This is a spelling/phonetics resource that could be used as a starter, differentiated activity or filler. Learners colour in the squares where the words have an /f/ sound, these words are hidden with words that are ‘gh’ but aren’t pronounced /f/. When completed the grid shows a smiley face. There are a few trap words in here which can be used for dictionary or internet search practice.
A list of simple sentences, some of which are common sayings. They all contain a word which has more than one meaning. The list can be used to improve vocabulary, and also to show students the importance of context in understanding the meaning of a word. Could be used as a warm-up for a reading lesson.
Reading: word focus (phonics & vocabulary)
Functional English reading
Homophones, homographs & confusables
ESOL Reading: word focus (vocabulary, word recognition, phonics)
Three sets of dominoes to use in warm-up and for letter and word recognition activities. The first set, for pre-Entry ESOL and Literacy learners with very low levels of letter and word recognition, matches lower case to capital letter versions, the second set is a set of “doubles”, which can be used alongside the first. The third set, for pre-Entry / Entry 1 ESOL learners, matches a category to an example. Each set has 17 dominoes, so 4 each for a group of 4 learners, plus one to start.
Simulations of email and online banking registration forms. Can be used in succession, as for the banking registration form you need an email address. When you press the “create account” button it will open the printing menu. Good luck!
This study considers the emerging issue of consciousness in pedagogy both theoretically and practically. It examines why this issue is of fundamental significance for teaching and learning. Basic assumptions are clarified and the psychological and philosophical fundamentals of consciousness theory explored.
Three differentiated writing tasks / practice papers on the same theme. First, you apply to appear in a Christmas Concert at the village hall. Later, you hear you have got a place in the concert and write an email inviting your friends to come and watch.
I wrote these tasks as an informal summative assessment end-of-term activity for a mixed level E1-E3 group of 16-19 year-olds, but they are suitable for any age group.