Succeeding with English language learners : a guide for beginning teachers / Thomas S.C. Farrell.

Format:

Book

Author/Creator:

Farrell, Thomas S. C. (Thomas Sylvester Charles)

Language:

English

Subjects (All):

English language--Study and teaching--Foreign speakers--Handbooks, manuals, etc.

English language.

English language--Study and teaching--Foreign speakers.

Genre:

Handbooks and manuals.

Physical Description:

xiii, 160 pages ; 26 cm

Place of Publication:

Thousand Oaks, Calif. : Corwin Press, [2006]

Contents:

Chapter 1 Teaching in the First Year 1

Exploratory Break 1.1 Teaching in the First Years 2

Exploratory Break 1.2 Stages of Development in the First Years 3

Exploratory Break 1.3 Stages of Development 5

Exploratory Break 1.4 Stacy's First Years of Development 7

Exploratory Break 1.5 Stacy's First Years of Support 9

Exploratory Break 1.6 Mentors 11

Exploratory Break 1.7 Teaching Load 12

Exploratory Break 1.8 Nature of Classes During the First Years 13

Exploratory Break 1.9 Helping Yourself 14

Chapter 2 Planning English Language Lessons 17

Exploratory Break 2.1 Why Plan Lessons? 18

Exploratory Break 2.2 Benefits of Planning Lessons 18

Exploratory Break 2.3 Lesson Plan Details 20

Exploratory Break 2.4 Writing Lesson Objectives 21

Exploratory Break 2.5 Lesson Design 22

Exploratory Break 2.6 Questions to Consider Before Lessons 24

Exploratory Break 2.7 Components of a Language Lesson 25

Exploratory Break 2.8 Questions for Teachers to Consider After the Lesson 26

Exploratory Break 2.9 Questions for Students to Consider After the Lesson 26

Chapter 3 Classroom Management 31

Exploratory Break 3.1 Teacher: Manager or Conductor 31

Exploratory Break 3.2 Organizing the Class 32

Exploratory Break 3.3 Conducting Group Work 33

Exploratory Break 3.4 Dealing With the Disengaged ESL Student 35

Exploratory Break 3.5 Facilitating Classroom Communication 37

Exploratory Break 3.6 Investigating Patterns of Interaction in Your classroom 38

Exploratory Break 3.7 Facilitating Diversity 39

Exploratory Break 3.8 Facilitating Different Learning Styles 39

Exploratory Break 3.9 Looking Ahead 40

Chapter 4 Teaching Grammar 43

Exploratory Break 4.1 Teaching and Grammar 43

Exploratory Break 4.2 Grammar 45

Exploratory Break 4.3 Teaching Grammar 45

Exploratory Break 4.4 Inductive and Deductive Grammar Teaching 47

Exploratory Break 4.5 Why Is English So Hard? 50

Exploratory Break 4.6 Grammar Activity Using the CRISP Method 53

Exploratory Break 4.7 Create Your Own Grammar Activities Using the CRISP Method 54

Chapter 5 Teaching Writing 57

Exploratory Break 5.1 Writing 58

Exploratory Break 5.2 Purpose and Audience 58

Exploratory Break 5.3 Writing as Product 59

Exploratory Break 5.4 Writing as Process 60

Exploratory Break 5.5 Teaching Writing 62

Exploratory Break 5.6 Assumptions About Writing 63

Exploratory Break 5.7 Peer Evaluation 65

Exploratory Break 5.8 Peer Editing 68

Exploratory Break 5.10 The Place of Grammar 70

Chapter 6 Teaching Speaking 73

Exploratory Break 6.1 Speaking a Second or Foreign Language 73

Exploratory Break 6.2 Rules of Face-to-Face Interaction 74

Exploratory Break 6.3 Turn Taking 75

Exploratory Break 6.4 Teaching Turn Taking 76

Exploratory Break 6.5 Establishing Topics 77

Exploratory Break 6.7 Conversation Breakdowns 78

Exploratory Break 6.8 Repair 79

Exploratory Break 6.9 Teaching Dimensions of Speaking 79

Exploratory Break 6.10 Accuracy Versus Fluency 80

Exploratory Break 6.11 Guidelines for Planning Speaking Lessons 83

Exploratory Break 6.12 Project Focus 84

Exploratory Break 6.13 Project Information 85

Exploratory Break 6.14 Class Project 86

Chapter 7 Teaching Reading 89

Exploratory Break 7.1 Reading Habits 89

Exploratory Break 7.2 Reading Definition 90

Exploratory Break 7.3 Models of Reading 91

Exploratory Break 7.4 Reading Strategy Profile 93

Exploratory Break 7.5 Reading Strategies 94

Exploratory Break 7.6 Prior Knowledge 95

Exploratory Break 7.7 Word Association 95

Exploratory Break 7.8 Direct Experience 96

Exploratory Break 7.9 Cinquain 97

Exploratory Break 7.10 Prediction 98

Exploratory Break 7.11 Skimming 99

Exploratory Break 7.12 Scanning 100

Exploratory Break 7.13 Teaching New Vocabulary 101

Exploratory Break 7.14 Text Structures 105

Chapter 8 Teaching Listening 107

Exploratory Break 8.1 Listening 107

Exploratory Break 8.2 Bottom-Up Processing 108

Exploratory Break 8.3 Top-Down Processing 109

Exploratory Break 8.4 Interactional Purposes 110

Exploratory Break 8.5 Transactional Purposes 111

Exploratory Break 8.6 Back-Channel Signals 112

Exploratory Break 8.7 Local, Global, and Transitional Repairs 113

Exploratory Break 8.8 Comprehension Checks 114

Exploratory Break 8.9 Soap Activities 119

Chapter 9 Language Assessment 123

Exploratory Break 9.1 Language Assessment 123

Exploratory Break 9.2 Reliability and Validity 124

Exploratory Break 9.3 Alternative Assessment 125

Exploratory Break 9.4 Criterion- and Norm-Referenced Assessment 126

Exploratory Break 9.5 Selected-Response Assessment 126

Exploratory Break 9.6 Multiple-Choice Tests 127

Exploratory Break 9.7 True/False Tests 127

Exploratory Break 9.8 Matching Tests 127

Exploratory Break 9.9 Short-Answer Tests 128

Exploratory Break 9.10 Essay Tests 128

Exploratory Break 9.11 Fill-in Tests 129

Exploratory Break 9.12 Oral Tests 129

Exploratory Break 9.13 Portfolios 130

Exploratory Break 9.14 Self- or Peer Assessment 131

Exploratory Break 9.15 Constructing Language Tests 131

Exploratory Break 9.16 Create Your Own Language Test 136

Chapter 10 Professional Development 137

Exploratory Break 10.1 Professional Development Needs Assessment 138

Exploratory Break 10.2 Opportunities for Reflection and Development 143

Exploratory Break 10.3 Action Research 144

Exploratory Break 10.4 Critical Incidents 145

Exploratory Break 10.5 Teaching Journal 146

Exploratory Break 10.6 Classroom Observations 147

Exploratory Break 10.7 Teacher Group Discussion 148.

Notes:

Includes bibliographical references (pages 151-154) and index.

ISBN:

1412924383

1412924391

OCLC:

60605164