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 curriculaalinguistic based, content-based, learner-centered, and learning-centered. Throughout the three volumes, the focus is on outcomes, that is, student learning. Features ac Situated in current research in the field of English language teaching and other disciplines that inform it ac Sample data, including classroom vignettes ac Three kinds of activities/tasks: Reflect, Explore, and ExpandHow does this lesson excerpt demonstrate that this learnera#39;s performance met Goal 1, Standard 3? ... The writing and field reviewing of the TESOL Pre-Ka12 standards was conducted over a three-year period, mostly by volunteers, resulting in the 1997 ... was developing its framework of stages (McKay aamp; Scarino , 1991) and Alberta, Canada was developing its learner outcomes (Alberta Education, 1997).
|Title||:||What English Language Teachers Need to Know Volume III|
|Author||:||MaryAnn Christison, Denise E. Murray|
|Publisher||:||Routledge - 2014-03-05|