Teaching English in Secondary Schools
This book is an indispensable guide for anyone training to become a secondary English teacher. It provides an overview of the main topics taught in schools, informed by good teaching practice drawn from the classroom and supported by research and theory, and engages with the requirements of the 2014 National Curriculum for England.
Each chapter is based around a 'lesson feedback' case study informed by real classroom observations combined with research findings to explore and analyse what underpins high quality English teaching.
- Encouraging a love of reading in your classroom
- How to teach effective writing for pleasure and for information
- Developing students' grammar, vocabulary and spoken English
- Inspiring teaching using drama, poetry and Shakespeare
- Intelligent use of media and new literacies in teaching
This is essential reading on all secondary English initial teacher education courses, including school-based (SCITT, School Direct, Teach First), university-based (PGCE) and employment-based routes into teaching.
- Publisher: Sage Publications Ltd
- Publish Date: Apr 14th, 2015
- Pages: 208
- Language: English
- Dimensions: 9.76in - 6.82in - 0.45in - 1.27lb
- EAN: 9781446253168
- Categories: • General• Teaching - Subjects - Language Arts
This inventive and engaging book explores different facets of English teaching by focusing each chapter around a particular lesson and how it was taught. Crucially, this makes the links between theory and practice transparent, showing clearly how the debates, principles and values that underpin teaching can be manifested in the classroom. Teachers will find it particularly valuable for helping them to understand, reflect on and critically evaluate their teaching - central components of teacher education and development.--Annabel Watson
This thought-provoking and pertinent new book takes a deep and critical look at classroom experiences and the teaching of specific lessons. This is an extremely useful approach that will support English teachers to reflect critically upon their own practice and engage with the complexities of teaching their subject.--Vicky Macleroy