| SECTION 1 Let's start at the beginning |
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| | 2 | |
| | 3 | |
| | 4 | |
| | 5 | |
| Connotation: introducing implied meaning |
| | 7 | |
| | 8 | |
| | 9 | |
| | 10 | |
| | 11 | |
| What are you doing? Verbs |
| | 12 | |
| | 13 | |
| | 14 | |
| | 15 | |
| Where do speech marks go? |
| | 17 | |
| Capital letters and punctuation in speech |
| | 18 | |
| | 19 | |
| How do you spell . . . ? Some troublesome words |
| | 20 | |
| I can see clearly now -- tips for improving handwriting |
| | 22 | |
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| | 24 | |
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| | 26 | |
| Using pictures in the classroom |
| | 27 | |
| Narrative -- structuring stories |
| | 28 | |
| | 30 | |
| Creating atmosphere -- reaction |
| | 31 | |
| Creating atmosphere -- place |
| | 32 | |
| Identifying metaphor and simile |
| | 33 | |
| Literal versus metaphorical |
| | 34 | |
| | 36 | |
| | 37 | |
| | 38 | |
| All about me -- what is autobiography? |
| | 39 | |
| Me, me, me -- writing autobiography |
| | 40 | |
| | 41 | |
| | 42 | |
| SECTION 3 Introducing reading and understanding |
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| | 44 | |
| | 45 | |
| Close reading of persuasive text |
| | 46 | |
| Who? Understanding character |
| | 47 | |
| | 49 | |
| Atmosphere and association |
| | 50 | |
| Atmosphere -- putting the pieces together |
| | 51 | |
| | 52 | |
| Introducing the class reader |
| | 53 | |
| | 54 | |
| | 55 | |
| | 56 | |
| Showing understanding of character -- empathy tasks |
| | 57 | |
| Establishing your character |
| | 58 | |
| Structuring responses to empathy tasks |
| | 59 | |
| SECTION 4 Between the lines -- comprehension skills |
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| | 62 | |
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| | 64 | |
| | 65 | |
| SECTION 5 Exploring poetry |
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| Writing about poems -- structure |
| | 68 | |
| | 69 | |
| | 70 | |
| | 71 | |
| Further ideas for exploring poetry |
| | 72 | |
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| | 75 | |
| SECTION 6 A focus on plays |
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| | 78 | |
| | 79 | |
| Introducing key features of play texts |
| | 80 | |
| | 81 | |
| Demonstrating understanding |
| | 82 | |
| The `S' word -- introducing Shakespeare |
| | 83 | |
| Before reading the play . . . |
| | 84 | |
| | 85 | |
| | 86 | |
| Exploring the play with film and music |
| | 87 | |
| | 88 | |
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| | 90 | |
| In the news -- introducing newspaper stories |
| | 92 | |
| | 93 | |
| Introducing audience and purpose |
| | 94 | |
| Sell me your story -- analysing an advertisement |
| | 96 | |
| SECTION 8 Speaking and listening |
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| | 98 | |
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| | 100 | |
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| | 106 | |
| SECTION 9 Thinking skills |
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| Thinking skills in the English classroom |
| | 108 | |
| | 109 | |
| Comparing and contrasting |
| | 110 | |
| Listening and responding to others |
| | 111 | |
| Developing logical arguments |
| | 112 | |
| | 113 | |
| What's the difference between . . . ? |
| | 114 | |
| Using cards to encourage thinking |
| | 115 | |
| SECTION 10 Drama in the English classroom |
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| | 118 | |
| | 119 | |
| | 120 | |
| | 121 | |
| SECTION 11 ICT and English |
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| | 124 | |
| Research and the Internet |
| | 125 | |
| | 126 | |
| | 127 | |
| Presentation and interaction |
| | 128 | |
| SECTION 12 Boys and English |
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| | 130 | |
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| SECTION 13 Differentiation |
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| | 138 | |
| | 139 | |
| | 141 | |
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