| 000 | 17388cam a2202605Ii 4500 | ||
|---|---|---|---|
| 999 |
_c1568 _d1568 |
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| 001 | 845013842 | ||
| 003 | OCoLC | ||
| 005 | 20230101191152.0 | ||
| 008 | 130529s2014 maua b 001 0 eng d | ||
| 020 | _a1111771375 (pbk) | ||
| 020 | _a9781111771379 (pbk) | ||
| 035 | _a(OCoLC)845013842 | ||
| 040 |
_aYDXCP _erda _cJCRC _dXTC _dOCLCO _dOOU _beng _dNhCcYME |
||
| 049 | _aOTZA | ||
| 050 | 1 | 4 |
_aPE1128 _b.S56 2014 |
| 050 | 1 | 4 | _aPE1128 |
| 099 | _aPE 1128 .S56 2014 | ||
| 100 | 1 | _aShin, Joan Kang | |
| 245 | 1 | 0 |
_aTeaching Young Learners English : _bFrom Theory to Practice / _cJoan Kang Shin and JoAnn (Jodi) Crandall. |
| 250 | _a1st ed. | ||
| 260 |
_aBoston : _bNational Geographic Learning, _bCengage Learning, _c2014. |
||
| 300 |
_aix, 403 p. : _bill. ; _c28 cm. |
||
| 504 | _aIncludes bibliographical references and index. | ||
| 505 | _a"Teaching Young Learners English focuses on teaching English as a foreign language to children aged 7-12. It presents foundational concepts, best practices and practical suggestions on how to develop lessons and activities for the energetic and curious minds of young learners in the 21st Century classroom. It also features the perspectives and suggestions from practicing teachers around the world, and can be used as a basic text for prospective teachers or as a professional development tool for teachers and administrators wishing to develop the knowledge and skills to teach English to young learners." (Publisher's Website) | ||
| 505 | _aCONTENTS | ||
| 505 | _aPreface | ||
| 505 | _aAbout the Authors | ||
| 505 | _aChapter 1 - Teaching English to Young Learners around the World: An Introduction | ||
| 505 | _aGetting Started | ||
| 505 | _aTheory, Planning and Application | ||
| 505 | _aReasons for an Early Start | ||
| 505 | _aPlanning for Success in English to Young Learners (EYL) Programs | ||
| 505 | _aTeacher to Teacher | ||
| 505 | _aEnglish Education Profiles | ||
| 505 | _aChapter Summary | ||
| 505 | _aTo Conclude | ||
| 505 | _aOver to You | ||
| 505 | _aResources and References | ||
| 505 | _aPrint Publications | ||
| 505 | _aUseful Web Sites | ||
| 505 | _aReferences | ||
| 505 | _aChapter 2 - Basic Principles of Teaching English to Young Learners (TEYL) | ||
| 505 | _aGetting Started | ||
| 505 | _aTheory, Planning and Application | ||
| 505 | _aConsiderations for Teaching Young Learners | ||
| 505 | _aEffective Language Teaching Practice for Young Learners | ||
| 505 | _aTeaching English to Young Learners (TEYL) Instruction Chart | ||
| 505 | _aDesigning a Lesson for Young Learners | ||
| 505 | _aSample Lesson | ||
| 505 | _aTeacher to Teacher | ||
| 505 | _aEffective Approaches for Teaching Young Learners | ||
| 505 | _aChapter Summary | ||
| 505 | _aTo Conclude | ||
| 505 | _aOver to You | ||
| 505 | _aResources and References | ||
| 505 | _aPrint Publications | ||
| 505 | _aUseful Web Sites | ||
| 505 | _aReferences | ||
| 505 | _aChapter 3 - Contextualizing Instruction: Creating Thematic Units and Lesson Plans | ||
| 505 | _aGetting Started | ||
| 505 | _aTheory, Planning and Application | ||
| 505 | _aContextualized Instruction | ||
| 505 | _aThematic Instruction | ||
| 505 | _aPlanning Thematic Units | ||
| 505 | _aLong-Term Planning | ||
| 505 | _aPlanning for the Term or Year | ||
| 505 | _aDaily Lesson Planning | ||
| 505 | _aSample Lesson | ||
| 505 | _aEvaluating Thematic Units and Lessons | ||
| 505 | _aTeacher to Teacher | ||
| 505 | _aContextualizing Instruction | ||
| 505 | _aChapter Summary | ||
| 505 | _aTo Conclude | ||
| 505 | _aOver to You | ||
| 505 | _aResources and References | ||
| 505 | _aPrint Publications | ||
| 505 | _aUseful Web Sites | ||
| 505 | _aReferences | ||
| 505 | _aChapter 4 - Teaching Listening and Speaking | ||
| 505 | _aGetting Started | ||
| 505 | _aTheory, Planning and Application | ||
| 505 | _aConsiderations for Teaching Listening and Speaking | ||
