grammar and syntax
4 detailed 50-minute lessons with teaching scripts, worked examples, parent guides, and assessment criteria.
Lesson Overview
Total Lessons: 4
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Tier: Foundation and Higher
Duration: 50 minutes per lesson (200 minutes total)
Exam Boards: AQA, Edexcel, OCR, Eduqas, CCEA
Learning Objectives
- Explain the key ideas of grammar and syntax
- Apply grammar and syntax to exam-style questions
- Develop independent study skills
- Build cross-topic connections
Prerequisites
- Read the revision notes for grammar and syntax first (GCSE Revise summary)
- Key vocab to pre-teach: AO6 Requirement, Watch out for, AO6 Tip
- Basic skills: reading the summary notes and answering the practice questions there
Materials & Equipment
- Exercise book, coloured pens
- Ruler
- Printed revision notes (link below)
- Internet for videos (see Resources)
Lesson 1: Introduction: grammar and syntax
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Write down everything you already know about grammar and syntax. Then check against the key terms: AO6 Requirement, Watch out for, AO6 Tip. Use a mini-whiteboard or paper.
Main Content (35 minutes)
Parent/Teacher Guide:
Before lesson: Read the script below. Pre-teach key vocab: AO6 Requirement, Watch out for, AO6 Tip.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Before lesson: Read the script below. Pre-teach key vocab: AO6 Requirement, Watch out for, AO6 Tip.
If stuck: Re-read the revision notes (link above), then break the content into smaller steps.
Extension: See the Stretch & Challenge ideas in Lesson 4.
Teaching Script (35 mins):
Mins 0-5 - Hook: "Today: grammar and syntax. By the end you will be able to answer exam questions on it unaided. It connects to the rest of English Language because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
Mins 0-5 - Hook: "Today: grammar and syntax. By the end you will be able to answer exam questions on it unaided. It connects to the rest of English Language because the ideas here recur across the spec."
Mins 5-20 - Direct Instruction: Work through the core ideas below one at a time; after each, ask your student to explain it back in their own words.
Mins 20-30 - Guided Practice: Model the worked example together, then let your student attempt the first practice question with guidance.
Mins 30-35 - Independent Practice: 2-3 practice questions from Lesson 3 below, with immediate feedback.
First Look
Start with the revision notes summary, then attempt: Identify the error: "The group of students are studying hard."
Plenary (5 minutes)
Check Out
Your student states one thing they learned and one question they still have about grammar and syntax.
Lesson 2: Core Concepts: grammar and syntax
Duration: 50 minutes
Starter Activity (5 minutes)
Review Previous Lesson
Quick recap: write 3 key points from Lesson 1 on grammar and syntax. Check them against the notes below.
Main Content (35 minutes)
AO6 Requirement: Use a range of vocabulary and sentence structures for clarity, purpose and effect. Good grammar ensures your writing is clear, professional and achieves its purpose.
Watch out for: Words between subject and verb can confuse agreement. "The box of chocolates is on the table" - the subject is 'box' (singular), not 'chocolates'.
AO6 Tip: Vary your sentence structures for effect. Use simple sentences for impact, complex for detail, compound for flow.
Exam Tip: Using subject terminology accurately shows sophistication in language analysis. Know the difference between nouns, verbs, adjectives and adverbs at minimum.
Grammar Exam Strategy: Grammatical accuracy is essential for AO6 (16 marks). Even a few persistent errors can cap your mark at Level 2. Most important rule: Check subject-verb agreement and tense consistency. These are the errors examiners notice most. Read each sentence and ask: "Does the verb match the subject? Is the tense consistent?" During writing: Choose your tense before you start (past or present for narrative) and stick to it. Be especially careful with dialogue — characters may speak in present tense while narration is in past. Proofreading (last 5 minutes): Read each sentence individually, checking for: subject-verb agreement, tense consistency, correct pronoun use (I vs me), and absence of "should of" / "could of" errors. Mark allocation: AO6 Level 4 (13-16 marks) requires grammatically accurate writing. Level 2 (5-8 marks) describes "frequent errors." Just 3-4 grammar mistakes can drop you an entire level. What examiners look for: Consistent grammatical accuracy, especially with agreement and tense. They also look for sophisticated grammatical choices — varied clause structures and purposeful use of active and passive voice.
