Units

Units A-Z

Units are sets of Resources on the same theme.

A framework for language analysis This page includes a handout on which you will find a framework for language analysis, developed over time through our Teaching English Grammar in Context course. Starting to analyse a text can be a rather intimidating task. Where to start? What to include/not include? And how to do this systematically, rather than simply pulling out grammatical features at random and trying to write some kind of cohesive analysis? » Read more	Adjectives and meaning A starter activity, where students are asked to replace the given adjectives and discuss the changes in meaning What are other ways of expressing the meanings conveyed by adjectives? In this starter activity, students are asked to replace the adjectives in the given examples with some other means of expressing the general meaning of the sentence. The Activity page appears in the menu entitled 'This Unit' in the upper right of this page. It can be displayed on a projector or smart board. The slide in the Activity page presents four example sentences with adjectives. Ask the students to do the following: » Read more
About Englicious Getting started: an Introduction to the site What is Englicious? an entirely free online library of original English language teaching resources, especially grammar contains lesson plans, exercises, videos, assessment materials, etc. relevant for KS1 - KS5 students and teachers contains a complete grammar of English for reference purposes contains an extensive Glossary of terms closely tailored to the linguistic content of 2014 National Curriculum for England includes Grammar, Spelling and Punctuation (SPaG) test practice material. uses authentic ag » Read more	Adverb identification Applying the semantic and structural criteria for adverbs In this activity, students work through the criteria for identifying adverbs. » Read more
Active and passive Consider the two sentences below. What is the difference between them? The council workers cleared the path. The path was cleared by the council workers. The same event is taking place in both sentences, but the sentences have been expressed in different ways. In the first example the focus is on what the council workers did (they cleared the path), whereas in the second example, the focus is on what happened to the path (it was cleared by the council workers). » Read more	Adverb placement In this activity, students explore the possibility of placing adverbs in various places within a sentence. Goals Practise constructing sentences with adverbs. Identify a key trait of adverbs - that they can often be placed at various points in a sentence. Lesson Plan The teacher explains that today, we will be building sentences with adverbs. » Read more
Adjective identification In this activity, students work through the criteria for identifying adjectives. » Read more	Adverbial Subjects, Direct Objects and Indirect Objects are typically noun phrases (and sometimes clauses) which identify participants in the situation described by the main verb – they answer ‘who’ or ‘what’ questions. Adverbials are rather different. Consider the highlighted phrases in the examples below: » Read more
Adjectives A very simple definition of adjectives that has sometimes been used is that they are ‘descriptive’ words. But this isn’t really very helpful. Lots of word classes can be ‘descriptive’: a noun like funeral is fairly descriptive, as is the verb leap. We might also say that the adverb quickly describes the verb ran in a sentence like He quickly ran. » Read more	Adverbials and positioning in clauses Exploring the effect of adverbial placement in different texts In this lesson, we look at ways of teaching adverbials and the different ways they can be positioned inside clauses. Goals Explore the effect of placing adverbials in different positions. Understand how adverbials are flexible and can be moved around to 'do different things'. Help students apply this in their writing. Lesson Plan In this lesson, we take the concept of the adverbial and explore it through the analysis and creation of literary texts. This has 3 steps: » Read more

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