This is a full lesson teaching how to use coordinating conjunctions. Coordinating conjunctions are used to link two main clauses, or two equal parts of a sentence together. We can use the acronym FANBOYS to help us remember the seven coordinating conjunctions: for, and, nor, but, or, yet & so. This resource is a PowerPoint presentation which includes the activities you need to teach children how to use coordinating conjunctions. In addition to teaching how to use coordinating conjunctions, the lesson also explains the difference between coordinating conjunctions and subordinating conjunctions and briefly introduces subordinating conjunctions at the end, in preparation for the next lesson. The notes section also includes teaching tips, ideas and further explanations. The presentation includes: √ Learning objective √ Three success criteria √ Starter activity - get children in the mood to write! √ Teaching input - what are conjunctions, there are two main kinds (coordinating and subordinating conjunctions) and the key differences between these. √ Review activities and mini plenaries throughout √ Differentiated questioning (3 levels) √ Guided/ whole class activities √ Differentiated independent activities (3 levels) √ All answer slides √ Plenary - Extend the learning 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 includes everything you need to teach children grades 3 to 6 how to write a letter. It includes teaching input/ information slides for the structural and language features of letters, examples of formal and informal letters, a modelled/ shared writing task, independent writing tasks and differentiated feature checklists. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter activity √ Review of relevant prior learning √ Teaching input/ information slides √ Example of a formal and an informal letter √ Speaking, listening, reading and writing tasks √ Feature checklist for letters √ All answer slides √ Plenary Learning Objective: LO: To identify the features of and write my own formal letter. Success Criteria: I can identify the purposes of a variety of different letters. I can read and understand a letter of complaint. I can describe the structure of a letter. I can identify the language features of a letter. I can write my own letter. Lesson details: Starter activity - comparing and contrasting task Example of formal and informal letters Speaking and listening task - mind-map of features Teaching input - Structural features of letters: Sender address Date Recipient address Salutation Paragraphs Valediction Name and/ or signature Teaching input - language features of a letter: - Time order adverbials - Present tense, imperative verbs - Second person pronouns - Formal, impersonal language - Adverbs Modelled/ shared write task - letter writing Independent and differentiated consolidation writing task (formal letter writing regarding an environmental issue (3 levels) Differentiated feature checklists (3 levels) Plenary - Peer review task 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 includes everything you need to teach children grades 3 to 6 how to write instructions and recipes. It includes teaching input/ information slides for the structural and language features of instruction texts, an example of an instruction text, a modelled/ shared writing task, independent writing tasks and differentiated feature checklists. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter activity √ Review of relevant prior learning √ Teaching input/ information slides √ Example of an instruction text √ Speaking, listening, reading and writing tasks √ Feature checklist for instructions √ All answer slides √ Plenary Learning Objective: LO: To identify the features of and write my own set of instructions Success Criteria: I can read and understand a set of instructions. I can identify the purpose of a set of instructions. I can describe the structure of a set of instructions. I can identify the language features of a set of instructions. I can write my own set of instructions. Lesson details: Starter activity covering purpose of instruction texts, the difference between fiction and non-fiction and introducing recipes Teaching input - explaining what instructions are Example of a set of instructions (recipe) Speaking and listening task - mind-map of features Teaching input - Structural features of instructions + consolidation task: - Heading and subheadings - A list of ingredients - A list of equipment - Method - Bullet points and numbered points - Preparation time Teaching input - language features of instructions + consolidation tasks: - Time order adverbials - Present tense, imperative verbs - Second person pronouns - Formal, impersonal language - Adverbs Modelled/ shared write task - instruction writing Independent and differentiated consolidation writing task (3 levels) Differentiated feature checklists (3 levels) Plenary - Peer review task 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 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.

