english teaching today
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English Teaching Today. Geoff Barton Headteacher, King Edward VI School, Suffolk, UK, and English teacher. Download this presentation at www.geoffbarton.co.uk/teacher-resources. (Presentation number 93). Hello. A brief history of English teaching - PowerPoint PPT PresentationTRANSCRIPT
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English Teaching TodayGeoff Barton
Headteacher, King Edward VI School, Suffolk, UK, and English teacher
Download this presentation at www.geoffbarton.co.uk/teacher-resources (Presentation number 93)
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Hello.
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1. A brief history of English teaching
1. The key ingredients in successfully teaching speaking & listening, reading and writing
1. A demonstration
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TALKTALK REFLECTREFLECT
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?
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What How
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+
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1: Model the way we teach English today
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2: Be lexically redundant
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Do you want to leave now?
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A brief history of English teaching
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This is what classrooms used to look like …
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1870s
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Elementary Education Act1870:
National education for children aged 5-12
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Beginning of national literacy
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ReadingSpeaking & listening Writing
NOW:
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Reading Writing
THEN:
ExercisesRepetitionCopying
✗
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English as a subject✔
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Edmund CooteHeadmaster
King Edward VI Grammar School
1596
… for nine months
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Edmund CooteHeadmaster
King Edward VI Grammar School
1596
LatinGreek
HebrewNOT English
LatinGreek
HebrewNOT English
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1870
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Grammar
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Parse the italicised words:“The lady protests too much, methinks”“Sit thee down”“I saw him taken”
Rewrite these sentences correctly:“Louis was in some respects a good man, but being a bad ruler his subjects rebelled”“Vainly endeavouring to suppress his emotion, the service was abruptly brought to an end”
Alfred S West, The Elements of English Grammar
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George Sampson ‘English for the English’
1921
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LiteratureSpeaking & listening
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FR Leavis & Denys Thompson1950s
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CultureMorality
Personal growthDiscrimination
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English becomes the most important subject.
Therefore …
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The English teacher becomes the most important teacher
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Freedom and autonomy
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5 years
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✔✗
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1960s
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Move away from grammar
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1989First National Curriculum
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Today:New National
Curriculum based on international comparisons
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Social mobility
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The Matthew Effect(Robert K Merton)
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The rich shall get richer and the poor shall get poorer
Matthew 13:12
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“the word-rich get richer while the word-poor get poorer” in their reading skills
(CASL)
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“Good readers may choose friends who also read avidly while poor readers seek friends with whom they share other enjoyments”
The Matthew EffectDaniel Rigney
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Stricht’s Law: “reading ability in children cannot exceed their listening ability …”
E.D. HirschThe Schools We Need
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“Spoken language forms a constraint, a ceiling not only on the ability to comprehend but also on the ability to write, beyond which literacy cannot progress”
Myhill and Fisher
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The Matthew Effect:The rich will get richer &the poor will get poorer
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REFLECTIONREFLECTION
1. What do you agree or disagree with?2. What surprises you?3. What would you like to learn more about?
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Break tyranny of questions and answers
Alternatives to ‘hands-up’
Vary student groupings: remember ‘the Matthew effect’
Emphasise exploratory talk
Thinking time & oral rehearsal
(‘how’ and ‘why’ questions)
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REFLECTIONREFLECTION
1. What do you agree or disagree with?2. What surprises you?3. What are the implications for your teaching?
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Encourage reading for pleasure: a social act
Teach specific skills: skimming, scanning, analysis, research
Read aloud
Demystify spelling
Avoid ‘death-by-comprehension question’
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SKIMMING
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The climate of the Earth is always changing. In the past it has altered as a result of natural causes. Nowadays, however, the term climate change is generally used when referring to changes in our climate which have been identified since the early part of the 1900's . The changes we've seen over recent years and those which are predicted over the next 80 years are thought to be mainly as a result of human behaviour rather than due to natural changes in the atmosphere.
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The best treatment for mouth ulcers. Gargle with salt water. You should find that it works a treat. Salt is cheap and easy to get hold of and we all have it at home, so no need to splash out and spend lots of money on expensive mouth ulcer creams.
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Lexical v Grammatical Words
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Urquhart castle is probably one of the most picturesquely situated castles in the Scottish Highlands. Located 16 miles south-west of Inverness, the castle, one of the largest in Scotland, overlooks much of Loch Ness. Visitors come to stroll through the ruins of the 13th-century castle because Urquhart has earned the reputation of being one of the best spots for sighting Loch Ness’s most famous inhabitant.
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Urquhart castle is probably one of the most picturesquely situated castles in the Scottish Highlands. Located 16 miles south-west of Inverness, the castle, one of the largest in Scotland, overlooks much of Loch Ness. Visitors come to stroll through the ruins of the 13th-century castle because Urquhart has earned the reputation of being one of the best spots for sighting Loch Ness’s most famous inhabitant.
