High School Speaking and listening lesson plans and activities

Resources and ideas for Speaking and listening, written by teachers to support teaching and learning

Library Challenge Cards

Library Challenge Cards

These ‘Library Challenge’ cards were made for my class library, but they could be used in a school library as well. The idea was just to get the children excited about reading and properly engaged with the books, and they’ve really enjoyed working through the activities – an added bonus being that I use this work to decorate the walls of our library. There’s a selection of 10 Library Challenge Cards, plus a ‘Library Challenge of the Week’ which just allows for changing things up a little without having to print and laminate more cards.

By sh2810

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Poems that create images - Similes / Metaphors - March '17 UPDATE

Poems that create images - Similes / Metaphors - March '17 UPDATE

A bumper set of resources initially used in the year 4 topic of: Creating Images with Poetry, Similes and Metaphors. Due to the popularity of this resource I have included a Powerpoint I used for a very successful observation lesson by Ofsted involving describing a beach setting with similes and metaphors. I recently adapted this in this for a year 6 class I took. There is also quite a few poems I have written using Similes and Metaphors in them to create images and a few more resources too including a soothing soundtrack and background to play on your IW on loop.I have continually updated this resource due to its popularity and quality.Please check my other resources out here...https://www.tes.com/teaching-resources/shop/dave_orritt

By dave_orritt

Greek Myths: Echo and Narcissus

Greek Myths: Echo and Narcissus

This interesting and highly-stimulating lesson enables students to gain a clear and understanding of the key meanings in the Greek Myth ‘Echo and Narcissus.’ Through engagement with the story, students learn to interpret and infer the key meanings in the text, understand its predominant morals, and back up their ideas with textual evidence.The lesson follows a clear, logical, bite-size learning journey, which guides students towards differentiated learning objectives. Over the course of this journey, they become able to:- Define the key term 'moral' and identify the morals in popular tales;- Read the story 'Echo and Narcissus' and interpret the key meanings;- Identify, explain, and analyse the moral of the story in 'Echo and Narcissus';- Engage deeply with the text by inferring the thoughts and feelings of the key characters; - Test their understanding of the story by answering an exam-style comprehension question.-Peer assess each other's learning attempts.This resource pack includes:- A visually engaging whole-lesson PowerPoint presentation;;- Paper copies and online links to the extract needed for the lesson (end section of Act Two);- Greek Myths Definitions Cards;- Greek Myths worksheet (including answer sheet for teachers);- A logically scaffolded essay template;- A detailed lesson plan, complete with what the teacher and students should aim to achieve at each stage of the lesson.All images are licensed for commercial use, and are cited on the final slide of the PowerPoint.

By TandLGuru

Persuasive Articles

Persuasive Articles

Targeted at mixed ability KS3 pupils, this adaptable PowerPoint provides a detailed and well-modeled insight into the ways in which pupils can create persuasive articles particularly in food reviews. By comparing tabloids and broadsheets, pupils begin to explore how they can themselves create an effective article about their critic of a food experience.

By deepavali_sehgal1

Structuring Analytical Essays - Writing Frames

Structuring Analytical Essays - Writing Frames

Targeted at KS3 and KS4 pupils for the reading assessments, the resources provide pupils with a guided structure (with arrows) about how they can build a convincing analytical argument. The structure is modeled and pupils are given opportunities to follow the structure and analyse alternative extracts independently for the entire lesson. This works great in group work and independent tasks that lead to presentations. Distinguished by arrows and boxes, the pupils explore how each sentence provides a different purpose. Each box includes a separate statement; in following each box, pupils begin to realize how their sentences move from the topic sentence to evidence, to analysis then the reader's response and concluding the writer's intentions. The analytical structure is adaptable to different texts and provides a great scaffold for all analytical writing tasks.

