This is the sixth lesson you need to start teaching children how to read and write! Focusing on the letter n, 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 sixth 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:
β Learning objective and success criteria
β Phase 2 phonics sound mat
β Review of prior learning
β Games, videos and activities introducing the sound
β Activities for identifying initial sounds and letters
β Activities for identifying middle sounds and letters
β Activities for identifying final sounds and letters
β Letter formation practice
β Decoding activities (preparation for reading)
β Encoding activities (preparation for writing)
PLEASE NOTE - Please look at the βnotesβ 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 is a full lesson teaching how to use possessive apostrophes.
Possessive apostrophes are apostrophes used to show that something belongs to something else e.g. catβs whiskers
This resource is a PowerPoint presentation which includes a full lessonβs worth of activities for teaching children how to use possessive apostrophes. The notes section also includes teaching tips, ideas and further explanations.
The presentation includes:
β Learning objective
β Three success criteria
β Starter activity
β Review of relevant prior learning (contractions and plurals, including irregular plurals)
β Teaching input - what are possessive apostrophes and how to use them
β Consolidation activities
β Differentiated questioning (3 levels)
β Guided/ whole class activities
β Differentiated independent activities (3 levels)
β Extend learning - Looking at exceptions
β Speaking and listening, reading and writing activities
β Plenary - Reasoning Task
PLEASE NOTE - Please look at the βnotesβ 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 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 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 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 βtrickyβ or βsightβ 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 is a full lesson teaching the difference between the homophones there, their and theyβre, complete with all the activities you need - no printing required!
βTheirβ is used to show possesion - to talk about things which belong to them. (e.g. That is their car.)
βThereβ is used to begin statements or to refer to a place.
(e.g. There are lots of acorns in that tree over there.)
βTheyβreβ is the contracted form of βtheyβ and βareβ.
(e.g. Theyβre playing outside.)
This resource is a PowerPoint presentation which includes the activities you need to teach children the difference between their, there and theyβre.
The presentation includes:
β Learning objective
β Three success criteria
β Starter activity - assessment for learning
β Teaching input - the difference between their, there and theyβre with example sentences
β Questions and challenges
β Differentiated consolidation activities (3 levels)
β Plenary - AOL
PLEASE NOTE - Please look at the βnotesβ 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 βeverβ and βneverβ 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 βyetβ plus answer slide
Present perfect tense review activity plus answer slide
Input slides teaching how to use βeverβ 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 βneverβ plus consolidation activity & answer slide
Sentence builder consolidation activity for βneverβ and βeverβ
Input slide teaching how to use βeverβ in questions plus example sentences
Sentence builder consolidation activity for asking questions including βeverβ
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 βeverβ and βneverβ.
PLEASE NOTE - Please look at the βnotesβ 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 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:
β Learning objective
β Three success criteria
β Starter activity - get children in the mood to write!
β Teaching input - what are conjunctions, there are two main kinds (coordinating and subordinating conjunctions) and the key differences between these.
β Review activities and mini plenaries throughout
β Differentiated questioning (3 levels)
β Guided/ whole class activities
β Differentiated independent activities (3 levels)
β All answer slides
β Plenary - Extend the learning
PLEASE NOTE - Please look at the βnotesβ 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:
β Learning objective
β Success criteria
β Starter activity
β Review of relevant prior learning
β Teaching input/ information slides
β Example of an instruction text
β Speaking, listening, reading and writing tasks
β Feature checklist for instructions
β All answer slides
β 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 βnotesβ 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:
β Learning objective
β Success criteria
β Differentiated starter activity (3 levels)
β Teaching input/ information slides
β Example of a good book review
β Feature checklists for each part of a review
β Whole class/ shared writing activities
β Independent writing tasks
β Speaking, listening, reading & writing tasks
β Differentiated checklists for writing task (3 levels)
β Peer review tasks
β All answer slides
β 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 βnotesβ 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 narrative stories filled with suspense, drama and excitement. The resource is a PowerPoint presentation lesson complete with:
β Learning objective
β Success criteria
β Starter and plenary activities
β Review of relevant prior learning
β Teaching input/ information slides
β Examples of good character descriptions & feature identification tasks
β Speaking, reading, writing and grammar tasks
β Explanations and examples of how to use each structural and language feature in your own character descriptions
β Differentiated consolidation tasks (3 levels)
β Whole class, paired, group and independent activities
β Feature checklists
β 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 authorβs 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 βnotesβ 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 ifβ¦
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 donβt 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:
β Starter activity
β Learning objective and success criteria
β Lesson input/ information slides
β Example text - radio interview script
β Paired, team and whole- class activities
β Differentiated consolidation activities
β Feature checklists
β Support slides for LA learners
β Speaking, listening, reading & writing activities
β All answer slides
β 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 βshouldβ 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.
