Teaching ESL/EFL Reading and Writing
ISBN: 9780415989688 | 041598968X
Edition: 1stFormat: Nonspecific Binding
Publisher: Routledge
Pub. Date: 8/14/2008
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Using a framework based on principles of teaching and learning, this highly practical guide 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 - meaning-focused input, meaning-focused output, language-focused learning, and fluency development - ESL and EFL teachers will be able to design and present a balanced program for their students.
| 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 phon... MORE | |
| 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 | |
| References | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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