This lesson can be used as part of a unit on non-chronological reports OR it can be used as a stand-alone lesson teaching children how to conduct research and present their findings to the class. This resource includes everything you need to teach children grades 3 to 6 how to conduct research into a topic, make detailed and informative notes and then present their findings to the class in a clear and concise manner. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Starter activity √ Review of relevant prior learning (fact and opinion) √ Teaching input/ information slides √ Two research tasks (one historical and one present day) √ Speaking, listening, reading and writing tasks √ Differentiated research support slides √ Tips for taking notes, presenting findings, speaking and listening well √ Presentation plan examples √ Answer slides √ Plenary activity Learning Objective: LO: To conduct research and create a presentation on a particular topic Success Criteria: I can use multiple sources to find out information about a given topic. I can make useful notes as part of my research. I can use present my findings to others in a clear and concise way. I can make listen carefully and make notes on a presentation. Lesson details: Starter activity - Fact or opinion? Game to engage learners in research task - twenty questions Teaching input - how to conduct research Historical research task (dinosaurs topic) Speaking and listening task - class mind-map + suggestions Differentiated research support (questions to answer etc.) Preset day research task (disasters topic) Speaking and listening task - class mind-map + suggestions Differentiated research support (questions to answer etc.) Example presentation plans for both topics Hints and tips for speaking/ presenting and listening/ note-taking Plenary - Assessment of learning task This lesson can be a stand-alone lesson teaching children how to conduct research into a topic and then present their findings. It can ALSO be part of a bundle of three lessons teaching children how to write non-chronological reports. This is lesson two of three. Lesson 1 - Identify the features of non-chronological reports and examine example texts (https://www.tes.com/teaching-resource/non-fiction-lesson-features-of-a-non-chronological-report-teaching-powerpoint-with-activities-13116858) Lesson 2 - Conduct own research into a topic and present findings 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.

This resource includes everything you need to teach children grades 2 to 5 how to plan and write engaging and well-structured book reviews. The resource is a PowerPoint presentation lesson complete with: √ Learning objective √ Success criteria √ Differentiated starter activity (3 levels) √ Teaching input/ information slides √ Example of a good book review √ Feature checklists for each part of a review √ Whole class/ shared writing activities √ Independent writing tasks √ Speaking, listening, reading & writing tasks √ Differentiated checklists for writing task (3 levels) √ Peer review tasks √ All answer slides √ Plenary Learning Objective: LO: To identify the features of and write my own book review Success Criteria: I can read and understand a book review. I can describe the structure of a book review. I can explain the purpose of a book review. I can identify key details of a book. I can summarise a story. I can describe my opinion of a book. Lesson details: Starter activity - differentiated match up task for text types and their purpose (3 levels of differentiation) Teaching input/ information slides - reviews and book reviews Consolidation task Whole class speaking activity - mind map Example of a good book review (four slides) Info slides - structure of a book review + consolidation task Shared/ modelled write task + guide Independent write + differentiated feature checklists for book reviews (3 levels) Plenary - peer review task 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 includes everything you need to teach children grades 3 to 6 how to plan and write fantastic narrative stories filled with powerful descriptions and suspense! 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 √ Example texts for each part of a story (character description, setting description, suspense-filled climax, resolution, ending) √ Differentiated feature checklists for each part of a story (3 levels) √ Whole class/ shared writing activities √ Independent consolidation tasks (3 √ Speaking, listening, reading & writing tasks √ Differentiated grammar task - writing in the past tense (3 levels) √ Writing inspiration Learning Objective: LO: To identify the features of and write my own fiction story Success Criteria: I can explain the structure of a typical story. I can write in past tense. I can use powerful, descriptive language (adjectives, adverbs, fronted adverbials etc.) I can describe events in chronological order. I can use figurative language. Lesson details: Starter activity - adjectives bingo game Review of revelant prior learning - True or false statements about stories -Teaching input/ information slides - story hills, typical structure of a narrative story + differentiated consolidation activity Differentiated grammar task - writing in the past tense Story openings - setting descriptions (what they are, example of a good setting description, features of setting descriptions, identification of features consolidation task, shared write activity, independent writing activity) Story openings - character descriptions (what they are, example of a good