MARC Record from marc_nuls

LEADER: 04177cam 2200373 a 4500
001 9919438950001661
005 20150423120555.0
008 111013s2010 miua b s000 0 eng d
010 $a 2011500905
020 $a9780472034185 (pbk.)
020 $a0472034189 (pbk.)
035 $a(CSdNU)u468348-01national_inst
035 $a(OCoLC)656458359
035 $a(OCoLC)656458359
035 $a(OCoLC)656458359
040 $aEYM$beng$cEYM$dDLC$dCBC$dYDXCP$dBWX$dDAY$dUPM$dDEBBG
042 $alccopycat
049 $aCNUM
050 00 $aPE1128.A2$bR375 2010
084 $aHD 192$2rvk
100 1 $aReed, Marnie.
245 10 $aGoal-driven lesson planning for teaching English to speakers of other languages /$cMarnie Reed, Christina Michaud.
260 $aAnn Arbor :$bUniversity of Michigan Press,$c2010.
300 $aiv, 140 p. :$bill ;$c26 cm.
440 0 $aMichigan teacher training
504 $aIncludes bibliographical references (p. 139-140)
505 0 $aMachine generated contents note: Using This Book -- Re-Imagining What It Means to Be a Language Teacher -- Solving Common Teaching Problems -- Setting Aside Distractions to Language Teaching -- ch. 1 Setting Specific Language Goals -- Using Specific Language Goals as the Motivation for Any Given Lesson -- Setting Specific Language Goals: Rationale and Examples -- Reverse-Engineering Teachers' Goals from Students' Performance -- Setting Goals According to Students' True Language Needs -- Overcoming Distractions that Divert Attention from Setting Goals -- ch. 2 Analyzing Student Needs -- Facing the Problem of Learner Errors -- Implementing a Solution -- Diagnosing Learner Errors -- Using a Theoretical Framework to Model Learner Progress -- Creating Needs Analysis Plans for One-on-One Tutoring, Small Group Tutorials, and More Formal Classes -- ch. 3 Moving Beyond Choosing the Right Activities -- Creating Lesson Plans vs. Lesson Sequences -- Understanding the Teacher's Role in Goal-Driven Lesson Planning -- Revitalizing the ESL Tutoring Session -- Seeing Goal-Driven Lesson Planning at a Glance -- Assessing Lesson Plans: A Checklist -- Using a Lesson-Planning Template: Scripting the Language of Instruction -- ch. 4 Teaching Language -- Understanding the Elements of Teaching ESL: What's Required? -- Moving from Implicit to Explicit Language Knowledge: Making Sense of Typical Student Errors -- Moving from Explicit Knowledge to Pedagogical Applications: Beyond "It Just Sounds Right That Way" -- Preparing Lessons on New (to You) Grammar Topics -- Assessing Grammar Books for Classroom Use -- ch. 5 Responding to Student Errors -- Considering a Rationale for Corrective Feedback -- Reviewing Historical Approaches to Student Errors and Corrective Feedback in SLA -- Examining Current Views on Corrective Feedback -- Developing a Principled Approach to Corrective Feedback -- Implementing the Teacher-Student Partnership and Working toward Learner Independence -- ch. 6 Assessing Student Progress -- Viewing Assessment as the Natural Outcome of Goal-Driven Lesson Planning -- Understanding the Reciprocal Nature of Language Goals and Assessment -- Reconsidering Different Kinds of Assessments and Their Role in Lesson Planning -- Addressing the Value and Place of Assessment in Ungraded Courses and in Tutoring Situations -- Revisiting Assessment at the Beginning and End of the Course -- ch. 7 Interaction in the Goal-Driven Classroom -- Moving Beyond "Let's Just Get Them Talking" -- Interacting: Teacher to Student Talk -- Interacting: Student to Teacher Talk -- Interacting: Student to Student Talk -- ch. 8 Managing the Goal-Driven Classroom -- Choosing Appropriate Activities and Materials -- Maximizing Blackboard Use -- Using Teacher Tools for Classroom Management -- Real-Time Decision-Making for Teacher and Tutors.
650 0 $aLanguage teachers$xTraining of.
650 0 $aEnglish language$xStudy and teaching$xForeign speakers.
700 1 $aMichaud, Christina.
947 $fSOE$hCIRCSTACKS$p$26.13$q1
949 $aPE1128.A2 R375 2010$i31786102538920
994 $a92$bCNU
999 $aPE 1128 .A2 R375 2010$wLC$c1$i31786102538920$lCIRCSTACKS$mNULS$rY$sY $tBOOK$u11/2/2011