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Teaching ESL/EFL Reading and Writing



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This is the 1st edition with a publication date of 8/14/2008.

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Using a framework based on principles of teaching and learning, this guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their reading and writing skills and fluency. By following these suggestions, which are organized around four strands #xE2;#xAC;#x1C; meaning-focused input, meaning-focused output, language-focused learning, and fluency development #xE2;#xAC;#x1C; teachers will be able to design and present a balanced program for their students. Teaching ESL/EFL Reading and Writing, and its companion text, Teaching ESL/EFL Listening and Speaking, are similar in format and the kinds of topics covered, but do not need to be used together. Drawing on research and theory in applied linguistics, their focus is strongly hands-on, featuring easily applied principles, a large number of useful teaching techniques, and guidelines for testing and monitoring, All Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language include a teaching methods component. The texts are designed for and have been field tested in such programs.

Table of Contents

Table of Contents
Learning to read in another language 1
Learning to read in the first language
Learning to read in another language Principles for teaching reading
Learning to recognise and spell words
Prerequisites for formal reading instruction
Phonics and the alphabetic principle
The role of phonics in a reading programme Spelling: productive phonics
Learning to spell Designing a focused spelling programme
Intensive reading Focuses in intensive reading
Features of a good reading exercise Are comprehension questions good reading exercises?
Comprehension of the text
The focus of comprehension questions Grammar features in the text
Cohesive devices Strategy development Standardized reading procedures Handling the exercises
The role of teaching exercises
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
Simplified and unsimplified texts
The extensive reading programme
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
Assessing reading Motivating Measuring achievement
Diagnosing problems Measuring reading proficiency
Issues in making and using comprehension tests
Guiding writing Principles for teaching writing
Designing tasks Experience tasks Bringing tasks within the learners' experience
Making sure learners have the experience to do a task
Shared tasks Guided tasks
Independent tasks Using the four kinds of tasks
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 Ideas to text Editing Reviewing
Diagnosing control of the parts of the writing process
Diagnosing from the written product
Topic types The topic type hypothesis
Topic types and writing Topic types and reading
Limitations of the topic type approach
Responding to written work Motivating
Improving the quality of writing
Measuring proficiency in writing
Spelling correspondences
Conjunction relationships
Table of Contents provided by Publisher. All Rights Reserved.

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