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ENG515 : Teaching of Reading and Writing Skills

Course Overview

Course Synopsis

This course is about reading and writing skills. How to recognize and spell Words, intensive and extensive EFL/ESL reading. How to read faster and enhance communicative competence through writing. Teaching writing in an L2 Classroom and issues of cohesion and coherence. It also focuses on the nuts and bolts of Writing,syllabus design and lesson planning for L2 writing. Planning a writing course,teaching reading and writing in the Pakistani ELT context and integration of receptive and productive skills will be the synopsis of this course.

Course Learning Outcomes

The purpose of the course is to

  • sharpen students's reading and writing abilities.
  • distinguish the key concepts related with reading and writing skills.
  • have an understanding of teaching methods and practices prevalent in these skills.
  • analyze current research trends in reading and writing skills.
  • effectively plan reading and writing materials, with a solid rationale at the background in a variety of curricular and learning environments.

Course Calendar

1 Introduction to the Course
2 Receptive and Productive Skills
3 Four Strands of Language Teaching
4 What Reading Is?
5 Introduction to Learning to Read in Another Language (i)
6 Introduction to Learning to Read in Another Language (ii)
7 Principles for Teaching Reading: Meaning Focused Input
8 Principles for Teaching Reading: Meaning Focused Output
9 Principles for Teaching Reading: Meaning-Focused Learning
10 Principles for Teaching Reading: Fluency Development
11 Introduction to Recognize and Spell Words
12 Prerequisites for Formal Reading Instruction
13 Phonemic Awareness
14 Spoken Language and Reading
15 Phonics and the Alphabetic Principle
16 The Role of Phonics in a Reading Program
17 Spelling: Productive Phonics
18 System Learning and Item Learning
19 First Language Effects on Second Language Reading
20 Learning to Spell and Its Significance for Teaching Reading (I)
21 Learning to Spell and Its Significance for Teaching Reading (II)
22 Designing a Focused Spelling Program for Reading
23 Introduction to Intensive EFL/ESL Reading
24 Focuses in Intensive Reading
25 Features of Good Intensive Reading Exercise
26 Are Comprehension Questions Good For Reading Exercise? (I)
27 Are Comprehension Questions Good For Reading Exercise? (II)
28 Comprehension of the Text (I)
29 Comprehension of the Text (II)
30 The Focus of Comprehension Questions (I)
31 The Focus of Comprehension Questions (II)
32 Standardized Reading Procedures
33 Vocabulary
34 Grammar Features in the Text (I)
35 Grammar Features in the Text (II)
36 Cohesive Devices (I)
37 Cohesive Devices (II)
38 Genre Features
39 Handling Exercises and Role of Teaching Exercises
40 Introduction Extensive Reading
41 Understand the Goals and Limitations of Extensive Reading
42 Finding Learners’ Present Vocabulary Level
43 Providing Plenty of Interesting and Appropriate Reading Texts
44 Setting, Encouraging and Monitoring Large Quantities of Extensive Reading
45 Supporting and Supplementing Extensive Reading
46 Helping Learners Move Systematically through Graded Reading
47 Simplified and Unsimplified Texts
48 Various Ways of Supporting Extensive Reading
49 The Extensive Reading Program
Assignment 1
50 Extensive Reading and the Choice of Materials
51 Reading Materials in Terms of Topic and Genre
52 The Student-Teacher Relationship in Extensive Reading
53 Benefits of Extensive Reading
54 Issues in Practicing Extensive Reading
55 Introduction to Read Faster
56 Nature and Limits Of Reading Speed
57 Nature of Fluency Development
58 Nature of Fluency Development Activities
59 Increasing Oral Reading Speed
60 Increasing Careful Silent Reading Speed
61 Increasing Silent Expeditious Reading Speed
