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Famous Women

There is so much inspiration to be gained from learning about Famous People of the past and present – what they achieved and how – particularly when you can put them into the context of their time. Here we take a look at famous women from all walks of life, cultures and careers, and learn about their remarkable achievements.

Ada Lovelace

Ada Lovelace (1815–1852) was a British mathematician who is credited with being the world… 

Agnes Baden-Powell

Agnes Baden-Powell was Robert Baden-Powell‘s sister. She… 

Amelia Earhart

Amelia Earhart (1897–1937) was an American pilot famous for becoming the first woman to… 

Aretha Franklin

Aretha Franklin (1942–2018) was a multi-award winning American singer, songwriter and… 

Bessie Coleman

Children can learn a little about Bessie Coleman, a remarkable and determined women born in the… 

Boudicca

Boudicca (c. 30 AD – c. 61 AD), also known as Boadicea, was a Celtic queen who showed… 

Charlotte Bronte

Charlotte Brontë, 1816 to 1855, was the eldest of the three famous Brontë sisters and the author… 

Cleopatra

Cleopatra VII Philopator (69–30 BC) was a beautiful and ambitious Egyptian queen, famous… 

Emily Bronte

Learn a little about Emily Brontë here, and then enjoy our fun colouring pages and printables… 

Emmeline Pankhurst

Emmeline Pankhurst (1858–1928) was a leader of the British suffragette movement and an… 

Enid Blyton

Enid Blyton (1897 to 1968) wrote well over 500 children’s books in her long writing career,… 

Florence Nightingale

Florence Nightingale (1820–1910) was a famous nurse who spent her life improving the… 

George Eliot

George Eliot (1819–1880) was a famous English novelist living in Victorian times. Her real… 

Harriet Tubman

NEW! Children can learn a little about Harriet Tubman, remarkable “Moses” of the… 

Helen Keller

Helen Keller (1880–1968) was an American author, activist and lecturer admired worldwide… 

Isabella Bird

Isabella Bird (1831–1904) was an intrepid and adventurous travel writer and photographer… 

J K Rowling

Find out a little about the author of Harry Potter, JK Rowling, and use our printable activity… 

Jane Austen

Jane Austen (1775 to 1818) is one of the most widely read and loved authors of all time. Her… 

Jane Goodall

Jane Goodall, DBE, (1934–), is a British ethologist and conservationist, famous for her… 

Joan of Arc

Joan of Arc (1412–1431) is the patron saint of France and of soldiers. She is famous for… 

Julia Donaldson

Julia Donaldson (1948–) is an English writer, playwright and performer most famous for her… 

Mae Jemison

Mae Jemison (1956–) is an American doctor, teacher, businesswoman and former astronaut who… 

Maria Sibylla Merian

Maria Sibylla Merian (1647–1717) was a German naturalist and illustrator who dedicated her… 

Marie Curie

Marie Curie (1867–1934) was a Polish scientist whose groundbreaking research on… 

Mary Anning

Mary Anning (1799–1847) was a famous English fossil hunter and collector. Despite her poor… 

Mary Berry

Mary Berry (1935–) is one of Britain’s best-loved cookery writers and television… 

Mary Seacole

Mary Seacole (1805–1881) was a Jamaican-born British business woman who showed great… 

Millicent Fawcett

Millicent Fawcett (1847–1929) was a leading campaigner for women’s rights in Britain… 

Mother Teresa

Mother Teresa (1910–1997) was a Roman Catholic nun and missionary who dedicated herself to… 

Rosa Parks

Lots NEW! Rosa Parks (1913–2005) was an African American civil rights activist, most… 

Serena Williams

Learn a little about this amazing tennis player, Serena Williams, who has been wowing us all… 

Taylor Swift

Taylor Swift (1989–) is an award-winning American singer and songwriter who has captivated… 

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The First Christmas


It never snows at Christmas in that dry and dusty land.

Instead of freezing blizzards, there are palms and drifting sands,

And years ago a stable and a most unusual star

And three wise men who followed it, by camel, not by car,

While, sleepy on the quiet hills, a shepherd gave a cry.

He’d seen a crowd of angels in the silent starlit sky.

In the stable, ox and ass stood very still and calm

And gazed upon the baby, safe and snug in Mary’s arms.

