课程信息
4.6
136 个评分
40 个审阅
100% 在线

100% 在线

立即开始,按照自己的计划学习。
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中级

中级

完成时间(小时)

完成时间大约为25 小时

建议:6 weeks of study, 4-6 hours/week...
可选语言

英语(English)

字幕:英语(English)
100% 在线

100% 在线

立即开始,按照自己的计划学习。
可灵活调整截止日期

可灵活调整截止日期

根据您的日程表重置截止日期。
中级

中级

完成时间(小时)

完成时间大约为25 小时

建议:6 weeks of study, 4-6 hours/week...
可选语言

英语(English)

字幕:英语(English)

教学大纲 - 您将从这门课程中学到什么

1
完成时间(小时)
完成时间为 23 分钟

Introduction to the Course

Welcome to 'Teaching EFL/ESL Reading: A Task Based Approach!'....
Reading
1 个视频 (总计 3 分钟), 2 个阅读材料
Video1 个视频
Reading2 个阅读材料
Learning Outcomes10分钟
Grading and Assessment10分钟
完成时间(小时)
完成时间为 4 小时

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. ...
Reading
9 个视频 (总计 47 分钟), 7 个阅读材料, 1 个测验
Video9 个视频
What is a Task?5分钟
Feedback2分钟
Types of Tasks8分钟
The Role of the Task in the Syllabus2分钟
Feedback3分钟
The Rationale for Using Tasks in Language Teaching3分钟
The Task-based Lesson4分钟
Interview with Nick Andon15分钟
Reading7 个阅读材料
What makes a second language learning activity a pedagogic task?10分钟
Do these three activities constitute tasks?10分钟
What task types do you use in your teaching?10分钟
Are the following extracts, task-based or task-supported syllabuses?10分钟
Can you identify the stages in this task sequence?10分钟
References10分钟
Additional Reading10分钟
2
完成时间(小时)
完成时间为 5 小时

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. ...
Reading
7 个视频 (总计 52 分钟), 10 个阅读材料, 1 个测验
Video7 个视频
Reading as a Cognitive Activity10分钟
Reading as a Communicative Activity: Reading In and Out of the Classroom7分钟
Reading as a Strategic Activity9分钟
Reading and Background Knowledge8分钟
Feedback on Background Knowledge6分钟
Developing Automaticity in Reading Fluency7分钟
Reading10 个阅读材料
What We Read10分钟
What is Reading?10分钟
Optional Reading on the Simple View of Reading10分钟
How Does Reading Link to Communicative Language Teaching?10分钟
Optional reading: Bringing the Outside World into the Classroom10分钟
Reflecting on Reading Strategies10分钟
Optional Reading about Schema Theory10分钟
Reading and Background Knowledge Task10分钟
References10分钟
Additional reading10分钟
3
完成时间(小时)
完成时间为 5 小时

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. ...
Reading
8 个视频 (总计 65 分钟), 9 个阅读材料, 1 个测验
Video8 个视频
Principles for a Communicative, Task-based Approach to Teaching Reading6分钟
Classroom Implications Principles for Teaching Reading10分钟
The Three Phase Lesson5分钟
The Three Phase Lesson In Practice4分钟
Tasks and the Three Phase Reading Lesson5分钟
An Alternative Approach to Teaching Reading5分钟
Interview with Professor Cathie Wallace23分钟
Reading9 个阅读材料
Thinking about reading and the classroom10分钟
Classroom implications of the principles for teaching reading10分钟
Optional Reading: Reading and communicative language teaching10分钟
The Three Phase Reading Lesson10分钟
What are the similarities? What are the differences?10分钟
Current practices in teaching EAP reading10分钟
Analysing a Published Teaching Unit10分钟
References10分钟
Additional reading10分钟
4
完成时间(小时)
完成时间为 4 小时

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. ...
Reading
8 个视频 (总计 44 分钟), 8 个阅读材料, 1 个测验
Video8 个视频
Focus on Language in the Reading Lesson5分钟
Pre-teach or Not to Pre-teach Vocabulary2分钟
Feedback3分钟
Glossing6分钟
Textual Input Enhancement5分钟
Language Focus in the Post-task Phase4分钟
Interview with Dr. Parvaneh Tavakoli13分钟
Reading8 个阅读材料
Are the following vocabulary pre-teaching activities examples of rich instruction?10分钟
What type of information can be included in glosses? What rationale underlies glossing?10分钟
Sharing a glossed text10分钟
To what extent can textual input enhancement draw learners' attention to language while reading?10分钟
Which enhanced text is more likely to succeed in drawing learners' attention to the targeted constructions?10分钟
Feedback: Insights emerging from the studies10分钟
References10分钟
Additional reading10分钟
4.6
40 个审阅Chevron Right

热门审阅

创建者 DANov 21st 2018

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.

创建者 CNov 1st 2017

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

讲师

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Dr Amos Paran

Reader in Second Language Education
UCL Institute of Education
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Dr Andrea Révész

Senior Lecturer in Applied Linguistics
UCL Institute of Education
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Dr Myrrh Domingo

Senior Lecturer in Contemporary Literacies
UCL Institute of Education

关于 University of London

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...

关于 UCL Institute of Education

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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