| 505 | _aConsiderations for Teaching Listening | ||
| 505 | _aConsiderations for Teaching Speaking | ||
| 505 | _aEffective Listening and Speaking Activities | ||
| 505 | _aDesigning a Listening and Speaking Lesson | ||
| 505 | _aSample Lesson | ||
| 505 | _aTeacher to Teacher | ||
| 505 | _aTeaching Listening and Speaking to Young Learners | ||
| 505 | _aChapter Summary | ||
| 505 | _aTo Conclude | ||
| 505 | _aOver to You | ||
| 505 | _aResources and References | ||
| 505 | _aPrint Publications | ||
| 505 | _aUseful Web Sites | ||
| 505 | _aReferences | ||
| 505 | _aChapter 5 - Teaching Reading and Writing | ||
| 505 | _aGetting Started | ||
| 505 | _aTheory, Planning and Application | ||
| 505 | _aConsiderations for Teaching Reading and Writing | ||
| 505 | _aConsiderations for Teaching Reading | ||
| 505 | _aEffective Reading Activities | ||
| 505 | _aConsiderations for Teaching Writing | ||
| 505 | _aDesigning a Reading and Writing Lesson | ||
| 505 | _aSample Lesson | ||
| 505 | _aTeacher to Teacher | ||
| 505 | _aTeaching Reading and Writing to Young Learners | ||
| 505 | _aChapter Summary | ||
| 505 | _aTo Conclude | ||
| 505 | _aOver to You | ||
| 505 | _aResources and References | ||
| 505 | _aPrint Publications | ||
| 505 | _aUseful Web Sites | ||
| 505 | _aReferences | ||
| 505 | _aChapter 6 - Storytelling | ||
| 505 | _aGetting Started | ||
| 505 | _aTheory, Planning and Application | ||
| 505 | _aStorytelling Is an Authentic Form of Communication | ||
| 505 | _aStorytelling Teaches Young Learners in an Entertaining Way | ||
| 505 | _aStorytelling Develops Critical Thinking Skills | ||
| 505 | _aDesigning a Reading and Writing Lesson | ||
| 505 | _aHow We Tell Stories in the Classroom | ||
| 505 | _aChoose the Right Story | ||
| 505 | _aPrepare to Tell a Story | ||
| 505 | _aEffective Storytelling Activities | ||
| 505 | _aActivities before Storytelling | ||
| 505 | _aActivities during Storytelling | ||
| 505 | _aActivities after Storytelling | ||
| 505 | _aDesigning a Lesson with Storytelling | ||
| 505 | _aTeacher to Teacher | ||
| 505 | _aStorytelling to Young Learners | ||
| 505 | _aChapter Summary | ||
| 505 | _aTo Conclude | ||
| 505 | _aOver to You | ||
| 505 | _aResources and References | ||
| 505 | _aPrint Publications | ||
| 505 | _aOnline Resources for Storybooks | ||
| 505 | _aUseful Web Sites | ||
| 505 | _aReferences | ||
| 505 | _aChapter 7 - Assessment | ||
| 505 | _aGetting Started | ||
| 505 | _aTheory, Planning and Application | ||
| 505 | _aConsiderations for Assessing Young Learners | ||
| 505 | _aBasic Assessment Terms and Concepts | ||
| 505 | _aPrinciples of Assessment | ||
| 505 | _aPurposes and Types of Language Assessments | ||
| 505 | _aEffective Assessment Activities | ||
| 505 | _aDesigning Effective Assessment for a Lesson | ||
| 505 | _aTeacher to Teacher | ||
| 505 | _aTeachers' Perspectives on Assessment | ||
| 505 | _aChapter Summary | ||
| 505 | _aTo Conclude | ||
| 505 | _aOver to You | ||
| 505 | _aResources and References | ||
| 505 | _aPrint Publications | ||
| 505 | _aUseful Web Sites | ||
| 505 | _aReferences | ||
| 505 | _aChapter 8 - Classroom Management | ||
| 505 | _aGetting Started | ||
| 505 | _aTheory, Planning and Application | ||
| 505 | _aWhy Teachers Need to Be Good Managers | ||
| 505 | _aEffective Classroom Management Activities | ||
| 505 | _aDesigning a Classroom Management Plan | ||
| 505 | _aTeacher to Teacher | ||
| 505 | _aClassroom Management for Young Learners | ||
| 505 | _aChapter Summary | ||
| 505 | _aTo Conclude | ||
| 505 | _aOver to You | ||
| 505 | _aResources and References | ||
| 505 | _aPrint Publications | ||
| 505 | _aUseful Web Sites | ||
| 505 | _aReferences | ||
| 505 | _aChapter 9 - Twenty-First-Century Skills in Teaching English to Young Learners (TEYL) | ||
| 505 | _aGetting Started | ||
| 505 | _aTheory, Planning and Application | ||
| 505 | _aIntegrating Twenty-First Century Skills into Teaching English to Young Learners (TEYL) | ||
