A PPT to guide students through understanding the difference between facts and opinions. Understanding the difference between primary, secondary and tertiary sources in History and using those skills to analyse a biography and create their own. The text I gave my students about Donald Trump was this one: https://kids.nationalgeographic.com/history/article/donald-trump But any other text or adapted biography would work. This was three hours’ work for my class.

I made this PPT for a CLIL lesson with international students. It introduces the idea of cause and effect in Geography, and how we can use the first conditional for talking about causes and effects.

A simple worksheet to help Ss identify informal/formal linking words. Categorise their function and then apply to some gap-fill sentences. Ss can then use this knowledge to try to write some of their own sentences using informal linking words in open practice.

A PPT to support a one hour lesson taught on features of a newspaper and introducing the concept of bias. The lesson was a History CLIL lesson for international students studying about Hitler’s rise to power. The following lesson they created their own newspaper articles considering bias. Realia (in the form of real newspapers) was provided for the students to cut out and stick into their books examples of the features.

Questions to test young learners reading comprehension and use of English. Encouraging literacy as students complete sentences, give their opinions, and re-write the story in their own words. Ss then identify adjectives and complete a comparatives/superlatives table.

A useful information sheet which walks students through how to write a PEEZL paragraph, then giving an example paragraph and sentence starters. There is then an activity for students to identify the correct parts of a paragraph to sort to make a PEEZL paragraph. This should help students to feel more confident creating their own PEEZL paragraphs.

A resource ideal for a revision task or homework to check students can match the quotation to the correct character. Perfect for Start or End of Term.

An ideal homework or revision task to check students knowledge of the play. Students must colour the quotation to match it to the correct character. Great for start or end of term.

Prompting questions for someone observing an experienced teacher. Designed for someone doing Assessment Only Route to QTS, or a teacher analysing another teacher’s class for professional development PDR. Could also be really useful for new teachers, future teachers or trainee teachers.

A short presentation on the power of laughter for the body and soul. A brief introduction to laughter yoga and encouragement to try. Should be a good start to the day with students finding funny. Used for a small school assembly roughly 80 students. Could last between 10-20 minutes.

A resource ideal for a revision task or homework to check students can match the quotation to the correct poem. Great for Start or End of Term.

A simple blank fact file to guide students to find important and useful information about the four different countries of the UK.

An engaging PPT designed to cover 6 x 1 hour lessons with a group of international students being taught subject support to assist them with their Business skills. Notes and answers have been added to the slides to help T where necessary. The lessons include a variety of speaking, writing, and grammar tasks using a variety of independent, pair and group work. The lessons are designed to get students understanding critical thining and how to think critically about different things and develop their problem solving skills teaching them to think ‘outside the box’. The grammar focus for these lessons is on the first conditional. There is a final project for the students to apply their learning.

A PPT lesson guiding students through what a relative clause is, creating relative clauses, and how to use them to good effect in creative writing. This took my international students 2 x 1 hour lessons, but for native speaking students it may be a bit lesson, but could easily be two lessons with peer reviewing of creative writing and feedback etc.

Designed for international students studying BEC/Business English/Business CLIL, ideally B1-B2 level, although could go a little either side. Could also be useful for an introduction to Business Studies for younger students. Guides students through 6 hour lessons of tasks getting them to practice language needed for analysing and describing graphs, analysing graphs, comparatives and superlatives, quantifiers, writing, listening, speaking… Please check the notes as there may be some useful links in there.

A PPT guide for about 2/3 hours worth of classes on showing not telling in writing, making inferences when reading and how to write a PEEZL (could be adapted to just PEEL or PEE paragraphs) paragraph. The PPT gives information as well as different tasks to help students build their skills as well as teaching some key vocabulary.

Designed for international students to be able to discuss cause and effect in History. Ideal for Subject Support of CLIL classes, language level roughly B1-B2, although could be stretched or supported either side. Focuses on identfiying causes and effects and using linkers for cause and effect. Guides students to research and create their own paragraph describing causes and effects with some peer review guidance and an end debate task. This should be around 6 x 1 hour lessons, but could be made longer or shorter to suit. Remember to check the notes for useful links and information.

PPT - A lesson designed for an interactive communicative lesson with EAL learners teaching them to give their opinion. No printing required, all that would be helpful is if the students had paper and pen for recording some phrases. Designed for low level Teen learners. Could be good preparation for the Cambridge KEY (KET) or PRELIMINARY (PET) Speaking tests. Activity Sheet - To help play a fun game in the style of Would I Like To You/Unpopular Opinions. Ss write their own opinion and then T either gives them back the real opinion or the fake opinion and they have to try and convince the others in the class that they are telling the truth.