4.Оксфорд.Панкова

Содержание

1. 4.Оксфорд.Панкова
2. Developing EAP reading materials for teaching and publication
3. Abstract The talk will look at
4. Meaning-focused Output Reading should be related to
5. Growing class size, standardized tests,
6. Essential elementsTime relationshipsProblem and solutionCause and effectClassificationComparison and contrast ArgumentationDescription- processes/ sequencing NarrativeInstruction
7. DefinitionExplanationExemplificationGeneralization and specificityDrawing conclusionsRhetorical organization
8. TimeCourse design – test/ classroom vs. course/
9. Independent learningSourcesLengthThe level of the students and
10. Vocabulary Wordlists- Basic 2000 wordsAWL
11. The skills that students need to navigate
12. -drawing inferences and conclusions-deducing unknown words -understanding
13. Other skills Switching reading ‘gears’ Learning what
14. ‘Teacher skills’Not ‘killing students’ interest in reading
15. References Alexander, O., Argent, S. & Spencer,
16. Thank you!
17. Скачать презентанцию

Developing EAP reading materials for teaching and publication

Слайды и текст этой презентации

Слайд 1

Слайд 2Developing EAP reading materials for teaching and publication

Слайд 3Abstract
The talk will look at developing EAP reading

materials for teaching and publication. The main elements covered will

be: the criteria used for choosing reading materials for teaching purposes; what the considerations are for publishing reading materials for the materials writer; whether there is any conflict between both these purposes; and possible future developments for the delivery of EAP reading materials.

Abstract The talk will look at developing EAP reading materials for teaching and publication. The main

Слайд 4Meaning-focused
Output Reading
should be related to other language skills.

(Nation,

I.S.P. (2009). Teaching ESL/ EFL
Reading and Writing. New York.

Routledge.)

Meaning-focused Output Reading should be related to other language skills.(Nation, I.S.P. (2009). Teaching ESL/ EFL Reading and

Слайд 5 Growing class size, standardized tests, pressure from licensing

boards to introduce a certain number of topics, and the

speeded-up climate of the information age limit dialogue and the depth of presentation of academic material.

Benesch, S. (2001). Critical English for Academic Purposes: Theory Politics, and Practice. Abingdon New York: Routledge.

Growing class size, standardized tests, pressure from licensing boards to introduce a certain number of

Слайд 6Essential elements
Time relationships
Problem and solution
Cause and effect
Classification
Comparison and contrast
Argumentation
Description-

processes/ sequencing
Narrative
Instruction

Essential elementsTime relationshipsProblem and solutionCause and effectClassificationComparison and contrast ArgumentationDescription- processes/ sequencing NarrativeInstruction

Слайд 7Definition
Explanation
Exemplification
Generalization and specificity
Drawing conclusions
Rhetorical organization

(Jordan, R.R. (1997).

English for Academic Purposes: A guide and resource book for

teachers. Cambridge: Cambridge University Press.)

DefinitionExplanationExemplificationGeneralization and specificityDrawing conclusionsRhetorical organization (Jordan, R.R. (1997). English for Academic Purposes: A guide and

Слайд 8Time
Course design – test/ classroom vs. course/ course book
The types

of questions
No questions
The topic
Teacher-centred materials
Student-centred materials
Unlike newspapers,

academic texts do not present information for interest and entertainment; they aim to present information in a way that will advance the understanding of that topic, ...
(Alexander, O., Argent, S. & Spencer, J. (2008). EAP essentials: A teacher's guide to principles and practice. Reading: Garnet.)

TimeCourse design – test/ classroom vs. course/ course bookThe types of questionsNo questionsThe topicTeacher-centred materialsStudent-centred materials

Слайд 9Independent learning
Sources
Length
The level of the students and text complexity
Complexity –

simplification of the text
Glossaries
Topics- (unlimited?) vs. organization (range finite?)

Independent learningSourcesLengthThe level of the students and text complexityComplexity – simplification of the textGlossariesTopics- (unlimited?) vs. organization

Слайд 10Vocabulary
Wordlists- Basic 2000 words
AWL
(Coxhead,

A. 2000. A new Academic Word List. TESOL Quarterly, 34

(2): 213–38.)
AKL
(Paquot, M. 2010. Academic Vocabulary in Learner Writing: From Extraction to Analysis. London & New-York: Continuum.)
AWL tool

Vocabulary Wordlists- Basic 2000 wordsAWL (Coxhead, A. 2000. A new Academic Word List. TESOL

Слайд 11The skills that students need to navigate reading texts efficiently
-prediction
-skimming

-scanning
-distinguishing between:
-factual and non-factual information
-important and less important

items
-relevant and irrelevant information
-explicit and implicit information
-ideas examples and opinions

The skills that students need to navigate reading texts efficiently-prediction-skimming -scanning-distinguishing between: -factual and non-factual information -important

Слайд 12-drawing inferences and conclusions
-deducing unknown words
-understanding graphic presentation (data,

diagrams, etc.)
-understanding text organisation and linguistic/ semantic aspects,
e.g. relationships

between and within sentences (e.g. cohesion)
recognising discourse/ semantic markers and their function
(Jordan, R.R. (1997). English for Academic Purposes: A guide and resource book for teachers. Cambridge: Cambridge University Press.)

