Table of Contents
ENG515: Teaching of Reading and Writing Skills Notes (pdf)
The best way to help students learn to spell is to read as often as possible. Extensive reading (reading longer texts, such as simplified readers, for fun) helps students remember the English spelling rules and their variants, although many students may need some encouragement to read this type of reading. ENG515 Handouts pdf
ENG515 Handouts pdf
Course Category: English ENG515 Handouts pdf
Course Outline
1. Overview of the Course and Background 2. Teaching Reading in Another Language 3. Teaching How to Recognize and Spell Words I 4. Teaching How to Recognize and Spell Words II 5. Teaching Intensive EFL/ESL Reading I 6. Teaching Intensive EFL/ESL Reading II 7. Teaching Intensive EFL/ESL Reading III 8. Teaching Extensive Reading I 9. Teaching Extensive Reading II 10.Issues in Extensive Reading 11. Teaching How to Read Faster 12. Enhancing Communicative Competence through Reading I 13. Enhancing Communicative Competence through Reading II
14. Developing Strategic L2 Readers I 15. Developing Strategic L2 Readers II 16. Developing Fluent Reading Skills I 17. Developing Fluent Reading Skills II 18. Teaching Reading: Individual and Social Perspective I 19.Teaching Reading: Individual and Social Perspective II 20. Research Informing L2 Reading I 21.Research Informing L2 Reading II 22.Assessing Reading I 23. Assessing Reading II 24.Teaching Writing I 25. Teaching Writing II 26. Teaching Writing in an L2 Classroom I 27. Teaching Writing in an L2 Classroom II 28. The Writing Process I 29.The Writing Process II, ENG515 Handouts
30. Issues of Cohesion and Coherence 31. Teaching the Nuts and Bolts of Writing I 32. Teaching the Nuts and Bolts of Writing II 33. Building The Writing Habit 34. Syllabus Design and Lesson Planning for L2 Writing 35. Planning a Writing Course I 36. Planning a Writing Course II 37. Teaching Students to Self-Edit 38.Theoretical and Practical Issues in ESL Writing 39. Responding to Written Work I 40. Responding to Written Work II 41. Responding to Written Work III 42. Teaching Academic L2 Writing I 43. Teaching Academic L2 Writing II 44. Teaching Reading and Writing in the Pakistani ELT Context 45. Integrating Receptive and Productive Skills, ENG515 Handouts pdf
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ENG515 HANDOUTS
ENG515: Teaching of Reading and Writing Skills Notes (pdf)
Reading for Language Learning
Although sufficient knowledge of the language is essential for “effective” learning, most language teaching focuses on learning as an important means of developing language skills, in-depth classroom reading, and comprehensive reading (i.e., independent reading of longer texts of your choice with minimal teacher intervention). “The best way to improve your language skills is to move on and live among the people who speak it.
Process Models of Reading
These models try not only to clarify the relevant parts but also to clarify the relationship between them. Learning reviews usually offer different treatments for the three models of the psychological process, labeled “top-down”, “top-down” and “interactive”. Although the order of the presentation implies the evolution of history, with each successive theory taking precedence, the exemplary representative of the “bottom-up” model (Gough 1972), appeared five years later than the Goodman method of “psychological” reading (Goodman). 1967), often regarded as a “top-down” viewer.
Literacy and Implications for Teaching Reading
The proposal to launch a pedagogy based on public education came from the New London Group (a group of academic students who first met in New London, US: see Cope and Kalantziz 2000). After developing the basic concept of “Design”, which refers to the principles of meaning (linguistic, visual, audio, physical, and geographical), the group proposes the following four consecutive pedagogy: – Situated Practice, which draws students’ knowledge to make meaning. in their lives – Ort Instruction, by which students develop a clear metal language for Design – The Essential Framework, which interprets the social context and purpose of Descriptive Designs – Transformed Practice, in which students, as makers of meaning, become “designers of social future”
Language Knowledge and General Comprehension Skills
Understanding a text requires both a) knowledge of the language and b) recognition of key ideas and their relationships (with different comprehension techniques). Linguistic knowledge, for the purposes of this review, mainly includes vocabulary knowledge (see above) and grammar knowledge. There is a list of studies that argue for a strong relationship between program knowledge and learning. In addition, research on word processing, or word processing techniques (combining lexical and syntactic knowledge into sub-level definition units), also raises important relationships between word processing skills and cognitive skills.
