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100% on-line
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Prazos flexíveis
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Nível intermediário
Aprox. 27 horas para completar
Inglês
Legendas: Inglês, Espanhol

Resultados de carreira do aprendiz

40%

comecei uma nova carreira após concluir estes cursos

19%

consegui um benefício significativo de carreira com este curso
Certificados compartilháveis
Tenha o certificado após a conclusão
100% on-line
Comece imediatamente e aprenda em seu próprio cronograma.
Prazos flexíveis
Redefinir os prazos de acordo com sua programação.
Nível intermediário
Aprox. 27 horas para completar
Inglês
Legendas: Inglês, Espanhol

oferecido por

Logotipo de Universidade de Londres

Universidade de Londres

Logotipo de UCL Institute of Education

UCL Institute of Education

Programa - O que você aprenderá com este curso

Classificação do conteúdoThumbs Up98%(15,886 classificações)Info
Semana
1

Semana 1

23 minutos para concluir

Introduction to the Course

23 minutos para concluir
1 vídeo (Total 3 mín.), 2 leituras
1 vídeos
2 leituras
Learning Outcomes10min
Grading and Assessment10min
4 horas para concluir

What is Task-based Language Teaching (TBLT)?

4 horas para concluir
9 vídeos (Total 47 mín.), 7 leituras, 1 teste
9 videos
What is a Task?5min
Feedback2min
Types of Tasks8min
The Role of the Task in the Syllabus2min
Feedback3min
The Rationale for Using Tasks in Language Teaching3min
The Task-based Lesson4min
Interview with Nick Andon15min
7 leituras
What makes a second language learning activity a pedagogic task?10min
Do these three activities constitute tasks?10min
What task types do you use in your teaching?10min
Are the following extracts, task-based or task-supported syllabuses?10min
Can you identify the stages in this task sequence?10min
References10min
Additional Reading10min
Semana
2

Semana 2

5 horas para concluir

What is Reading and What Does It Involve?

5 horas para concluir
7 vídeos (Total 52 mín.), 10 leituras, 1 teste
7 videos
Reading as a Cognitive Activity10min
Reading as a Communicative Activity: Reading In and Out of the Classroom7min
Reading as a Strategic Activity9min
Reading and Background Knowledge8min
Feedback on Background Knowledge6min
Developing Automaticity in Reading Fluency7min
10 leituras
What We Read10min
What is Reading?10min
Optional Reading on the Simple View of Reading10min
How Does Reading Link to Communicative Language Teaching?10min
Optional reading: Bringing the Outside World into the Classroom10min
Reflecting on Reading Strategies10min
Optional Reading about Schema Theory10min
Reading and Background Knowledge Task10min
References10min
Additional reading10min
Semana
3

Semana 3

5 horas para concluir

Teaching Reading in the Second Language Classroom

5 horas para concluir
8 vídeos (Total 65 mín.), 9 leituras, 1 teste
8 videos
Principles for a Communicative, Task-based Approach to Teaching Reading6min
Classroom Implications Principles for Teaching Reading10min
The Three Phase Lesson5min
The Three Phase Lesson In Practice4min
Tasks and the Three Phase Reading Lesson5min
An Alternative Approach to Teaching Reading5min
Interview with Professor Cathie Wallace23min
9 leituras
Thinking about reading and the classroom10min
Classroom implications of the principles for teaching reading10min
Optional Reading: Reading and communicative language teaching10min
The Three Phase Reading Lesson10min
What are the similarities? What are the differences?10min
Current practices in teaching EAP reading10min
Analysing a Published Teaching Unit10min
References10min
Additional reading10min
Semana
4

Semana 4

4 horas para concluir

Focus on Language in the Reading Lesson

4 horas para concluir
8 vídeos (Total 44 mín.), 8 leituras, 1 teste
8 videos
Focus on Language in the Reading Lesson5min
Pre-teach or Not to Pre-teach Vocabulary2min
Feedback3min
Glossing6min
Textual Input Enhancement5min
Language Focus in the Post-task Phase4min
Interview with Dr. Parvaneh Tavakoli13min
8 leituras
Are the following vocabulary pre-teaching activities examples of rich instruction?10min
What type of information can be included in glosses? What rationale underlies glossing?10min
Sharing a glossed text10min
To what extent can textual input enhancement draw learners' attention to language while reading?10min
Which enhanced text is more likely to succeed in drawing learners' attention to the targeted constructions?10min
Feedback: Insights emerging from the studies10min
References10min
Additional reading10min

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