An edition of Goal-driven lesson planning for teaching English to speakers of other languages
(2010)
Goal-driven lesson planning for teaching English to speakers of other languages
by Marnie Reed
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Goal-driven lesson planning for teaching English to speakers of other languages
2010, University of Michigan Press
in English
0472034189 9780472034185
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Book Details
Table of Contents
Machine 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.
Edition Notes
Includes bibliographical references (p. 139-140)
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| July 17, 2022 | Edited by ImportBot | import existing book |
| October 25, 2011 | Created by LC Bot | import new book |