| Term | Meaning | Example |
|---|---|---|
| Everyone, everybody, someone | singular (is, has) | Indefinite pronouns are singular |
| Each, every, either, neither | singular | "Each of the students is..." |
| Collective nouns (team, class) | singular (usually) | "The team is playing well." |
| Neither...nor, either...or | matches nearest subject | "Neither the teacher nor the students are..." |
| Simple | One main clause | The dog barked. |
| Compound | Two+ main clauses (joined by and, but, or) | The dog barked, and the cat ran. |
| Complex | Main clause + subordinate clause | The dog barked when the postman arrived. |
| Compound-complex | Multiple main + subordinate clauses | When the postman arrived, the dog barked, and the cat hid. |
Practice (10 minutes)
Q: Identify the error: "The group of students are studying hard."
Answer: "are" should be "is" - the subject is "group" (singular), not "students"
Plenary (5 minutes)
Explain Back
Your student teaches the key points back to you without looking. Fill any gaps immediately.
Lesson 3: Application: grammar and syntax
Duration: 50 minutes
Starter Activity (5 minutes)
Quick Recall
Recall the key terms: AO6 Requirement, Watch out for, AO6 Tip. Define each in one sentence.
Main Content (35 minutes)
Parent/Teacher Guide: Let your student attempt each question alone first, then compare with the model answer. Award method marks for correct working even if the final answer is wrong.
Q1: Identify the error: "The group of students are studying hard."
Answer: "are" should be "is" - the subject is "group" (singular), not "students"
Q2: Rewrite using active voice: "The window was broken by the ball."
Answer: The ball broke the window.
Q3: What type of sentence is this? "When the rain stopped, the children ran outside."
Answer: Complex sentence - main clause ("the children ran outside") + subordinate clause ("when the rain stopped")
Q4: Correct the tense inconsistency: "She walks into the room and saw the mess."
Answer: She walked into the room and saw the mess. (or: She walks into the room and sees the mess.)
Q5: Complete: "Neither the teacher nor the students ___ (is/are) responsible."
Answer: are - with "neither...nor", the verb agrees with the nearest subject ("students")
Plenary (5 minutes)
Error Review
Review any questions answered incorrectly. Identify whether the error was knowledge, method, or reading the question.
Lesson 4: Exam Practice: grammar and syntax
Duration: 50 minutes
Starter Activity (5 minutes)
Command Words
Review what these command words require: state (one point), describe (say what happens), explain (say why), compare (both sides), evaluate (judgement).
Main Content (35 minutes)
Exam-Style Question
Attempt a past-paper style question on grammar and syntax from the exam board past paper finder (see Resources), then mark it against the scheme.
Exam Tips: Read through your work to check for tense consistency | Use a mix of simple, compound and complex sentences | Active voice is usually clearer and more engaging | Check subject-verb agreement when there are words between them | Know your grammar terminology for language analysis | Proofread for common errors like "could of" and "should of"
Common Errors: Watch Out! Students often shift tense without realising, especially in narrative writing. Wrong: "She walked into the room and sees the letter on the table. She picks it up and read it slowly." Correct: Maintain consistent tense — "She walked into the room and saw the letter on the table. She picked it up and read it slowly." Choose past or present tense before you start and stick to it. Students often use "of" instead of "have" after modal verbs. Wrong: "I should of revised more. They must of known about the test." Correct: "I should have revised more. They must have known about the test." — This is one of the most common grammar errors in exams and is always penalised. Students often get s
Stretch & Challenge (Grade 8-9):
- Synoptic links: explain how grammar and syntax connects to another English Language topic you have studied
- Real-world: research one real-world use or example of grammar and syntax
- Critical: "What are the limitations of the models used in grammar and syntax?"
Plenary (5 minutes)
Assessment Criteria
- Got it: Confident explanation + correct worked examples
- Getting there: Main points OK, needs support with detail
- Not yet: Confused on key concepts - re-run Lesson 2
Homework & Consolidation
- Consolidation: Re-answer any Lesson 3 practice questions answered incorrectly (20 mins)
- Retrieval: Write flashcards for the key terms: AO6 Requirement, Watch out for, AO6 Tip (10 mins)
- Exam practice: One past-paper question on grammar and syntax from the board websites (15 mins)
- Extension: Explain grammar and syntax to someone else in your own words (10 mins)