NEW
HODDER ENGLISH 3: ABOUT THIS BOOK
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STRUCTURE OF THE BOOK |
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This book is comprised of five units, each covering approximately half a term of work. In the final half term, two additional mini-units have been provided to maintain pace and interest and to prepare pupils for the following year. The units are arranged to establish, revisit and consolidate key skills, and over the period of a year, all teaching points are revisited in new contexts. This course provides a full curriculum for those who wish to use it that way, but it is also a flexible resource. The units can be enhanced with texts and materials that schools have found successful, or organised around existing programmes. |
| LANGUAGE SKILLS |
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Language skills are developed in three ways. Firstly, each coursebook contains a unit devoted directly to language skills, and all the others take as their topic a linguistic or literary focus. Secondly, every opportunity is taken to teach language conventions at the time they are required in context. At these points, the conventions are taught directly and explicitly. Thirdly, it is assumed that teachers will continue to support pupils by giving them feedback on the detail of their writing, and specific support is provided in the Help Boxes. |
| STRUCTURE OF UNITS |
| Each unit is prefaced by a statement of aims, so that pupils have a sense of why they are undertaking the work. The activities in the unit are designed to introduce new skills and knowledge, consolidate the key points of learning and then to explore and develop these key points. Most activities can be undertaken individually or in groups. As much room as possible has been left for teachers to organise the activities in their own way. Each unit concludes with suggestions for further work to extend the more able. |
| PROGRESSION |
| The coursebook has been designed to interest and develop pupils of a wide range of ability, and most schools will find it suitable for mixed ability classes. The intention is to provide a motivating and accessible way in to the full curriculum for all pupils, and to establish, consolidate and extend a handful of key learning points in each unit. |
| ASSESSMENT |
| Teachers should continue to use their usual patterns of assessment and recording, though the organisation of the course in units does lend itself to periodic review and a focus for assessment. Each unit contains focal writing assignments which will form one important strand of assessment. Importantly, teachers will be able to assess how far pupils have learnt new ideas and been able to use them in their own reading, writing and speaking. In the end, this is the only real test of effective teaching and learning. |
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