Acerca de este Curso
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Aprox. 25 horas para completar

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

Inglés (English)

Subtítulos: Inglés (English), Español (Spanish)

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. 25 horas para completar

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

Inglés (English)

Subtítulos: Inglés (English), Español (Spanish)

Programa - Qué aprenderás en este curso

23 minutos para completar

Introduction to the Course

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

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

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 videos (Total 47 minutos), 7 readings, 1 quiz
9 videos
What is a Task?5m
Types of Tasks8m
The Role of the Task in the Syllabus2m
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
Additional Reading10m
5 horas para completar

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 videos (Total 52 minutos), 10 readings, 1 quiz
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
Additional reading10m
5 horas para completar

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 videos (Total 65 minutos), 9 readings, 1 quiz
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
Additional reading10m
4 horas para completar

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 videos (Total 44 minutos), 8 readings, 1 quiz
8 videos
Focus on Language in the Reading Lesson5m
Pre-teach or Not to Pre-teach Vocabulary2m
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
Additional reading10m
48 revisionesChevron Right


comenzó una nueva carrera después de completar estos cursos


consiguió un beneficio tangible en su carrera profesional gracias a este curso

Principales revisiones

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

Acerca de Universidad de Londres

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Acerca de UCL Institute of Education

The UCL Institute of Education (IOE) is the world's leading centre for education and social science research, teaching, and engagement. Founded in 1902, the Institute currently has more than 8,000 students and 800 staff. In December 2014 it became a single-faculty school of UCL, called the UCL Institute of Education (IOE). Ranked number one for education worldwide in the 2014, 2015, 2016 and 2017 QS World University Rankings, the IOE was awarded the 2015 Queen’s Anniversary Prize. In 2014, the Institute secured ‘outstanding’ grades from Ofsted on every criterion for its initial teacher training, across primary, secondary and further education programmes...

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