- Volume
-
v. 3 : hbk ISBN 9780415662543
Description
What English Teachers Need to Know, a set of companion texts designed for pre-service teachers and teachers new to the field of ELT, addresses the key question: What do English language teachers need to know and be able to do in order for their students to learn English? These texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education); and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).
Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom. Volume II, on facilitating learning, covers the three main facets of teaching: planning, instructing, and assessing. Volume III, on designing curriculum, covers the contexts for, processes in, and types of ELT curricula-linguistic based, content-based, learner-centered, and learning-centered. Throughout the three volumes, the focus is on outcomes, that is, student learning.
Features
* Situated in current research in the field of English language teaching and other disciplines that inform it
* Sample data, including classroom vignettes
* Three kinds of activities/tasks: Reflect, Explore, and Expand
Table of Contents
Brief ContentsPreface
Acknowledgements
Part I: Contexts for ELT Curricula
1 The Nature of Curriculum Design
2 Social, Political, and Historical Contexts
3 The World of ELT
4 Technological Context
Part II: Key Processes in Curriculum Design
5 The Cycle of Curriculum Design
6 Using Curriculum to Connect Lessons, Courses, and Programs
7 Quality Assurance and Curriculum
Part III: Linguistic-based Curricula
8 The Structural Approach
9 The Notional-Functional Approach
10 The Academic Language Functions Approach
11 A Genre and Text-based Approach
12 A Vocabulary Approach
13 A Skills-based Approach
Part IV: Content-based Curricula
14 The Integration of Content and Language
15 Topical and Situational Approaches
Part V: Learner Centered Curricula
16 A Negotiated Curriculum
17 A Humanistic Curriculum
18 A Task-based Curriculum
Part VI: Learning Centered Curricula
19 Outcome-based Education
20 Competency-based Curriculum
21 Standards-based Curriculum
- Volume
-
v. 3 : pbk ISBN 9780415662550
Description
What English Teachers Need to Know, a set of companion texts designed for pre-service teachers and teachers new to the field of ELT, addresses the key question: What do English language teachers need to know and be able to do in order for their students to learn English? These texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education); and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).
Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom. Volume II, on facilitating learning, covers the three main facets of teaching: planning, instructing, and assessing. Volume III, on designing curriculum, covers the contexts for, processes in, and types of ELT curricula-linguistic based, content-based, learner-centered, and learning-centered. Throughout the three volumes, the focus is on outcomes, that is, student learning.
Features
* Situated in current research in the field of English language teaching and other disciplines that inform it
* Sample data, including classroom vignettes
* Three kinds of activities/tasks: Reflect, Explore, and Expand
Table of Contents
Brief ContentsPreface
Acknowledgements
Part I: Contexts for ELT Curricula
1 The Nature of Curriculum Design
2 Social, Political, and Historical Contexts
3 The World of ELT
4 Technological Context
Part II: Key Processes in Curriculum Design
5 The Cycle of Curriculum Design
6 Using Curriculum to Connect Lessons, Courses, and Programs
7 Quality Assurance and Curriculum
Part III: Linguistic-based Curricula
8 The Structural Approach
9 The Notional-Functional Approach
10 The Academic Language Functions Approach
11 A Genre and Text-based Approach
12 A Vocabulary Approach
13 A Skills-based Approach
Part IV: Content-based Curricula
14 The Integration of Content and Language
15 Topical and Situational Approaches
Part V: Learner Centered Curricula
16 A Negotiated Curriculum
17 A Humanistic Curriculum
18 A Task-based Curriculum
Part VI: Learning Centered Curricula
19 Outcome-based Education
20 Competency-based Curriculum
21 Standards-based Curriculum
- Volume
-
v. 1 : hbk ISBN 9780415806381
Description
Designed for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know I and II are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? The focus throughout is on outcomes, that is, student learning.
Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom:
the characteristics of the context in which they work
how English works and how it is learned
their role in the larger professional sphere of English language education
Volume II, on facilitating learning, covers the three main facets of teaching:
planning
instructing
assessing
The texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education), and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).
Table of Contents
Preface
Acknowledgements
Part 1: Identity and Context 1. Learner Identities 2. The World of English 3. English Learning around the World 4. The Cultural Context 5. Learning about Identity and Setting Part 2: Teacher Language Awareness 6. The Sound System 7. The Word System 8. The Sentence System 9. Beyond the Sentence: Spoken and Written Language
Part 3: Learning 10. Theories of Learning 11. An Introduction to Second Language Acquisition 12. Second Language Acquisition and Language Pedagogy 13. Learning Theories in the Classroom
Part 4: Professionalism 14. Sustaining Professionalism
- Volume
-
v. 1 : pbk ISBN 9780415806398
Description
Designed for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know I and II are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? The focus throughout is on outcomes, that is, student learning.
Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom:
the characteristics of the context in which they work
how English works and how it is learned
their role in the larger professional sphere of English language education
Volume II, on facilitating learning, covers the three main facets of teaching:
planning
instructing
assessing
The texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education), and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).
Table of Contents
Preface
Acknowledgements
Part 1: Identity and Context 1. Learner Identities 2. The World of English 3. English Learning around the World 4. The Cultural Context 5. Learning about Identity and Setting Part 2: Teacher Language Awareness 6. The Sound System 7. The Word System 8. The Sentence System 9. Beyond the Sentence: Spoken and Written Language
Part 3: Learning 10. Theories of Learning 11. An Introduction to Second Language Acquisition 12. Second Language Acquisition and Language Pedagogy 13. Learning Theories in the Classroom
Part 4: Professionalism 14. Sustaining Professionalism
- Volume
-
v. 2 : hbk ISBN 9780415806404
Description
Designed for pre-service teachers and teachers new to the field of ELT, Volume II and its companion are companion textbook, Volume I, are volumes organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? Volume I covers the characteristics of the context in which teachers work, how English works and how it is learned, and the teacher's role in the larger professional sphere of English language education. Volume II covers the three main facets of teaching: planning, instructing, and assessing. The focus throughout is on outcomes, that is, student learning.
The texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education), and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).
Table of Contents
Preface Acknowledgements
Part 1: Planning 1. Planning Curriculum 2. Planning Lesson Content 3. Planning Activities and Managing Interaction 4. Planning Materials
Part 2: Instructing for Learning 5. Teaching Young Learners 6. Teaching Adolescent Learners 7. Adult Immigrant and Refugees 8. Post Secondary Adults 9. Workplace Literacy 10. Integrating Language and Content 11. Exploring One's Own Instruction
Part 3: Assessing for Learning 12. Formative and Alternative Assessment 13. Large-scale Assessment 14. Program Evaluation
- Volume
-
v. 2 : pbk ISBN 9780415806411
Description
Designed for pre-service teachers and teachers new to the field of ELT, Volume II and its companion are companion textbook, Volume I, are volumes organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? Volume I covers the characteristics of the context in which teachers work, how English works and how it is learned, and the teacher's role in the larger professional sphere of English language education. Volume II covers the three main facets of teaching: planning, instructing, and assessing. The focus throughout is on outcomes, that is, student learning.
The texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education), and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).
Table of Contents
Preface Acknowledgements
Part 1: Planning 1. Planning Curriculum 2. Planning Lesson Content 3. Planning Activities and Managing Interaction 4. Planning Materials
Part 2: Instructing for Learning 5. Teaching Young Learners 6. Teaching Adolescent Learners 7. Adult Immigrant and Refugees 8. Post Secondary Adults 9. Workplace Literacy 10. Integrating Language and Content 11. Exploring One's Own Instruction
Part 3: Assessing for Learning 12. Formative and Alternative Assessment 13. Large-scale Assessment 14. Program Evaluation
by "Nielsen BookData"