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Suitable for EFL, TEFL and KS2 students. The powerpoint has Korean/English translations but can be adapted easily. The lesson focuses on the dialogue/role-play between a passenger and an attendant: *showing a passport, *asking for a window seat * receiving a boarding pass The worksheets include: *Vocabulary list and cutting/sticking/matching activity *Create your own passport and holiday photo *Short comprehension questions *Colour in the travel stamps

Day 3 of my Roald Dahl themed summer camp (originally taught to Korean EFL students) It includes: *A simplified version of the story using Quentin Blake illustrations. * A memory game based on food items found in Mr Twit’s beard and worksheet. *Scavenger Hunt worksheet and clues (which are printed and hidden around the school- the first pair to find all the words win!) *Birds Nest Crispy Cakes Recipe *Mrs Twit’s spaghetti toasties recipe *Wordsearch and colouring page

Four creative writing lessons and planning worksheets on the theme of ‘Adventure’. Suitable for KS2 and KS3 students. I used these series of lessons to help students prepare for an extended piece of imaginative writing. Each lesson follows the same format: Show an image and ask students to jot down their initial impressions and what they can see. Pair and Share their ideas. 2 Individually, students choose a number between 1-10. Each number corresponds to a character they must write as. 3 Then students choose a second number between 1-5. Each number corresponds to what they must write about. 4 Students are given a planning sheet and must spend time deciding key components of their writing- plot/character/setting 5 For the rest of the lesson (or as a homework task) they must complete an extended piece of adventure writing. 6 Peer assessment- students swap and read another piece of work. They must comment on the things that went well and the specific marking criteria.

How to Cut a Pomegranate by Imtiaz Dharker A poem which explores identity and childhood. This is a fully resourced lesson with a language analysis activity worksheet, guided questions and a creative homework task. Aims: Students will focus on AO2 and language analysis, considering the effect and connotations of particular word choices and imagery. Activity 1: In pairs students must complete a DART activity worksheet- circling the word they believe is the correct choice. Then as a class, dicuss their decisions before comparing what the poet actually wrote. Students analyse the poem and comment on the imagery- answering questions worth 8 stars. Homework: students write their own nostalgic poem anout a significant object in the style of Imtiaz Dharker.

A fully resourced lesson which focuses on the language used to describe Dracula and gothic monsters. Students read and highlight the extract, making inferences about the character based on the way his appearance and actions are described. Using the worksheet, they select three key quotations to unpick in detail. Homework: Students have to write their own description of a gothic monster in the style of Bram Stoker. This resource is part of a Gothic/ Creative Writing scheme of work. The other lessons in the series can be found here: (Lesson 1) Introduction to Gothic Horror : /teaching-resource/resource-11235636 (Lesson 2) Symbolism in Gothic Literature : /teaching-resource/resource-12408565 (Lesson 3) Figurative Language Devices : /teaching-resource/resource-12508638

A powerpoint and worksheets I created for my TEFL students introducing British food. Outline: 1-7: Discussion questions about food. E.g ‘What is your favourite snack?’ 8-9: Brief overview of British food and pubs. 10-19: Quiz about British foods with ABC multiple choice options. E.g ‘What do we pour on a Roast?’ A. Gravy B. Groovy C. Greasy 20-24: Guess the foods Game. Using the worksheet, students tick the foods that they believe are from the UK. 25-27: Bingo Game Using the Bingo worksheets provided, students choose 9 British foods and write them in the squares (I have also included 18 pre-filled sheets for convenience). On slide 27, ask students to choose a letter and click the letter tab at the side. It will reveal a food and if students wrote it down they cross out the square on their sheet. The first student to complete all their squares wins. 28-33 Crossword and wordsearches (with answers) Using the worksheet, students look at the example pub menu. The missing words correspond with the crossword answers. ** 34-43** Role play activity and key phrases Students design their own three course menu (sheet provided) and then take it in turns to practice the role play situations. ** 44-48** Amendable worksheets

