This is the second session for Level 2 language features, making up the complete list provided by the Level 2 Pearson Edexcel exam spec. It covers: Emotive language Exaggeration/hyperbole Abbreviations Simile Acronyms Metaphor Informal language Alliteration Contrasts Sibilance Positive/negative language Slogans With examples of each taken from well known places. There is a short activity for language feature spotting, There is a Jam Board activity for which you would need to create a new Jam Board. Also a matching activity to be done on the smart board with correct answers. The session ends with a consolidation activity exam style question taken from a Pearson Edexcel mock exam. There is a table for recording the definition of each feature.

This lesson looks at developing simple compound and complex sentences with built in activities and tasks throughout and two separate activities 1. Warm up- as the lesson before was based on articles, the warm up is a re-cap quiz, but this can be taken out if it is not suitable 2. rule one: A sentence must make sense 3. rule two: A sentence must have the correct punctuation- space to record why this is important 4. rule three: A sentence must have a subject and a verb- examples 5. Label the sentences- label the subject and verbs, and punctuation in the sentences provided 6. There are three types of sentences we can use- space for simple compound and complex 7. Teacher exposition on compound sentences, grammatical construction and definitions 8. Blank slide for examples 9. Teacher exposition on complex sentences 10. Label the complex sentences 11. Writing task with specific grammar targets (worksheet above)

The lesson is led by the Power Point presentation, starting with aims and objectives for the lesson. The first activity gives students a list of funny article headlines for the students to decide of they are real or fake. This is a fun warm up task which usually gets the students laughing! The Power Point also gives the answers to the activity and can provide discussion points. The initial tasks gives students two articles to read and comment on; one from a gardening magazine and one from a music magazine. The Power Point and printable worksheet both have instructions for the task. This task then leads into a group discussion. Another short task depicts an article layout and asks for students to label the different components of an article. This task works well with an interactive smart board, but can be adapted to suit relevant resources. The final task is a written task, asking students to write their own article on a subject of their choice. Dependant on the group you could provide some ideas to choose from. Instructions are listed on the Power Point. I have also uploaded an optional extension task which asks students to match the headlines with the publications they think they have come from.

The Power Point presentation begins with the lesson aims and objectives- the lesson is based around students working together to plan their own charity event, developing a time plan and designing a poster for their event, then presenting their event posters to the rest of the group. 1) Teacher introduction required- teacher will need to explain what we will be doing for the lesson, and information on the PP will reinforce this. 2) Task one- group discussion about the sample event poster. Discussion points displayed on the PP presentation, teacher to ensure students recognise the key elements. 3) Task two (main task) Students are given a time planning sheet and flip chart paper to plan their own charity event. The time plan embeds maths, as the students will be displaying time information and using numbers. Students work together to create and plan their event, before presenting their finished posters to the rest of the group. Dependent on the group, you can go into as much or little detail as you like with the events. Also you can provide students with even ideas or let them develop their own. This lesson is very adaptable. 4) Presentation of events- students can present their ideas and posters to the rest of the group- students can be encouraged to ask further questions, again dependent on teacher preference and the level of the group. 5) I have also uploaded an optional extension tasks which lists a variety of discussion topics for students to respond to. Keeping in with the speaking and listening theme.

The first Power Point presentation introduces students to the requirements of the FS English L1 and L2 speaking and listening examinations, it is very much focused on teacher input and giving students the relevant information. The second Power Point presentation focuses on practising and discussing the skills required to take part in a good discussion. The first task requires students to have red and green response cards, which are cheap and easy to create. The first task ask students to agree or disagree with a series of controversial issues. Students respond using their coloured cards an then the teacher can nominate students to expand on their opinions. This activity provides a good base for discussions and opinions. Next is a group task (for which I use flip chart paper and pens and split students into small groups) where students are asked to make notes on what they think makes a good discussion and then present their ideas back to the group. Instructions are displayed on the PP presentation. Students are then given a list of the requirements, which they can use to compare to their own ideas. Students are then shown a video clip of a discussion, to watch make notes and discuss. A link to this YouTube clip is displayed on the PP presentation.

