Acerca de este Curso

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Resultados profesionales del estudiante

40%

comenzó una nueva carrera después de completar estos cursos

19%

consiguió un beneficio tangible en su carrera profesional gracias a este curso
Certificado para compartir
Obtén un certificado al finalizar
100 % en línea
Comienza de inmediato y aprende a tu propio ritmo.
Fechas límite flexibles
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Nivel intermedio
Aprox. 21 horas para completar
Inglés (English)

Resultados profesionales del estudiante

40%

comenzó una nueva carrera después de completar estos cursos

19%

consiguió un beneficio tangible en su carrera profesional gracias a este curso
Certificado para compartir
Obtén un certificado al finalizar
100 % en línea
Comienza de inmediato y aprende a tu propio ritmo.
Fechas límite flexibles
Restablece las fechas límite en función de tus horarios.
Nivel intermedio
Aprox. 21 horas para completar
Inglés (English)

ofrecido por

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Universidad de Londres

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UCL Institute of Education

Programa - Qué aprenderás en este curso

Calificación del contenidoThumbs Up98%(17,196 calificaciones)Info
Semana
1

Semana 1

23 minutos para completar

Introduction to the Course

23 minutos para completar
1 video (Total 3 minutos), 2 lecturas
1 video
2 lecturas
Learning Outcomes10m
Grading and Assessment10m
3 horas para completar

What is Task-based Language Teaching (TBLT)?

3 horas para completar
9 videos (Total 47 minutos), 7 lecturas, 1 cuestionario
9 videos
What is a Task?5m
Feedback2m
Types of Tasks8m
The Role of the Task in the Syllabus2m
Feedback3m
The Rationale for Using Tasks in Language Teaching3m
The Task-based Lesson4m
Interview with Nick Andon15m
7 lecturas
What makes a second language learning activity a pedagogic task?10m
Do these three activities constitute tasks?10m
What task types do you use in your teaching?10m
Are the following extracts, task-based or task-supported syllabuses?10m
Can you identify the stages in this task sequence?10m
References10m
Additional Reading10m
Semana
2

Semana 2

4 horas para completar

What is Reading and What Does It Involve?

4 horas para completar
7 videos (Total 52 minutos), 10 lecturas, 1 cuestionario
7 videos
Reading as a Cognitive Activity10m
Reading as a Communicative Activity: Reading In and Out of the Classroom7m
Reading as a Strategic Activity9m
Reading and Background Knowledge8m
Feedback on Background Knowledge6m
Developing Automaticity in Reading Fluency7m
10 lecturas
What We Read10m
What is Reading?10m
Optional Reading on the Simple View of Reading10m
How Does Reading Link to Communicative Language Teaching?10m
Optional reading: Bringing the Outside World into the Classroom10m
Reflecting on Reading Strategies10m
Optional Reading about Schema Theory10m
Reading and Background Knowledge Task10m
References10m
Additional reading10m
Semana
3

Semana 3

4 horas para completar

Teaching Reading in the Second Language Classroom

4 horas para completar
8 videos (Total 65 minutos), 9 lecturas, 1 cuestionario
8 videos
Principles for a Communicative, Task-based Approach to Teaching Reading6m
Classroom Implications Principles for Teaching Reading10m
The Three Phase Lesson5m
The Three Phase Lesson In Practice4m
Tasks and the Three Phase Reading Lesson5m
An Alternative Approach to Teaching Reading5m
Interview with Professor Cathie Wallace23m
9 lecturas
Thinking about reading and the classroom10m
Classroom implications of the principles for teaching reading10m
Optional Reading: Reading and communicative language teaching10m
The Three Phase Reading Lesson10m
What are the similarities? What are the differences?10m
Current practices in teaching EAP reading10m
Analysing a Published Teaching Unit10m
References10m
Additional reading10m
Semana
4

Semana 4

3 horas para completar

Focus on Language in the Reading Lesson

3 horas para completar
8 videos (Total 44 minutos), 8 lecturas, 1 cuestionario
8 videos
Focus on Language in the Reading Lesson5m
Pre-teach or Not to Pre-teach Vocabulary2m
Feedback3m
Glossing6m
Textual Input Enhancement5m
Language Focus in the Post-task Phase4m
Interview with Dr. Parvaneh Tavakoli13m
8 lecturas
Are the following vocabulary pre-teaching activities examples of rich instruction?10m
What type of information can be included in glosses? What rationale underlies glossing?10m
Sharing a glossed text10m
To what extent can textual input enhancement draw learners' attention to language while reading?10m
Which enhanced text is more likely to succeed in drawing learners' attention to the targeted constructions?10m
Feedback: Insights emerging from the studies10m
References10m
Additional reading10m

Reseñas

Principales reseñas sobre TEACHING EFL/ESL READING: A TASK BASED APPROACH

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Preguntas Frecuentes

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