READING AND WRITING

コース情報

評価方法

詳細情報

スケジュール

1. Introduction to the course 1) Learning to read in another language 1 2) Learning to read in the first language 3) Learning to read in another language 4) Principles for teaching reading
2. ) Learning to recognise and spell words 2) Prerequisites for formal reading instruction 3) Phonics and the alphabetic principle 4) The role of phonics in a reading programme 5) Spelling: productive phonics 6) Learning to spell 7) Designing a focused spelling programme
3. Intensive reading 1) Focuses in intensive reading 2) Features of a good reading exercise 3) Are comprehension questions good reading exercises? 4) Comprehension of the text 5) The focus of comprehension questions 6) Grammar features in the text 7) Cohesive devices 8) Strategy development 9) Standardized reading procedures 10) Handling the exercises 11) The role of teaching exercises
4. Extensive reading 1) Understand the goals and limitations of extensive reading 2) Find your learners= present vocabulary level 3) Provide plenty of interesting and appropriate reading texts 4) Set, encourage and monitor large quantities of extensive reading 5) Support and supplement extensive reading with language focused learning and fluency development 6) Help learners move systematically through the graded reader levels 7) Simplified and unsimplified texts 8) The extensive reading programme
5. Reading faster 1) The nature and limits of reading speed 2) The nature of fluency development 3) The nature of fluency development activities 4) Increasing oral reading speed 5) Increasing careful silent reading speed 6) Increasing silent expeditious reading speed 7) Frequently asked questions about reading speed
6. Assessing reading 1) Motivating 2) Measuring achievement 3) Diagnosing problems 4) Measuring reading proficiency 5) Issues in making and using comprehension tests
7. Helping learners write 1) Principles for teaching writing 2) Designing tasks 3) Experience tasks 4) Bringing tasks within the learners' experience 5) Making sure learners have the experience to do a task 6) Shared tasks 7) Guided tasks 8) Independent tasks 9) Using the four kinds of tasks
8. The writing process 1) The parts of a writing programme 2) Meaning-focused writing 3) The parts of the writing process 4) Considering the goals of the writer and model of the reader 5) Gathering ideas 6) Ideas to text 7) Editing 8) Reviewing 9) Diagnosing control of the parts of the writing process 10) Diagnosing from the written product
9. Topic types 1) The topic type hypothesis 2) Topic types and writing 3) Topic types and reading 4) Limitations of the topic type approach
10. Responding to written work 1) Feedback that motivates students 2) Improving the quality of writing 3) Measuring proficiency in writing
11. Assessing Reading 1) Task types and item types 2) Measuring reading skills
12. Assessing Writing 1) Developing assessment scales 2) Establishing reliability and validity
13. Analyzing and marking writing samples written by senior high school students
14. Analyzing reading components of high-stakes assessments (e.g. the TOEFL, the Center Exam, etc.)