Goal-driven lesson planning for teaching English to speakers of other languages
By: Marnie Reed, Christina Michaud
Contributors: Michaud, Christina
Series: Michigan teacher training; Michigan teacher training
Publisher: University of Michigan Press
Published: 2010
Place of publication: Ann Arbor
Language: eng
Number of pages: 140
ISBN-13: 9780472034185
Subjects: Unterrichtsplanung; Foreign speakers; Study and teaching; Language teachers; Training of; English language; Englischunterricht
Notes: Includes bibliographical references (p. 139-140)
Table of contents: title: Machine generated contents note: Using This Book; title: Re-Imagining What It Means to Be a Language Teacher; title: Solving Common Teaching Problems; title: Setting Aside Distractions to Language Teaching; title: ch. 1 Setting Specific Language Goals; title: Using Specific Language Goals as the Motivation for Any Given Lesson; title: Setting Specific Language Goals: Rationale and Examples; title: Reverse-Engineering Teachers' Goals from Students' Performance; title: Setting Goals According to Students' True Language Needs; title: Overcoming Distractions that Divert Attention from Setting Goals; title: ch. 2 Analyzing Student Needs; title: Facing the Problem of Learner Errors; title: Implementing a Solution; title: Diagnosing Learner Errors; title: Using a Theoretical Framework to Model Learner Progress; title: Creating Needs Analysis Plans for One-on-One Tutoring, Small Group Tutorials, and More Formal Classes; title: ch. 3 Moving Beyond Choosing the Right Activities; title: Creating Lesson Plans vs. Lesson Sequences; title: Understanding the Teacher's Role in Goal-Driven Lesson Planning; title: Revitalizing the ESL Tutoring Session; title: Seeing Goal-Driven Lesson Planning at a Glance; title: Assessing Lesson Plans: A Checklist; title: Using a Lesson-Planning Template: Scripting the Language of Instruction; title: ch. 4 Teaching Language; title: Understanding the Elements of Teaching ESL: What's Required?; title: Moving from Implicit to Explicit Language Knowledge: Making Sense of Typical Student Errors; title: Moving from Explicit Knowledge to Pedagogical Applications: Beyond "It Just Sounds Right That Way"; title: Preparing Lessons on New (to You) Grammar Topics; title: Assessing Grammar Books for Classroom Use; title: ch. 5 Responding to Student Errors; title: Considering a Rationale for Corrective Feedback; title: Reviewing Historical Approaches to Student Errors and Corrective Feedback in SLA; title: Examining Current Views on Corrective Feedback; title: Developing a Principled Approach to Corrective Feedback; title: Implementing the Teacher-Student Partnership and Working toward Learner Independence; title: ch. 6 Assessing Student Progress; title: Viewing Assessment as the Natural Outcome of Goal-Driven Lesson Planning; title: Understanding the Reciprocal Nature of Language Goals and Assessment; title: Reconsidering Different Kinds of Assessments and Their Role in Lesson Planning; title: Addressing the Value and Place of Assessment in Ungraded Courses and in Tutoring Situations; title: Revisiting Assessment at the Beginning and End of the Course; title: ch. 7 Interaction in the Goal-Driven Classroom; title: Moving Beyond "Let's Just Get Them Talking"; title: Interacting: Teacher to Student Talk; title: Interacting: Student to Teacher Talk; title: Interacting: Student to Student Talk; title: ch. 8 Managing the Goal-Driven Classroom; title: Choosing Appropriate Activities and Materials; title: Maximizing Blackboard Use; title: Using Teacher Tools for Classroom Management; title: Real-Time Decision-Making for Teacher and Tutors.