This is a full lesson teaching the difference between when to use ‘was’ and when to use ‘were’. ‘Was’ is used with singular nouns and pronouns. ‘Were’ is used with plural nouns and pronouns + you. Both ‘was’ and ‘were’ are used when speaking and writing in the past tense. This resource is a PowerPoint presentation which includes a full lesson’s worth of activities. The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity considering different tenses √ Teaching input - difference between use of ‘was’ and ‘were’ √ Whole class consolidation activities - fill in the blanks, reasoning questions, complete the table etc. √ Extension input - ‘You’ √ Differentiated independent activities - mistake spotter, fill in the blanks, create your own sentences, swap the verbs etc. √ All answer slides includes √ Extension task - differentiated 3 ways √ Information slide for learners needing additional support √ Plenary activity - Sentence maker activity PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching the difference between subject and object pronouns. Subject pronouns often come before the verb in a sentence and tell us who or what did the verb (he, she, it, you, I, they, we etc.) Object pronouns often come after the verb in a sentence and tell us who or what the verb was done to. (him, her, it, you, me, them, us etc.) This resource is a PowerPoint presentation which includes a full lesson’s worth of activities. The notes section also includes teaching tips, ideas and further explanations. The presentation includes: Learning objective Three success criteria Starter activity Teaching input Whole class consolidation activities Extension and reasoning tasks All answer slides Hint and support slides Plenary activity PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is the eighteenth lesson in this complete phonics course teaching children how to read and write! Focusing on the letter b, this lesson introduces the letter, the sound it makes and how to identify the initial, middle and end sound and letter of words. It is the eighteenth lesson of phase 2 phonics and includes all the information and activities you need to introduce this letter and the sound it makes. In phase 2 of phonics, children meet the letters of the alphabet and the sounds that they make. They learn how to identify the initial, middle and end sound in CVC (consonant - vowel- consonant) words in preparation for learning how to segment and blend. From lesson 3, they start to decode words into the sounds they know in order to start reading as well as encode sounds into letters in order to begin writing. As they progrss through phase 2 of phonics, they will start writing simple sentences composed of phonetically decodable and high-frequency words. These lessons are designed to teach children how to read and write by practising the skills of identifying, segmenting and blending. Each lesson includes all the information, games, videos and activities needed teach each phase 2 sound. PLEASE CHECK THE NOTES SECTION ON EACH SLIDE FOR EXTRA TIPS AND IDEAS FOR TEACHING PHONICS PHASE 2. It is recommended that you teach these lessons in the following order as the lessons build on prior learning: s a t p i n m d g o c k ck e u r h b f ff l ll ss The presentation includes: √ Learning objective and success criteria √ Phase 2 phonics sound mat √ Review of prior learning √ Games, videos and activities introducing the sound √ Activities for identifying initial sounds and letters √ Activities for identifying middle sounds and letters √ Activities for identifying final sounds and letters √ Letter formation practice √ Decoding activities (preparation for reading) √ Encoding activities (preparation for writing) PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with very few adaptations. It combines very well with platforms such as Pear Deck and Nearpod.

