Efnisyfirlit

• 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

UM RAFBÆKUR Á HEIMKAUP.IS

Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!

Rafbók til eignar
Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.

Þú kemst í bækurnar hvar sem er
Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).

Auðvelt að fletta og leita
Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.

Glósur og yfirstrikanir
Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.

Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.



Fleiri góðir kostir
- Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
- Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
- Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
- Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu