21 language features to print, laminate and cut out/print on card and cut out. I plan on using these to assign groups features to revise, define and exemplify. These could also be used on card for learners to write definitions in their own words or examples on the back to use as revision cards. Can be particularly useful for learners who need to get a better grip on remembering the features and need to do more with them. Suggested uses: - random selection for learners to create examples - random selection for learners to describe and other learners to guess - revision cards - wall display (could enlarge to A3) - assigning for learners to explain to rest of group - print 2/3 and use to group learners

Ready made document to print and cut out including common nouns, proper nouns and pronouns - these can be used for sorting to give learners a tangible way to recognise the different types of "subject" or could be used in creating sentences by assigning learners a random card to create a sentence or story around.

Print, laminate and cut out - learners can match the punctuation mark to its name and its job. This can be used as a starter, as a revision/recap activity on punctuation marks; the name/mark cards could be used with learners to hold up when considering what appropriate marks in sentences might be. Suitable for GCSE English Language, Functional English and adaptable for earlier levels.

This worksheet guides learners in setting themselves a target for fundraising bake sale. Maths is embedded to ensure they work out the cost of making cakes, consider how many they need to make and how much to sell them for. Good for use with small groups to embed maths in employability/entrepreneurial tasks or embedding employability into maths. Simple worksheet template - can be adapted to fit different kinds of fundraising.

This can be very useful for learners to understand how paragraphs can be self-contained/how planning paragraphs can aid essay writing. This could be used to help guide any level learner in structuring their work more effectively. This could be used in a lesson with guidance for the "Helpful words" section or could be used as a takeaway handout for learners to use themselves. Simple layout - but can be a time saver!

Print and cut out cards to help in recognising patterns with verbs changing tense. Learners can sort these cards into different tenses and identify rules. Another use for these could be with Noun/Pronoun/Proper Noun cards to give ideas for creating sentences.

Adaptable for all different subjects for embedding spelling skills, this resource gives you space for four words whose letters learners will use to create further words. A simple activity, but very helpful for learners who struggle with spelling as this highlights every single letter in the word. I'd recommend that you use vocationally relevant words or subject-oriented words that you'd like your learners to be able to spell. This starter activity can support with this.

On each sheet: Ten examples of language features for students to identify, followed by five sentences without punctuation for students to correct. Good for quick revision leading up to GCSE English Language exam and activity to get students practising recognising language features. Sentences to correct: some subject verb agreement, some homophone correction and full sentence punctuation. Language features: hyperbole, metaphor etc. Answers included - only print page 1 for learners; answers easily transferable to powerpoint/slides

28 words to sort into word classes: nouns, verbs, adverbs and adjectives. Suggested uses: - learners to sort into word classes - learners to select one from each class to put into a sentence - cards selected at random to write a story - higher level learners could consider changing tense of verbs/nouns to plural - each wall labelled as "noun", "verb", "adverb" or "adjective" - learners given cards at random and have to blu-tak cards to correct wall

Explanatory resource for teaching what makes a sentence a sentence. I have used this to create a video for recap/confirmation of what makes a sentence. The animations mean that learners can be involved and consider what a sentence is during delivery - could be followed by identifying subjects and verbs; matching subjects to verbs; identifying full or incomplete sentences; writing their own full and complete sentences etc. This is part of a series of short and simple SPaG resources I am currently working on. I will be adding to these weekly and so far they include Commas, Sentences and Word Classes.

Explanatory resource for teaching/revising the four main word classes. Animated - originally created for making a screencast video for recap. Activities to follow could include identifying each word class in sentences; kernel sentences; mind-mapping examples of different word classes etc. This is part of a series that I am in the process of creating. Currently this includes Sentences, Commas and Word Classes.

This makes for a good recap activity - print, laminate and cut out. Learners are to match the long hand version to the contracted version: "I would" to "I'd". This could start the topic of apostrophes/recap what learners already know to build on the topic.

Simple PowerPoint presentation outlining the main uses for commas. Great for use while explaining how to use a comma - learners could write a sentence using the three different types of comma after listening. I'm working on a series of short and simple PowerPoints on SPaG: - Sentences - what makes a sentence a sentence? - Word classes - the four main word classes I will add to these as I create new SPaG content.

