How to be a Brilliant English Teacher

Höfundur: Trevor Wright (Útgáfa: 2)
How to be a Brilliant English Teacher

Kaup valmöguleikar

Now in its second edition, Trevor Wright’s hugely popular How to be a Brilliant English Teacher is packed with practical advice drawn from his extensive and successful experience as an English teacher, examiner and teacher trainer. This accessible and readable guide offers sound theoretical principles with exciting practical suggestions for the classroom. Fully updated to include a new expanded section on differentiation and inclusion, as well as covering new material on behaviour management and teaching poetry for enjoyment and personal response, this book tackles other tricky areas such as: Starting with Shakespeare Effective planning and assessment Learning to love objectives Working small texts and big texts Drama.

Nánar um bókina

Útgefandi
Taylor & Francis
ISBN
9781136302237
Print ISBN
9780415675000
Format
ePub
Útgáfa
2
Höfundar
Trevor Wright
Tungumál
English
Útgefið
2012-06-14
Prent takmörkun á líftíma
100
Prent takmörkun
2
Afritunar takmörkun
2

Kaflar

  • Cover Page
  • Contents
  • Tables
  • Acknowledgements
  • Introduction to the first edition
  • Introduction to second edition
  • Chapter 1 Shakespeare
  • Don't show the film first
  • Don't choose a play because you love it
  • Don't start with context
  • Make the connection
  • It edits the text
  • It's structured
  • It's oral pair work
  • The personal context
  • Predictions and opinions
  • Approaches
  • Chapter 2 Planning
  • Planning backwards
  • Planning for variety
  • Purpose and audience in the real world
  • Slightly controversial views on homework
  • Look at the planning first
  • Organise
  • Chapter 3 Learning to love objectives
  • Too many policies?
  • Line-by-line, verse-by-verse
  • Small is beautiful
  • The paradox of the general and the specific
  • Triangulate to accumulate
  • Some myths about objectives
  • It's very difficult to think them up
  • They spoil spontaneity
  • You can teach perfectly well without them
  • You have to write them on the board at the start of every lesson
  • They are utilitarian
  • You don't need them with sixth-formers
  • Chapter 4 Poetry, texts and pupil responses
  • What are we analysing?
  • Difficulty and the stupid syndrome
  • The surprising and important relevance of the oral tradition
  • The absolute fundamental crucial centrality of comparison in understanding text effects – please do not skip this section
  • The proper point of DARTs
  • What to do and what not to do with DARTs
  • Think again about the order of things
  • The gifts of the text
  • Chapter 5 Managing learning, managing classrooms
  • Get the level right
  • The lesson beginning: the tumbleweed experience
  • It's easy to do. Consider this checklist for your first three minutes
  • The shape of the lesson – transitions, and the lesson story
  • Task setting – always QDO
  • Task setting – always 3QM
  • Task setting – stay at the front
  • Talking to the class – using questions
  • Valuing and validating pupil responses
  • Don't YAVA
  • Managing speaking and listening
  • Is the work integrated?
  • Are you thinking about the formation of the group?
  • Are you helping with the internal working of the group?
  • Are they preparing for the discussion?
  • Are you structuring the discussion?
  • Do you QDO?
  • Are you monitoring the groups?
  • Stirring the tea
  • Listening
  • Motivating pupils – the element of game
  • Motivating pupils – joint ownership
  • Quietness is golden
  • Chapter 6 Evaluation
  • What evaluation isn't
  • What evaluation is
  • Three levels of evaluation
  • The middle level – evaluating activities
  • How does activity-level evaluation happen?
  • Permanent evaluation
  • The plenary for end-of-lesson evaluation
  • Chapter 7 Planning, curriculums and frameworks
  • Explicitness
  • Objectives – combine and refine
  • The lesson shape
  • The Janus starter
  • Slight digression: PowerPoint
  • The power of transitions
  • Why is it persuasive?
  • Text types
  • Some notes on literacy
  • Positive models
  • The irritating survival of the apostrophe
  • The curriculums
  • Creativity
  • Chapter 8 Working with big texts
  • Idiolect
  • How to kill a novel
  • How to kill a play
  • Texts and examinations
  • Text activities
  • Chapter 9 Drama
  • What is it?
  • Don't put them off before you start
  • Defining terms
  • Games
  • Character work
  • Role play
  • Polished improvisation
  • Spontaneous work
  • Performance
  • The basics: how to begin
  • New rules
  • Tips for you personally
  • Running sessions: getting into practicalities
  • Warm-ups
  • Acceptance – apparent goals and hidden agendas
  • Pass the basket
  • Sequencing
  • Flexibility
  • Ensemble
  • Physical co-operation
  • Taking it further: improvisation
  • Don't stand on the edge – jump in!
  • Prepared or spontaneous?
  • Developing practice
  • For physical release and control
  • Cat and mouse
  • Guards at the gate
  • Grandmother's footsteps
  • Knee fights
  • Wizard/Witch/Goblin or Pig/Wolf/Farmer
  • Fruit salad
  • Red shoes
  • Guided fantasy
  • Misnomer
  • 123/clap23
  • Word association and word dissociation
  • Hotseating
  • Exercises detailed in the text
  • Chapter 10 Differentiation and inclusion
  • Teacher language
  • Rotation
  • Inclusion, not segregation
  • The car and the lorry
  • Personal choices
  • More inclusion: challenging the very able
  • Differentiation: from C to A
  • Meta-learning
  • Answers
  • Bibliography
  • Books about English and Teaching
  • Books about Drama
  • Texts
  • Index