By deepavali_sehgal1

Frankenstein - Character Map

Frankenstein - Character Map

Frankenstein - Character MapThis resource is a great way to get students to gather the key information of the characters from the story. I have made this map to be printed up to any size and can be used time and time again as a helpful resource. Works well in A3 and has been used by other English teachers. For more creative ideas see my shop: @captionteseducationAlternatively contact me via my weblink if you have anything you would like me to make.All images are original vector images drawn by myself. ©2017 WTB

By captionteseducation

Blame in An Inspector Calls

Blame in An Inspector Calls

Targeted at low ability GCSE pupils, this adaptable PowerPoint and resource explore the extent to which blame is distributed by each character in An Inspector Calls - an insightful exploration that facilitates pupils explorations of the roles and significance of each character.

By deepavali_sehgal1

Talking and listening debate

Talking and listening debate

A resource to guide talking and listening GCSE assessment. It gives pupils a choice of topic, guidance on planning, guidance on the marking, an example of the CCEA expectation.

By Claire139

Oracy Wall Display

Oracy Wall Display

This is a wall display that I created which focuses on Oracy. The display encourages students to drop 'slang' words and speak correctly in order to eradicate bad habits in writing and when communicating. It emphasizes the importance of 'slang' within context and is clearly set out without the need for instructions, as it is set out like an actual street. I named the street, 'Oracy Street'. I have attached two versions of the display and all content from both is included.You will need:Black backing paper for the roadYellow boarder for the double yellow lines

By robborocks

Suspense Writing: Full Writing Scheme of Work

Suspense Writing: Full Writing Scheme of Work

This scheme takes the group step by step through the stages of how to write a story. It is adapted from the government initiative 'Improving Childrens Writing' getting children from level 3 to level 4. I have changed it a little, so that it is also suitable for level 2 and 3 as well. Some resources you will have to get from the government published folder 'improving childrens writing'.

By asadler79

The Victorians - Votes for Women - historical debate and investigation

The Victorians - Votes for Women - historical debate and investigation

Drawing on the new History Curriculum and focussing on Aims: Strands 4 and 5 this resource includes: A collection of nine quotes from contemporary sources, An explanation of five activities that can be carried out using these resources Planning Templates to support arguments and a chart to help summarise arguments about the campaign for votes for women. Learning Objectives:• To understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, • To make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses • To understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.Learning Outcomes: Pupils will be able to: • recognise and discern between arguments made for and against allowing women the vote. • draw on primary resources to produce a reasoned debate on the pros and cons of allowing women the vote. • produce their own persuasive argument in favour (or against) allowing women the vote. • produce a balanced argument on the advantages and disadvantages of allowing women the vote. • Produce their own written narrative about the campaign for women to be allowed to vote.

By MikeRichards

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PROVE IT! GRAMMAR REASONING CARDS

PROVE IT! GRAMMAR REASONING CARDS

PROVE IT! GRAMMAR REASONING CARDSPROVE IT pack!Incudes:20 punctuation prove it cards and 50 grammar prove it cards (KS1 and 2)Use for interventions, morning tasks, starters, extensions, debates, talk pair share, homework and more!

By erylands

World Book Day Quiz

World Book Day Quiz

Another one of my 'interactive' Quizzes - this is #3!The pattern is the same as my other ones - so TV Intros, Who Am I?, Films, Dingbats etc. However, all of these have a focus on World Book Day - so all the questions are linked to books. You could, obviously, do this at other times though!It's aimed to be accessible across the Key Stages - I've done it with 7s (with a number of clues!) right up to my Upper 6th English. There are rounds my younger class did much better at!!! It should happily take up a lesson or a tutor period - the answers are included at the back.You can pick up my other two quizzes - in the same format - here:End of Term Quiz #1End of Term Quiz #2

By Robert_Frost

What is revision? - A fabulous visual that asks students to reflect on & develop revision strategies

What is revision? - A fabulous visual that asks students to reflect on & develop revision strategies

This is a resource that I put on a whole-school display for students to reflect on their revision. I also asked form tutors to discuss revision strategies with their students in order to ensure students were not wasting their time making lots of notes that didn't really help them. This resource is perfect for students to stick in their books, discuss with their form tutors, include on a whole-school display or simply give to students to get them thinking about how they revise.