-drawing inferences and conclusions-deducing unknown words -understanding graphic presentation (data, diagrams, etc.)-understanding text organisation and linguistic/ semantic

Слайд 13Other skills
Switching reading ‘gears’
Learning what not to read/

look at
Studying/ learning/ testing/ leisure
Noticing/ recognizing function/ language/
Nominalisation vs. denominalization

Activating schemata
Predicting organization
Surveying

Other skills Switching reading ‘gears’ Learning what not to read/ look atStudying/ learning/ testing/ leisureNoticing/ recognizing function/

Слайд 14‘Teacher skills’
Not ‘killing students’ interest in reading by ‘doing a

text to death’
Creating interest in the text/ reading
(text without comprehension

questions)
Comprehension of structure etc vs. content
Lexical priming
Deciding what to focus on

‘Teacher skills’Not ‘killing students’ interest in reading by ‘doing a text to death’Creating interest in the text/

Слайд 15References
Alexander, O., Argent, S. & Spencer, J. (2008). EAP

essentials: A teacher's guide to principles and practice. Reading: Garnet.
Benesch,

S. (2001). Critical English for Academic Purposes: Theory Politics, and Practice. Abingdon New York: Routledge.
Coxhead, A. (2000). A new Academic Word List. TESOL Quarterly, 34 (2): 213–38.
Jordan, R.R. (1997). English for Academic Purposes: A guide and
resource book for teachers. Cambridge: Cambridge University Press.
Nation, I.S.P. (2009). Teaching ESL/ EFL Reading and Writing. New York. Routledge.
Nuttall, C. (2005). Teaching Reading Skills in a foreign language (2nd Edition). Macmillan: Oxford.
Paquot, M. (2010). Academic Vocabulary in Learner Writing: From Extraction to Analysis. London & New-York: Continuum.

References Alexander, O., Argent, S. & Spencer, J. (2008). EAP essentials: A teacher's guide to principles and

Слайд 16

Thank you!

Скачать презентацию

Разделы презентаций

4.Оксфорд.Панкова

Содержание

Слайды и текст этой презентации

Слайд 1

Слайд 2Developing EAP reading materials for teaching and publication

Слайд 3Abstract
The talk will look at developing EAP reading

materials for teaching and publication. The main elements covered will

Слайд 4Meaning-focused
Output Reading
should be related to other language skills.

(Nation,

I.S.P. (2009). Teaching ESL/ EFL
Reading and Writing. New York.

Слайд 5 Growing class size, standardized tests, pressure from licensing

boards to introduce a certain number of topics, and the

Слайд 6Essential elements
Time relationships
Problem and solution
Cause and effect
Classification
Comparison and contrast
Argumentation
Description-

processes/ sequencing
Narrative
Instruction

Слайд 7Definition
Explanation
Exemplification
Generalization and specificity
Drawing conclusions
Rhetorical organization

(Jordan, R.R. (1997).

English for Academic Purposes: A guide and resource book for

Слайд 8Time
Course design – test/ classroom vs. course/ course book
The types

of questions
No questions
The topic
Teacher-centred materials
Student-centred materials
Unlike newspapers,

Слайд 9Independent learning
Sources
Length
The level of the students and text complexity
Complexity –

simplification of the text
Glossaries
Topics- (unlimited?) vs. organization (range finite?)

Слайд 10Vocabulary
Wordlists- Basic 2000 words
AWL
(Coxhead,

A. 2000. A new Academic Word List. TESOL Quarterly, 34

Слайд 11The skills that students need to navigate reading texts efficiently
-prediction
-skimming

-scanning
-distinguishing between:
-factual and non-factual information
-important and less important

Слайд 12-drawing inferences and conclusions
-deducing unknown words
-understanding graphic presentation (data,

diagrams, etc.)
-understanding text organisation and linguistic/ semantic aspects,
e.g. relationships

Слайд 13Other skills
Switching reading ‘gears’
Learning what not to read/

look at
Studying/ learning/ testing/ leisure
Noticing/ recognizing function/ language/
Nominalisation vs. denominalization

Слайд 14‘Teacher skills’
Not ‘killing students’ interest in reading by ‘doing a

text to death’
Creating interest in the text/ reading
(text without comprehension

Слайд 15References
Alexander, O., Argent, S. & Spencer, J. (2008). EAP

essentials: A teacher's guide to principles and practice. Reading: Garnet.
Benesch,

Слайд 16

Thank you!

