Succeeding with English language learners : (Record no. 14502)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 05880nam a2200181Ia 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20201012130007.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 181114s9999||||xx |||||||||||||| ||und|| |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
| International Standard Book Number | 9781412924399 (pbk) |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | PK-IsLIS |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER | |
| Classification number | 428.0071 |
| Item number | F2471 |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Farrell, Thomas S. C. |
| 245 #0 - TITLE STATEMENT | |
| Title | Succeeding with English language learners : |
| Remainder of title | a guide for beginning teachers |
| Statement of responsibility, etc | / Thomas S. C. Farrell |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Name of publisher, distributor, etc | Corwin Press, |
| Place of publication, distribution, etc | California : |
| Date of publication, distribution, etc | 2006 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | xiii, 160 p. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | English-Language |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Koha item type | Books |
| 505 0# - FORMATTED CONTENTS NOTE | |
| Formatted contents note | PrefaceAcknowledgmentsAbout the AuthorCh 1: Teaching in the First Year Exploratory Break 1.1: Teaching in the First Year Exploratory Break 1.2: First Year Phases of Development Exploratory Break 1.3: Stages of Development Exploratory Break 1.4: Stacy's First Years of Development Exploratory Break 1.5: Stacy's First Years of Support Exploratory Break 1.6: Mentors Exploratory Break 1.7: Teaching Load Exploratory Break 1.8: Nature of Classes during the First Years Exploratory Break 1.9: Helping Yourself Chapter ReflectionCh 2: Planning English Language Lessons Exploratory Break 2.1: Why Plan Lessons? Exploratory Break 2.2: Benefits of Planning Lessons Exploratory Break 2.3: Lesson Plan Details Exploratory Break 2.4: Writing Lesson Objectives Exploratory Break 2.5: Lesson Design Exploratory Break 2.6: Questions to Consider Before Lessons Exploratory Break 2.7: Components of a Language Lesson Exploratory Break 2.8: Questions for Teachers to Consider After the Lesson Exploratory Break 2.9: Questions for Students to Consider After the Lesson Chapter ReflectionCh 3: Classroom Management Exploratory Break 3.1: Teacher: Manager or Conductor Exploratory Break 3.2: Organizing the Class Exploratory Break 3.3: Conducting Group Work Exploratory Break 3.4: Dealing with the Disengaged ESL Student Exploratory Break 3.5: Facilitating Classroom Communication Exploratory Break 3.6: Investigating Patterns of Interaction in Your Classroom Exploratory Break 3.7: Facilitating Diversity Exploratory Break 3.8: Facilitating Different Learning Styles Exploratory Break 3.9: Looking Ahead Chapter ReflectionCh 4: Teaching Grammar Exploratory Break 4.1: Teaching and Grammar Exploratory Break 4.2: Grammar Exploratory Break 4.3: Teaching Grammar Exploratory Break 4.4: Inductive and Deductive Grammar Teaching Exploratory Break 4.5: Why Is English So Hard? Exploratory Break 4.6: Grammar Activity Using the CRISP Method Exploratory Break 4.7: Create your own Grammar Activities Using the CRISP Method Chapter ReflectionCh 5: Teaching Writing Exploratory Break 5.1: Writing Exploratory Break 5.2: Purpose and Audience Exploratory Break 5.3: Writing as Product Exploratory Break 5.4: Writing as Process Exploratory Break 5.5: Teaching Writing Exploratory Break 5.6: Assumptions About Writing Exploratory Break 5.7: Peer Evaluation Exploratory Break 5.8: Peer Editing Exploratory Break 5.9: Feedback Exploratory Break 5.10: The Place of Grammar Chapter ReflectionCh 6: Teaching Speaking Exploratory Break 6.1: Speaking a Second/Foreign Language Exploratory Break 6.2: Rules of Face-to-Face Interaction Exploratory Break 6.3: Turn-taking Exploratory Break 6.4: Teaching Turn-taking Exploratory Break 6.5: Establishing Topics Exploratory Break 6.6: Topics Exploratory Break 6.7: Conversation Breakdowns Exploratory Break 6.8: Repair Exploratory Break 6.9: Teaching Dimensions of Speaking Exploratory Break 6.10: Accuracy versus Fluency Exploratory Break 6.11: Guidelines for Planning Speaking Lessons Exploratory Break 6.12: Project Focus Exploratory Break 6.13: Project Information Exploratory Break 6.14: Class Project Chapter ReflectionCh 7: Teaching Reading Exploratory Break 7.1: Reading Habits Exploratory Break 7.2: Reading Definition Exploratory Break 7.3: Models of Reading Exploratory Break 7.4: Reading Strategy Profile Exploratory Break 7.5: Reading Strategies Exploratory Break 7.6: Prior Knowledge Exploratory Break 7.7: Word Association Exploratory Break 7.8: Direct Experience Exploratory Break 7.9: Cinquain Exploratory Break 7.10: Prediction Exploratory Break 7.11: Skimming Exploratory Break 7.12: Scanning Exploratory Break 7.13: Teaching New Vocabulary Exploratory Break 7.14: Text Structures Chapter ReflectionCh 8: Teaching Listening Exploratory Break 8.1: Listening Exploratory Break 8.2: Bottom-up Processing Exploratory Break 8.3: Top-Down Processing Exploratory Break 8.4: Interactional Purposes Exploratory Break 8.5: Transactional Purposes Exploratory Break 8.6: Back-channelling Signals Exploratory Break 8.7: Local, Global, and Transitional Repairs Exploratory Break 8.8: Comprehension Checks Exploratory Break 8.9: Soap Activities Chapter ReflectionCh 9: Language Assessment Exploratory Break 9.1: Language Assessment Exploratory Break 9.2: Reliability and Validity Exploratory Break 9.3: Alternative Assessment Exploratory Break 9.4: Criterion and Norm Reference Assessment Exploratory Break 9.5: Selected-response Assessment Exploratory Break 9.6: Multiple-choice Tests Exploratory Break 9.7: True-false Tests Exploratory Break 9.8: Matching Tests Exploratory Break 9.9: Short-answer Tests Exploratory Break 9.10: Essay Tests Exploratory Break 9.11: Fill-in Tests Exploratory Break 9.12: Oral Tests Exploratory Break 9.13: Portfolios Exploratory Break 9.14: Self/Peer Assessment Exploratory Break 9.15: Constructing Language Tests Exploratory Break 9.16: Create Your Own Language Test Chapter ReflectionCh 10: Professional Development Exploratory Break 10.1: Professional Development Needs Assessment Exploratory Break 10.2: Opportunities for Reflection and Development Exploratory Break 10.3: Action Research Exploratory Break 10.4: Critical Incidents Exploratory Break 10.5: Teaching Journal Exploratory Break 10.6: Classroom Observations Exploratory Break 10.7: Teacher Group Discussion Chapter ReflectionReferencesIndex |
| Withdrawn status | Damaged status | Not for loan | Home library | Current library | Date acquired | Source of acquisition | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
|---|---|---|---|---|---|---|---|---|---|---|---|
| UE-Central Library | UE-Central Library | 14.11.2018 | U.E.8769 | 428.0071 F2471 | T10928 | 14.11.2018 | 14.11.2018 | Books |
