Informações sobre o curso
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Nível intermediário

Aprox. 25 horas para completar

Sugerido: 6 weeks of study, 4-6 hours/week...


Legendas: Inglês, Espanhol

100% online

Comece imediatamente e aprenda em seu próprio cronograma.

Prazos flexíveis

Redefinir os prazos de acordo com sua programação.

Nível intermediário

Aprox. 25 horas para completar

Sugerido: 6 weeks of study, 4-6 hours/week...


Legendas: Inglês, Espanhol

Programa - O que você aprenderá com este curso

23 minutos para concluir

Introduction to the Course

Welcome to 'Teaching EFL/ESL Reading: A Task Based Approach!'.

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)?

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 vídeos ((Total 47 mín.)), 7 leituras, 1 teste
9 videos
What is a Task?5min
Types of Tasks8min
The Role of the Task in the Syllabus2min
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
Additional Reading10min
5 horas para concluir

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 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
Additional reading10min
5 horas para concluir

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 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
Additional reading10min
4 horas para concluir

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 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
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
Additional reading10min
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Principais avaliações do Teaching EFL/ESL Reading: A Task Based Approach

por 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.

por 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



Dr Amos Paran

Reader in Second Language Education
UCL Institute of Education

Dr Andrea Révész

Senior Lecturer in Applied Linguistics
UCL Institute of Education

Dr Myrrh Domingo

Senior Lecturer in Contemporary Literacies
UCL Institute of Education

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