New updated powerpoint and worksheets 06/11/18 Overview: Three different activities/worksheets designed for a low ability group studying A Christmas Carol. The tasks help consolidate knowledge of the plot and approach complex language in Stave one. I have also included the powerpoint and instructions. I used these for cover lessons which worked nicely. Activity 1: cut and stick images and summaries from the plot in the correct order. Activity 2: Answer 24 (one-word answer) questions about Stave 1 using own knowledge and skimming and scanning the text (could be done in pairs) then find the answers from this section in the following wordsearch. Activity 3: Decoding the nineteenth century language. Read the quotation from the text and write the correct synonym and definition in the box (creates a glossary resource of difficult words that they can return to).

Checking in to a Hotel Key expressions: receptionist, manager, customer, reception, rooms, bar, restaurant, bathroom, I booked a room for this weekend, let me check your details, here is your room key, breakfast is served from… Students learn vocabulary associated with checking in to a hotel. -PPT introduces key expressions through a ‘virtual tour’ of a fictional hotel. In teams they compete to win points in a quiz based on what they just saw. Students then practice the checking in dialogue through a pair based role play. Finally using worksheets they can put the dialogue into the correct order, complete a crossword, match the hotel facilities to the pictures and finally write a short opinion based piece on whether they would choose to stay at this particular hotel. *The PPT and worksheets have Korean translations of the English vocabulary however these can be easily amended as I have included both PDF and word document files.

Students will learn transport vocabulary in order to design and describe their own futuristic mode of transport. Key expressions and vocabulary: land, sea, sky, airplane, bicycle, car, helicopter, limousine, bus, hoverboard, Segway, jet pack, rocket ship, motorbike, speedboat, hyper loop, submarine, train, wheel, seat, window, door, wing, helmet, handlebars, propeller, seat belt, railway tracks, periscope, porthole window, rocket exhaust, How many……?, Do you need a….?,

This was originally taught to Korean Middle School EFL students for a fun art and craft/cooking camp however it is written entirely in English. The aim of this summer camp is for the students to have fun and to learn about different countries and cultures around the world. Each day will focus on a different country and we will learn some facts, look at famous places, food and do an art and craft activity associated with the country. At the start of each day students will guess the country. When I reveal the flag they must copy it onto their ‘passport’ sheet. If students behave well or win a task they receive a sticker on their passport. The student with the most stickers at the end of the camp will win a prize. Day 1: Introduce the summer camp and different monuments and buildings around the world. Today focuses on lots of games and team building activities so that everyone gets to know each other.  Activity 1: Icebreaker Students are given a ‘passport worksheet where they write their name, age, favorite food, favorite place in Korea and three places they would like to visit in the future. They should complete this quite quickly 5-10 minutes. When everyone has finished I pass the ball and when they catch it the student must say something about themselves and introduce themselves to the rest of the class.  Team game (1): Guess where it is from Students look at the famous buildings/monuments from around the world. In teams they must guess which country they think it is from. The team with the most correct will win travel stickers in their passport.  Team game (2): Build a tower In teams students have 30minutes to build a monument/tower using only dried spaghetti, peppero sticks and marshmallows. They have to work together as a team and at the end they can win points based on how tall, how wide and how unique their building is. The winning team gains stickers for their passport.  Lunch Students are given cooked sausage, cucumbers, crackers and cube cheese. Individually on their plate they have to cut slices and try to build the tallest tower. The person with the tallest ‘tower’ wins a sticker for their passport. They can then eat these and the snacks from earlier for lunch.  Team game (3): Jenga race In teams students take it in turns to race forwards and take a block out of the jenga tower. They must then run back to their team and try to build another structure. The team with the tallest structure at the end (whose original building hasn’t fallen over!) are the winners and gain stickers for their passports.  Art and Crafts Using clay, students must make a small keyring or magnet in the shape of a famous building or monument from the lesson. Seoul Tower, Eiffel Tower, Pyramid, Big Ben etc.

