This handout provides students with a glossary and definitions of key terms to help them analyse comics (e.g. political strips in newspapers) and graphic novels (e.g. Maus, Fun Home, Persepolis), and is useful for revision purposes so that students can use the correct terminology accurately in assessment situations.

This Powerpoint introduces the etymology of ‘anthropomorphism’ and explains the differences between personification and anthropomorphism. The PPT then showcases examples of texts which use these, before setting students a task to anthropomorphise a classroom object and write a monologue ‘in character’ (students should be familiar with monologue-writing). There is still scope to add additional imagery/animations to the PPT if desired, as well as film clips (e.g. Fantastic Mr Fox, Toy Story, Cars).

These two pages of comprehension questions are divided by stanza, enabling students to work on these as they progress through the poem and allowing teachers to use them as a carousel or jigsaw activity if preferred. The questions cover comprehension of techniques (e.g. imagery, symbolism, allusion) as well as ideas.

This is a useful worksheet to be used as part of a wider selection of class activities or if you need cover work. It defines concrete, abstract and proper nouns, and then gives students a selection to sort into a chart (provided). Five should then be chosen and used in students’ own sentences. Depending on where you are, you could either remove the example of ‘God’ or use it as a stimulus for debate (proper or abstract, or both?). This latter activity could also segue nicely into a lesson on discursive or argumentative writing. This activity is aimed at KS3 but has a broad range of appeal depending on your students’ needs: it could for example be used with able KS2s or with KS4s who lack grammatical knowledge.

This PPT presentation/lesson encourages students to consider the differences between the way people speak in normal life vs how they speak on television documentaries. The starting question could be explored in a whole-class discussion or via various Kagan Strategies (e.g. Think-Pair-Share), and the resultant ideas revisited later on. An excerpt from a David Attenborough documentary (about the lyre bird) is transcribed onto the PPT for a student to read aloud in their normal voice. Students then watch the corresponding video clip (linked to in the PPT, or can be found on Youtube/supplied on request if there are problems with this). They should then compare how the student read it with how the text is spoken by Attenborough. They may wish to consider elements such as accent, pace and enunciation. Reference to the initial ideas generated by students is encouraged. The speech features terminology table (or a version of it adapted for your students) can be used optionally to help. I recommend using relevant exercises from the CGP GCSE English workbook as a plenary activity. This lesson was conceived of for students entering KS5 but is also suitable for KS4.

This grid serves as an ongoing revision resource that students build up themselves over time. It encourages students to take notes on characters encountered in Wole Soyinka’s play “Death and the King’s Horseman”, including appearance, speech, and attitudes. This grid could then be used to help students plan an essay on any topic relevant to the notes they have taken (e.g. compare/contrast 2 characters’ attitudes towards the British). Printing on A3 is recommended.

This resource shows visually, on a continuum line, the political leanings/affiliations of most major British print news outlets. This is particularly useful for international students who may have to deal with British media texts in examinations but are not familiar with the cultural aspects surrounding them. The continuum shows whether each paper is a tabloid or broadsheet and whether they lean politically to the right or left, or whether they are more centrist. There is further scope to add extra imagery if desired. Students are also provided with weblinks to four independent analyses of British newspapers’ politics and culture (all links still active as of July 6th, 2021).

This resource consists of anonymised quotations from real sixth-form student essays about Bao Ninh’s language use in the opening pages of “The Sorrow of War”. By asking students to identify what is good about them and what could be improved, it is possible to not only develop their justifications/opinions of these aspects of the novel itself, but also to allow students to critique the quality of the analysis. This helps to develop metacognitive and essay-writing skills as well as knowledge of the text. As such, it can be used with students who have no experience of the novel, as well as with students who are studying the novel directly. It would make a great starter/plenary activity, especially in the context of revision of the novel or essay-writing classes.

This worksheet/activity is great for revision, and can be filled out as students encounter characters upon first reading/throughout their initial reading of the play, or completed retrospectively. It has been filled in with the names of characters from Brian Friel’s play “Translations” but could be easily adapted/used for other plays. Students are encouraged to make notes on multiple features including the characters’ attitudes, impact on them as readers, and how the characters speak. I usually print one copy of this out on A4 and then blow it up to A3 size to give students more space to write. It can also be uploaded to your school’s VLE so that students can download extra copies if they need it (or if they prefer to type onto a digital copy).

