Useful phonics links

There is a wealth of phonic reinforcement activities available to use directly from the internet. A Google search will find you plenty of worthwhile content. Here is a small but amazing selection by CPD (Continuous Professional Development) Jolly Phonics Training Course to get you started.


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Little Red Riding Hood PPT @Summer School

So July was the month I spent in Gloucestershire at Wycliffe College (British Study Centres Summer School). I was a TAL (Teacher and Activities Leader). The hard work was to create interesting and pleasant lesson plans for the morning lessons. Continue reading

ways to finish a lesson – so that the students take something away with them


There are lots of ways to start off a lesson beautifully, maningfully, logically, etc. For example, to talk about how your students spent their week (here are 2  worksheets to help), or to ask about their plans, or to discuss the weather/ news, or to remember vocabulary from the previous lesson in some creative way, or to revise some grammar, like here or here, or….well, the list is almost inexhaustible, as I am sure you know). But how do we finish a lesson?

“the homework is on page 5, thanks, see you on Wednesday”?

Well, it’s possible and it happens all the time. But this is not the best way to finish off a good lesson, it seems to me. As we tend remember the last thing we saw/ heard/ did, the last moments of the lesson should be worth remembering..

  • My favourite (and the most logical) thing to…

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A Juniors II

Today was the day I dared to bring something different into the lesson and enable even a child who can´t write at all use her finger to form a word not onto a paper but in flour! We didn´t write spelling in the spelling notebook, but in a plastic basin!


They enjoyed it so much!


We “wrote” words like “and”, “apple”, “hat”, “banana”, “It’s”, “look”.

After a while, we played a game. Six students hid somewhere in the classroom or just turned their backs (following photo) and the other student – “the cook” – standing above the basin – “cooked” something (wrote a word he could copy from a poster on a wall or from the board). Then the other children came over to see. The student who found what (s)he “cooked” (wrote) was the next cook! They didn’t want to stop that game!!

At the end of the lesson they told me to bring a really big basin next time so they can write “What’s this”, because today they couldn’t do so due to lack of space!