Topic: KS4

Relevant for UK National Curriculum Key Stage 4.

Preposing

In this exercise you can see what happens when you move elements, particularly Direct Objects, earlier in the clause.

Preposing: Activity

Some things I can remember without writing them down. → I can remember some things without writing them down.

Hardbacks I wouldn’t lend to anyone. → I wouldn't lend hardbacks to anyone.

Present participles in composition

This activity involves working with nonfinite clauses to do some sentence-splitting and sentence-joining. The purpose is to develop your awareness of the different kinds of structures that are available to you as a writer.

Present participles in composition: Activity 1

Returning to the area after the War, Pissaro largely retained the same fiction about Louveciennes. →

Pissaro returned to the area after the War. He largely retained the same fiction about Louveciennes.

Having fallen completely from view since May, he finds another window suddenly beckoning. →

Present participles in composition: Activity 2

I arrived just before lunch. I looked for Harry Frampton in the dining room. →

Arriving just before lunch, I looked for Harry Frampton in the dining room.

The ZR-1 looked little different from the normal Corvette. It performed like a Ferrari or a Lamborghini. →

Register and vocabulary

This lesson invites students to explore the differences and similarities between vocabulary pairs like make and produce, take and transfer, and give and provide.

Register and vocabulary: Activity

It's very difficult to produce any form of art unless you are driven.
It's very difficult to make any form of art unless you are driven.

The way oceans take heat from the equator to the poles is different for two reasons.
The way oceans transfer heat from the equator to the poles is different for two reasons.

Register: finding the right word

This activity is based on the idea of register and how language choices are often linked closely to context.

At its simplest level, this could mean that if you are talking to small children you might adopt a more straightforward register, choosing sentence structures that don't involve too much complicated information delivered in one go.

Sentence generator

What did you and your family do on the holidays? In this activity you will experiment with our special sentence generator which reports on some unusual holiday happenings.

Sentence generator: Activity

Click on each column to scroll up and down, and make different combinations.

Click on the dice at the top of the columns to get a new random ordering of elements.

In slide 2, re-order elements by clicking within a column and dragging to left or right (or by clicking on the arrows at the tops of the columns).

Speech and writing

Students get a sense of how spoken and written language vary by looking at short extracts of each, on various topics. 

Goals

  • Identify features of speech and writing.
  • Compare and contrast speech and writing.
  • Recognise the importance of genre in anlaysing language.

Lesson Plan

This lesson includes 3 handouts, which can be downloaded below and printed for distribution to students.

Speech transcripts

This lesson invites students to explore a real transcript of natural conversational speech, like those used by linguists who analyse all aspects of language.

Goals

  • Explore a transcript of natural speech. 
  • Identify attributes of natural speech. 
  • Compare natural speech to written language. 

Lesson Plan

The teacher explains that today, we will explore features of real spoken language.

Spoken language and literature

In this exercise, students look at two examples of English language and describe their characteristics. What each one actually represents may surprise you.

Goals

  • Describe the features of some examples of English language. 
  • Try to determine from the features where the example might have come from.

Lesson Plan

The teacher explains that today, we will look at two examples of English language and try to describe them as well as we can.

Standards and variation in Singapore English

English is used in remarkably different ways around the world. Exploring that variation is an extremely effective tool towards understanding our own use of English. This lesson looks at some features of colloquial Singapore English.

Tense and aspect in fiction

Exploring the use of tense and aspect in a range of literary texts

In this activity we will examine some short extracts from novels. The idea is to look at the tense and aspect forms used, and think about how they are used to unfold the action of the story.

Tense and aspect in fiction: Activity

It was after supper, and I was reading and smoking at the table. Algie was playing patience and drumming a tattoo with his fingers, and Gus was outside checking on the dogs. Suddenly he burst in. 'Chaps! Outside, quick!'

Tense in narrative

In this resource we will practise using tense consistently and think about the effect of using past tense versus present tense in a story.

Goals

  • Identify past tense and present tense forms.
  • Practise changing tense and using tense consistently.
  • Consider the effect of changing tense in a story.

Lesson Plan

Background

Tense in narrative: Activity 1

Activity 1: Tense consistency

Look at the following short passages. For each one, identify where the tense changes incorrectly, and then write a correct version which continues with the tense used at the start of the passage.

Texting language

In this lesson, students explore the features of texting language, from a linguistic perspective.

Goals

  • Discuss texting language from a linguistic perspective.
  • Define some key linguistic terms relevant to texting language.

Lesson Plan

Part 1

Texting language: Activity

Text 1 Text 2

Hey Gems,how ru?How was last nite?Hope u had a gd time..;)I herd the party was rele bad…ppl had an awful time!I guess I shud b glad I didn’t go afta all…tbXx

Free Msg; Our records indicate you may be entitled to £3750 for the accident you had. To apply free reply CLAIM to this message. To opt out text STOP

Using noun phrases to build worlds

Learn how writers use language to create rich and vivid mental images

How do writers use language to create images in your mind? Read this extract and think very consciously about the kinds of images the language is conjuring up for you.

A rustle in the tunnel darkness; the knife was in his hand, and then it was no longer in his hand, and it was quivering gently almost thirty feet away. He walked over to his knife and picked it up by the hilt. There was a gray rat impaled on the blade, its mouth opening and closing impotently as the life fled. He crushed its skull between finger and thumb. (Neil Gaiman, Neverwhere)

Variation and standards

In this lesson we ask students to think about variation in language - including reflections on their own language and the language around them.

Variation and standards: Activity

  • How is the way you speak English different from the way your parents speak English?
  • How is it different from the way your teachers speak English?
  • How is it different from the way the Queen speaks English?
  • How is it different from the English of the BBC?
  • How is it different from the English of Eastenders, Coronation Street, or Rastamouse?
  • How is it different from the English of Hollywood movies?

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