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دانلود کتاب Teaching ESL/EFL Reading and Writing
دانلود کتاب آموزش خواندن و نوشتن ESL/EFL
مشخصات کتاب
Teaching ESL/EFL Reading and Writing
ویرایش: 2 نویسندگان: I.S.P. Nation, John Macalister سری: ESL & Applied Linguistics Professional Series ISBN (شابک) : 036743377X, 9780367433772 ناشر: Routledge سال نشر: 2020 تعداد صفحات: 213 زبان: English فرمت فایل : PDF (درصورت درخواست کاربر به PDF، EPUB یا AZW3 تبدیل می شود) حجم فایل: 3 مگابایت
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Cover Half Title Series Page Title Page Copyright Page Contents Preface 1. Learning to Read in Another Language Learning to Read in the First Language Shared Reading Guided Reading Independent Reading Learning to Read in Another Language Learning to Recognise and Spell Words Prerequisites for Formal Reading Instruction Learning Letter Shapes Phonemic Awareness Writing Conventions Spoken Language and Reading Phonics and the Alphabetic Principle Spelling: Productive Phonics Designing a Focused Spelling Programme Principles for Teaching Reading Meaning-focused Input Meaning-focused Output Language-focused Learning Fluency Development Tasks Further Reading 2. Using the Four Strands to Plan a Reading or Writing Course The Four Strands Maximizing Vocabulary Learning through the Four Strands Applying the Four Strands in a Course Focused on a Single Skill Applying the Four Strands in an Activity Cycle Flexibility in Applying the Four Strands The Four Strands and the Roles of the Teacher Using the Four Strands to Guide Course Planning Tasks Further Reading 3. Intensive Reading Focuses in intensive reading Features of a Good Intensive Reading Exercise Are Comprehension Questions Good Reading Exercises? Comprehension of the Text Question Forms The Focus of Comprehension Questions Standardised Reading Procedures Vocabulary Techniques for High-frequency Vocabulary Techniques for Low-frequency Vocabulary Strategy-focused Techniques for High-frequency and Low-frequency Vocabulary Grammar Features in the Text A Sentence Simplification Strategy Cohesive Devices Reference Words and Substitutes Ellipsis Comparison Conjunction Relationships Lexical Cohesion Genre Features Handling the Exercises The Role of Teaching Exercises Tasks Further Reading 4. Extensive Reading Understand the Goals and Limitations of Extensive Reading Find Your Learners\' Present Vocabulary Level Provide Plenty of Interesting and Appropriate Reading Texts Set, Encourage and Monitor Large Quantities of Extensive Reading Support and Supplement Extensive Reading with Language Focused Learning and Fluency Development Help Learners Move Systematically through the Graded Reader Levels Make It Work Narrow Reading Electronic Reading Simplified and Unsimplified Texts The Extensive Reading Programme Tasks Further Reading 5. Reading Faster The Nature and Limits of Reading Speed The Nature of Fluency Development The Nature of Fluency Development Activities Increasing Oral Reading Speed Increasing Careful Silent Reading Speed Increasing Silent Expeditious Reading Speed Frequently Asked Questions About Reading Speed What About Comprehension? How Can Reading Fluency Be Measured? How Can Progress in Reading Fluency Be Monitored? How Can Progress in Reading Fluency Be Maintained? Do Reading Rate Gains Transfer to Other Texts? What Are Good Reading Speeds? What Are the Advantages and Disadvantages of Reading Faster? Tasks Further Reading Acknowledgement 6. Assessing Reading Motivating Speed-reading Graphs Reading Logs Oral Book Reports Measuring Achievement Pronominal Questions, Imperatives True/False, Yes/No, Alternative Questions, and Multiple-choice Information Transfer Diagnosing Problems Reading Aloud Vocabulary Tests The Bilingual Levels Tests The Picture Vocabulary Size Test Tests of Grammatical Knowledge Testing Reading Speed Other Causes Measuring Reading Proficiency Cloze Tests Selective Cloze Good Comprehension Questions (and How to Check if They Are Good) Issues in Making and Using Reading Comprehension Tests Should the Test Consist of One Text or Several Shorter Texts? Should the Time Allowed to Sit a Reading Comprehension Test Be Limited? Should Learners Be Allowed to Look Back at the Text when They Answer the Questions? Should Learners Be Allowed to Use Dictionaries? Should the Questions Be in the First Language and Should the Learners Be Allowed to Answer in the First Language? When Marking Comprehension Questions Requiring Written Answers, Should Learners Be Penalised for Poor Spelling, Poor Punctuation, and Poor Grammar? Tasks Further Reading 7. Helping Learners Write Principles for Teaching Writing Meaning-focused Input Meaning-focused Output Language-focused Learning Fluency Development Designing Tasks Experience Tasks Bringing Tasks Within the Learners\' Experience Making Sure Learners have the Experience to Do a Task Shared Tasks Guided Tasks Identification Understanding Explanations Answering Questions Correction Completion Ordering Substitution Transformation Independent Tasks Using the Four Kinds of Tasks Tasks Further Reading 8. The Writing Process The Parts of a Writing Programme Meaning-focused Writing The Parts of the Writing Process Considering the Goals of the Writer and Model of the Reader Gathering Ideas Organising Ideas Ideas to Text Reviewing Editing Diagnosing Control of the Parts of the Writing Process Diagnosing from the Written Product The Goals of the Writer A Model of the Reader Gathering Ideas Organising Ideas Ideas to Text Reviewing Editing Tasks Further Reading 9. Writing and Digital Technology Multimodal Composing The Effects of Digital Technology on the Writing Process The Goals of the Writer Model of the Reader Gathering and Evaluating Ideas Organising Ideas Ideas to Text Reviewing Feedback and Editing Sharing and Publishing Digital Technology and Ethical Issues Tasks Further Reading 10. Information Transfer and Topic Types How Information Transfer Works The Topic-type Hypothesis Topic Types and Writing Topic Types and Reading Predicting from the Title of a Text Taking Notes from a Text Evaluating the Adequacy of a Text Limitations of the Topic-type Approach Tasks Further Reading 11. Responding to Written Work Motivating Improving the Quality of Writing Written Feedback to the Class Oral Feedback to the Whole Class Individual Feedback Using a Scale Conferencing on a Portfolio Marking Grammatical Errors Peer Evaluation with a Focus Collaborative Peer Feedback Self-evaluation with a Checklist Reformulation Electronic Feedback Balancing the Feedback in a Course Measuring Proficiency in Writing Tasks Further Reading 12. Applying Principles to Reading and Writing Courses Principles of Language Learning The Four Strands Time on Task Repetition Quality of Processing Cost/Benefit Learner Autonomy Applying Principles to Reading The Four Strands and Reading Time on Task in a Reading Course Reading and Repetition Quality of Processing Cost/Benefit and Reading Being an Autonomous Reader Applying Principles to Writing The Four Strands and Writing Time on Task in a Writing Course Writing and Repetition Quality of processing Cost/benefit and Writing Being an Autonomous Writer Tasks Further Reading Appendix 1: Spelling and Pronunciation - Points of Correspondence Learning to Use the Rules Applying the Rules Spelling to Pronunciation Correspondences Pronunciation to Spelling Correspondences References Appendix 2: A List of Conjunction Relationships Appendix 3: Ananse Tales Plan References Index
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