62 Frequently Asked Questions about Reading Speed
63 Introduction Enhancing Communicative Competence through Reading
64 Reading within an Environmental Approach
65 Reading within an Innatist Approach
66 Reading within an Interactionist Approach
67 Teaching Reading within a Communicative Competence Framework
68 Teaching Reading and Linguistic Competence
69 Teaching Reading and Pragmatic Competence
70 Teaching Reading and Intercultural Competence
71 Teaching Reading and Strategic Competence
Quiz I
72 Introduction Developing Strategic L2 Readers
73 Reading Strategies (I)
74 Reading Strategies (II)
75 Reading in L2 Classrooms (I)
76 Reading In L2 Classrooms (II)
77 How Do Good Readers Use Reading Strategies?
78 Skimming and Scanning
79 Importance of Reading
80 Fostering Effective Reading Strategy
81 Using Purposeful Reading to Develop Strategic L2 Readers (I)
82 Using Purposeful Reading To Develop Strategic L2 Readers (II)
83 Defining Fluent Reading
84 Barriers to Achieving Fluent L2 Reading
85 Implications of Language Use, Cultural Identity and Translation for L2 Reading
86 Vocabulary Acquisition and Automaticity
87 L1 Environment Vs L2 Environment
88 How to Build Reading Fluency
89 Provide Plenty of Appropriate Materials
90 Provide Continuous Motivation
91 Vocabulary II
92 Bottom-Up Strategy Training for Fluent Reading
93 Lexical Approach for Developing Fluent Reading
94 Narrow Vs Wide Reading
95 Grammar Knowledge and Reading Fluency
96 Metacognitive Strategy Training for Fluent Reading
97 Programs for Developing Reading Fluency
98 Introduction: Individual and Social Perspective
99 Reading: The Narrow Perspective
100 Syntax in Reading
101 Vocabulary and Background Knowledge
102 Reading Ability in L2 Reading
103 Reading for Language Learning
104 Process Models of Reading
Quiz II
105 Data Driven Models
106 Concept-Driven Models
107 Interactive Models
108 Reading: The Broad Perspective
109 Literacy and Reading
110 Literacy and Implications for Teaching Reading
111 Introduction to Research informing L2 reading
112 Implications for Reading Instruction from Reading Research
113 Ensure Word Recognition Fluency
114 Creating Vocabulary Rich Environment
115 Activate Background Knowledge in Appropriate Ways
116 Language Knowledge and General Comprehension Skills
117 Teach Text Structure and Discourse Organization
118 Promote the Strategic Reader rather than Teach Individual Strategies
119 Building Reading Fluency and Rate
120 Promote Extensive Reading
121 Develop Intrinsic Motivation for Reading
122 Introduction to Assessing Reading
123 Motivation as an Informal Assessment
124 Measuring Achievement
125 Multiple Choice Questions
126 Diagnosing Problems
127 Reading Aloud
128 Vocabulary Tests
129 Tests of Grammatical Knowledge
130 Measuring Reading Proficiency
131 Issues in Making and Using Reading Comprehension Tests
132 Introduction to Teaching Writing
133 Principles for Teaching Writing
134 Designing Tasks
135 Bringing Tasks within the Learners’ Experience
136 Making Sure Learners Have the Experience to Do a Task
137 Shared Tasks
138 Guided Tasks
139 Independent Tasks
140 Using the Four Kinds of Tasks for Teaching Writing
141 Introduction to Teaching Writing in an L2 classroom
142 Writing For Learning
143 Reinforcement Writing
144 Preparation Writing
145 Activity Writing
Graded Discussion Board
146 Writing Purposes (I)
147 Writing Purposes (II)
148 Creative Writing
149 The Tasks Of Teacher in Writing (I)
150 The Tasks Of Teacher In Writing (II)
151 Introduction to the Writing Process
152 The Parts of Writing Process
153 Considering the Goals of the Writer and Model of the Reader
154 Gathering Ideas
155 Organizing Ideas
156 Ideas to Text and Reviewing
157 Editing
158 Diagnosing Control of the Parts of the Writing Process
159 Diagnosing from the Written Product
160 Teaching Text Construction I
161 Teaching Cohesion
