By Mike Fleming, David Stevens
ISBN-10: 184312128X
ISBN-13: 9781843121282
Presenting an educated view of present academic coverage, this article encourages scholars of secondary English to take an artistic and autonomous interpretation of presidency projects that allows you to in achieving potent instructing perform. It presents a great stability of theoretical fabric with functional rules for program within the lecture room and strongly encourages mirrored image and significant concept. This new version comprises:
- coverage of the nationwide Curriculum 2000, the nationwide Literacy approach and the hot Key level three method
- aВ new bankruptcy on the right way to educate ICT
- a new bankruptcy on Inclusion – together with differentiation, cultural variety, EAL and instructing around the skill range
- new fabric on how you can train Shakespeare
- an advent to cross-curricular subject matters – akin to citizenship, and social, ethical and religious values.
Written in an obtainable and conversational type, this article poses a very good measure of problem for all scholars on preliminary instructor education classes.
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Extra info for English Teaching in the Secondary School 2/e: Linking Theory and Practice
Sample text
3). Certainly there is a strong sense, in my reading at least, that the Strategy’s theoretical base leans – perhaps alarmingly – towards the former conception of literacy: a model essentially based on analysis of generic form as the key to understanding any given text, rather than emphasising more subtle senses of meaning and value. All the more reason for English teachers to breathe meaning into (and inhale meaning from) any studied or created text – and this of course includes the Strategy itself.
Writing a modern prose version of a traditional ballad. Use knowledge of distinctive ways of organising and expressing ideas; examine discourse structure. Teacher draws attention to use of paragraphs in prose. Writing based on characters and plots in ballads. Reflection on motivation and behaviour of characters, the development of plot and the overall impact of a text. Pupils underline words and phrases which give insight into character before attempting their own writing. Newspaper account of ballad events.
The most vehement criticism I have encountered has come from Richard Marshall, in his editorial for an edition of English in Education entitled – appropriately enough, given the force of the invective – ‘Revolting Literacy’. Here, the Strategy is described as ‘a half-baked set of reactionary prejudices overcooked by expensive PR’ (Marshall 2002:1). Marshall goes on to bemoan: ‘What is most surprising is the number of English teachers who have been ready to help serve up this dish, thinking, . .
English Teaching in the Secondary School 2/e: Linking Theory and Practice by Mike Fleming, David Stevens
by Richard
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