This resource includes everything you need to teach children grades 3 to 6 how to write fantastic setting descriptions. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter and plenary activities √ Review of relevant prior learning √ Teaching input/ information slides √ Examples of good setting descriptions & feature identification tasks √ Speaking, listening, reading and writing tasks √ Explanations and examples of how to use each structural and language feature in your own setting descriptions √ Differentiated consolidation tasks (3 levels) √ Whole class, paired, group and independent activities √ Support slides for struggling/ younger learners √ Feature checklists √ Writing inspiration Learning Objective: To identify the features of and write my own setting description Success Criteria: I can explain what a setting is. I can read and understand a setting description. I can identify the structural features of a setting description (paragraphs, most obvious details described first, describes what can be seen, heard, felt, smelt etc.) I can identify the language features of a setting description (fronted adverbials, powerful verbs, adjectives, adverbs, figurative language, onomatopoeia etc.) I can write my own setting description. I can check my work against a feature checklist. Lesson details: Starter activity - Reviewing what is a setting Review of revelant prior learning - Where do we find setting descriptions in a story? What tense are stories usually written in? What are similes and metaphors? -Speaking & listening task - drawing a setting activity + evaluation of setting description discussion Teaching input/ information slides - setting descriptions describe what we can see, hear, feel and smell in a place Reading task - example of a good setting description Consolidation activity - structure of a setting description Consolidation task (differentiated 3 levels) - organising statements from description into correct order Input - language features of powerful descriptions (fronted adverbials, powerful verbs adjectives, adverbs, conjunctions etc.) + consolidation activities (differentiated 3 levels - rainbow writing ) Whole class writing task (model/ shared write) Independent writing task (writing stimuli included) Differentiated feature checklist for each ability level (3 levels) Plenary - adjectives game PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This resource is a phonics phase 3 sound mat. It is great for children learning how to read and write and shows the full set of phase 3 letters, digraphs and trigraphs. In phase 3 of phonics, children learn that multiple letters (digraphs and trigraphs) can make one sound. They also meet some of the less common letters and the sounds they make. They continue to practise segmenting and blending CVC (consonant - vowel - consonant) words, CCVC and CVCC words as well as some longer, phonetically-decodable words. Please check out my complete phase 3 Phonics Lesson PowerPoints with activities. Here is a free lesson for you to try - https://www.tes.com/teaching-resource/phonics-phase-3-complete-lesson-activities-ai-digraph-free-12824943 Here is a bundle containing all my lessons which teach the phase 3 phonics digraphs and trigraphs at a discounted price -https://www.tes.com/teaching-resource/phonics-phase-3-digraphs-and-trigraphs-lessons-and-activities-complete-bundle-worth-pounds-57-00-12835017

This resource includes everything you need to teach children grades 3 to 6 how to write non-chronological reports. It includes examples, lists of features to include, details for a modelled/ shared writing task and an independent, consolidation writing task. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter activity - grammar task √ Review of relevant prior learning √ Teaching input/ information slides √ Examples from non-chronological report texts √ Speaking, listening, reading and writing tasks √ Feature checklist for non-chronological reports √ All answer slides √ Plenary Learning Objective: LO: To plan and write a non-chronological report Success Criteria: I can structure my non-chronological report correctly and with appropriate headings and subheadings. I can fill my report with relevant and accurate facts. I can use the correct tense and write in third person. I can include an introduction and key information box. I can use generalisers, technical vocabulary, formal language and factual adjectives. Lesson details: Differentiated starter activity (3 levels) - Verbs and tenses task (review of relevant prior learning, grammar task) Teaching input - covering the following: What does non-chronological mean? What’s the difference between fiction and non-fiction? What structural features will we find in a non-chronological report? What tense is a non-chronological report usually written in? What is the purpose of a non-chronological report? What language features of a non-chronological report can you list? Example of a non-chronological report introduction Teaching input - structure of an introduction Teaching input - language features of a non-chronological report, explanations, examples and consolidation tasks for these features (present tense, third person, generalisers, technical vocabulary, factual adjectives, formal language) Modelled/ shared write task- Introduction for a report Independent consolidation task Example of a non-chronological report paragraph Feature checklist Plenary - Assessment of learning task This lesson can be a stand-alone lesson showing the features of a non-chronological report but it can also be part of a bundle of three lessons teaching children how to write non-chronological reports. This is lesson one of three. Lesson 1 - Identify the features of non-chronological reports and examine example texts Lesson 2 - Conduct own research into a topic and present findings (https://www.tes.com/teaching-resource/-13117269) Lesson 3 - Write own non-chronological report PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

