| 000 | 02684nam a22007577a 4500 | ||
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| 008 | 140202b ck ||||| |||| 00| 0 spa d | ||
| 020 | _a0-521-40722-2 | ||
| 090 | _a8090100318 | ||
| 100 | 1 |
_aWajnryb, Ruth _990407 |
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| 245 | 1 | 0 | _aClassroom Observation Tasks : a resource book for language teachers and trainers / Ruth Wajnryb |
| 264 | _aCambridge : Cambridge University Press, 1992 | ||
| 300 | _a145 p. | ||
| 490 | 0 |
_aCambridge teacher training and development _995249 |
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| 505 | 0 | 0 | _aPART ONE : Introduction |
| 505 | 0 | 0 | _a1. Observation as a learning tool |
| 505 | 0 | 0 | _a2. Who is this book for? |
| 505 | 0 | 0 | _a3. Why a book on observation? |
| 505 | 0 | 0 | _a4. How the tasks are organised? |
| 505 | 0 | 0 | _a5. How to use the tasks |
| 505 | 0 | 0 | _a6. A word of caution |
| 505 | 0 | 0 | _aPART TWO : The tasks |
| 505 | 0 | 0 | _a1. The learner |
| 505 | 0 | 0 | _a1.1 Attending to the learner |
| 505 | 0 | 0 | _a1.2 Learner motivation |
| 505 | 0 | 0 | _a1.3 The learner as doer |
| 505 | 0 | 0 | _a1.4 Learner level |
| 505 | 0 | 0 | _a1.5 The learner as cultural being |
| 505 | 0 | 0 | _a2. Language |
| 505 | 0 | 0 | _a2.1 The teacher's meta-language |
| 505 | 0 | 0 | _a2.2 The language of questions |
| 505 | 0 | 0 | _a2.3 The language of feedback to error |
| 505 | 0 | 0 | _a2.4 Language echoes |
| 505 | 0 | 0 | _a2.5 Language as the negociation of meaning |
| 505 | 0 | 0 | _a3. Learning |
| 505 | 0 | 0 | _a3.1 The learning environment |
| 505 | 0 | 0 | _a3.2 Checking learning |
| 505 | 0 | 0 | _a3.3 Learning and teaching compared |
| 505 | 0 | 0 | _a3.4 Learning aims |
| 505 | 0 | 0 | _a3.5 Lexis and learning |
| 505 | 0 | 0 | _a4 The Lesson |
| 505 | 0 | 0 | _a4.1 Lesson planning |
| 505 | 0 | 0 | _a4.2 Opening and closures |
| 505 | 0 | 0 | _a4.3 Lessons phases and transitions |
| 505 | 0 | 0 | _a4.4 Grammar and lessons content |
| 505 | 0 | 0 | _a4.5 Lessons breakdown |
| 505 | 0 | 0 | _a5. Teaching skills and strategies |
| 505 | 0 | 0 | _a5.1 Presenting |
| 505 | 0 | 0 | _a5.2 Eliciting : teacher prompts |
| 505 | 0 | 0 | _a5.3 Eliciting : teacher responses |
| 505 | 0 | 0 | _a5.4 Giving instructions |
| 505 | 0 | 0 | _a5.5 Managing error |
| 505 | 0 | 0 | _a6. Classroom management |
| 505 | 0 | 0 | _a6.1 Managing classroom communication : patterns of interaction |
| 505 | 0 | 0 | _a6.2 Managing pair and group work |
| 505 | 0 | 0 | _a6.3 Teaching and learning roles |
| 505 | 0 | 0 | _a6.4 Timing and pace |
| 505 | 0 | 0 | _a6.5 Classroom power |
| 505 | 0 | 0 | _a7. Materials and resources |
| 505 | 0 | 0 | _a7.1 The board as resource |
| 505 | 0 | 0 | _a7.2 The learner as resource |
| 505 | 0 | 0 | _a7.3 whole learner materials |
| 505 | 0 | 0 | _a7.4 Task analysis |
| 505 | 0 | 0 | _a7.5 Task design and evaluation |
| 650 | 1 | 4 |
_aLenguaje y lenguas _9114642 |
| 650 | 1 | 4 |
_aIngles _xmetodos de observacion _9113480 |
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_c7747 _d7747 |
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