| 505 | _aDesigning a Technology-Based Thematic Unit | ||
| 505 | _aSample Lesson | ||
| 505 | _aTeacher to Teacher | ||
| 505 | _aTwenty-First Century Skills for Young Learners | ||
| 505 | _aChapter Summary | ||
| 505 | _aTo Conclude | ||
| 505 | _aOver to You | ||
| 505 | _aResources and References | ||
| 505 | _aPrint Publications | ||
| 505 | _aUseful Websites | ||
| 505 | _aReferences | ||
| 505 | _aChapter 10 - Professional Development | ||
| 505 | _aGetting Started | ||
| 505 | _aTheory, Planning and Application | ||
| 505 | _aWhy Professional Development Is Important | ||
| 505 | _aApproaches to Professional Development | ||
| 505 | _aEffective Professional Development | ||
| 505 | _aProfessional Development Activities | ||
| 505 | _aTeacher to Teacher | ||
| 505 | _aContinuing to Learn as an English to Young Learners (EYL) Teacher and Applying That Learning to English to Young Learners (EYL) Classes | ||
| 505 | _aChapter Summary | ||
| 505 | _aTo Conclude | ||
| 505 | _aOver to You | ||
| 505 | _aResources and References | ||
| 505 | _aWorksheets | ||
| 505 | _aEnglish Education Profile | ||
| 505 | _aClass Observation | ||
| 505 | _a21st Century Skills Integration | ||
| 505 |
_aIndex _tSummary |
||
| 505 | _aREFERENCES | ||
| 505 | _aINDEX | ||
| 520 | 3 | _a"Teaching Young Learners English focuses on teaching English as a foreign language to children aged 7-12. It presents foundational concepts, best practices and practical suggestions on how to develop lessons and activities for the energetic and curious minds of young learners in the 21st Century classroom. It also features the perspectives and suggestions from practicing teachers around the world, and can be used as a basic text for prospective teachers or as a professional development tool for teachers and administrators wishing to develop the knowledge and skills to teach English to young learners." (Publisher's Website) | |
| 520 | 2 | _aCONTENTS: Preface About the Authors Chapter 1 - Teaching English to Young Learners around the World: An Introduction Getting Started Theory, Planning and Application Reasons for an Early Start Planning for Success in English to Young Learners (EYL) Programs Teacher to Teacher English Education Profiles Chapter Summary To Conclude Over to You Resources and References Print Publications Useful Web Sites References Chapter 2 - Basic Principles of Teaching English to Young Learners (TEYL) Getting Started Theory, Planning and Application Considerations for Teaching Young Learners Effective Language Teaching Practice for Young Learners Teaching English to Young Learners (TEYL) Instruction Chart Designing a Lesson for Young Learners Sample Lesson Teacher to Teacher Effective Approaches for Teaching Young Learners Chapter Summary To Conclude Over to You Resources and References Print Publications Useful Web Sites References Chapter 3 - Contextualizing Instruction: Creating Thematic Units and Lesson Plans Getting Started Theory, Planning and Application Contextualized Instruction Thematic Instruction Planning Thematic Units Long-Term Planning Planning for the Term or Year Daily Lesson Planning Sample Lesson Evaluating Thematic Units and Lessons Teacher to Teacher Contextualizing Instruction Chapter Summary To Conclude Over to You Resources and References Print Publications Useful Web Sites References Chapter 4 - Teaching Listening and Speaking Getting Started Theory, Planning and Application Considerations for Teaching Listening and Speaking Considerations for Teaching Listening Considerations for Teaching Speaking Effective Listening and Speaking Activities Designing a Listening and Speaking Lesson Sample Lesson Teacher to Teacher Teaching Listening and Speaking to Young Learners Chapter Summary To Conclude Over to You Resources and References Print Publications Useful Web Sites References Chapter 5 - Teaching Reading and Writing Getting Started