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ePub TEACHING READING SKILLS IN A FOREIGN LANGUAGE: NEW EDITION download

by Christine Nuttall

ePub TEACHING READING SKILLS IN A FOREIGN LANGUAGE: NEW EDITION download
Author:
Christine Nuttall
ISBN13:
978-0435240578
ISBN:
0435240579
Language:
Publisher:
Heinemann; 2nd edition edition (May 6, 1996)
Category:
Subcategory:
Education
ePub file:
1562 kb
Fb2 file:
1266 kb
Other formats:
mbr lit azw lrf
Rating:
4.1
Votes:
149

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Christine Nuttall scored big with this book.

Neverworld Wake" by Marisha Pessl Read the absorbing new psychological suspense thriller from acclaimed New York Times bestselling author Marisha Pessl. Christine Nuttall scored big with this book. It covers considerations on lexical aspects, linguistic aspects, content, use of authentic texts, selection and a whole range of other matters.

A new chapter on testing reading is provided by Charles Alderson.

Her effort is successful from the very start, for she has identified the awkward corner from the teacher’s point of view. In the teaching of reading in a FL there is no such thing as a canonical sequence of teaching steps, bur rather a number of interlocking problems to be dealt with

Published by Macmillan Education, United Kingdom (2006). ISBN 10: 1405080051 ISBN 13: 9781405080057. It is especially useful for exam and EAP classes and also includes an invaluable chapter on testing reading skills written by Charles Alderson. Seller Inventory AA79781405080057. More information about this seller Contact this seller.

Teaching Reading Skills describes how the texts we read are organized to communicate meanings. Издательство: "Macmillan Education" (2014). Формат: 190x250, 288 стр.

Teaching Reading Skills describes how the texts we read are organized to communicate meanings

Teaching Reading Skills describes how the texts we read are organized to communicate meanings.

New approaches do not mean that previous ones are no longer relevant, but rather that we should consider how previous approaches can be accommodated within new theoretical insights.

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  • Christine Nuttall scored big with this book. It is a very practical look at the issue of teaching reading to foreign students in the English language classroom. It covers considerations on lexical aspects, linguistic aspects, content, use of authentic texts, selection and a whole range of other matters. Each of them are set out into chapters, and include a lot of ideas for exercises and activities for exploitation and so on.

    This is, simply put, a top-notch resource that should be on just about every school's shelf. It is very readable, with a style that does not try to impress with jargon. Nuttall tells it simply, concisely with no mucking around. She gets to the point, and writes to educate and advise. I found this book actually quite enjoyable to read, (I never thought I would ever day that about a book on teaching).

    For teachers looking for a new outlook on reading, or just some fresh perspectives, this is a worthy addition to the library. This is a great book, hands down.

  • I cannot believe it! This book has not been previously reviewed! Based on my current company-assigned research into the L2 reading literature, this book is a classic. It may even be the only one of its kind.
    As I see things, there is no competing teachers' manual available on L2 (second language) instructional reading methods. At least in terms of the scope of subjects covered and the level of expertise shown by it, the book beats all other L2 classroom reading instruction works hands down--except perhaps, for Bamford and Day's Extensive Reading Activites text (which covers only extensive reading, by the way). No wonder Christine Nuttall's revised second edition of Teaching Reading Skills followed on the first edition an amazing 14 years after the original came out. A publisher reissuing an update so many years seems a remarkable event to me. This in itself implies there is no suitable replacement title.
    Nuttall's sage-like advice is drawn from many years of L2 work, is often quoted by authors in the L2 field along with (and sometimes even in spite of) any up-to-date research findings, is very well written, and makes an enjoyable read. This could well be the most-quoted reading book in L2. I believe it was the first L2 volume to include a well-written chapter covering the topic of extensive reading in-depth (and the most practical one on ER for my company). The selection of ideas presented in the book is also quite unique. The book thus flows smoothly from topic to topic. I have compared the new edition with the old; this second edition is basically just more, and more up-to-date. Even the notes made from actual classroom experience are in evidence at times--at least to one who is a writer. The book was obviously written over a long period of time by a very experienced teacher, through engrossed study and lengthy reflection over the matter of effective L2 classroom work. This is not your typical ESL teacher providing a compendium made from conference teachers' notes. It is a bible written from Nuttall's own experience; she is clearly a master L2 reading trainer herself.
    But be forewarned--this is a classroom and methods-oriented text for the most part. It is all about the classroom. In its style of presentation, examples for teaching materials, workable insights, and insightful guidance, it is a helpful, timeless guide to teaching its subject area.
    Research will come and go, supplying great teaching breakthroughs at times, although most research will make little or no change in pedagogy. Instruction ultimately reaps some benefits from the endeavor as a whole. But a great teachers' will linger long on the L2 teacher's bookshelf. It will remain there for years after its intial reading.
    I see this volume as a primer for newbies as well as a reference work for old timers. It became a reference text to wrap research findings around for me, providing a foundational basis for all my planning and approaches in classroom work. I turn to the book often, especially whenever the research enterprise is found to be lacking or findings in certain areas appear to be inconclusive.
    Such established manuals as this one written from talented, long experience are testimonials demonstrating why new research findings change instructional methods little. Timeless volumes such as this one provide both a foundational framework for techniques and a constant flow of insights for the whole enterprise of classroom teaching.