Before children try to write a non-chronological report, they need to know what one looks like, they need to know how it should be set out and they need to know what features to include. This resource includes everything you need to teach children grades 3 to 6 about non-chronological reports and their features. It includes two example non-chronological report texts for you to examine in class. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter activity √ Review of relevant prior learning √ Teaching input/ information slides √ Examples of good non-chronological reports √ Speaking, listening, reading and writing tasks √ Explanations and examples of how to use each structural and language feature in your own non-chronological reports √ Consolidation tasks for each feature √ Whole class and independent activities √ Feature checklist √ Plenary Learning Objective: LO: To identify the structural and language features of a non-chronological report Success Criteria: I can distinguish between fiction and non-fiction. I can explain the meaning of ‘non-chronological’. I can describe how a non-chronological report is structured. I can identify language features of a non-chronological report. Lesson details: Starter activity - Sorting texts task Review of revelant prior learning - fiction & non-fiction Teaching input - meaning of non-chronological Example of a non-chronological report (6 text slides) Teaching input - structure of a non-chronological report, explanations, examples and consolidation tasks for these features (headings, sub-headings, an introduction, paragraphs, facts, photos, diagrams, key information boxes) Teaching input - language features of a non-chronological report, explanations, examples and consolidation tasks for these features (present tense, third person, generalisers, technical vocabulary, factual adjectives, formal language) Independent consolidation task Example of a non-chronological report (5 text slides) Feature checklist Plenary - Assessment of learning task This lesson can be a stand-alone lesson showing the features of a non-chronological report but it can also be part of a bundle of three lessons teaching children how to write non-chronological reports. This is lesson one of three. Lesson 1 - Identify the features of non-chronological reports and examine example texts Lesson 2 - Conduct own research into a topic and present findings (https://www.tes.com/teaching-resource/-13117269) Lesson 3 - Write own non-chronological report (https://www.tes.com/teaching-resource/-13118600) PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation teaching what the past simple tense is, why we use it and how to write in the past simple tense. The past simple tense is used to talk about things that have already happened. It is used especially for describing things that we know when happened. All clauses (and so sentences) must have a verb. Verbs tell us the tense of a clause. We distinguish between regular and irregular verbs. Regular verbs are verbs which follow a rule to change to past simple (we add the suffix -ed to these words). Irregular verbs do not follow a rule to change to their past tense form. This lesson includes: √ Complete PowerPoint presentation for the full lesson √ Learning objective √ Three success criteria √ Starter activity √ Teaching input & information slides √ Consolidation activities √ Differentiated independent activities √ Differentiated questioning √ Speaking, listening, reading and writing tasks √ Extension & application tasks √ Plenary activity The lesson covers: Identifying the verbs in sentences Distinguishing between regular and irregular verbs Changing regular verbs to their past simple tense form Common irregular verbs in the past simple tense form Forms of the verb ‘to be’ (brief introduction) How to write in the past simple tense When to use the past simple tense/ why we use it PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson (complete with activities) which teaches the key concepts from Cambridge stage 6 - ESL - Unit 8 - Entertainment. Success Criteria: •I can name and identify different activities done for entertainment. •I can use past participle adjectives to describe feelings and qualities. •I can describe the negatives of on-screen entertainment. •I can describe the history of films. •I can use the past simple passive to talk about events •I can create a timeline. The presentation includes: √ Learning objective √ Success criteria √ Starter activity designed to engage √ Two vocabulary - definition match activities √ Past participle adjectives grammar activity √ Speaking games and discussion tasks about on and off-screen time √ Information slides - how to identify the meaning of unfamiliar words √ Reading task - Too Much Screen Time? √ Fact discussion - addiction to screens √ Time line task looking at the history of film √ Past simple passive - what is it + how and why do we use it? √ Past simple passive grammar consolidation activities (differentiated) √ Extension tasks and writing tasks √ Independent research activity - the history of an invention √ Vocabulary anagrams activity - alternative words for ‘said’ √ Plenary task √ All answer slides PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation (PowerPoint) teaching how to use the present continuous/ present progressive tense complete with all the activities required to consolidate writing in this tense. The present continuous tense is made up of the present tense form of the verb ‘to be’ (is, are or am) + the progressive/ continuous form of the verb (a verb with the -ing suffix). It is used to describe actions and events that are happening now. It can also be used to refer to future plans. This lesson presentation on the present continuous tense includes: √ Learning objective √ Three success criteria √ Starter activity √ Review of prior learning (identifying the tenses of a variety of sentences) √ Teaching input/ information slides (explaining how to identify and construct sentences in present continuous tense) √ Multiple differentiated group & paired activities (3 levels) √ Differentiated independent activities (3 levels) √ Extension of learning and application challenges √ Reading, writing, speaking and listening tasks √ All answer slides √ Plenary activity The lesson covers the following: Review of other tenses Difference between ‘is’, ‘are’ and ‘am’ (plural and singular subjects) How to describe the actions of plural and singular subjects in the present continuous tense How to describe the actions of both regular and irregular plural subjects in the present continuous tense How to describe the actions of both countable and uncountable nouns in the present continuous tense How to describe the actions of collective nouns, exceptions and pronouns using the present continuous tense Changing verbs into their progressive/ continuous form Purposes of using the present continuous tense Using the present continuous tense to describe current events and actions Using the present continuous tense to describe future plans Consolidation activities include fill in the blanks, spot the mistakes, change the sentences to present continuous tense, match-ups, speaking and listening tasks, reasoning questions, sorting activities, writing tasks and quiz-type questions etc. The lesson builds upon prior learning and gradually develops in difficulty as the learners become more familiar with the content. The majority of activities are differentiated three ways and it also covers in detail the reasons for using the present continuous tense when speaking and writing. PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full writing lesson teaching how to write in the present perfect tense. The present perfect tense consists of the word ‘has’ or ‘have’ followed by the past participle of the verb. The past participle may be the same as the past tense form with most regular verbs but there are many differences with irregular verbs. The present perfect tense is used for the following reasons: To describe our past experiences and talk about places we have been to To refer to things that have happened very recently To talk about things that started in the past but the effects of which are still true now The presentation includes: √ Learning objective √ Three success criteria √ Starter activity designed to get children in the writing mood √ Review slides, activities & answer slides - reviewing the present perfect tense & its grammar points √ 3 x writing activities to practise writing in the present perfect tense for 3 purposes: To describe our past experiences and talk about places we have been to To refer to things that have happened very recently To talk about things that started in the past but the effects of which are still true now √ Plenary activity PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson teaching the names of different feelings and emotions, including: happy, nervous, angry, scared, excited, interested, worried, confused & proud. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - AFL √ Teaching input slides learning to name and identify different feelings: happy, nervous, angry, scared, excited, interested, worried, confused, proud, miserable √ Speaking and listening activity √ Consolidation activities: - Reading activity & discussion points - Writing activity - apply the learning √ Plenary activity This lesson is designed specifically for Cambridge Stage 6, unit 1 teaching content but can be suitable for any English lesson about feelings and emotions. PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation (PowerPoint) teaching the difference between synonyms and antonyms and how to use them in your writing. Synonyms = words with a similar or the same meaning Antonym = words with opposite meanings This resource is a PowerPoint presentation which includes a full lesson’s worth of activities. The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - your AFL √ Teaching input - exploring what synonyms and antonyms are, the differences between them and examples of each being used in sentences. √ Differentiated speaking & listening activities - group/ paired activity (3 ways of differentiation) √ Differentiated independent tasks (3 ways of differentiation) √ Reasoning task - applying learning √ Plenary - Creative application PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching the difference between when to use ‘is’, when to use ‘are’ and when to use ‘am’. ‘Am’ is used only with I and when writing in the present tense. ‘Is’ is used with singular nouns and pronouns. ‘Are’ is used with plural nouns and pronouns. This resource is a PowerPoint presentation which includes a full lesson’s worth of activities. The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity introducing forms of the verb ‘to be’ √ Teaching input - difference between use of ‘is’ and ‘are’ √ Consolidation activity - fill in the blanks √ Extension Input - exceptions (you and I) √ Differentiated independent activity - mistake spotter √ Extension Input - Introduce ‘was’ and ‘were’ (whole class activity) √ Consolidation - fill in the table √ Plenary - Sentence maker activity PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

This is a full lesson teaching the spelling of words ending in ‘-le.’ It includes all the information and activities to teach the spelling of these words and achieve this year 2 objective. The spelling lesson includes the following: √ A spelling assessment √ Learning objective √ Success criteria √ Spelling rule teaching slides √ Comprehension activities √ Spelling definition/ meaning activities √ Spelling rule consolidation activities √ Spelling strategies mat √ Reading application activities √ Writing application activities √ All answer slides This includes everything you need to teach children the spelling of words which end in -le, ensure that they understand the meaning of these words, help them apply their spelling knowledge to reading and writing tasks and also teach them several strategies for learning future spellings.