Theory, Planning and Application Considerations for Teaching Reading and Writing Considerations for Teaching Reading Effective Reading Activities Considerations for Teaching Writing Designing a Reading and Writing Lesson Sample Lesson Teacher to Teacher Teaching Reading and Writing to Young Learners Chapter Summary To Conclude Over to You Resources and References Print Publications Useful Web Sites References Chapter 6 - Storytelling Getting Started Theory, Planning and Application Storytelling Is an Authentic Form of Communication Storytelling Introduces New Cultures to Children Storytelling Teaches Young Learners in an Entertaining Way Storytelling Develops Critical Thinking Skills Designing a Reading and Writing Lesson How We Tell Stories in the Classroom Choose the Right Story Prepare to Tell a Story Effective Storytelling Activities Activities before Storytelling Activities during Storytelling Activities after Storytelling Designing a Lesson with Storytelling Teacher to Teacher Storytelling to Young Learners Chapter Summary To Conclude Over to You Resources and References Print Publications Online Resources for Storybooks Useful Web Sites References Chapter 7 - Assessment Getting Started Theory, Planning and Application Considerations for Assessing Young Learners Basic Assessment Terms and Concepts Principles of Assessment Purposes and Types of Language Assessments Effective Assessment Activities Designing Effective Assessment for a Lesson Teacher to Teacher Teachers' Perspectives on Assessment Chapter Summary To Conclude Over to You Resources and References Print Publications Useful Web Sites References Chapter 8 - Classroom Management Getting Started Theory, Planning and Application Why Teachers Need to Be Good Managers Effective Classroom Management Activities Designing a Classroom Management Plan Teacher to Teacher Classroom Management for Young Learners Chapter Summary To Conclude Over to You Resources and References Print Publications Useful Web Sites References Chapter 9 - Twenty-First-Century Skills in Teaching English to Young Learners (TEYL) Getting Started Theory, Planning and Application Integrating Twenty-First Century Skills into Teaching English to Young Learners (TEYL) Designing a Technology-Based Thematic Unit Sample Lesson Teacher to Teacher Twenty-First Century Skills for Young Learners Chapter Summary To Conclude Over to You Resources and References Print Publications Useful Web Sites References Chapter 10 - Professional Development Getting Started Theory, Planning and Application Why Professional Development Is Important Approaches to Professional Development Effective Professional Development Professional Development Activities Teacher to Teacher Continuing to Learn as an English to Young Learners (EYL) Teacher and Applying That Learning to English to Young Learners (EYL) Classes Chapter Summary To Conclude Over to You Resources and References Print Publications Useful Web Sites References Worksheets English Education Profile Class Observation Twenty-First-Century Skills Integration Index | |
| 650 | 0 |
_aEnglish language _xStudy and teaching (Primary) _xForeign speakers. |
|
| 650 | 0 |
_aEnglish language _xStudy and teaching (Elementary) _xForeign speakers. |
|
| 650 | 0 |
_aEnglish language _vTextbooks for second language learners. |
|
| 650 | 0 |
_aEnglish language _xGrammar _xStudy and teaching. |
|
| 650 | 0 | _aSecond language acquisition. | |
| 650 | 0 | _aLinguistics. | |
| 700 | 1 | _aCrandall, Jo Ann | |
| 856 |
_uhttps://ngl.cengage.com/search/productOverview.do?N=+200+4294918395&Ntk=NGL%7CP_EPI&Ntt=9781111771379%7C&Ntx=mode+matchallpartial _zPublisher's Website. |
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| 856 |
_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/1lm0b9c/alma991008910989705161 _zCheck the UO Library catalog. |
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| 942 |
_2z _cBK |
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