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所在平台: Coursera |
课程主页: https://www.coursera.org/learn/esl-reading
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课程名称：教授EFL/ESL阅读：任务驱动的方法 课程概述： 本课程探讨了在第二语言（ESL/EFL）教学中运用任务驱动方法来教授阅读技能的方式。课程将介绍“任务”的概念以及任务导向语言教学（TBLT）的关键原则。TBLT将交际任务作为创建语言学习活动的关键单元。学员将研究阅读在现实生活中的作用及其在第二语言教学中的重要性，同时探讨TBLT与第二语言阅读之间的相关思想。通过分析基于任务的阅读材料，学员将探索如何成功地将TBLT与第二语言阅读教学整合。课程的最后，学员将创建适合自己教学环境的任务驱动材料。 完成本课程后，学员将能够： 1. 解释任务驱动语言教学的主要组成部分和原则； 2. 说明教授阅读时涉及的主要问题； 3. 阐明TBLT方法与阅读教学之间的联系； 4. 将任务整合到自己的教学中； 5. 识别适合构建任务的阅读文本； 6. 为自己的课堂构建阅读任务和活动序列。 课程大纲： 1. 课程简介：欢迎来到“教授EFL/ESL阅读：任务驱动的方法！”。 2. 任务驱动语言教学（TBLT）概述：定义任务，讨论任务类型及其在课程中的作用，并进行专家访谈。 3. 阅读的定义及其涉及的内容：从认知、交际活动及战略活动角度探讨阅读。 4. 第二语言课堂中的阅读教学：比较课堂内外的阅读方式，讨论沟通语言课堂的原则，并分析三阶段阅读课的构建。 5. 阅读课中的语言聚焦：如何在任务驱动的阅读序列中整合语法和词汇。 6. 广泛阅读：定义广泛阅读，探讨其原则及与TBLT的联系。 7. 设计阅读任务：编写教学材料、寻找适合文本的任务，并进行实践。 本课程旨在帮助语言教师提升阅读教学的有效性和趣味性，强调任务驱动的方法在实际教学中的应用。
Name:Introduction to the Course
Description:Welcome to 'Teaching EFL/ESL Reading: A Task Based Approach!'.
Name:What is Task-based Language Teaching (TBLT)?
Description: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.
Name:What is Reading and What Does It Involve?
Description: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.
Name:Teaching Reading in the Second Language Classroom
Description: 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.
Name:Focus on Language in the Reading Lesson
Description: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.
Name:Extensive Reading
Description:Welcome to module 5! In this module we move away from the intensive teaching of reading in the classroom to working with learners on extensive reading. We define extensive reading and look at the main principles of using extensive reading. We discuss the benefits of extensive reading programmes, as well as the way in which extensive reading can be linked to task based language teaching. We end with an interview with Dr. Sam Duncan in which she talks about her experience of running a reading circle with a group of adult literacy and ESOL learners.
Name:Designing Reading Tasks
Description:Welcome to the last module on our MOOC. In this module we will focus on the way in which we can write materials: we will think about sources for texts, about finding suitable tasks for texts, and will practice write new tasks for texts that you have already read. We will end with two interviews: one with Caroline Herring, a teacher in London who talks about materials she wrote for her own learners, and the second with Prof. Pauline Foster, who talks about reading and reading tasks.
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.
