Wajnryb, Ruth
Classroom Observation Tasks : a resource book for language teachers and trainers / Ruth Wajnryb - 145 p. - Cambridge teacher training and development .
PART ONE : Introduction 1. Observation as a learning tool 2. Who is this book for? 3. Why a book on observation? 4. How the tasks are organised? 5. How to use the tasks 6. A word of caution PART TWO : The tasks 1. The learner 1.1 Attending to the learner 1.2 Learner motivation 1.3 The learner as doer 1.4 Learner level 1.5 The learner as cultural being 2. Language 2.1 The teacher's meta-language 2.2 The language of questions 2.3 The language of feedback to error 2.4 Language echoes 2.5 Language as the negociation of meaning 3. Learning 3.1 The learning environment 3.2 Checking learning 3.3 Learning and teaching compared 3.4 Learning aims 3.5 Lexis and learning 4 The Lesson 4.1 Lesson planning 4.2 Opening and closures 4.3 Lessons phases and transitions 4.4 Grammar and lessons content 4.5 Lessons breakdown 5. Teaching skills and strategies 5.1 Presenting 5.2 Eliciting : teacher prompts 5.3 Eliciting : teacher responses 5.4 Giving instructions 5.5 Managing error 6. Classroom management 6.1 Managing classroom communication : patterns of interaction 6.2 Managing pair and group work 6.3 Teaching and learning roles 6.4 Timing and pace 6.5 Classroom power 7. Materials and resources 7.1 The board as resource 7.2 The learner as resource 7.3 whole learner materials 7.4 Task analysis 7.5 Task design and evaluation
0-521-40722-2
Lenguaje y lenguas
Ingles--metodos de observacion
Classroom Observation Tasks : a resource book for language teachers and trainers / Ruth Wajnryb - 145 p. - Cambridge teacher training and development .
PART ONE : Introduction 1. Observation as a learning tool 2. Who is this book for? 3. Why a book on observation? 4. How the tasks are organised? 5. How to use the tasks 6. A word of caution PART TWO : The tasks 1. The learner 1.1 Attending to the learner 1.2 Learner motivation 1.3 The learner as doer 1.4 Learner level 1.5 The learner as cultural being 2. Language 2.1 The teacher's meta-language 2.2 The language of questions 2.3 The language of feedback to error 2.4 Language echoes 2.5 Language as the negociation of meaning 3. Learning 3.1 The learning environment 3.2 Checking learning 3.3 Learning and teaching compared 3.4 Learning aims 3.5 Lexis and learning 4 The Lesson 4.1 Lesson planning 4.2 Opening and closures 4.3 Lessons phases and transitions 4.4 Grammar and lessons content 4.5 Lessons breakdown 5. Teaching skills and strategies 5.1 Presenting 5.2 Eliciting : teacher prompts 5.3 Eliciting : teacher responses 5.4 Giving instructions 5.5 Managing error 6. Classroom management 6.1 Managing classroom communication : patterns of interaction 6.2 Managing pair and group work 6.3 Teaching and learning roles 6.4 Timing and pace 6.5 Classroom power 7. Materials and resources 7.1 The board as resource 7.2 The learner as resource 7.3 whole learner materials 7.4 Task analysis 7.5 Task design and evaluation
0-521-40722-2
Lenguaje y lenguas
Ingles--metodos de observacion