A full lesson teaching how to use ‘yet’ to talk and ask about time in the past. The presentation includes: √ Learning objective √ Three success criteria √ Quizlet game starter activity learning new unit vocabulary √ Present perfect tense review activity plus answer slide √ Input slides teaching how to use ‘yet’ in statements plus example sentences, reasoning questions and explanations √ 1 multiple-choice review questions √ 1 reasoning consolidation activity plus answer slide √ Sentence builder consolidation activity for ‘yet’ as a statement plus answer slides √ Input slide teaching how to use ‘yet’ in questions plus example sentences √ Sentence builder consolidation activity for asking questions including ‘yet’ √ Plenary - fill in the blank - AOL for yet, & AFL for ‘ever’ This lesson is designed specifically for Cambridge Stage 6, unit 1 teaching content but can be suitable for any English lesson about using ‘yet’ to refer to time in the past. PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

A full lesson presentation (PowerPoint) teaching what ‘ever’ and ‘never’ mean, how to use them when speaking and writing and the differences between them. The presentation includes: Learning objective Three success criteria Starter activity reviewing ‘yet’ plus answer slide Present perfect tense review activity plus answer slide Input slides teaching how to use ‘ever’ in statements plus example sentences, reasoning questions and explanations Two consolidation activities (multiple choice question and reasoning question plus answer & explanation slides Extension activity - Introducing ‘never’ plus consolidation activity & answer slide Sentence builder consolidation activity for ‘never’ and ‘ever’ Input slide teaching how to use ‘ever’ in questions plus example sentences Sentence builder consolidation activity for asking questions including ‘ever’ Plenary - fill in the blank - AOL for yet, ever and never This lesson is designed specifically for Cambridge Stage 6, unit 1 teaching content but can be suitable for any English lesson about ‘ever’ and ‘never’. PLEASE NOTE - Please look at the ‘notes’ section of the PowerPoint for additional information about each slide. These include teaching tips, ideas and further explanations. This lesson is also suitable for being delivered remotely through online learning with some slight adaptations. It could combine very well with platforms such as Pear Deck and Nearpod.

Homophones Group A, Part 1: plane, meet, mail, heal, grown, fair, accept, affect, ball and berry Homophones Group A, Part 2: plain, meat, male, heel, groan, fare, except, effect, bawl and bury This is a full lesson teaching the spelling of the following homophones: plane, meet, mail, heal, grown, fair, accept, affect, ball and berry. The lesson includes an explanation of what ‘homophones’ are, explains the meanings of all these words and includes a multitude of activities for learning both the spelling and meaning of these words (anagrams, word search, crossword, fill in the blanks, spelling pyramids and many more). It also includes a spelling strategies mat of extra ideas and methods for learning spellings. A homophone is a word with the same pronunciation as another word but which has a different meaning and usually, a different spelling. It is advisable to teach homophones independently from each other so as to avoid confusion between the word spellings and meanings. The spelling lesson includes the following: √ A spelling assessment √ Learning objective √ Success criteria √ Starter Activity √ Teaching input - explaining homophones, word meanings etc. √ Multiple consolidation activities for learning the word spellings √ Multiple consolidation activities for learning the word meanings √ All answer slides √ Spelling strategies mat √ Extension task - writing application activity √ Plenary introducing the alternative homophones This includes everything you need to teach children the spelling of these homophones. There is a separate lesson teaching the alternative homophones for each of these words (plain, meat, male, heel, groan, fare, except, effect, bawl and bury) and which should be taught at a different time to avoid confusion.