Contents
Introduction
Using This Book
Re-Imagining What It Means to Be a Language Teacher
Solving Common Teaching Problems
Setting Aside Distractions to Language Teaching
Overcoming Distractions that Divert Attention from Setting Goals
Chapter 1: Setting Specific Language Goals
Setting Specific Language Goals: Rationale and Examples
Reverse-Engineering Teachers’ Goals from Students’ Performance
Setting Goals According to Students’ True Language Needs
Chapter 2: Analyzing Student Needs
Facing the Problem of Learner Errors
Implementing a Solution—Diagnosing Learner Errors
Using a Theoretical Framework to Model Learner Progress
Creating Needs Analysis Plans for One-on-One Tutoring, Small Group Tutorials, and More Formal Classes
Chapter 3: Moving Beyond Choosing the Right Activities
Creating Lesson Plans vs. Lesson Sequences
Understanding the Teacher’s Role in Goal-Driven Lesson Planning
Revitalizing the ESL Tutoring Session
Seeing Goal-Driven Lesson Planning at a Glance
Assessing Lesson Plans: A Checklist
Using a Lesson-Planning Template: Scripting the Language of Instruction
Chapter 4: Teaching Language
Understanding the Elements of Teaching ESL: What’s Required?
Moving from Implicit to Explicit Language Knowledge: Making Sense of Typical Student Errors
Moving from Explicit Knowledge to Pedagogical Applications: Beyond “It Just Sounds Right That Way”
Preparing Lessons on New (to You) Grammar Topics
Assessing Grammar Books for Classroom Use
Chapter 5: Responding to Student Errors
Reviewing Historical Approaches to Student Errors and Corrective Feedback in SLA
Examining Current Views on Corrective Feedback
Developing a Principled Approach to Corrective Feedback
Implementing the Teacher-Student Partnership and Working toward Learner Independence
Chapter 6: Assessing Student Progress
Viewing Assessment as the Natural Outcome of Goal-Driven Lesson Planning
Reconsidering Different Kinds of Assessments and Their Role in Lesson Planning
Addressing the Value and Place of Assessment in Ungraded Courses and in Tutoring Situations
Revisiting Assessment at the Beginning and End of the Course
Chapter 7: Interaction in the Goal-Driven Classroom
Interacting: Teacher to Student Talk
Interacting: Student to Teacher Talk
Interacting: Student to Student Talk
Chapter 8: Managing the Goal-Driven Classroom
Choosing Appropriate Activities and Materials
Maximizing Blackboard Use
Using Teacher Tools for Classroom Management
Real-Time Decision-Making for Teacher and Tutors
A Final Note
References