This PowerPoint outlines, interactively, the uses for apostrophes. It uses images and interaction to encourage engagement. Learners can get involved and write on the SMARTboard to add apostrophes or type in contracted versions of words.

This resource comprises an instructional powerpoint to support learners to independently create their own quiz or game to revise or further understand the structural and linguistic terms and an editable word document with a list of these terms and definitions. There are also some suggestions of learning technology learners could use. The way I used this when I first created it was to give more able groups the pages with more challenging terminology, particularly the structural terms. Another idea for differentiation, or for groups/learners with more experience with the terms, is to provide the terminology lists without the definitions - this could encourage learners to use their own words to demonstrate understanding. This can be used for two key purposes: to revise or to introduce new terminology as it provides an activity in which learners are actively using the information. These terms can be used for most questions in the GCSE English Language 8700 specification exams, particularly paper 1, questions 2 and 3 and paper 2, questions 3 and 4. This resource is recommended for use with access to computers/laptops/tablets, but can be adapted for use without.

20 examples of metaphorical language (personification, metaphor, simile), imperatives, rhetorical language to laminate and cut out and adjectives with four headings posters. The "posters" are placed on different walls. Learners are given some cut-out cards each (3/4) and they are to work out which language features they have - they then blu-tak their examples on the correct wall. I came up with this activity to get my learners moving about a bit more and have more of a "kinaesthetic" approach to language features revision. As well, it's a handy store of lots of examples of metaphors, similes, personification, imperatives, rhetorical questions and adjectives. They could be used in different ways - for example to group randomly learners need to match with other metaphors or imperatives. Colour and black and white versions included.

This resource is designed to get learners thinking about using punctuation more deliberately in their writing for effect and also revise key punctuation marks. Designed initially for GCSE English resits, this could also be appropriate for pre-GCSE and functional skills. The idea is for learners to find out what different punctuation marks mean, see examples of how they can change sentences, meanings and effects/add information etc., and play with punctuation themselves. Punctuation explored: full stop, comma, exclamation mark, question mark, colon, semi-colon, ellipsis, dashes and speech marks. (Also includes space for defining an apostrophe). Resource includes slides with a sentence changed with different punctuation marks and a worksheet with space for job descriptions of each mark and space for experimenting with the punctuation marks. Reasonably "active" learning, with the idea for the learners to do most of the work - they can discuss the impact on each sentence and define each mark as well as coming up with their own examples.

This PowerPoint resource uses animations so you can discuss how, why and when to use paragraphs with learners before demonstrating key reasons. I have connected this particular PowerPoint to the new GCSE English Language specification - using examples of when to use them with particular exam questions - but it can be easily adapted. There are also writing tasks (descriptive and argumentative) that learners can use to practise writing in paragraphs. I plan on giving my learners a choice between writing to argue or describe, depending on their strengths as shown by previous assessments. I've included an initial definition and word origin of paragraphs - which can create discussion on how we "logically" section everything in our lives - departments at school/college, races/genders, food types. This can embed some E and D as well as giving learners a different perspective on paragraphing and "sectioning" their writing.

Series of language features with examples on a Word document - the idea is to print them on coloured paper, fold them in half and hang them on a washing line across your classroom. Excellent for GCSE English Language.

This resource relates to new GCSE English Language spec A01, common across all specifications, and introducing inferences and "observations" - the difference between being about to identify a point in a text and being able to make inferences. This is useful for learners preparing for the GCSE, either before or during their GCSE years, and for those resitting their GCSE. This could also be adapted for functional skills. The resource includes: powerpoint slides, a 19th century text and a sorting activity. The idea of the resource is to show learners how they automatically make inferences by using an image - learners' responses can be recorded and separated into "what we see", "what is suggested/what we work out" before introducing the terms "inference" and "observation". These terms are then applied to a written text from the 19th century and learners will have statements they are to sort into "observations" and "inferences". They can also be stretched to identify a suitable quote to use for the inference. The final activity is to write a response to an exam style question (the question is based on AQA's interpretation) where learners will need to read a modern text and summarise experiences from different centuries. In this pack, there is no modern text included due to copyright - the only thing you'll need to do is find your own text about a local shopping centre or marketplace. Learners are also given the opportunity to review their work by considering if they have included key points.