And Joseph, lost in shadows, face lit by an oil lamp’s glow

Stood wondering, that first Christmas Day, two thousand years ago

By Marian Swinger

Merry Christmas to you !! 🎄🎅🏼

Remote teaching tips

This publication offers a range of practical tips and advice for remote teaching in all contexts.

Technology has already transformed our century. Smartphones, cloud computing, social media and videoconferencing are only a few of the major innovations that have exploded onto the scene. They have changed our lives and completely changed the ways in which we communicate and access information and learning. 

Yet in 2020 teachers have also had to face another unexpected challenge – the Covid-19 pandemic. We know many children have missed learning during school closures and too many lack the conditions for remote learning. But the more that teachers can provide remote teaching the better.

These tips provide new ideas for teachers less familiar with remote teaching and provide fresh insights for teachers who already teach remotely. See the list of tips and guidance below:

  • Getting started with online teaching
  • Keeping your learners safe online
  • Lesson planning for teaching live online
  • A menu of ideas for online lessons
  • Supporting neurodiversity in online teaching
  • Inclusion in remote teaching contexts
  • Helping parents and caregivers to support remote learning
  • Supporting your child to learn remotely at home
  • Maximising speaking opportunities in online lessons
  • Maintaining student motivation while teaching remotely
  • Using Facebook to teach English remotely
  • Using mobile messenger apps to teach English remotely
  • Teaching English via television or YouTube
  • Teaching English using SMS
  • Teaching English via telephone calls
  • Teaching English via radio
  • Teaching English remotely with limited technology
  • Zoom: top tips for online English teaching

Source: https://www.teachingenglish.org.uk/article/remote-teaching-tips

Comparative / Superlative Adjective and Adverb

Learn how to use them

Language of comparison and contrast

In Describe Image items, you are likely to be presented with a graph. In these cases, it is important that you show appropriate relationships by comparing and contrasting the information contained in the graphs. Let’s see how you can use language of comparison and contrast.

Comparative adjectives: Use these when comparing two nouns and can be formed as follows:

  • Adjectives with one syllable: add ‘-r/-er’ (e.g. higher, larger, bigger).
  • Adjectives with two syllables ending in ‘-y’: change the ‘y’ and add ‘-ier’ (e.g. happier, prettier).
  • Adjectives ending in ‘-ed’ or ‘-ing’ and most adjectives with two syllables: add ‘more’ before the adjective (e.g. more boring, more crowded, more common, more peaceful).
  • Adjectives with three or more syllables: use ‘more’ before the adjective (e.g. more attractive, more successful).
  • Include ‘than’ as part of your sentence (e.g. It is more expensive to live in a city than in a small town).

Superlative adjectives: Use these when describing a noun that is at the highest or lowest limit of a group. They can be formed as follows:

  • Adjectives with one syllable: add ‘-st/-est’ (e.g. highest, largest, biggest).
  • Adjectives with two syllables ending in ‘-y’: change the ‘y’ and add ‘-iest’ (e.g. happiest, prettiest).
  • Adjectives ending in ‘-ed’ or ‘-ing’ and most adjectives with two syllables: add ‘the most’ before the adjective (e.g. the most boring, the most crowded, the most common, the most peaceful).
  • Adjectives with three or more syllables: use ‘the most’ before the adjective (e.g. the most attractive, the most successful).
  • Remember to include ‘the’ before the adjective or most (e.g. This was the cheapest car I could find.).

Comparative/superlative adverbs: The rules above apply when the comparison requires the use of an adverb. Examples:

  • I usually speak more quickly than my friends.
  • The students often work harder towards the end of the semester.
  • You can contact me the easiest by text.
  • The team played the best they could, but they didn’t win the match.

as … as: Use this structure when the two nouns being compared are equal in some form. The adjective does not change. Examples:

  • Divorce rates are twice as high as they were last year.
  • This room is as big as the one next door.

This structure can also be used with adverbs to compare two actions:

  • We didn’t finish as quickly as we’d hoped.
  • The presenter spoke as enthusiastically as he possibly could.

Comparison and contrast language is especially useful for Describe Image tasks. Look at some example sentences from student responses to this item type:

  • The land allocated for the public park is significantly smaller than the land allocated for the school.
  • The roads are much busier during June than they are in December.
  • The most important export for this country is oil.

© Macquarie University

Skills for Reading Quickly

The first time you read a text intensively:

  • Focus on the content words (usually nouns, verbs, adjectives)

It is easy to read this by focusing on the content words in bold.

