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The book enables readers to design a tailor-made program to suit their individual needs as a student teacher. Either the learner or the tutor can select or combine units and activities, and there is no assumption of prior knowledge. Based on proven teaching success, and the authors′ own experiences of teaching English in secondary schools, the book′s key features include: Full coverage of the Revised Standards for Qualified Teacher Status The cultural, historical, social, and political models which support the English teaching curriculum English teaching for the development of an on-going working pedagogy

Tabla de contenidos provista por Syndetics

• Part 1 History, Ideologies and Values of English
• Introduction
• The National Curriculum for English
• The Key Stage 3 Strategy
• Planning and Progression
• Assessment
• Equal Opportunities
• Inclusion
• Part 2 Language and Varieties
• Introduction
• Speaking and Listening
• Teaching Language
• Grammar
• Spelling
• Teaching Pupils with English as an Additional Language
• Part 3 Readers, Writers and Texts
• Introduction
• Critical Literacy and Literary Theory
• Teaching Reading
• Children's Literature and Narrative Texts
• Writing
• Teaching Poetry
• Media Studies
• English and ICT
• Part 4 Drama and Shakespeare
• Introduction
• Teaching Practical Drama
• Teaching Dramatic Texts
• Teaching Drama for GCSE
• Teaching Shakespeare
• Part 5 English Post-16
• Introduction
• English Post-16
• Teaching AS/A2 English Language
• Teaching AS/A2 English Literature
• Aspects of Drama
• Post-16

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CHOICE Review

The US is not alone in its education standards movement, as evidenced in this collaborative guide for those interested in becoming secondary English teachers in the UK. The authors, experienced university lecturers, initially intended their work as a training manual for students enrolled in nontraditional or "flexible" postgraduate teacher education programs. Although focused on the British educational system (where secondary education serves students from ages 11 to 18) and the Revised Standards for Qualified Teacher Status, this handbook provides a training plan that is also useful for prospective, as well as practicing, American teachers. Written with authority and clarity, each chapter follows a consistent format that progresses from topic and rationale to scenarios (case studies), all the while providing links to the National Curriculum. In addition to activities with suggested time limits for practice, the chapters also provide recommendations for readings, Web sites, research and other references to theory and practice. The education standards, like the subjects themselves (e.g., language, literature, media studies, assessment), have similar counterparts in the US education system; that makes this book a practical text, one recommended for preservice and practicing teachers. ^BSumming Up: Recommended. Upper-division undergraduates and above. E. Razzano Lyndon State College

Notas de autor provistas por Syndetics

Stephen Clarke is a Senior Lecturer in the School of Education, University of Leeds. He taught English in the sixties and seventies in grammar and comprehensive schools but has worked mainly on the PGCE course at Leeds University since 1976. His many publications include a chapter on English Language in Douglas and Dorothy Barnes′ Versions of English (1984) and work on arguments and the place of IT in English Teaching. He is currently in charge of the flexible QTS route within the School of Education at Leeds.

Paul Dickinson is a Senior Lecturer and Head of the English Centre at Sheffield Hallam University. He is also the Subject Leader for the secondary PGCE English programme. He has taught English in four different 11-18 comprehensive schools over a period of fifteen years. During the last five years he has had extensive INSET experience, delivering at national conferences, for LEA′S and individual schools. Key areas of interest include: literacy across the curriculum; the use of ICT in subject learning; and developing the roles of school based mentors. Recent publications focus on new literacies and support materials for the National Literacy Strategy (e.g. English File 2, Folens).

Jo Westbrook taught English and Media Studies for nine years in three different London comprehensives before going overseas as a teacher trainer with VSO in Uganda. She is currently a Senior Lecturer in Education at Canterbury Christ Church University College and is a Joint Programme Director of the PGCE (Modular) route, as well as working for the Teacher Training Agency as an Advisor for flexible postgraduate ITT. Jo has undertaken research for QCA pupils who underachieve in English at KS3, and has a particular interest in language and literacy between home, school and the wider community.