Teaching EFL/ESL Reading: A Task Based Approach
- Offered byCoursera
- Public/Government Institute
Teaching EFL/ESL Reading: A Task Based Approach at Coursera Overview
Duration | 23 hours |
Total fee | Free |
Mode of learning | Online |
Difficulty level | Intermediate |
Official Website | Explore Free Course  |
Credential | Certificate |
Teaching EFL/ESL Reading: A Task Based Approach at Coursera Highlights
- Shareable Certificate Earn a Certificate upon completion
- 100% online Start instantly and learn at your own schedule.
- Flexible deadlines Reset deadlines in accordance to your schedule.
- Intermediate Level
- Approx. 23 hours to complete
- English Subtitles: Arabic, French, Portuguese (European), Italian, Vietnamese, German, Russian, English, Spanish
Teaching EFL/ESL Reading: A Task Based Approach at Coursera Course details
- 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 at Coursera Curriculum
Introduction to the Course
Course Overview
Learning Outcomes
Grading and Assessment
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
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