A whole lesson focusing on the structure and language used by Dickens in the opening of ‘A Christmas Carol’. Starter: Looking at the effect of the opening sentence ‘Marley was dead: to begin with’ and the impact it has on a reader. Students stick in the worksheet (two versions included- differentiated for less able students with pre-highlighted quotations) and use it to make notes and highlight throughout the lesson. Each paragraph has been broken down to be analysed in-depth. Each slide includes guided questions to encourage discussion and modelling of how to select appropriate quotations from the text in order to answer the question. Finally, students must choose one question to answer for their homework. Each question builds upon the discussion points and notes made in the lesson. This can be peer assessed at the beginning on the following lesson to recap and check for understanding. Please leave a review if you found this resource helpful :)

A lesson on Act 1 Scene 5. It begins with looking at gender roles and Shakespeare’s portrayal of women. Students then make predictions about Lady Macbeth, based on the historical context. Students complete the worksheet on Lady Macbeth’s soliloquy- analysing the language and imagery. Finally, students consider the portrayal of Lady Macbeth and the witches. Using an extract from the British Library, students complete the Exit Card plenary and decide which would be scarier for a Shakespearean audience. **Please leave a review if you found this helpful :) ** Or browse the other Macbeth/Shakespeare resources in my online shop: /teaching-resources/shop/NovelTeachingUK

Students select three key quotations for each poem and use the worksheet to compile information for each of the fifteen poems. The worksheet could also be highlighted/ colour-coded by students, in order to create a visual representation of the related themes of the poems. The worksheet can be printed on A3- I have also included it as a powerpoint file and word-doc (so that it can be ammended with ease or modelled on the board with a class.)

A game that can be used as a starter or plenary for a travel topic. Objects appear in suitcases and students have to guess the name of the place. There are 10 different places: France England Australia Italy South Africa USA South Korea Egypt China Russia If they are the first team/pair to guess correctly they get a photo card to add to their suitcase gameboard (attached in a word file) I used this with my TEFL students and they loved it!

Students read contextual sources for information about witches (included for printing) before collating their knowledge and using it to produce a leaflet about how to spot a witch. I made my students complete the leaflet for homework and they produced some very imaginative responses. You could read an extract from Roald Dahl’s ‘The Witches’ as a starter. I’ve also included some extracts produced by my students as examples for the creative leaflets . Overall it was fun to teach and my students loved it. Suitable for K34 GCSE groups to develop language and literature skills. If you found this resource helpful please leave a review :) Or browse my online shop for other Macbeth resources: /teaching-resources/shop/NovelTeachingUK

Includes: A ppt with guided questions for students to develop their own interpretations about the opening of the play/characters. A worksheet where students plan how they would stage the scene. A homework task based on the Prince. Please leave a review if you found this resource helpful :) I am currently working on the following lessons in the series. Act 1, Scene 2 is available to purchase at: /teaching-resource/romeo-and-juliet-act-1-scene-2-capulet-and-paris-whole-lesson-and-worksheet-ks3-ks4-11625209 Or alternatively browse my online shop for other Shakespeare and Creative Writing lessons: /teaching-resources/shop/NovelTeachingUK

Lesson one: Focus on Gothic descriptions and the door. Students read an extract from Dracula then complete as peer-assessed piece of creative writing about a doorway and the occupant. Lesson two: Analysis of the introduction to Mr Hyde including highlighted focus points and guided questions. Lesson three: Looks at non-fiction. Students analyse a newspaper report for emotive language and then must produce their own for the girl trampling incident in chapter one.

Two worksheets which encourage students to reflect on the plot and main characters. Useful for revision, recapping or making connections throughout the study of a class novel/play. I have included both PDF versions of the worksheets as well as word documents that can be altered with ease. Suitable for KS4 support groups or KS3 learners.