A simple chronology of the ‘chain of events’ that happen in ‘An Inspector Calls’ by J B Priestley. This is aimed for GCSE students who are working towards Grade 9. For a differentiated version that is aimed at students working towards Grade 5 (EAL/SEND) please use the following link:https://youtu.be/lWzSRtYxnxA

A simple chronology of the ‘chain of events’ that happen in ‘An Inspector Calls’ by J B Priestley. This is aimed for GCSE students who are working towards Grade 5. It is,also, very suitable for SEN/EAL students For a chronological timeline that is aimed at students working towards Grade 9 please use the following link: https://youtu.be/xBIVRBOdtIE

A lesson designed for IB Language B but can easily be used for GCSE & IGCSE

Originally designed for IB Language B but can easily be used for other syllabus and age range.

A concise chronology of events that unfold in Romeo & Juliet. This is very useful for all age groups.

This simplified and abridged version of ‘Macbeth’ is guaranteed to enable students understand the play, who would ordinarily struggle with the original text. This is a complete unit of work and the students will understand: • The leading characters how they change • The historical context of the play • The sequence of events that occur in the play and • Original and important quotes clearly explained 23 pages of text 35 pages of exercises 5 pages of important information This is a perfectly differentiated text that ensures that all (i.e. EAL/SEND and low ability) students’ are fully included in the learning process. The extended writing tasks at the end of each unit can be used as an assessment piece.

An Inspector Calls by J B Priestley The important context or background of the play is discussed in this lesson. Context or the background means: The time and place when the text was written. (An Inspector Calls was written in 1945) The writer’s personal experiences. (What we know about J B Priestley & why he wrote the play?) The time and place in the text. (An Inspector Calls is set in 1912 in the North Midlands)

This simplified and abridged version of ‘Romeo & Juliet’ is guaranteed to enable students understand the play, who would ordinarily struggle with the original text. This is a complete unit of work and the students will understand: • The leading characters how they change • The sequence of events that occur in the play and • Original and important quotes clearly explained 23 pages of text 30 pages of exercises 5 pages of important information This is a perfectly differentiated text that ensures that all (i.e. EAL/SEND and low ability) students’ are fully included in the learning process. The extended writing tasks at the end of each unit can be used as an assessment piece.

What is intelligence? How do we define it? Designed for IB English B but can also be used for GCSE and IGCSE English. I would be grateful if you could please leave a comment.

Singlish: Broken English or Standard Singaporean English? A complete unit of work with model answers. Can be used for both Higher Level & Standard Level. I would be grateful if you could please leave a comment.

Eva Smith never appears on stage in J B Priestley’s An Inspector Calls but the entire drama centres around her. In the play, she is referred to as Eva Smith, Daisy Renton and Mrs Birling. This was an excellent lesson in which the students imagine they are Eva Smith and what they would say to each character who contributed towards her tragic downfall. I would be grateful if you could please leave a comment.

This is a whole lesson covering Chapter 1 of the novel. The engaging questions are aimed for the entire academic spectrum. All students should be able to attempt the questions, irrespective of their academic ability. Answers are provided. Important information regarding the context of the novel is included in this chapter. I would be grateful if you could please leave a comment.

This is a whole lesson covering Chapter 24 of the novel. The engaging questions are aimed for the entire academic spectrum. All students should be able to attempt the questions, irrespective of their academic ability. Answers are provided. Important information regarding Dahl’s literary style and information regarding the context of the novel is included in this chapter. I would be grateful if you could please leave a comment.

Designed for IB English B but can also be used for GCSE & IGCSE English. This lesson is also designed to get the students to talk and discuss the topic. I would be grateful if you could please leave a comment.

This simplified and abridged version of Harper Lee’s classic ‘To Kill a Mockingbird’ is guaranteed to enable students understand the text. It is an excellent starting point for students who would otherwise struggle with the original text. This has been used in schools for many years. This is a complete unit of work and the students will understand: • The important themes of racism and injustice the novel • The significant historical context of the novel This is a perfectly differentiated text that ensures all (i.e. EAL/SEN and low ability) students are fully included in the learning process. The extended writing tasks at the end of each unit can be used as an assessment piece.

Originally designed for IB Language B but can easily be used for other syllabus and age range.

Key concepts clearly explained in an interesting lesson that has been extensively taught to students who are new to the take-for-granted terms of 'figurative' and 'literal' language.

Designed for IB Language B but also can be used for GCSE & IGCSE English Language

IGCSE English as a Second Language Exercise 4 Summary Singlish: Broken English or Standard Singaporean English? As well as activating an interesting discussion this resource focuses on the summary writing skills required for Exercise 4.

IGCSE English as a Second Language Exercise 5 Informal Response Singlish: Broken English or Standard Singaporean English? As well as activating an interesting discussion this resource focuses on the informal email writing skills required for Exercise 5.