character description, features of character descriptions, identification of features consolidation task, shared write activity, independent writing activity) Story build ups & Climaxes - using suspense to describe the problem (what suspense is, example of a good suspense-filled climax of a story, structural and language techniques for building suspense, identification of features consolidation task, shared write activity, independent writing activity) Story resolution - (what happens here, example of a good resolution, shared write activity, independent writing activity) Story ending - (what happens here, example of a good ending, shared write activity, independent writing activity) Independent extended writing task (assessment of learning) Differentiated feature checklists for stories (3 levels) Plenary - synonyms of ‘went’ 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 word mat showing the full list of high-frequency words/ sight words/ tricky words taught to children in EYFS as part of learning to read and write. High frequency words (AKA tricky/ sight words) are words which appear with great frequency in the English language and so are necessary to learn early on in the process of learning to read and write. What makes them ‘tricky’ or ‘sight’ words is that they are often not phonetically decodable and so children must simply learn to recognise them by sight. If you are teaching children how to read and write, check out my phase 2 and phase 3 phonics lessons - all the resources and activities you need to cover all of phase 2 and phase 3 phonics. FREE Phase 2 phonics lesson (letter n) - https://www.tes.com/teaching-resource/phonics-phase-2-complete-lesson-activities-letter-n-free-12930734 FREE Phase 3 phonics lesson (ai sound) - https://www.tes.com/teaching-resource/phonics-phase-3-complete-lesson-activities-ai-digraph-free-12824943 Here is a bundle containing a full set of phase 2 phonics lessons - PowerPoint presentations complete with games and activities: https://www.tes.com/teaching-resource/complete-phase-2-phonics-lessons-bundle-all-the-resources-you-could-ever-need-to-start-teaching-children-how-to-read-and-write-12949891 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 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 is a phonics phase 2 sound mat. It is great for children learning how to read and write and shows the full set of phase 2 letters in the order that they are typically learnt. In phase 2 of phonics, children meet many of 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.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. Please check out my complete phase 2 Phonics Lesson PowerPoints with activities. Here is a free lesson for you to try - https://www.tes.com/teaching-resource/phonics-phase-2-complete-lesson-activities-letter-n-free-12930734 Here is a bundle containing the complete course of phase 2 phonics lessons at a discounted price - all the resources you need to teach your children phase 2 of phonics and get them reading and writing! https://www.tes.com/teaching-resource/complete-phase-2-phonics-lessons-bundle-all-the-resources-you-could-ever-need-to-start-teaching-children-how-to-read-and-write-12949891

This resource includes everything you need to teach children grades 3 to 6 how to write fantastic narrative stories filled with suspense, drama and excitement. 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 character descriptions & feature identification tasks √ Speaking, reading, writing and grammar tasks √ Explanations and examples of how to use each structural and language feature in your own character descriptions √ Differentiated consolidation tasks (3 levels) √ Whole class, paired, group and independent activities √ Feature checklists √ Writing inspiration Learning Objective: To build up suspense and drama in narrative writing Success Criteria: I can explain what suspense is and where we might find it in a story. I can read and understand a suspense-filled text. I can identify techniques used by author’s to build suspense. I can write my own suspense-filled part of a story. I can write in the past tense. I can check my work against a feature checklist. Lesson details: Starter activity - Quick creative writing task Review of revelant prior learning - differentiated (3 levels) grammar task focusing on writing in the past tense, as is typically used when telling stories. Review of revelant prior learning - story hills, typical structure of a narrative story + consolidation activity Teaching input addressing the following: What is suspense? Where/ when is it found in a story? Why do authors use suspense? How do we build up suspense in our writing? Mini-plenary reviewing teaching input Listening task - listening to part of a story that is full of suspense Speaking task - retelling the part of the story Whole class/ teamwork activity - creating a mind-map of potential problems to describe with suspense in a story Teaching input/ explanation + consolidation task for each of the following features of suspense: - Short, snappy sentences - Creepy atmosphere - Empty words - Show- not- tell - Rhetorical questions - Dramatic openers - Dramatic punctuation (ellipses, exclamation marks etc.) - Cliffhanger Whole class writing task (model/ shared write) Independent writing task Differentiated feature checklist for each ability level (3 levels) Plenary - review list of features and techniques for building suspense 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 includes everything you need to teach children grades 