This course explores ways of teaching reading skills in English as Second and Foreign Language (ESL/EFL) using a task-based approach. You will be introduced to the concept of task and the key principles of task-based language teaching (TBLT) and learning. TBLT uses communicative tasks as the key unit for creating language learning activities. You will also examine the role of reading in real-life and in second and foreign language teaching and current thinking about the interface between TBLT and second language reading. You will explore how TBLT and teaching second language reading can be successfully integrated in practice through analysing task-based reading materials. The course culminates in creating task-based materials for teaching reading in your own language teaching contexts.
After completing the course, you will be able to:
1. Explain the main components and tenets of a task-based approach to teaching language;
2. Explain the main issues involved in teaching reading;
3. Illustrate connections between TBLT approaches and the teaching of reading;
4. Integrate tasks into your own teaching;
5. Identify reading texts that are suitable for the construction of tasks; and
6. Construct reading tasks and sequences for use in your own classroom.
Teaching EFL/ESL Reading: A Task Based Approach
от партнера
Лондонский университет
Институт образования Университетского колледжа Лондона
Лондонский университет
Программа курса: что вы изучите
Неделя
123 минуты на завершение
Introduction to the Course
Welcome to 'Teaching EFL/ESL Reading: A Task Based Approach!'.
1 видео ((всего 3 мин.)), 2 материалов для самостоятельного изучения
1 видео
Course Overview3мин
2 материала для самостоятельного изучения
Learning Outcomes10мин
Grading and Assessment10мин
4 ч. на завершение
What is Task-based Language Teaching (TBLT)?
Welcome to module 1! In this module we will be looking at some key concepts and issues that surround the role of tasks in second language learning and teaching. First, we will define what we mean by the notion of task. Then, we will consider different task types and the role of tasks in the syllabus. We will also discuss the rationale for using tasks in second language teaching, and how task-based lessons and sequences are typically organized. The module ends with an interview with Dr. Nick Andon from Kings' College London, who is an international expert on task-based language teaching.
9 видео ((всего 47 мин.)), 7 материалов для самостоятельного изучения, 1 тест
9 видео
What is a Task?5мин
Feedback2мин
Types of Tasks8мин
The Role of the Task in the Syllabus2мин
Feedback3мин
The Rationale for Using Tasks in Language Teaching3мин
The Task-based Lesson4мин
Interview with Nick Andon15мин
7 материала для самостоятельного изучения
What makes a second language learning activity a pedagogic task?10мин
Do these three activities constitute tasks?10мин
What task types do you use in your teaching?10мин
Are the following extracts, task-based or task-supported syllabuses?10мин
Can you identify the stages in this task sequence?10мин
References10мин
Additional Reading10мин
Неделя
25 ч. на завершение
What is Reading and What Does It Involve?
Welcome to module 2! In this module we examine reading from a number of angles. We start by examining the cognitive element of reading. The second angle we examine reading from is reading as a communicative activity, and its links with communicative language teaching. We then look at reading as a strategic activity, and at the links between reading and background knowledge, and look at the way in which background knowledge is needed in order to understand three specific texts. We end by discussing ways of developing reading fluency.
7 видео ((всего 52 мин.)), 10 материалов для самостоятельного изучения, 1 тест
7 видео
Reading as a Cognitive Activity10мин
Reading as a Communicative Activity: Reading In and Out of the Classroom7мин
Reading as a Strategic Activity9мин
Reading and Background Knowledge8мин
Feedback on Background Knowledge6мин
Developing Automaticity in Reading Fluency7мин
10 материала для самостоятельного изучения
What We Read10мин
What is Reading?10мин
Optional Reading on the Simple View of Reading10мин
How Does Reading Link to Communicative Language Teaching?10мин
Optional reading: Bringing the Outside World into the Classroom10мин
Reflecting on Reading Strategies10мин
Optional Reading about Schema Theory10мин
Reading and Background Knowledge Task10мин
References10мин
Additional reading10мин
Неделя
35 ч. на завершение
Teaching Reading in the Second Language Classroom
Welcome to module 3! In this module we will be thinking about the ways in which we teach reading in the foreign and second language classroom. We start by comparing the ways in which we read outside the classroom and the ways in which we ask our learners to reading in the classroom. We think about principles for reading in the communicative language classroom and about the implications of these principles. We go on to consider the three-phase reading lesson and look closely at an example of such a lesson, and then look at other ways in which we can construct reading lessons, focusing on the way in which we can incorporate tasks into such lessons. We end with an interview with Prof. Cathie Wallace, who talks about her research into reading classrooms.