By Teaching_Tips

Analytical Writing Frame Julius Caesar

Analytical Writing Frame Julius Caesar

Targeted at KS3 and KS4 pupils learning Julius Caesar, the resources provide pupils with a guided structure (with arrows) about how they can build a convincing analytical argument. The structure is modeled and pupils are given opportunities to follow the structure and analyse alternative extracts independently for the entire lesson. This works great in group work and independent tasks that lead to presentations. Distinguished by arrows and boxes, the pupils explore how each sentence provides a different purpose. Each box includes a separate statement; in following each box, pupils begin to realize how their sentences move from the topic sentence to evidence, to analysis then the reader's response and concluding the writer's intentions. The analytical structure is adaptable to different texts and provides a great scaffold for all analytical writing tasks.

By deepavali_sehgal1

Structuring Analytical Writing Great Expectations

Structuring Analytical Writing Great Expectations

Targeted at KS3 and KS4 pupils learning Great Expectations the resources provide pupils with a guided structure (with arrows) about how they can build a convincing analytical argument. The structure is modeled and pupils are given opportunities to follow the structure and analyse alternative extracts independently for the entire lesson. This works great in group work and independent tasks that lead to presentations. Distinguished by arrows and boxes, the pupils explore how each sentence provides a different purpose. Each box includes a separate statement; in following each box, pupils begin to realize how their sentences move from the topic sentence to evidence, to analysis then the reader's response and concluding the writer's intentions. The analytical structure is adaptable to different texts and provides a great scaffold for all analytical writing tasks.

By deepavali_sehgal1

Structuring Analytical Writing A Midsummer Night's Dream

Structuring Analytical Writing A Midsummer Night's Dream

Targeted at KS3 and KS4 pupils learning A Midsummer Night's Dream, the resources provide pupils with a guided structure (with arrows) about how they can build a convincing analytical argument. The structure is modeled and pupils are given opportunities to follow the structure and analyse alternative extracts independently for the entire lesson. This works great in group work and independent tasks that lead to presentations. Distinguished by arrows and boxes, the pupils explore how each sentence provides a different purpose. Each box includes a separate statement; in following each box, pupils begin to realize how their sentences move from the topic sentence to evidence, to analysis then the reader's response and concluding the writer's intentions. The analytical structure is adaptable to different texts and provides a great scaffold for all analytical writing tasks.

By deepavali_sehgal1

AQA Paper 2 Practice

AQA Paper 2 Practice

A fully resourced lesson for KS3/KS4 students to practise a Section B question and mark their own work using a student-friendly version of AO5 and AO6 mark scheme for AQA English Language Paper 2: Writers' Viewpoints and Perspectives.

By Lead_Practitioner

Of Mice and Men AQA

Of Mice and Men AQA

A thirty lesson scheme which teaches the entire Of Mice and Men novel, with a focus on the new AQA specification. Although this text is no longer an exam text, this is a useful scheme to teach to key stage three, particularly year nine to develop skills needed in years ten and eleven.

By amymwoodhouse

Macbeth Key Quotes

Macbeth Key Quotes

Targeted at Year 9, 10 and 11 pupils, this comprehensive collection of quotes from Macbeth would usefully guide pupils through the key events of the plot. In addition, the specific quotes would facilitate their detection of character development and the portrayal of relationships throughout the plot.With its flexibility, the quotes may directly be analysed or pupils may work in groups as they explore alternative ways in which the quotes may be enacted and how their chosen expression influences the portrayal of characters.

By deepavali_sehgal1

Persuasive Writing for World Book Day

Persuasive Writing for World Book Day

In celebration of World Book Day, this adaptable PowerPoint provides appropriate models that inform pupils as to how they can use their persuasive skills in order to 'sell' their reading book to their peers.This whole lesson PowerPoint is accessible across upper level KS2, KS3 and KS4.