3 to 6 how to write fantastic character 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 character descriptions & feature identification tasks √ Speaking, reading, writing and grammar tasks √ Explanations and examples of how to use each structural and language feature in your own character descriptions √ Differentiated consolidation tasks (3 levels) √ Whole class, paired, group and independent activities √ Feature checklists √ Writing inspiration Learning Objective: To identify the features of and write my own character description Success Criteria: I can read and understand a character description. I can identify the structural features of a character description (paragraphs, most obvious details described first, describes both appearance, personality and life details). I can identify the language features of a character description (fronted adverbials, powerful verbs, adjectives, adverbs, figurative language etc.) I can write my own character description. I can check my work against a feature checklist. Lesson details: Starter activity - Quick creative writing task Review of revelant prior learning - What are characters? Where do we find character descriptions in a story? What tense are stories usually written in? Review of revelant prior learning - Adjectives and their importance in descriptions Mini-plenary reviewing teaching input Speaking and listening task - describing and drawing a character activity Teaching input/ information slides - structure of character descriptions (appearance, personality, additional details, most obvious information first etc.) Differentiated consolidation activity (3 levels) - structure of a character description Reading task - example of a good character description Grammar task (differentiated 3 levels) - using ‘was’ and ‘had’ correctly to describe character traits Input - language features of powerful descriptions (fronted adverbials, powerful verbs adjectives, adverbs, conjunctions etc.) + consolidation activities (identifying features in the character description) 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 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 lesson is for you if… You are teaching the Cambridge Global English Stage 7 Curriculum You prefer to teach interesting and engaging lessons rather than straight out of a textbook You don’t want to spend hours and hours of your free time planning You are environmentally conscious so would rather not print tons of worksheets The PowerPoint presetation includes everything you need to deliver an outstanding lesson covering part 1.3 of the Cambridge, Stage 7, Global English curriculum (Making Connections - What should I give?). It does not include any of the Cambridge original material - it is simply a lesson covering the same objective and can be used alongside the Cambridge resource books. It includes: √ Starter activity √ Learning objective and success criteria √ Lesson input/ information slides √ Example text - radio interview script √ Paired, team and whole- class activities √ Differentiated consolidation activities √ Feature checklists √ Support slides for LA learners √ Speaking, listening, reading & writing activities √ All answer slides √ Plenary activity Learning Objective: LO: To plan and create a radio interview Success Criteria: I can listen to and understand a radio interview. I can answer comprehension questions about what I have heard. I can express my own opinion about gift giving in different cultures. I can use ‘should’ to give and ask for advice. I can identify the features of a radio interview. I can design some questions relating to the topic. I can plan detailed responses to the questions. There’s no need to print anything - students can complete their activities in their notebooks, on whiteboards or by discussing as a class/ in groups. The lesson includes a variety of engaging tasks and activities to suit the needs of different learners (ordering, reasoning, labeling, matching-up, filling-in-the-blanks, speaking, writing tasks etc.). 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 lesson is for you if… You are looking for a lesson teaching children cases of gift giving in history (The Legend of the Trojan Horse, the Statue of Liberty, Faberge eggs etc.) You prefer to teach interesting and engaging lessons rather than straight out of a textbook You don’t want to spend hours and hours of your free time planning You are environmentally conscious so would rather not print tons of worksheets The PowerPoint presetation includes everything you need to deliver an outstanding lesson covering part 1.2 of the Cambridge, Stage 7, Global English curriculum (Making Connections - It’s better to give than to receive). This resource is designed to support teaching and learning but does NOT include any of the original Cambridge materials. It is simply based on the same learning objective and so can be used by teachers following that curriculum. It can also be used by anyone wanting to teach learners about famous cases of gift giving in history, particularly the story the The Trojan Horse which is told in full during the lesson. It includes: √ Starter activity √ Learning objective and success criteria √ Lesson input/ information slides √ Shared/ whole class consolidation activities √ Differentiated independent activities √ Extension tasks √ Review of relevant prior learning √ Speaking, listening, reading, writing & grammar activities √ All answer slides √ Plenary activity Learning Objective: To read and comprehend a text written in the past simple (The