10 PowerPoint slides with practice tasks for AQA Language Paper 1, Question 5.

The fifth in the Unseen Poetry series: https://www.tes.com/teaching-resource/unseen-poetry-lesson-1-12130945 This lesson looks at rhyme and its purpose in two WW1 poems: ‘They’ by Siegfred Sassoon and ‘Who’s for the Game’ by Jessie Pope.

10 PowerPoint slides with practice tasks for AQA Language Paper 1, Question 5.

A handy introduction to sentence structure and everyday punctuation. Can be laminated and used as a learning mat.

A learning mat that can be laminated or blown up and used for display. It demonstrates how to use some everyday connectives.

A handy learning mat/display that reminds students how to use a colon and semi-colon.

An exploration of social class in Priestley's 'An Inspector Calls'. Could be used as a teaching tool with middle-upper GCSE groups.

A handy summary mat that provides key points and guidance in relation to several forms of transactional writing. UPDATED to include the original PPT slide.

An essay on two important theories of time and their representation in Priestley’s ‘An Inspector Calls’. Could be used as a teaching tool with middle-upper GCSE groups.

A handy flow chart that can be used a learning mat or a display. Its aim is to remind students how to use basic sentence punctuation.

A powerpoint that explores in some depth the socio-historical context of ‘Romeo and Juliet’. Use with middle ability groups.

An introduction to the use of similes, metaphors and personfication, suitable for upper KS2 and lower KS3 groups. **UPDATE: If you would prefer more up-to-date lessons on these descriptive techniques, please consider these alternatives: ** https://www.tes.com/teaching-resource/similes-and-metaphors-for-la-ks3-12065155 https://www.tes.com/teaching-resource/personification-for-la-ks3-12069267

A powerpoint that explains the principal uses of the comma, suitable for middle-upper KS2/KS3 groups. There are differentiated activities included.

A lengthy powerpoint that covers the basics of capital letters, some key spelling rules and the concept of homophones. Suitable for middle-upper KS3.

A short unit of work that helps to prepare learners for AQA GCSE English Language Paper 2 (8700/2). Source A is an extract from ‘White Slavery in London’, published in 1888. Source B is an article published in 2013 about working conditions in an Amazon warehouse. A link to this is text is provided. The powerpoint contains questions 1-4, each with its own sample answer. If you can obtain a copy of the Paper 1 mark scheme, you may wish to ask learners to mark the sample answers provided. These files were last saved in Office 2016.

An extended response to the essay question, 'To what extent is 'An Inspector Calls' a product of its time?' Could be used as a teaching tool with middle-upper GCSE groups.

This is an extended response to the question, 'How does Priestley present the theme of Capitalism Versus Socialism in An Inspector Calls?'

A PowerPoint that demonstrates the structure of GCSE Language Paper 2, Section A (AQA 8700/2) and the skills that examiners are looking for. Source A: An anonymous prison diary, published in the Victorian magazine ‘Household Words’ in the early 1850s. Source A is contained in ‘Rollercoasters: 19th-Century Fiction and Non-Fiction’, an anthology of 19th Century extracts available to purchase online (ISBN: 978-0198357407). Please be aware that in order to to access Source A, you will need to obtain a copy of the anthology. It is currently priced at around £9.75-£9.99 from major online booksellers. Source B: An extract from ‘My Prison Diary’, by Jeffrey Archer, published in 2002. A link to the extract is contained on Slide 9. The extract reads from, ‘I don’t know why I’m surprised to encounter a fresh-faced young GP…’ down to ‘After all, there’s nothing else to do’. This PowerPoint covers Section A only but there are sample answers included for each question, 1-4. If you can obtain a copy of the 8700/2 mark scheme, you may wish to encourage learners to mark the sample responses. Appropriate for middle-upper ability learners.

A 30-slide PowerPoint that aims to teach the concept of structure in fiction and how to respond to Paper 1, Question 3 (AQA 8700). The PowerPoint covers: An entry task based on a quotation from Stephen King The meaning of structure in fiction texts The difference between language and structure Key structural devices including: dialogue, repetition, first sentence/last sentence/narrative standpoint, sequence of events, focus, foreshadowing, foregrounding, analepsis, prolepsis, motif, zoom in, zoom out, cyclical structure, cohesion, symbolism and internal/external contrast. Students cut up a grid of terms and match the terms to their explanations. Some of these are self-explanatory. This activity should be done in pairs, although students should have their own copies for revision purposes. A sample response in relation to a Question 3 focusing on an extract from ‘The Hound of the Baskervilles’. Success criteria included. Freytag’s Pyramid of Dramatic Structure. Students add detail to a relevant diagram. Application of Freytag’s Pyramind in relation to the story of Little Red Riding Hood Application of Freytag’s Pyramid in relation to Paper 1, Question 3 Sample questions for students to complete. Two extracts provided are from ‘A Christmas Carol’ and ‘Jekyll and Hyde’. Sample responses to the Jekyll/Carol questions. Student read and judge against the success critera. An opportunity for peer assessment of their own responses Self-reflection. Given the emphasis on clear explanation of structural features, students should be working at or towards level 3 on the relevantAQA mark scheme. These files were last saved in Office 2016.