By deepavali_sehgal1

Great Expectations Sarah Pocket

Great Expectations Sarah Pocket

Targeted at mixed ability Year 10 and 11 classes, this PowerPoint embeds relevant model and assessments that explore how Dickens uses Sarah as a vehicle to criticise how excessive wealth often distracted society from their family responsibilities and values. The lesson embeds an intellectually stimulating issue of debate that encourages pupils to question the role of parents - a discussion that facilitates their understanding into Victorian attitudes towards parenthood.

By deepavali_sehgal1

Linguistics in Literature

Linguistics in Literature

Targeted at developing KS4 and A-Level pupils' clarity of analysis and explanations of language, this comprehensive resource demonstrates how teachers can educate students about how language reflects gender, occupation and social class. In teaching pupils the sociolinguistic perspectives, pupils are more capable to analyse and explain how literary writer's such as Shakespeare and Dickens use language in order to reinforce stereotypes and create characterisation, relationships and plot progression.

By deepavali_sehgal1

The significance of minor characters in Great Expectations

The significance of minor characters in Great Expectations

Targeted at mixed ability KS4 pupils, the PowerPoint embeds a variety of relevant extracts that expose Dickens's social meaning behind the minor characters in Great Expectations.This resource can be used throughout the week by focusing on one character per lesson. Alternatively, it can be compressed into one lesson where pupils analyse a specific character in their group then present their analysis to the class. The extracts and differentiated questions for each character effectively stimulates pupils' motivation to explore how specific words impact characterisation and what Dickens reveals about society through this minor character.

By deepavali_sehgal1

Romeo and Juliet: Eduqas/WJEC - Extract Preparation: Act 4 Sc 1 - Juliet and Friar Lawrence

Romeo and Juliet: Eduqas/WJEC - Extract Preparation: Act 4 Sc 1 - Juliet and Friar Lawrence

This resource is for use when preparing students for the English Literature Component 1, Section A (extract question) section of the exam.The section for analysis is from Act 4, Scene 1; the question asks students to demonstrate what they learn about the way Juliet and Friar Lawrence speak and behave. The resource includes:- starter activity;- scene re-read;- assessment objectives and a breakdown of how to achieve them;- question and how to approach answering it;-for the most able in the group, a discussion/jigsaw/annotation activity(some teaching suggestions/ideas in the 'notes' section);-PEA grids filled out with some quotations (editable to suit your needs/differentiation);-how to write up an extract question response;-opportunities for getting to grips with the AO's through peer marking;-exam tips and hints;- homework asking students to compare two quotations showing how Juliet has changed; this would work equally well as a replacement to the starter. Other Romeo and Juliet extract preparation resources are available in my shop: https://www.tes.com/teaching-resources/shop/cate_h Happy exam prep!

By cate_h

Recount based on Historical Poem (2 1/2 weeks) unit based on The Highwayman

Recount based on Historical Poem (2 1/2 weeks) unit based on The Highwayman

This is a short poetry unit based on the great poem The Highwayman by Alfred Noyes. The end piece of writing is a retelling of the story but from another character's perspective. This unit includes lots of drama and role play to stimulate the pupil's ideas. I have included all the resources you will need and have listed the learning objectives below:Stage 1: Stimulate and generate learning outcomes• To deduce information about a character from a picture.• To recite poetry.• To explore the themes of a text.• To use drama to explore characters’ feelings.• To tell a story from a character’s perspective.Stage 2: Capture, sift and sort learning outcomes• To identify the language used for effect.• To write metaphors.• To tell a story from a character’s perspective.• To recount a story as a news report.Stage 3: Create, refine and evaluate learning outcomes• To write a story from a character’s perspective.• To revise, edit evaluate and improve my writing.• Perform own writing by reading it to a group.

By mrichmond

Articulate Cards

Articulate Cards

I have made articulate cards for all the books I have read to my class this year. They focus on the challenging words in each text. I use these to improve communication skills in my class. They are a great time filler or starter for drama or public speaking activity.

By mrichmond