking and listening lessons and resources to suit functional skills English. 12 resources in total made to suit the new functional skills Edexcel specification but can be used for multiple awarding bodies.
Level 2 functional skills reading mock
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Level 2 functional skills reading mock

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I made a reading test for students to practice their skills. I wrote my own texts and based the questions of the new post 2019 Edexcel reform of the level 2 functional skills. The texts are in an editable word document, I put the questions and answers on a power point but I also included a copy of the questions on a word document. 15 questions in total same as the exam students are expected to spend 75 minuets on this, same as the exam. All resources are fully editable so if there’s anything you don’t like it can be fixed easily but I tried to represent every question that the students may face in the exam.
Question 4 paper 2
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Question 4 paper 2

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Question 4 paper 2 of GCSE English language for AQA. The theme is on money and life choices designed for a two hour lesson. The lesson objectives are scaffolded using Bloom’s verbs. Starter - statements promoting critical thinking (with answers) Recap - Explode a quote (sample answer) Task 1 - perspective and attitude teaching and 15 minute task Task 2 - Inference about life choices and language analysis extension 15 Minute task but you can allow extra time for class discussion. Task 3 - Analysis of sample answer, students label the answer using terms from the mark scheme. Task 4 - reading of the two texts and analysis (video link as well) Task 5 - question 5 quick attempt Task 5 - Plenary students identify themes and ideas as of being 19th or 21st Century attitudes. Hope you enjoy teaching it - any feedback is appreciated.
AQA GCSE English A06
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AQA GCSE English A06

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Activities designed to help students get full marks for technical accuracy showing them what they have to do in the minimal amount of writing.
Mini text comprehension for functional skills
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Mini text comprehension for functional skills

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These are some mini texts I wrote along with a few comprehension questions I’ve used it for E3-L1 functional skills lessons. The texts are about credit score (to give an idea of the things a student needs to know about the future) and Brazilian Jiu Jitsu (there’s a lot of videos online about conflict avoidance this) and one jokey text about bad ways to break up with someone.
Skimming and Scanning
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Skimming and Scanning

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A quick starter activity for functional skills students who want to practice their skimming and scanning skills, will attach a reading comprehension with answers soon. https://youtu.be/mvYwYEtbFkI
speaking and listening
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speaking and listening

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Speaking and listening exam prepaeration. Looks at mark scheme for both exam tasks to suit the new spec of the Edexcel functional skills lesson. New Year comprehension included for functional skills level one but can be adapted for level 2 or GCSE English.
Reading comprehension
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Reading comprehension

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A text I wrote based on personal opinions about going to university with questions to suit the level 1 functional skills reading exam for 2019 Photo by Nong Vang on Unsplash
Question 2 paper 2
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Question 2 paper 2

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A lesson on a word document on the theme of the attiudes towards drug use. Starter activity - students look at attitudes and decide if they are mdoern or 19th C. Task 2 - read the texts and state which one is 19th and which one is 21st and see if they can explain why. Task 3 - Students list the differences between the two in a Venn diagram Task 5 - students answer an exam style question following a basic writing frame, with a peer marking/self evaluation table at the end. Extension task - How this relates to question 4 paper 2 - students find the language techniques in the text and attempt to answer question 4 following the writing frame.
Coronavirus activity pack
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Coronavirus activity pack

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A set of writing resources that can be completed at home, focusing on persuasive writing. Free resource of choice to anyone who likes and subscribes to my Youtube channel https://www.youtube.com/channel/UC-JQchhF9CJakm2Al271olw?view_as=subscriber
Employability
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Employability

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A functional skills lesson on the theme on employability, looks at common work terminology for British employment, it has a reading and a writing task to suit writing a cover letter and understanding a person specification. Discussion opportunities throughout the text its a really good opportunity to talk to students about work. Tasks on connectives and complex and simple sentences included. Should last around 1 hour 40 mins depending on class ability.
Reading and writing revision for level 1
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Reading and writing revision for level 1

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Revision for level 1 functional skills with some progression towards GCSE. It has extension activities, a planning sheet and a self assessment table - the lesson has been designed to last about an hour and a half and encourages the students to write a target at the end. I’m using it for some final prep for a level 1 group where some are about to sit their writing and others their reading.
Question 4 paper 1
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Question 4 paper 1

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A resource called: to what extent? Task 1 gets students to think of statements that have some value for debates and they have to explain to what extent they agree with it. Task 2: Students have to provide a counterargument for the first task (to show that complex ideas have more than one side of them (question 5 paper 2) Task 3: Students identify structural and language techniques in a text and then are shown where the techniques are on the next page. Task 4: Sort the techniques into a table of for or against the statement. Task: 5 Students write a PEACE paragraph using a writing frame that is provided. Self evaluation is included in the form of a tick box and students are encouraged to write a target based on this or the lesson objectives that can be ticked off from the first page of the worksheet. Please review and let me know what you think and I will make improvements if required, thanks
AQA English language paper 1 A01
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AQA English language paper 1 A01

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A lesson on A01 based on Coventry. The lesson looks at A01 with skill building for question 5, it introduces the use of techniques, lesson should last around an hour and a half.
Question 3 paper 1 AQA
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Question 3 paper 1 AQA

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A full lesson on question 3 paper 1 (two hours approx) A resource staring with matching structural techniques with their definitions , moving onto using structural techniques within creative writing to showing students how to analyse a text in terms of question 3 paper 1, I provide the text and then show where the techniques would be identified on the answer sheet then I provide a sample answer selecting one of the quotes I have found in the text and give students a chance to complete their own PEACE paragraph with a peer marking table at the end.
AQA GCSE English language paper one quick revision
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AQA GCSE English language paper one quick revision

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A quick revision of paper 1 for AQA GCSE English language aimed at lower ability students, can be adapted to be part of a entire lesson, original mini texts have been written so students can attempt to write one PEE paragragh on each. For question 5 there is no picture due to copywrite concerns, so you can add a pictuure that is relevent to your group. One sample answer is included for question 2, detailing how to write a PEEZL paragrapgh and for question three some of the strtuctual techniques have been annotated. This has been used as a quick revision activity and has lasted a group about an hour and a half, if they only write one PEE paragraph per question. The texts are of my own creation and have been deliberatly written to include the techniques the students need to know for this exam. For the question 5 there is a planning sheet with some words that are aimed towards using more sophisticated vocabulary but the students do not need to use these words it is only a suggestion and will not apply to each example that they need to provide of the GOMASSIVE techniques. This is means as a quick recap and revision.
Structure of a horror story
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Structure of a horror story

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The first page goes through the terms of narrative structure. Task 1: Looking at the narrative structure students explain which should be the most exciting part. Task 2 - look at a basic plot and see if they can show where it occurs in terms of narrative structure. Task 3: students do a basic plan using the narrative structure model (sample answer shown first) this is aimed at encouraging the use of flashback. Task 4: students write a couple of paragraphs of their story, experimenting with structure and there is a peer/self marking table for the students to complete. Photo by Sara Aho on Unsplash