Trojan Horse). Success Criteria: I can distinguish between regular and irregular verbs. I can identify the regular and irregular past tense forms of verbs. I can listen to and understand a story. I can retell an Ancient Greek legend (The Trojan Horse) in the past tense. I can describe some famous gifts that were given in the past. The activities in the lesson include: Listening to and retelling a story using drawings (starter) A review of verbs and their roles in sentences, distinguishing between regular and irregular verbs etc. Differentiated grammar task - identifying the past tense verb forms (3 levels) Writing task - retelling of the story Peer review activity Grammmar task - mistake spotter (plenary) There’s no need to print anything - students can complete their activities in their notebooks, on whiteboards or by discussing as a class/ in groups. The lesson includes a variety of engaging tasks and activities to suit the needs of different learners (ordering, reasoning, labeling, matching-up, filling-in-the-blanks, speaking, writing tasks etc.). 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 lesson is for you if… You are teaching the Cambridge Global English Stage 7 Curriculum You prefer to teach interesting and engaging lessons rather than straight out of a textbook You don’t want to spend hours and hours of your free time planning You are environmentally conscious so would rather not print tons of worksheets The PowerPoint presetation includes everything you need to deliver an outstanding lesson covering part 1.1 of the Cambridge, Stage 7, Global English curriculum (Making Connections - Meeting and Greeting). It includes: √ Starter activity √ Learning objective and success criteria √ Lesson input/ information slides √ Shared/ whole class consolidation activities √ Differentiated independent activities √ Extension tasks √ Review of relevant prior learning √ Speaking, reading, writing & grammar activities √ All answer slides √ Plenary activity Learning Objective: LO: To explore ways of meeting and greeting others in different cultures Success Criteria: I can distinguish between formal and informal ways of greeting others. I can identify which phrases are used when I meet others and which are used when leaving them. I can read, understand and write paragraphs about greetings in other cultures. I know that the pronoun ‘you’ can be used to mean 'people in general’. I can determine what preposition should be used with certain actions. There’s no need to print anything - students can complete their activities in their notebooks, on whiteboards or by discussing as a class/ in groups. The lesson includes a variety of engaging tasks and activities to suit the needs of different learners (ordering, reasoning, labeling, matching-up, filling-in-the-blanks, speaking, writing tasks etc.). 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.

Do your children still struggle to know where to place full stops? Do they understand the differences between the various components of sentences: subjects, verbs, objects, prepositional phrases, adverbs and adverbial phrases, co-ordinating conjunctions, subordinating conjunctions? Can they distinguish between complex, compound and simple sentences? Or between different types of nouns (pronouns, proper nouns, common nouns) and different types of verbs (modal verbs, being verbs, infinitives, continuous verbs etc.)? All this is covered in this ultimate sentence construction grammar lesson. Help your children begin to really understand what makes a sentence and not just a phrase. Help them understand where to place full-stops and how to use these different sentence components to make their writing more descriptive and interesting. This resource is a PowerPoint presentation which contains all the information slides and consolidation activities you need to teach children how to contruct powerful, descriptive and grammatically correct sentences! The presentation includes: √ Learning objective √ Success criteria √ Starter activity - AFL (Where should the full stops go?) √ Information and explanation slides √ Shared/ whole class consolidation activities for each learning point √ Independent, differentiated activities (3 difficulty levels) √ Activities reviewing relevant prior learning √ Answer slides √ Plenary activity What does this lesson cover exactly? A starter activity allowing teachers to assess children’s current understanding of where to place full stops. The subject of a sentence is the one that does the verb. The subject usually (but not always) comes in front of the verb and almost all sentences have a subject (except for commands where the subject may be implied as ‘you’). The subject will be some form of noun (pronoun, proper noun, common noun etc.) Differentiated consolidation activity - identify the subject in these sentences All clauses must have a verb (otherwise they are just a ‘phrase’). Verbs may be action/ doing words or ‘being’ verbs (is, are, am, was, were, will be etc.) Verbs tell us the tense of a clause. If a sentence has just one clause, it is a simple sentence but clauses can be joined together to make compound and complex sentences using conjunctions. There are two main types of conjunction: subordinating conjunctions which join a subordinating clause to a main clause to add extra information about the main clause and coordinating conjunctions which join two main clauses together. There are only seven coordinating conjunctions (for, and, nor, but, or, ye 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.