Thereβs 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 βnotesβ 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:
β Learning objective
β Success criteria
β Starter and plenary activities
β Review of relevant prior learning
β Teaching input/ information slides
β Examples of good setting descriptions & feature identification tasks
β Speaking, listening, reading and writing tasks
β Explanations and examples of how to use each structural and language feature in your own setting descriptions
β Differentiated consolidation tasks (3 levels)
β Whole class, paired, group and independent activities
β Support slides for struggling/ younger learners
β Feature checklists
β 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 βnotesβ 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:
β Learning objective
β Success criteria
β Starter and plenary activities
β Review of relevant prior learning
β Teaching input/ information slides
β Examples of good character descriptions & feature identification tasks
β Speaking, reading, writing and grammar tasks
β Explanations and examples of how to use each structural and language feature in your own character descriptions
β Differentiated consolidation tasks (3 levels)
β Whole class, paired, group and independent activities
β Feature checklists
β 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 βwasβ and βhadβ 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 βnotesβ 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 ifβ¦
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 donβt 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 - Itβs 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:
β Starter activity
β Learning objective and success criteria
β Lesson input/ information slides
β Shared/ whole class consolidation activities
β Differentiated independent activities
β Extension tasks
β Review of relevant prior learning
β Speaking, listening, reading, writing & grammar activities
β All answer slides
β 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)
Thereβs 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 βnotesβ 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 ifβ¦
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 donβt 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:
β Starter activity
β Learning objective and success criteria
β Lesson input/ information slides
β Shared/ whole class consolidation activities
β Differentiated independent activities
β Extension tasks
β Review of relevant prior learning
β Speaking, reading, writing & grammar activities
β All answer slides
β 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 βyouβ can be used to mean 'people in generalβ.
I can determine what preposition should be used with certain actions.
Thereβs 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 βnotesβ 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 how to use subordinating conjunctions, complete with all the activities you need PLUS a review of coordinating conjunctions.
Subordinating conjunctions are used to link a main clause with a subordinating clause. Some examples of subordinating conjunctions include: after, although, because, as, since, whereas, before, when, where, whilst, so that etc.
This resource is a PowerPoint presentation which includes the activities you need to teach children how to use subordinating conjunctions. In addition to teaching how to use subordinating conjunctions, the lesson also includes a review of coordinating conjunctions.
PLEASE CHECK THE NOTES SECTIONS - The notes section also includes teaching tips, ideas and further explanations.
The presentation includes:
β Learning objective
β Three success criteria
β Starter activity - get children in the mood to write!
β Review of coordinating conjunctions
β Differentiated questioning (3 levels)
β Teaching input - what are subordinating conjunctions, example sentences, the meaning of the prefix βsubβ
β Guided/ whole class activities
β Information slides - when subordinating conjunctions can come at the start of your sentences, fronted adverbials, correct punctuation
β Multiple differentiated independent consolidation activities (3 levels)
β Review activities and mini plenaries throughout
β Plenary - AOL
PLEASE NOTE - Please look at the βnotesβ 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 past continuous tense.
The past continuous/ past progressive tense is made from the past tense form of the verb βto beβ (was or were) + the progressive/ continuous form of the verb (a verb with the -ing suffix). It is used to describe background actions and long actions, usually that happened at the same time as something else.
This lesson presentation on the past continuous tense includes:
β Learning objective
β Three success criteria
β Starter activity
β Review of prior learning (examining the other tenses and why we use them)
β Teaching input/ information slides (explaining how to identify and construct sentences in past continuous tense)
β Multiple differentiated consolidation activities (fill in the blanks, spot the mistakes, change the sentences to past continuous tense etc.)
β Independent activities and application tasks (3 levels)
β Mini plenaries and extra practice tasks
β Extension of learning challenges
β Reading & writing tasks
β Plenary activity
The lesson covers the following:
Review of other tenses
Structure of clauses in past continuous
Difference between βwasβ and βwereβ (plural and singular subjects)
How to describe the actions of the following types of subjects in the past continuous tense: regular and irregular plurals, countable and uncountable nouns, collective nouns, exceptions and pronouns
Changing verbs into their progressive/ continuous form
Purposes of using the past continuous tense
Distinguishing between long and short actions
Joining clauses in past continuous to clauses in past simple
Using the past continuous tense in writing to describe background actions and set the scene
PLEASE NOTE - Please look at the βnotesβ 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 βto beβ (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:
β Learning objective
β Three success criteria
β Starter activity
β Review of prior learning (identifying the tenses of a variety of sentences)
β Teaching input/ information slides (explaining how to identify and construct sentences in present continuous tense)
β Multiple differentiated group & paired activities (3 levels)
β Differentiated independent activities (3 levels)
β Extension of learning and application challenges
β Reading, writing, speaking and listening tasks
β All answer slides
β Plenary activity
The lesson covers the following:
Review of other tenses
Difference between βisβ, βareβ and βamβ (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 βnotesβ 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 past perfect tense.
The past perfect tense is made from the word βhadβ plus the past participle of the verb. It is used to:
Set the scene and explain what happened before a story or event took place,
Describe the earlier of two events that happened in the past (in such cases, it is usually joined to a clause in past simple using a conjunction)
This lesson presentation on the past perfect tense includes:
β Learning objective
β Three success criteria
β Starter activity
β Review of prior learning (examining the other tenses and why we use them)
β Teaching input/ information slides (explaining how to identify and construct sentences in past perfect tense)
β Multiple consolidation activities (fill in the blanks, spot the mistakes, change the sentences to past perfect tense etc.)
β Independent activities and application tasks (3 levels of differentiation)
β Differentiated support sheets for those who need them
β Extension of learning - looking at why we use the past perfect tense
β Speaking and listening tasks/ reasoning questions
β Writing/ Homework challenge - past perfect tense writing task
β Plenary activity - AOL
The lesson covers the following:
Review of past simple, past continuous, present simple and present continuous tenses and why we use them
The difference between present perfect and past perfect tense
Regular and irregular verbs in their past participle form
Base tense, past simple and past participle verb forms
How to construct sentences in past perfect tense
Why we use the past perfect tense (to set the scene before decribing a story or event and to describe the earlier of two events that happened in the past)
PLEASE NOTE - Please look at the βnotesβ 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.