Teaching EFL/ESL Reading: A Task Based Approach
- 4.7
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Approx. 23 hours to complete
Course Summary
This course is designed to help non-native English speakers improve their reading skills for academic and professional purposes. It covers strategies for reading comprehension, vocabulary building, and critical thinking.Key Learning Points
- Learn how to effectively read and comprehend academic and professional texts
- Build your vocabulary and improve your critical thinking skills
- Get personalized feedback on your reading and writing assignments
Related Topics for further study
Learning Outcomes
- Develop strategies for effective reading comprehension
- Build a strong foundation of academic and professional vocabulary
- Enhance your critical thinking skills
Prerequisites or good to have knowledge before taking this course
- Intermediate level of English proficiency
- Access to a computer and internet connection
Course Difficulty Level
IntermediateCourse Format
- Online
- Self-paced
Similar Courses
- ESL Writing Skills
- English for Business and Entrepreneurship
- Academic English: Writing
Related Education Paths
Related Books
Description
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.
Outline
- Introduction to the Course
- Course Overview
- Learning Outcomes
- Grading and Assessment
- What is Task-based Language Teaching (TBLT)?
- Task-based Language Teaching: Introduction to Module 1
- What is a Task?
- Feedback
- Types of Tasks
- The Role of the Task in the Syllabus
- Feedback
- The Rationale for Using Tasks in Language Teaching
- The Task-based Lesson
- Interview with Nick Andon
- What makes a second language learning activity a pedagogic task?
- Do these three activities constitute tasks?
- What task types do you use in your teaching?
- Are the following extracts, task-based or task-supported syllabuses?
- Can you identify the stages in this task sequence?
- References
- Additional Reading
- What is Reading and What Does It Involve?
- Introduction to Module 2: Overview of Reading Issues
- Reading as a Cognitive Activity
- Reading as a Communicative Activity: Reading In and Out of the Classroom
- Reading as a Strategic Activity
- Reading and Background Knowledge
- Feedback on Background Knowledge
- Developing Automaticity in Reading Fluency
- What We Read
- What is Reading?
- Optional Reading on the Simple View of Reading
- How Does Reading Link to Communicative Language Teaching?
- Optional reading: Bringing the Outside World into the Classroom
- Reflecting on Reading Strategies
- Optional Reading about Schema Theory
- Reading and Background Knowledge Task
- References
- Additional reading
- Teaching Reading in the Second Language Classroom
- Introduction to module
- Principles for a Communicative, Task-based Approach to Teaching Reading
- Classroom Implications Principles for Teaching Reading
- The Three Phase Lesson
- The Three Phase Lesson In Practice
- Tasks and the Three Phase Reading Lesson
- An Alternative Approach to Teaching Reading
- Interview with Professor Cathie Wallace
- Thinking about reading and the classroom
- Classroom implications of the principles for teaching reading
- Optional Reading: Reading and communicative language teaching
- The Three Phase Reading Lesson
- What are the similarities? What are the differences?
- Current practices in teaching EAP reading
- Analysing a Published Teaching Unit
- References
- Additional reading
- Focus on Language in the Reading Lesson
- Introduction to module 4
- Focus on Language in the Reading Lesson
- Pre-teach or Not to Pre-teach Vocabulary
- Feedback
- Glossing
- Textual Input Enhancement
- Language Focus in the Post-task Phase
- Interview with Dr. Parvaneh Tavakoli
- Are the following vocabulary pre-teaching activities examples of rich instruction?
- What type of information can be included in glosses? What rationale underlies glossing?
- Sharing a glossed text
- To what extent can textual input enhancement draw learners' attention to language while reading?
- Which enhanced text is more likely to succeed in drawing learners' attention to the targeted constructions?
- Feedback: Insights emerging from the studies
- References
- Additional reading
- Extensive Reading
- Extensive Reading: Introduction to module
- Defining Extensive Reading
- The Benefits of Extensive Reading
- Read Easy, Read a Lot
- Extensive Reading and Tasks
- Overcoming Obstacles to Extensive Reading
- Reading Circles: Interview with Sam Duncan
- The Characteristics of Extensive Reading Programmes
- Ten Principles of Extensive Reading
- What do you already know about the benefits of Extensive Reading?
- Why is reading easy texts important?
- Optional Reading: Beglar and Hunt (2014)
- How can we connect Extensive Reading with the use of tasks?
- Choosing a Cover for a Book
- What can prevent teachers from implementing an Extensive Reading programme?
- References
- Additional Reading
- Designing Reading Tasks
- Introduction to module 6
- Finding Suitable Texts
- Designing Suitable Tasks for Texts
- Adapting Reading Tasks
- Interview with Caroline Herring
- Interview with Professor Pauline Foster
- Where would you find suitable texts to use for constructing reading activities?
- Optional Reading
- Are there any ways in which you can create activities that are more task-like than the ones in the current version of the units?
- References
- Additional Reading
Summary of User Reviews
Key Aspect Users Liked About This Course
The course content is engaging and informative, making learning enjoyable for users.Pros from User Reviews
- The instructors are knowledgeable and helpful, providing valuable feedback to students.
- The course is well-structured and easy to follow, even for beginners.
- The course provides a wide range of materials and resources to help users improve their reading skills.
- The course is affordable and accessible, making it a great option for those on a budget or with busy schedules.
Cons from User Reviews
- Some users have found the course to be too easy and not challenging enough.
- The course may not be suitable for advanced English learners looking for more advanced reading materials.
- Some users have experienced technical difficulties with the course platform.
- The course may not be as interactive as some users would like, with limited opportunities for discussion or collaboration with other students.
Dr Amos Paran
4.7 Raiting
Teaching EFL/ESL Reading: A Task Based Approach
- 4.7
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This course explores ways of teaching reading skills in English as Second and Foreign Language (ESL/EFL) using a task-based approach. After completing the course, you will be able to:...
