Cover Half Title Series Page Title Page Copyright Page Table of Contents List of Figures List of Tables Preface Acknowledgments PART I: Planning for Learning 1.Planning Curriculum Introduction Organizing Principles Adapting Curriculum Curriculum in Practice Conclusion Questions for Discussion References 2. Planning Lesson Content Introduction Principles for Planning Instruction Types of Content Creating a Unit of Work Planning Lessons Conclusion Questions for Discussion Notes References 3. Planning Activities and Managing Classroom Interaction Introduction Planning Instructional Activities Managing Classroom Interaction Conclusion Questions for Discussion Notes References 4.Selecting and Adapting Materials Introduction Selecting Textbooks Adapting and Supplementing Textbooks Digital Resources Conclusion Questions for Discussion References PART II: Instructing for Learning 5. Teaching Young Learners Introduction Characteristics of Young Learners Instructing for Learning Teaching Language to Young Learners Organizing for Learning Conclusion Questions for Discussion Note References 6. Teaching Adolescent Learners Introduction Contexts for Adolescent Learners Instructing for Learning Key Areas of Adolescent Development Literacy Needs of L2 Adolescent Learners Conclusion Questions for Discussion Notes References 7. Adult Immigrants and Refugees Introduction Characteristics of Adult Immigrants and Refugees Worldwide Contexts Instructing for Learning Conclusion Questions for Discussion Notes References 8. Postsecondary Adult Learners Introduction Characteristics of Learners Instructing for Learning Conclusion. Questions for Discussion Notes References 9. Workplace Literacy Introduction The Need for Workplace Literacy The Adult Learner Workforce Preparation Programs Workplace Instruction Conclusion Questions for Discussion Notes References 10. Integrating Language and Content Introduction Characteristics of Learners and Contexts Models and Programs for Integrating Language and Content Options for the Delivery of Instruction Instructing for Learning Questions for Discussion Conclusion Notes References PART III: Assessing for Learning 11. Clasroom-based Assesment Introduction Types of Assessments Formative Assessment Summative Assessment Conclusion Questions for Discussion References 12. Large-scale Assesment Introduction Measuring Language Proficiency Measuring Test Performance Major Large-scale Tests Conclusion Questions for Discussion Note References 13. Program Evaluation Introduction Contexts and Program Characteristics Program Evaluation Types of Program Evaluation Teacher Evaluation Conclusion Questions for Discussion Notes References PART IV: Continuing Teacher Learning 14. Exploring One's Own Instruction Introduction Teacher Beliefs and Perceptions Observing Classrooms Analyzing Classroom Interaction Teacher Research Conclusion Questions for Discussion References 15. Exploring the Use of Digital Technologies in English Language Teaching Introduction Issues Using Digital Technology to Facilitate Learning Organizing Instruction Using Corpora Skills Teachers Need in a Digital Workplace Conclusion Discussion Questions References Index

Designed for pre-service and novice teachers in ELT, What English Language Teachers Need to Know Volumes I, II, and IIIare companion textbooks organized around the key question:What do teachers need to know and be able to do in order to help their students to learn English? In the Second Edition of Volume II, Murray and Christison return to this essential question and cover the three main facets of teaching: planning, instructing, and assessing L2 English instruction. Addressing new skills and strategies that ESL and EFL teachers require to meet the needs of their shifting student populations who are impacted by changing demographics, different learning contexts, and digital environments, this book offers a strong emphasis on practical applications for classroom teaching that is grounded in current research. This updated and expanded Second Edition features: anew section on teacher learning, including a chapter on exploring digital technologies in ELT new and updated classroom examples throughout discussions of how teachers can prepare for contemporary challenges, such as population mobility and globalization. The comprehensive texts work for teachers across different contexts--where English is the dominant language, an official language, or a foreign language; for different levels--elementary/primary, secondary, university, or adult education; and for different learning purposes--general English, workplace English, English for academic purposes, or English for specific purposes