8 видео ((всего 65 мин.)), 9 материалов для самостоятельного изучения, 1 тест
8 видео
Principles for a Communicative, Task-based Approach to Teaching Reading6мин
Classroom Implications Principles for Teaching Reading10мин
The Three Phase Lesson5мин
The Three Phase Lesson In Practice4мин
Tasks and the Three Phase Reading Lesson5мин
An Alternative Approach to Teaching Reading5мин
Interview with Professor Cathie Wallace23мин
9 материала для самостоятельного изучения
Thinking about reading and the classroom10мин
Classroom implications of the principles for teaching reading10мин
Optional Reading: Reading and communicative language teaching10мин
The Three Phase Reading Lesson10мин
What are the similarities? What are the differences?10мин
Current practices in teaching EAP reading10мин
Analysing a Published Teaching Unit10мин
References10мин
Additional reading10мин
Неделя
44 ч. на завершение
Focus on Language in the Reading Lesson
Welcome to module 4! In this module we will be looking at how a focus on language, such as grammar and vocabulary, can be integrated into task-based reading sequences. First, we will consider some of the options available in terms of the stages of the task-based reading lesson. Next, we will look at each stage in more detail. We will discuss the usefulness of pre-teaching vocabulary. We will examine how a focus on language can be incorporated at the while-reading stage. In particular, we will review research on two textual modification techniques, glossing and textual input enhancement. We will also reflect on ways of selecting linguistic features for language-focused work in the post-reading phase. The module ends with an interview with Dr. Parvaneh Tavakoli, a well-known researcher working on task-based language teaching.
8 видео ((всего 44 мин.)), 8 материалов для самостоятельного изучения, 1 тест
8 видео
Focus on Language in the Reading Lesson5мин
Pre-teach or Not to Pre-teach Vocabulary2мин
Feedback3мин
Glossing6мин
Textual Input Enhancement5мин
Language Focus in the Post-task Phase4мин
Interview with Dr. Parvaneh Tavakoli13мин
8 материала для самостоятельного изучения
Are the following vocabulary pre-teaching activities examples of rich instruction?10мин
What type of information can be included in glosses? What rationale underlies glossing?10мин
Sharing a glossed text10мин
To what extent can textual input enhancement draw learners' attention to language while reading?10мин
Which enhanced text is more likely to succeed in drawing learners' attention to the targeted constructions?10мин
Feedback: Insights emerging from the studies10мин
References10мин
Additional reading10мин
4.6
Рецензии: 4750%
начал новую карьеру, пройдя эти курсы
13%
получил значимые преимущества в карьере благодаря этому курсу
Лучшие рецензии
An exceptional course which brings up really interesting, thought-provoking ideas about pedagogy and ELT. Well-researched, easy to understand, and has some great assignment topics. Loved it.
I found this course absolutely fascinating. It's well designed with interesting videos which will keep you engaged. I will apply the principles to my lessons\n\nChristopher Mo Szu Ti
Преподаватели
Dr Amos Paran
Reader in Second Language EducationUCL Institute of Education
Dr Andrea Révész
Senior Lecturer in Applied LinguisticsUCL Institute of Education
Dr Myrrh Domingo
Senior Lecturer in Contemporary LiteraciesUCL Institute of Education
О Лондонский университет
The University of London is a federal University which includes 18 world leading Colleges. Our distance learning programmes were founded in 1858 and have enriched the lives of thousands of students, delivering high quality University of London degrees wherever our students are across the globe. Our alumni include 7 Nobel Prize winners. Today, we are a global leader in distance and flexible study, offering degree programmes to over 50,000 students in over 180 countries. To find out more about studying for one of our degrees where you are, visit www.london.ac.uk
О Институт образования Университетского колледжа Лондона
The UCL Institute of Education (IOE) is the world's leading centre for education and social science research, teaching, and engagement. Founded in 1902, the Institute currently has more than 8,000 students and 800 staff. In December 2014 it became a single-faculty school of UCL, called the UCL Institute of Education (IOE).
Ranked number one for education worldwide in the 2014, 2015, 2016 and 2017 QS World University Rankings, the IOE was awarded the 2015 Queen’s Anniversary Prize. In 2014, the Institute secured ‘outstanding’ grades from Ofsted on every criterion for its initial teacher training, across primary, secondary and further education programmes
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