The Power Point presentation goes through the key aspects of writing a letter of complaint. The lesson was originally aimed at FS English level 1 and 2 students but can be adapted to other levels. Activities include: Main letter writing task - instructions on PP presentation Fun warm up task- students chose the true and false complaints (answers on PP presentation) A short task with key phrases which may be found in a letter of complaint. Each phrases has specific preposition missing, which students must choose from the list provided. Idea for a warm up task of closing/revision task. Printable checklist corresponding to lesson content for students to refer to when writing their letter of complaint

There resources aim toward the OCT functional skills English qualification but I am sure they could be tailored to other exam boards. The PowerPoint presentation guides through the lesson and different activities. Comma activity to warm up Intro- what do we already know about emails? discussion Key elements of an email- labeling activity using the sample email provided Key elements listed- for discussion Emails in the exam- teacher exposition Individual writing task- using any sample email task. I have also included an error correction task using a sample email with a teacher’s copy for the answers and an email re-cap quiz which can both be used at any stage of the lesson or as homework. This lesson can be adapted for L1 and L2.

The first worksheet provides the required layouts for the different written tasks on EL3 writing exams, this can be used a student guide or revision. The second activity is in mock exam format with two written tasks about buying a faulty mobile phone. There are also hits and tips for each question, so it could be suited to a revision class or to teach exam techniques. This is particularly tailored to City and Guilds qualifications but can be used for any written practise at this level.

Lesson on writing speeches, originally aimed at Level one and two Functional Skills English students but can be adapted to suit other lessons/learners/levels. Students are introduced to the different language techniques used within speeches, such as; alliteration, the rule of three, facts and figures, emotive language and rhetorical questions. The presentation includes instructions for tasks, answers to tasks and discussion points. Pack includes: Power Point presentation to guide the lesson, with activity instructions, definitions, key information and tips for speech writing. Identify speech techniques activity worksheet/exercise- students given a speech to label the different techniques from the ideas given. A printable MLK extract for students to label on their own (no key provided). A matching exercise with techniques and examples. The information required for the ‘Drink driving’ speech writing task can be found on The Skills Workshop website for free.

1) Starter task: a grid of verbs requiring students to convert them into the past tense, some regular and some irregular. This task can be done individually or in pairs/teams with a competitive element. 2)This task works really well of ESOL learners/classes as it is a fun way to practice using the three different tenses. I usually introduce the celebrity profiles individually, there is one written in each specific tense. Students can read through the passage together or alone, taking note of the prominent tense. They then use this as an example to produce their own profile in the specific tense. I also like to provide students with coloured paper, different pictures and ways to decorate their pieces of work.

Warm up task (word document) photographs of public spelling mistakes for students to identify and correct. Some are amusing and ridiculous and this quick task will get students thinking. Main lesson aims and objectives: Aim: For students to recap on spelling punctuation and grammar, and write an email response in line with the FS English writing exam. Objectives: Recognise and correct the mistakes in the proof reading task. Work as a group to complete and provide feedback on the task. Write an informal email in reply to the warm up task, using the correct language and features in line with FS English exam mark scheme. Example email- discussion point for the layout and different components. The example has many spelling mistakes, and I split it up into 4 sections , allocated groups (or pairs) one section each to identify and correct the spelling, punctuation and grammar mistakes. The different sections are split on to separate slides in order to aid feedback. Task: using the email from the previous task- students asked to compose a response- instructions and a checklist given on the slide- this will give students practice of writing informal emails which can be applied to wider skills. Task: writing a formal email - instructions shown on the slide. This task can be given as homework if there is no time. The task is primarily geared towards the FS English exam but can be used for more broad and wider skills.

This lesson looks at the different types of sentences students can use in their writing, the lesson aims to give students the understanding of each sentences construction, and in turn enhance their written skills and variation of sentences they can use correctly. 1) Lesson aims and objectives: Aim: To understand the different types of sentences we can use in our writing Objectives: To see the difference between three different types of sentences To identify examples of three different types of sentences To write your own examples of the three different types of sentences 2) Slide displays three sentences (one simple, compound and complex) and students are asked to discuss/make notes (up to you) on what differences they can pick out between the three. Hopefully students will note the length, use of connective words, punctuation etc. If they do not, the teacher can try to prompt these answers. 3) An explanation for each of the three sentences is displayed alongside the previous sentences, so students can make links with the descriptions and the examples. This will likely require more explanation and possible more examples. 4) Further examples shown to further enhance understanding and provide further discussion points. At this stage I usually ask students to write their own examples of each sentence to begin practising, and have them feed their ideas back. But this can be adapted dependant on your group/level. 5) Activity: Students given a short extract about The Men In Black (print out available in this resource) and asked to label the different sentences- instructions given on the print out and the presentation. 6) Answers to the task shown on the presentation. 7) Recap task - requires coloured response cards- six sentences displayed on the presentation, one at a time, and students to hold up the relevant response card. Instructions and answers displayed on the presentation. 8) Extension task included- sentences for students to identify as simple, compound or complex.