162 Teaching Grammatical Cohesion
163 Teaching Coherence
164 Implications for Learning and Teaching
165 Introduction to Teaching the Nuts and Bolts of Writing
166 Teaching Mechanics of Writing
167 Teaching Handwriting
168 The Spelling Challenge
169 Teaching Spelling
170 Teaching Punctuation (I)
171 Teaching Punctuation (II)
172 Copying
173 Teaching Sentence Writing
174 Teaching Paragraph Construction
175 Teaching Text Construction II
Quiz IV
176 Introduction Building the Writing Habit
177 Building Confidence and Enthusiasm I
178 Building Confidence And Enthusiasm (II)
179 Instant Writing
180 Collaborative Writing
181 Writing in Groups and Pairs
182 Writing to Each Other
183 What to Do with Habit Building Writing
184 Introduction Syllabus Design and Lesson Planning for L2 Writing
185 Understanding the Learner Population
186 Setting and Meeting Goals for L2 Writing
187 Nuts and Bolts of L2 Writing Syllabus
188 Lesson Planning: Practices and Procedures
189 Mechanics of Lesson Planning
190 Introduction Planning a Writing Course
191 Ascertaining Goals and Institutional Constraints
192 Deciding on Theoretical Principles
193 Planning Content
194 Weighting the Elements
195 Drawing up a Syllabus
196 Selecting Materials
197 Preparing Activities and Roles
198 Choosing Types and Methods of Feedback
199 Evaluating the Course
200 Reflecting the Teacher’s Experience
201 Planning
202 Drafting
203 Responding and Revising
204 Editing II
205 Evaluating and Post Writing
206 Implementing Process
207 Introduction Teaching Students to Self-edit
208 Focusing on Form
209 Recognizing Major Error Types
210 Self-Editing Practice
211 Does This Editing Approach Work?
212 The Value of Theoretical Knowledge
213 Theory and Research in ESL Composition
214 Issues and Methods in L2 Writing
215 Shifts in Pedagogical Focus
216 Prior Knowledge and Its Implications for the Teaching of L2 Writing
217 Contrastive Rhetoric and Its Implications for Teaching ESL Writing
218 The Uniqueness Of ESL Writers: Classroom Implications
219 Introduction Responding to Written Work
220 Assessment and Motivation
221 Improving the Quality Of Writing
222 Written and Oral Feedback to the Class
223 Individual Feedback
224 Conferencing on a Portfolio
225 Marking Grammatical Errors
226 Peer Evaluation
Quiz V
227 Self-Evaluation with a Checklist and Reformulation
228 Electronic Feedback
229 Measuring Proficiency in Writing
230 Effects of Teacher Commentary
231 Student Views on Teacher Feedback
232 Principles for Providing Written Feedback (I)
233 Principles For Providing Written Feedback (II)
234 Guidelines for Written Teacher Feedback
235 Feedback on Preliminary Drafts and Final Drafts
236 Praise and Criticism
237 Feedback on Content or Form
238 Follow up
239 Teacher-Student Writing Conferences
240 Implementing Writing Conferences: Issues and Options
241 Academic L2 writing Overview
242 Writing Requirements in the University
243 Characteristics of Academic Writing
244 Academic Writing Tasks and Assignments
245 Teaching Academic Text Features
246 Explicit Instruction in L2 Academic Writing
247 Types of Writing Tasks
248 Teaching Cause and Effect
249 Teaching Classification
250 Teaching Comparison and Contrast
251 Teaching Analysis
252 Teaching Argumentation
253 Teaching Exemplification
254 Introduction to Teaching reading and writing in the Pakistani ELT context
255 Teaching Reading Skills in the Pakistani Context
256 Integration of Reading Skills in the Pakistani National Curriculum
257 Teaching Writing Skills in the Pakistani Context
258 Integration of Writing Skills in the Pakistani National Curriculum
259 Introduction to Integrating Receptive and Productive Skills
260 Why Should We Integrate Skills
261 Order Of L2 Acquisition
262 Writing and Other Skills
263 Reading and Other Skills
264 Transition between Skills
265 Conclusion (I)
266 Conclusion (II)
Final Term Exam