English is a confusing language for many reasons. But the irregular verbs might be the most confusing part. Why is "told" the past tense of "tell" but "smold" isn't the past tense of "smell"? It turns out that the study of irregular...

While working with kids who have trouble speaking, Ajit Narayanan sketched out a way to think about language in pictures, to relate words and concepts in "maps." The idea now powers the FreeSpeech app, which can help nonverbal people...

In this insightful video lesson, we delve into the art of constructing consistent and engaging sentences that captivate readers from start to finish. Whether you're a seasoned writer looking to refine your skills or a budding wordsmith...

Avoid common grammatical errors, ensuring your resume presents you as a meticulous and professional candidate.

This video provides a concise and engaging explanation of how tense shifts can disrupt the flow of an essay and confuse readers. By using the analogy of verbs as time travelers, the teacher emphasizes the importance of maintaining...

In this video, we look at 7 of the most common mistakes English learners make – and how to avoid them!Number 1: Confusing ‘do’ and ‘make’Number 2: The Prepositions ‘in’, ‘on’ and ‘at’Number 3: Word Order in QuestionsNumber 4: Using Past...

Pupil outcome: I can write a recount about a school trip. Key learning points: - A recount is written in the past tense. - A recount is written in chronological order and will use fronted adverbials of time. - A recount is written in the...

Pupil outcome: I can write the first entry of Florence Nightingale's diary. Key learning points: - Perspective is the way someone thinks, feels or sees something. - Writing in a diary will mostly be in the past tense. - A diary entry...

Pupil outcome: I can spell words with 'wr' representing the 'r' phoneme. Key learning points: - 'wr' can be a representation of the 'r' phoneme. - The representation 'wr' is usually found at the start of a word. - Words connected in word...

Pupil outcome: I can apply three new spellings for the 'igh' phoneme: 'ie', 'y' and 'i'. Key learning points: - ‘y’ is the most common representation of the 'igh' phoneme when it appears at the end of a word. - ‘i’ is a representation of...

Pupil outcome: I can apply three new spellings for the 'or' phoneme: 'ore', 'ough' and 'a'. Key learning points: - ‘ore’ is a representation of the 'or' phoneme that usually comes at the end of a word. - 'ough' and 'a' are alternative...

Pupil outcome: I can know three new spellings for the 'igh' phoneme: 'ie', 'y' and 'i'. Key learning points: - ‘y’ is the most common representation of the 'igh' phoneme when it appears at the end of a word. - ‘i’ is a representation of...

Pupil outcome: I can name some features of a recount. Key learning points: - A recount is a type of writing which retells something that has already happened - Recounts are mostly told in chronological or time order - Recounts are mostly...

Pupil outcome: I can use three new spellings for the 'or' phoneme: 'ore', 'ough' and 'a'. Key learning points: - ‘ore’ is a representation of the 'or' phoneme that usually comes at the end of a word, such as more. - 'ough' and 'a' are...

Pupil outcome: I can use a plan to write part one of a diary entry based on ‘How To Train Your Dragon’. Key learning points: - The purpose of the main body of this diary entry is to describe events, thoughts and feelings in detail. -...

Pupil outcome: I can plan the closing of a diary entry based on 'How To Train Your Dragon'. Key learning points: - The closing includes a sign-off from the writer. - The closing includes a summary of key events, thoughts, feelings and...

Pupil outcome: I can make a plan for writing a diary entry as Florence Nightingale. Key learning points: - Writing in a diary will mostly be in the past tense. - Past tense tells the reader something happened before now. - Notes are used...

Pupil outcome: I can plan the structure and content of an imagined Windrush passenger's diary entries before and after arriving in London. Key learning points: - Writing is most successful when it is planned. We can plan to describe...

Pupil outcome: I can write the opening of 'Whale Rider'. Key learning points: - The purpose of a narrative opening is to introduce the characters and to describe the setting to the reader. - Using a range of sentence types (simple,...

Pupil outcome: I can spell words using the suffix -ing when you add -ing or remove the 'e' and add -ing. Key learning points: - A suffix is a letter or group of letters at the end of a word which creates another word. - Adding "-ing"...

Pupil outcome: I can write the second part of a narrative opening based on ‘The BFG’. Key learning points: - The purpose of a narrative opening is to introduce the characters and to describe the setting to the reader. - Saying sentences...

Pupil outcome: I can switch between third person and first person perspectives in writing and I can use a range of techniques to write a detailed internal monologue. Key learning points: - Narratives are often written in the third...

Pupil outcome: I can write the first part of a narrative opening based on ‘The BFG’. Key learning points: - The purpose of a narrative opening is to introduce the characters and to describe the setting to the reader. - Saying sentences...

Pupil outcome: I can plan to write about Addie's speech from her perspective, incorporating third person flashbacks to the witch trials. Key learning points: - Writing is most successful when it is planned. - Writing can include a shift...