This resource is a revision pack that I put together in line with the new Pearson Edexcel Functional Skills English specification for the writing exams. The new spec states 11 different writing formats that could come up in the exam, but there are currently not many (if any!) examples available. Therefore in this booklet I have written an example of each and also provided a practice exam question of each, that students could complete and email back to tutors as and when they do them. There is also: An introduction to the writing exam with some ‘hints and tips’ for completing the writing exam A table explaining and detailing each written format and its key aspects/organisational features I think this could be a handy revision guide for the current situation- as you could easily ask learners to complete each specific per week. Also the sample documents act as a guide/model answer for when learners are writing their own. I hope this will be helpful during this difficult time.

L1 or L2 English grammar/writing class focussed on sentence writing specifically compound sentences. Lots of varied sentences and activities, writing own sentences and identifying sentences PowerPoint presentation which also serves as a lesson plan, with activities throughout, group tasks, paired tasks and individual tasks Dictionary hunt/game warm up activity Matching clauses game (can be adapted to suit a whole group games or paired Email without mistakes- teacher’s copy Email with mistakes to correct (and used further on to identify some compound sentences)

This lesson is focused on using the past simple tense to report details, with a specific aim at functional skills English letters and emails but can be adapted to a more general focus too. Lesson warm up based on a news article about two pilots being caught using Snap-chat whilst flying a plane with student handout Past simple tense re-cap with examples Gap fill exercise using the past simple tense in a formal letter setting with student handout. Changing language to the past simple tense in an email setting with student handout. Final task - students to write about a bad experience they have had using the past simple tense- task details on PowerPoint.

This lesson aims to provide an introduction to homophones, common examples and their uses in sentences and spelling tips. Lesson aim and objectives: Aim: To introduce students to homophones and how to use them in context. Objectives: Define what a homophone is. List examples of common homophones and write own sentences. Correct sentences using homophones. Initially I like to ask students if any body has any prior knowledge of homophones, before showing the definitions on the first slide of the presentation. Discussion about how homophones can change the meanings of sentences, using comedic illustrations. Some common mistakes that may be familiar with students; their there they’re, too two to, where were we’re. Dependant on ability level it could be useful to ask students to correctly use each of the nine homophones by writing sentences, however some groups may not need this practise. Shows the correct use of each. Short quiz using images of common homophone pairs, example: Board and bored. The images make the quiz more fun. Students can complete this individually, in pairs or as a group activity. Answers displayed on slide. Some tips for helping students remember homophone pairs and the correct usage. A second, more difficult quiz again using images, which works well if students work together in pairs. Dependant on ability you may need to provide clues or allow students to use dictionaries. Worksheet where students chose the correct homophones to use in a sentence. Again, dictionaries may be useful. Or the attached ‘homophone bank’ which has the definitions of each homophone pair can be used as a ‘help sheet’. The aim of the homophone bank is that students can add new homophone pairs to it as the come across them.

Four worksheets with different topics for students to write their personal views and opinions on. These are great as a warm up to get students thinking and to start a class debate or discussion. (The topics chosen can be sensitive) 1. Knife crime in schools- should mandatory knife-related first aid be taught in schools? 2. Life skills in schools- are life skills such as cooking, budgeting, laundry etc. more important than maths equations and English grammar? 3. Social media? Is social media ruining our lives and our personal relationships? 4. Dogs and their owners- should dog owners be prosecuted when their dog attacks another person?

A presentation with direct teaching of the first 9 language features, these are the 9 features needed for Level 1 (as specified by Pearson Edexcel literature) so this can be adapted to suit a L1 class. They also make up the first 9 that L2 students need, a second presentation is available with the remaining language features needed at L2. I usually use this as the first week on this topic. (Second L2 session also available) Each one is explained in detail and leaves room for discussion, there are examples throughout, recap questions, a link to a word wall revision quiz and a final task for consolidation.

This PowerPoint goes through the grammatical rules of choosing the correct article in written English 1. Today’s lesson plan- objectives 2. Lesson warm up- how many words can you make from the letters given 3. An introduction to articles 4. The difference between two sentences- one with ‘a’ and one with 'the’ 5. Terminology- space for the class to give definitions for ‘definite article’, ‘indefinite article’ ‘count noun’ and 'uncount noun’ 6. Some grammatical rules 7. Noun sorting activity - sorting count and uncount (resource two is the student resource for this activity. This slide is left blank for teacher to put the nouns in the relevant categories as students give answers. 8. Some examples with missing articles to complete as a group 9. The rules for choosing ‘a’ or 'an’ 10. The rules for using 'the’ 11. Writing task to use articles- students asked to chose a recipe they like to make and list the ingredients and some basic instructions, as food is a good way to use articles.