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1.3.12 Internet resources

There are many websites where you will find useful information for education. With all information on the internet you need to make a judgement on the reliability of the information.

UCAS (Universities and Colleges Admissions Service for the UK) Site contents include course information
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1.3.11 Statistics

There is a lot of statistical data on the internet relating to education.


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1.3.10 Official publications

It is becoming increasingly difficult to keep up with the plethora of green and white papers, reports of advisory committees, guidance notes and circulars relating to education. You may be able to get access to some of them via the websites of relevant government departments and committees.

UK National Statistics This website contains an extensive range of official UK statistics and information about statistics. Under browse by theme there is an education and training subheading.
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1.3.5 Images

Images can also be found online. Some useful image databases are:


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1.3.4 Databases

At a basic level, a database is a collection of information which can be searched. It is a way of storing, indexing, organising and retrieving information. You may have created one yourself to keep track of your references – or your friends' names and addresses. They are useful for finding articles on a topic, and can be used to search for many different types of information.

You may find some of the following databases useful for your topic. They contain different types of informatio
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1.3.3 Books and electronic books

Books are a good source of information. The publishing process (where a book is checked by an editor before publishing, and often reviewed by another author) means that books are reliable sources of information, although they may need to be evaluated for bias. A growing number of books can be found online.

Flickr A photo sharing website that contains pictures relating to all subjects. Note that in order to reuse a picture from this site you may need to get the permission of the person who uploaded the photo.
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1.2.3 Basic principles

Whatever resource you choose to use to find information on the internet, many of the same principles apply. Each source that you use will probably look quite different from the one you tried before, but you'll notice that there are always features that are similar – a box to type your search terms in, for instance, or a clickable help button. Different resources refer to the same functions using different terminology, but the principles behind them are exactly the same. The trick is to chec
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1.1.4 Evaluating information

How well does the following statement describe your approach to evaluating the information that you use?

When I come across a new piece of information (e.g. a website, newspaper article) I consider the quality of the information, and based on that I decide whether or not to use it.

  • 5 – This is an excellent match; this is exactly what I do


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Learning outcomes

After studying this unit you should be able to:

  • develop your understanding of the process of teaching and learning in classrooms, and the role of language in that process;

  • appreciate how a sociocultural approach can be used to make critical, constructive analyses of classroom interaction in a variety of second language learning contexts;

  • use this knowledge to reflect on second language learning processes in the classrooms you know.


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3 Lesson delivery

The way in which we deliver our lessons will have an impact on the students' interest and engagement in the work. If we appear enthused and excited by the subject that we are studying, then at least some of this enthusiasm will inevitably rub off on our class.

The successful teacher will deliver his or her lessons with a sense of:

  • Pace: keeping the class and the learning moving forwards.

  • Clarity: knowing where th
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Introduction

The quality of our teaching inevitably has an impact on the behaviour of our students. This unit considers some of the factors that can contribute to misbehaviour in the classroom and some of the steps that we can take as teachers to re-engage students with the learning process. This unit considers the format of lessons, how lessons are delivered, how to present lesson content in an interesting and creative way, and the development of "engaging lessons".


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1.4.5 M is for Method

Method is about the way in which a piece of information is produced. This is quite a complex area as different types of information are produced in different ways. These are a few suggestions to look out for:

Opinions – A lot of information is based on the opinion of individuals. They may or not be experts in their field (see P for Provenance) but the key message is to be clear that it is just an opinion and must be valued as such.

Research – You don’t have t
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1.2.3 Basic principles

Whatever resource you choose to use to find information on the internet, many of the same principles apply. Each source that you use will probably look quite different from the one you tried before, but you'll notice that there are always features that are similar – a box to type your search terms in, for instance, or a clickable help button. Different resources refer to the same functions using different terminology, but the principles behind them are exactly the same. The trick is to chec
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1.2.1 Planning your search

Your approach to searching will depend to a great extent on what kind of person you are. In an ideal world, when searching for information for a specific purpose, we would all find what exactly we were looking for at the first attempt, especially if we are in a hurry. However, it’s always a good idea to have some kind of plan when you are searching for information, if only to help you plan your time and make sure you find the information you need. If I was starting to search for material on
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Stating conditions which are not necessary

These structures are used for conditions which are not necessary.

Need not + infinitive

The plant chosen need not be new.

Not need to + infinitive

We do not need to source components locally.

Not need + noun

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Stating desirable conditions

This structure is used to show conditions which are desirable.

Should + infinitive

The site should be within one hour of an international airport.


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1.2.1 Stating essential conditions

These structures are used to show conditions that are essential.

Must + infinitive

The location must have good road communications.

Must not + infinitive

It must not be more than two hours by lorry from London.

Have to + infinitive

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Introduction

When a company moves to a new site it is known as ‘relocation’. This is a big decision, involving everyone connected with the company – staff, customers, suppliers and shareholders. It also affects the families, friends and communities of the people involved with the company. This unit uses case studies of different companies to show the steps involved in relocation.

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2.10.3 Activité 55

1. Click 'View document' below to read the transcript of Extract 71 and note the verbs.

2.9.2 Au musée

In our example, the museum had four floors. Au rez-de-chaussée (ground floor) means literally ‘at the same level as the carriageway’. Some buildings will also have a rez-de-jardin when the rear of the building is lower than the front and level with the garden. If the building only had two floors, we could say ‘upstairs’ and ‘downstairs’.

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