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Urquhart castle is probably one of the most picturesquely situated castles in the Scottish Highlands. Located 16 miles south-west of Inverness, the castle, one of the largest in Scotland, overlooks much of Loch Ness. Visitors come to stroll through the ruins of the 13th-century castle because Urquhart has earned the reputation of being one of the best spots for sighting Loch Ness’s most famous inhabitant.
![Page 59: English Teaching Today](https://reader033.vdocuments.us/reader033/viewer/2022061610/5681447b550346895db11389/html5/thumbnails/59.jpg)
Urquhart castle is probably one of the most picturesquely situated castles in the Scottish Highlands. Located 16 miles south-west of Inverness, the castle, one of the largest in Scotland, overlooks much of Loch Ness. Visitors come to stroll through the ruins of the 13th-century castle because Urquhart has earned the reputation of being one of the best spots for sighting Loch Ness’s most famous inhabitant.
![Page 60: English Teaching Today](https://reader033.vdocuments.us/reader033/viewer/2022061610/5681447b550346895db11389/html5/thumbnails/60.jpg)
Urquhart castle is probably one of the most picturesquely situated castles in the Scottish Highlands. Located 16 miles south-west of Inverness, the castle, one of the largest in Scotland, overlooks much of Loch Ness. Visitors come to stroll through the ruins of the 13th-century castle because Urquhart has earned the reputation of being one of the best spots for sighting Loch Ness’s most famous inhabitant.
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SCANNING
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1. Where did the first cell phones begin?
2. Name 2 other features that started to be included in phones
3. Why are cell phones especially useful in some countries?
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Cellular telephones
The first cellular telephone system began operation in Tokyo in 1979, and the first U.S. system began operation in 1983 in Chicago. A camera phone is a cellular phone that also has picture taking capabilities. Some camera phones have the capability to send these photos to another cellular phone or computer. Advances in digital technology and microelectronics has led to the inclusion of unrelated applications in cellular telephones, such as alarm clocks, calculators, Internet browsers, and voice memos for recording short verbal reminders, while at the same time making such telephones vulnerable to certain software viruses. In many countries with inadequate wire-based telephone networks, cellular telephone systems have provided a means of more quickly establishing a national telecommunications network.
Where begin? Two features?
Some countries?
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DEMYSTIFYINGSPELLING
3
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Mr B’s New Year Spelling Frolics
-our words -re endings -able / -ibleendings
-ous endings Single/doubleconsonants
colourhumourrumourarmourf lavour
humorous
centimetrecentretheatre
Availablelikeablesociableconsiderablelaughablesensibleincredibleterriblepossibleresponsible
t rem end ous
enor mouspoisonous
myst eri ous
cont inuousprec ious
f ero cious
del icious
ca ut ious
ambit ious
beginning
ups e t t ing
f org ot t en
commit t eepermittedoccurred
visit ed
reg r e t f ul
developing
1 - SOUNDS
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Mr B’s New Year Spelling Frolics
-our words -re endings -able / -ibleendings
-ous endings Single/doubleconsonants
colourhumourrumourarmourf lavour
humorous
centimetrecentretheatre
Availablelikeablesociableconsiderablelaughablesensibleincredibleterriblepossibleresponsible
t rem end ous
enor mouspoisonous
myst eri ous
cont inuousprec ious
f ero cious
del icious
ca ut ious
ambit ious
beginning
ups e t t ing
f org ot t en
commit t eepermittedoccurred
visit ed
reg r e t f ul
developing
Government
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Mr B’s New Year Spelling Frolics
-our words -re endings -able / -ibleendings
-ous endings Single/doubleconsonants
colourhumourrumourarmourf lavour
humorous
centimetrecentretheatre
Availablelikeablesociableconsiderablelaughablesensibleincredibleterriblepossibleresponsible
t rem end ous
enor mouspoisonous
myst eri ous
cont inuousprec ious
f ero cious
del icious
ca ut ious
ambit ious
beginning
ups e t t ing
f org ot t en
commit t eepermittedoccurred
visit ed
reg r e t f ul
developing
Happened
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Mr B’s New Year Spelling Frolics
-our words -re endings -able / -ibleendings
-ous endings Single/doubleconsonants
colourhumourrumourarmourf lavour
humorous
centimetrecentretheatre
Availablelikeablesociableconsiderablelaughablesensibleincredibleterriblepossibleresponsible
t rem end ous
enor mouspoisonous
myst eri ous
cont inuousprec ious
f ero cious
del icious
ca ut ious
ambit ious
beginning
ups e t t ing
f org ot t en
commit t eepermittedoccurred
visit ed
reg r e t f ul
developing
February
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Mr B’s New Year Spelling Frolics
-our words -re endings -able / -ibleendings
-ous endings Single/doubleconsonants
colourhumourrumourarmourf lavour
humorous
centimetrecentretheatre
Availablelikeablesociableconsiderablelaughablesensibleincredibleterriblepossibleresponsible
t rem end ous
enor mouspoisonous
myst eri ous
cont inuousprec ious
f ero cious
del icious
ca ut ious
ambit ious
beginning
ups e t t ing
f org ot t en
commit t eepermittedoccurred
visit ed
reg r e t f ul
developing
2 -VISUALS
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Mr B’s New Year Spelling Frolics