Обратная связь

Что такое TheSlide.ru?

Разделы презентаций

4.Оксфорд.Панкова

Содержание

Слайды и текст этой презентации

Слайд 1

Слайд 2Developing EAP reading materials for teaching and publication

Слайд 3Abstract The talk will look at developing EAP reading

materials for teaching and publication. The main elements covered will

Слайд 4Meaning-focused Output Reading should be related to other language skills.(Nation,

I.S.P. (2009). Teaching ESL/ EFL Reading and Writing. New York.

Слайд 5 Growing class size, standardized tests, pressure from licensing

boards to introduce a certain number of topics, and the

Слайд 6Essential elementsTime relationshipsProblem and solutionCause and effectClassificationComparison and contrast ArgumentationDescription-

processes/ sequencing NarrativeInstruction

Слайд 7DefinitionExplanationExemplificationGeneralization and specificityDrawing conclusionsRhetorical organization (Jordan, R.R. (1997).

English for Academic Purposes: A guide and resource book for

Слайд 8TimeCourse design – test/ classroom vs. course/ course bookThe types

of questionsNo questionsThe topicTeacher-centred materialsStudent-centred materials Unlike newspapers,

Слайд 9Independent learningSourcesLengthThe level of the students and text complexityComplexity –

simplification of the textGlossariesTopics- (unlimited?) vs. organization (range finite?)

Слайд 10Vocabulary Wordlists- Basic 2000 wordsAWL (Coxhead,

A. 2000. A new Academic Word List. TESOL Quarterly, 34

Слайд 11The skills that students need to navigate reading texts efficiently-prediction-skimming

-scanning-distinguishing between: -factual and non-factual information -important and less important

Слайд 12-drawing inferences and conclusions-deducing unknown words -understanding graphic presentation (data,

diagrams, etc.)-understanding text organisation and linguistic/ semantic aspects, e.g. relationships

Слайд 13Other skills Switching reading ‘gears’ Learning what not to read/

look atStudying/ learning/ testing/ leisureNoticing/ recognizing function/ language/Nominalisation vs. denominalization

Слайд 14‘Teacher skills’Not ‘killing students’ interest in reading by ‘doing a

text to death’Creating interest in the text/ reading(text without comprehension

Слайд 15References Alexander, O., Argent, S. & Spencer, J. (2008). EAP

essentials: A teacher's guide to principles and practice. Reading: Garnet.Benesch,

Слайд 16Thank you!

Похожие презентации

Обратная связь

Что такое TheSlide.ru?

Слайд 3Abstract
The talk will look at developing EAP reading

Слайд 4Meaning-focused
Output Reading
should be related to other language skills.

(Nation,

I.S.P. (2009). Teaching ESL/ EFL
Reading and Writing. New York.

Слайд 6Essential elements
Time relationships
Problem and solution
Cause and effect
Classification
Comparison and contrast
Argumentation
Description-

processes/ sequencing
Narrative
Instruction

Слайд 7Definition
Explanation
Exemplification
Generalization and specificity
Drawing conclusions
Rhetorical organization

(Jordan, R.R. (1997).

Слайд 8Time
Course design – test/ classroom vs. course/ course book
The types

of questions
No questions
The topic
Teacher-centred materials
Student-centred materials
Unlike newspapers,

Слайд 9Independent learning
Sources
Length
The level of the students and text complexity
Complexity –

simplification of the text
Glossaries
Topics- (unlimited?) vs. organization (range finite?)

Слайд 10Vocabulary
Wordlists- Basic 2000 words
AWL
(Coxhead,

Слайд 11The skills that students need to navigate reading texts efficiently
-prediction
-skimming

-scanning
-distinguishing between:
-factual and non-factual information
-important and less important

Слайд 12-drawing inferences and conclusions
-deducing unknown words
-understanding graphic presentation (data,

diagrams, etc.)
-understanding text organisation and linguistic/ semantic aspects,
e.g. relationships

Слайд 13Other skills
Switching reading ‘gears’
Learning what not to read/

look at
Studying/ learning/ testing/ leisure
Noticing/ recognizing function/ language/
Nominalisation vs. denominalization

Слайд 14‘Teacher skills’
Not ‘killing students’ interest in reading by ‘doing a

text to death’
Creating interest in the text/ reading
(text without comprehension

Слайд 15References
Alexander, O., Argent, S. & Spencer, J. (2008). EAP

essentials: A teacher's guide to principles and practice. Reading: Garnet.
Benesch,

Слайд 16

Thank you!