  • Read in groups of two or more words (read phrases not words) eg subject + verb + object

At the age of 16 / most students take exams / in about ten different subjects

  • Prepositional phrases

At the age of 16 / most students take exams / in about ten different subjects

  • In complex sentences, identify and focus on the main clause

Vary your reading rate

Decrease speed when you find the following:

  • An unfamiliar word not made clear by the sentence: Try to understand it from the way it’s used; then read on and return to it later.
  • Long and uninvolved sentence and paragraph structure: Slow down enough to enable you to untangle them and get an accurate idea of what the passage says.
  • Unfamiliar or abstract ideas: Look for applications or examples which will give them meaning. Demand that an idea “make sense.” Never give up until you understand, because it will be that much easier the next time.
  • Detailed, technical material: This includes complicated directions, abstract principles, materials on which you have little background.

Increase speed when you find the following:

  • Simple material with few ideas new to you:Move rapidly over the familiar.
  • Unnecessary examples and illustrations:These are included to clarify ideas. If not needed, move over them quickly.
  • Detailed explanation: Elaboration which you do not need can be scanned quickly.
  • Broad, generalised ideas: These can be rapidly grasped, even with scan techniques.

Source: https://www.futurelearn.com/courses/pte-success/1/steps/930514

Writing a summary

How to summarise

The following outlines the three stages and steps for summarising.

Before writing:

  • Quickly scan the passage to identify the topic and purpose.
  • Read the passage carefully to understand the content. Try to infer the meaning of any unknown words and phrases.
  • Re-read the passage and note down the topic sentences and key words on your erasable noteboard.

While writing:

  • Stick to the topic and purpose of the text. Keep the meaning and degree of certainty the same as the original writing.
  • Focus on the key words and the main ideas only. Key points in the text will usually be repeated, developed and highlighted; include these in your writing.
  • Write your summary without referring to the original, making sure to include all the main points. Do not include examples or supporting evidence in your summary.
  • Use vocabulary that is relevant to the passage and appropriate for an academic environment. The best test responses use words from the passage appropriately and use synonyms effectively to show variety and range in language use.
  • Do not add anything to the summary that was not present in the original and you should not include your opinion.

After writing

  • Check the content of your summary to make sure it conveys the main ideas in the passage.
  • Check that the basic structure of the sentence is correct. The best test responses are usually complex sentences that consist of a main clause and subordinate clause.
  • Check punctuation and spelling. Make sure your sentence starts with a capital letter and ends with a full stop.
  • Check the length of your summary. Make sure you write only one sentence that is no more than 75 words long. Check your word count after you have typed your response.

Children need time to play

Play is fun, all children love playing, and children learn so much through play without even realising it. So we need to give children time to play, not just ten minutes when they finish their ‘work’.

When children play, they are experimenting with ideas, testing hypotheses, mastering skills, using their imaginations and representing their world. If you cut out play when teaching English you are removing a vital step in childhood development.

Here are a few examples of the different types of things children are learning and developing as they play.

  • When playing with plasticine children develop their fine motor skills. Children are working on hand-eye coordination and building up the muscles in their hands and fingers when modelling plasticine. These are valuable pre-writing skills, as good muscle strength and hand-eye coordination will help children hold and use writing tools properly later on. By playing with plasticine, children are also experimenting with things like colour, shape and texture.
  • When playing with dolls and a tub of waterthey are learning about the concepts of wet and dry, floating and sinking, clean and dirty. They are also engaging in sensory play, and experimenting with the way water feels.
  • When playing with musical instrumentschildren are developing sound recognition (the sounds that different instruments make and an understanding of how sounds can change (e.g. high, low, soft, loud, fast slow) and an appreciation of music. These valuable listening skills are transferable to the area of language and communication.
  • When playing with transport toys, children are experimenting with friction and motion, up and down, forwards and backwards, fast and slow.
  • When children are playing with blocks, they are learning about colour, shape and patterns, as well as the concepts of weight, size, height, length, vertical and horizontal.
  • In dramatic play and small world play(acting out scenes from real life, stories and/or imagination created with small figures and objects) children are representing ideas that help them make sense of the world around them. They can also experiment with playing different roles and inventing different scenarios, taking them beyond the real world and developing their imagination.

What do you think?

  • How important do you think it is to give children time to play?
  • How do you think play can help a child’s language development?

© British Council