The questions in this file are replicated multiple times to ease printing, photocopying and distribution. They deal with affirmations made by Barabas and Ferneze in this scene and require students to justify their answers with evidence from Act 5 scene 1, as well as from elsewhere in the play where appropriate. Students could be given one or both questions either to respond to with short answers or to expand/develop into an essay.

These comprehension questions were designed for MA-HA (I)GCSE students studying Elizabeth Barrett Browning’s poem “If Thou Must Love Me”. They could be used in groups or alone in class, or as homework. They would also be good as a revision activity or if you need cover work. The questions could also be split up and used in class using a carousel format. Extension questions are included, especially regarding the poem’s form, and contextual knowledge surrounding the poet’s husband, Robert Browning. Two copies of the questions are included per sheet of paper to ease printing, photocopying and distribution.

This chart helps students to identify techniques used by Gillian Cross in chapters 2 and 3 of The Demon Headmaster. Alliteration and assonance are the most obvious ones to focus on but this can be adapted according to your students’ existing skills (other possibilities include repetition, emphasis, metaphors and imperatives). Students also have space to give examples/quotes to support their ideas. Higher ability students are encouraged to fill in the third column to explain the effects of the techniques used. Aimed at MA-HA KS3 students.

This worksheet was designed for use with KS4 but could also be used with KS3. It is designed to help students differentiate between key factors that may change when delivering a speech for 2 different audiences on the same topic, such as duration and tone. The two audiences in question in this case are Grade 9/Year 10 students and senior staff/headteacher, but could of course be changed.

This handout is designed to provide students with background information regarding Machiavelli. Presented as a list of bullet points for easier absorption of information, the text is also printed three times on one page for ease of photocopying/printing and distribution. Useful for the study of both English and History.

This character impressions grid scaffolds student note-taking on the characters in Christopher Marlowe’s play ‘The Jew of Malta’. Topics include appearance and attitudes. These notes can be subsequently used for revision purposes or to help structure an essay on a topic from the grid. Printing on A3 is recommended so as to maximise the space that students have for note-taking.

This resource consists of two files bundled together: one file containing a quotes quiz, the other file containing the answers. Students are asked to identify who said a particular quotation, roughly where in the play it took place, and about any techniques used in the quotation, as well as its possible significance. This can take a whole hour’s lesson if completed in traditional silent quiz/exam style, or the questions could be completed in teams and made more competitive (particularly if you only go for the summative aspect asking students to name who says it and where it happens, and possibly naming techniques, leaving out the interpretive aspect). Note that the answers only indicate the name of the character who said the line and where in the play this occurs, as well as some possible techniques that students may identify; any valid explanation of the quotation’s possible significance should be accepted.

This resource helps students to take notes on the theme of abandonment in Bao Ninh’s novel ‘The Sorrow of War’. Contains page numbers to assist, for both Vintage and Minerva editions, as well as an extension task for early finishers. The scaffolded notes can then be used to construct an essay on abandonment in the novel.

This scaffolded note-taking grid encourages students to consider the information provided to them through stage directions in plays, whether implied or explicitly stated. The grid includes space for note-taking on characters’ movements, descriptions of lighting, and descriptions of sounds, as well as space for quotations and explanations of effects on the viewer. This grid can be used to analyse the stage directions in any play, and can be subsequently used for revision and/or essay-writing. Printing on A3 comes recommended as this gives students more space to write.

This resource relates to the end of Margaret Atwood’s novel ‘The Handmaid’s Tale’ and contains questions encouraging students to assess the reliability of the novel, its narrator, and its ending. This helps to integrate critical thinking into English lessons, and as such is especially helpful for teachers teaching the text as part of the IB Diploma programme, which requires integration of the IB core component of Theory of Knowledge.

Students should be assigned a speech topic that they could give to either Grade 9/Year 10 students or staff members/parents/governors. This could be, for example, “school uniforms should be abolished” or “the school day should start one hour later than it does now”. This planning grid enables students to compare what is required in terms of diction, tone, syntax and so on. Students should be made aware of the meanings of the terms in the grid before proceeding. Once they have planned, they could either write a comparative/analytical paragraph, explaining what is the same/different about each speech to each audience, and/or actually choose a speech to write based on the grid.