-our words -re endings -able / -ibleendings
-ous endings Single/doubleconsonants
colourhumourrumourarmourf lavour
humorous
centimetrecentretheatre
Availablelikeablesociableconsiderablelaughablesensibleincredibleterriblepossibleresponsible
t rem end ous
enor mouspoisonous
myst eri ous
cont inuousprec ious
f ero cious
del icious
ca ut ious
ambit ious
beginning
ups e t t ing
f org ot t en
commit t eepermittedoccurred
visit ed
reg r e t f ul
developing
Se-para-teBe-lie-ve
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Mr B’s New Year Spelling Frolics
-our words -re endings -able / -ibleendings
-ous endings Single/doubleconsonants
colourhumourrumourarmourf lavour
humorous
centimetrecentretheatre
Availablelikeablesociableconsiderablelaughablesensibleincredibleterriblepossibleresponsible
t rem end ous
enor mouspoisonous
myst eri ous
cont inuousprec ious
f ero cious
del icious
ca ut ious
ambit ious
beginning
ups e t t ing
f org ot t en
commit t eepermittedoccurred
visit ed
reg r e t f ul
developing
3 - MNEMONICS
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Mr B’s New Year Spelling Frolics
-our words -re endings -able / -ibleendings
-ous endings Single/doubleconsonants
colourhumourrumourarmourf lavour
humorous
centimetrecentretheatre
Availablelikeablesociableconsiderablelaughablesensibleincredibleterriblepossibleresponsible
t rem end ous
enor mouspoisonous
myst eri ous
cont inuousprec ious
f ero cious
del icious
ca ut ious
ambit ious
beginning
ups e t t ing
f org ot t en
commit t eepermittedoccurred
visit ed
reg r e t f ul
developing
necessary
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Mr B’s New Year Spelling Frolics
-our words -re endings -able / -ibleendings
-ous endings Single/doubleconsonants
colourhumourrumourarmourf lavour
humorous
centimetrecentretheatre
Availablelikeablesociableconsiderablelaughablesensibleincredibleterriblepossibleresponsible
t rem end ous
enor mouspoisonous
myst eri ous
cont inuousprec ious
f ero cious
del icious
ca ut ious
ambit ious
beginning
ups e t t ing
f org ot t en
commit t eepermittedoccurred
visit ed
reg r e t f ul
developing
accommodation
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Encourage reading for pleasure: a social act
Teach specific skills: skimming, scanning, analysis
Read aloud
Demystify spelling
Avoid ‘death-by-comprehension’
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REFLECTIONREFLECTION
1. What do you agree or disagree with?2. What surprises you?3. What are the implications for your teaching?
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Link to speech
Teach sentence variety
Teach higher level connectives:
Feed with reading
Demonstrate the writing process
not just ‘and’ & ‘but’
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Know your connectives
Adding: and, also, as well as, moreover, too
Cause & effect: because, so, therefore, thus, consequently
Sequencing: next, then, first, finally, meanwhile, before, after
Qualifying: however, although, unless, except, if, as long as, apart from, yet
Emphasising: above all, in particular, especially, significantly, indeed, notably
Illustrating: for example, such as, for instance, as revealed by, in the case of
Comparing: equally, in the same way, similarly, likewise, as with, like
Contrasting: whereas, instead of, alternatively, otherwise, unlike, on the other hand
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Link to speech
Teach sentence variety
Teach higher level connectives:
Feed with reading
Demonstrate the writing process
not just ‘and’ & ‘but’
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Demo
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Learning objective:Explore two conventions
of narrative fiction
1: Point of view 2: Narrative disjuncture
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Provide a model(Good or bad)
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If you were the editor, what advice would you
give the writer to improve it?
If you were the editor, what advice would you
give the writer to improve it?Once upon a time there was a
little girl whose name was Little Red Riding Hood. She lived at the edge of a dark forest. Her grandmother lived at the other edge. The only way to Grandma’s house was through the forest. This scared Little Red Riding Hood.
One morning her mother told her to take some food to her grandmother …
Predict what happens nextPredict what happens next
How can you tell this text was written for children?
How can you tell this text was written for children?
How would you make it into a horror story?
How would you make it into a horror story?
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Learning objective:Explore two conventions
of narrative fiction
1: Point of view 2: Narrative disjuncture
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REFLECTIONREFLECTION
1. What do you agree or disagree with?2. What surprises you?3. What are the implications for your teaching?
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1. Speaking & listening, reading and writing feed each other
2. Grammar should support learning rather than be terms and labels to be named
1. As teachers our role is to make the implicit explicit through questions, exploratory talk, exploring models and demonstration
3 MESSAGES:
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www.geoffbarton.co.uk
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Published by Routledge
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English Teaching TodayGeoff Barton
Headteacher, King Edward VI School, Suffolk, UK, and English teacher
Thank you for inviting me to Shanghai!