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Informationen zum Autor Thomas S. C. Farrell is a professor in applied linguistics at Brock University, Canada. He has been involved with ESL and applied linguistics for the past 27 years and has written extensively on topics such as reflective practice, language teacher development, and language teacher education. His recent books include Reflective Practice in Action (2004, Corwin Press), Reflecting on Classroom Communication in Asia (2004, Longman), and Professional Development for Language Teachers (2005, Cambridge University Press, coauthored with Jack Richards). Klappentext New teachers often experience "reality shock" as they discover that the ideals they learned in college do not match the daily realities of classroom life-especially when they are called upon to begin their careers by working with English language learners in English as a second language (ESL) or English as a foreign language (EFL) settings. By combining best practices for teacher induction, mentoring, and support with carefully phased-in coverage of the basics of ESL/EFL lesson planning, classroom management, writing, reading, grammar, speaking, listening, vocabulary, and language assessment, this new book offers beginning teachers the reality guide they need. With 104 Exploratory Breaks throughout to provide topics for reflection and discussion with mentors, supervisors, and support providers, this guide will be of interest to any teacher new to working with ESL and EFL learners. Zusammenfassung This easy-to-navigate resource gives novice teachers carefully phased-in coverage of ESL/EFL lesson planning! classroom management! and skill building. Inhaltsverzeichnis Preface Acknowledgments About the Author Ch 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 Reflection Ch 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 Reflection Ch 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 Reflection Ch 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 Reflection Ch 5: Teaching Writing Exp...
