100+ Ideas for Teaching English

100+ Ideas for Teaching English

Angella Cooze

Language: English

Pages: 160

ISBN: 0826483119

Format: PDF / Kindle (mobi) / ePub


This second edition contains a further 20 ideas, all of which have been tried-and-tested in the classroom. Ideas range from understanding basic grammar and punctuation to studying plays, poetry and core texts.

Desperate Sons: Samuel Adams, Patrick Henry, John Hancock, and the Secret Bands of Radicals Who Led the Colonies to War

Watt

The Edinburgh Companion to Twentieth-Century Literatures in English

There's a Word for It: The Explosion of the American Language Since 1900

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

to close reading and inference. We can find out about a character in many ways - for example, what they do and how; the way they look; what they say and how others react to them. The following exercises encourage pupils to explore why they react to certain characters in particular ways. Have pupils read the following passages and then answer the questions underneath. IDEA 34 Steven shuffled into the classroom, his gaze fixed firmly on his grubby, unfashionable trainers. He had always been

small for his age - quiet, too. He hadn't just 'grown up and out of it' as his mum had promised him so many times. 'Maybe if I stay just here, they won't notice me,' he thought to himself. There was to be no such luck. 'Nice shoes, Mouseboy! Look at them. What a state!' The whole class turned to look; their laughter turning his face an even deeper shade of red. o How do you think Steven feels about entering his classroom? Which word or words make you think that? What may this tell you about him?

explanation as to why the difference exists and what purpose it serves. For example, pupils may conclude that plays do not need to have as much description as novels because the audience can see characters and places. Pupils can share their thoughts. IDEA 59 75 IDEA 60 76 Distribute a scene - from the play studied, another play or one devised by you - that has no stage directions whatsoever. Explain to the class what stage directions are and who they are for. In pairs, ask pupils to add

girls. Years of research and initiatives have yet to find conclusive answers or reasons for this, and it has to be noted that factors beyond the classroom are generally out of our reach. Nonetheless, some strategies seem to help. It is difficult to deal with as complicated and far-reaching a topic as this in so few words and more difficult still to do so without lapsing into stereotype, cliche and superficiality - all of which I doubtless employ in the following tips. It must also be noted that

types 86 | 70 | In the news - introducing newspaper stories 88 | 71 | Broadsheet and tabloid 89 | 72 | Introducing audience and purpose 90 | 73 | Sell me your story - analysing an advertisement 92 SECTION 8 Speaking and listening 74 | General tips 94 | 75 | Lost in the jungle 95 | 76 | The balloon debate 96 | 77 | The instructor 97 | 78 | The individual talk 98 | 79 | The formal debate 99 | 80 | Story sharing 100 | 81 | The proposal 101 | 82 | The awards ceremony 102

Download sample

Download