Inglés I, Inglés II, Inglés III, Inglés IV, Inglés V, Inglés VI, Inglés VII, Inglés VIII, Inglés IX, Inglés X, Inglés XI, Inglés XII 2008: Inglés I, Inglés II, Inglés III, Inglés IV, Inglés V, Inglés VI, Inglés VII, Inglés VIII, Inglés IX, Inglés X, Inglés XI, Inglés XII 2009: Inglés I, Inglés II, Inglés III, Inglés IV, Ingl

1. .
Fundamentos de enseñanza del
inglés II
Portfolio
Licenciatura en Enseñanza del Inglés
Autor: Eduardo Hernández Rangel

2. Contenido
OBSERVATION AND REFLECTION ............................................................................... 2
RECEPTIVE AND PERCEPTIVE SKILLS ......................................................................... 3
CREATIVE WRITING .................................................................................................. 3
WRITING AS A COLLABORATIVE ACTIVITY ................................................................... 3
BUILDING THE WRITING HABIT ................................................................................... 4
GIVE FEEDBACK ...................................................................................................... 4
FIRST OBSERVATION ................................................................................................ 5
RESULT OF THE TEACHING LISTENING TECHNIQUES .................................................... 9
LISTENING SKILLS .................................................................................................. 10
MIND MAP ABOUT LISTENING ............................................................................... 10
SPEAKING SKILLS .................................................................................................. 11
SECOND OBSERVATION .......................................................................................... 14
BACKGROUND FROM THE TEACHER...................................................................... 16
COOPERATIVE WRITING ......................................................................................... 18
SURVEY ABOUT WRITING HABITS ............................................................................. 20
NOTICING ............................................................................................................. 22
NOTICING ACTIVITY................................................................................................ 22
DISCOVERING THE TEXT THROUGH DICTATION AND GUESSING ............................ 22
TESTING AND EVALUATING ..................................................................................... 23
WHAT IS A GOOD TEST? ...................................................................................... 23
TYPES OF TEST ITEM .......................................................................................... 24
EVOLUTION OF THE TEST IN ENGLISH LANGUAGE LEARNING ...................................... 24
DIDACTIC MATERIALS DESIGN ................................................................................. 25
PROFILE OF THE BOOK ....................................................................................... 25
CHAPTER 8 SHOPPING ....................................................................................... 26
ACTIVITY ABOUT SHOPPING VOCABULARY ............................................................. 26
BIBLIOGRAPHY ...................................................................................................... 30
TASK DESIGN REFERENCES BY JESÚS VILCHES & ROMERO ................................... 30
OBSERVATION AND REFLECTION BY EDUARDO HERNANDEZ AND VALERIA ............... 30
TEACHING MATERIALS BY CUAUHTÉMOC.............................................................. 31
READING BY GIORGIA & ROSY ............................................................................ 31
WRITING ........................................................................................................... 35
1

3. Saturday February 14, 2009
Observation and reflection
Questionnaire
1. What is the purpose of observation/evaluation?
The purpose of observation and evaluation is to improve the teaching of
the teachers; thus, student learning through applying strategies to enhance
the acquisition of the language.
2. What is the focus of observation/evaluation?
Both techniques refer to gauge through seeing, hearing, reviewing, and
analyzing the attitude of the teacher inside the classroom and specific
evaluation has a scope wider. It consists of making a judgment on all
aspects of the teacher’s behavior.
3. Who is the observer/evaluator?
The director, coordinator, supervisor or the principal have the responsibility
for the appraisal of the teachers.
4. What forms are used by observation/evaluation?
There are different forms for this activity; each one depends of what you
need.
In summary, we have different types:
Narrative. It consists in written notes describing what the observers see in
the classroom.
Semi-structured. It consists in observing specific behavior that can affect
the student learning.
Highly structured. It consists of doing a checklist that the observer
verifies in what grade the teacher show a specific behavior.
5. When is the observation/evaluation done?
2

4. No information found
6. When does a teacher see the form?
No information found
7. When does discussion take place the observation/evaluation?
Discussion about observation or evaluation can be take place during the
planning, implementation or any other stage that the process of teaching and
learning were more effective.
Saturday February 21, 2009
Receptive and perceptive skills
Harmer, J. (2001) The Practice of English Language Teaching (Third edition) Longman
Creative writing
It consist in writing poetry, plays ad stories in a creative way are activities that are
considered as “creative writing” and that person who write, feel proud of it and they want
to be read (Ur 1996:169).
When teacher encourage to the student to write a “creative writing” they frequently try to
strive harder in order to produce a good writing with an appropriate language.
In this kind of writing, students look for the correct words for expressing their ideas
correctly but there is always a risk, because the students can feel frustrate when they
cannot find imaginative stories and they can fail.
Writing as a collaborative activity
Writing in a group always is more effective than writing individual. Students can produce
writing with more quality because they can interact by themselves and give an effective
feedback between each other. Ideas are produced lively working in a group.
The students feel more proud of their work and they can create text successfully as
result.
3

5. Building the writing habit Process and Product in Jeremy
Harmer
No information
Give feedback
Teachers can give the feedback by doing comments in the same document, in a
separate sheet, in a “post-it notes”, or in the same page. The intension is that the
student should understand what is wrong and why is wrong in the writing.
Depending of what is the size of the group, the teachers do the following:
They review by the intention of giving a grade.
They want to correct the student’s errors.
They can make suggestions.
They rewrite some unclear sentences.
They comment about the writing looking for logical situations.
4

6. Saturday February 21, 2009
First observation
PROFESSOR: Eloy Martinez
LEVEL: English I DATE: March 20, 2009 TIME: 7:00am - 09:00am
LOCATION: CBTIS #173, Guanajuato, Gto. FOCUS: Organization class
During the class, the teacher arrived to the class at 10:00am.
The teacher started regarding to the student, after that, he wrote on the whiteboard the
next questions:
1.- ¿Puedo ir al baño? = Can I go to the bathroom?
2.- ¿Qué significa esto o eso? = What does it mean? It = the word or frase.
3.- ¿Puedo entrar al salón de clases? = May I coming?
He explained these questions are the basic communications inside the classroom.
He drew a square on the whiteboard and wrote a title “words of the day”. He wrote a
word, regard = consideration and he explained a definition.
He started the class with possessive adjectives.
He wrote:
I see with my eyes.
He sees with his eyes.
She sees with her eyes.
It sees with its eyes.
We see with our eyes.
They see with their eyes.
5

7. Some questions were done by the students refer to the topic (possessive adjectives).
He wrote the next examples.
“Los posesivos adjetivos REQUIEREN de un sustantivo”.
My book.
Her pencil.
His computer.
My = mi, her = su de ella, his = su de el.
He continued the class explained the possessive pronouns.
“Los pronombres posesivos NO necesitan de un sustantivo”
This is mine = Es mío.
This is yours = Es tuyo.
Mine = Mío, hers = suyo de ella, ours = nuestro.
For example
Possessive Adjective Possessive Pronoun
María tiene mi libro = María has my book. María tiene el mío = María has mine.
After the explanation, he gives us some exercises.
Possessive Possessive
Adjectives Pronouns
6

8. My mine 1. Whose pen is this? It's -------------(Paul).
your yours
2. Whose dog is that? It's __________we).
his his
3. Whose computer is that? It's_____________ (the kids).
her hers
4. Whose car is this? It's _________(Laura).
its its
5. Whose book is that? It's __________(I).
our ours
6. Whose glasses are these? They're ___________(Harry).
your yours
7. Whose dictionary is this? It's __________(you).
their theirs
8. Whose album is this? It's __________(they).
9. Whose hat is this? It's ________(Mark).
10. Whose gloves are these? They're ________(I).
Reflection on Classroom Observations
I tried to observe the whole class but I really felt bad because I could not focus and
record all that happened inside the classroom. I could not detect what kind of strategies
where applied by the teacher.
During the class, the objective was clear; the teacher said that they were going to learn
possessive adjectives and possessive pronouns but he started to put a song on the
computer and the students began to sing. The song was “no one” by Alicia Keys. I did
not really understand why he did that, he didn’t explain anything.
After finish, the song the teacher began the class and he explained the first topic. To my
surprise he drew a square on the whiteboard, writes at title inside it “words of the day”,
and writes a word “regard”. He explained the definition of this word and gave some
examples. He asked to do student about if they have understood the definition and they
answered “yes”.
7

9. He asked for some example from the student and nobody wants to answer. He gave a
name and the student answered the question and gave an example.
The first topic was explained, “possessive adjectives”; he exposed the topic and wrote
some examples on the whiteboard. Some of the students have doubts and he used
others examples.
Following the explanation, he divided the students into groups of 3 or 4 for an activity.
He gave the instruction to the groups for preparing five sentences using possessive
adjective and they prepared the examples about the first topic. They spent 10 minutes
doing the activity and they passed to the whiteboard and wrote two examples of each.
Most of the sentences were incorrect and he corrected them and explained why were
incorrect.
After this activity, he explained the second topic “possessive pronoun”. In the same way
he exposed the topic, wrote some sentences, and explained them.
In the same groups, they worked with writing the five sentences using possessive
pronouns. Now, there were a few mistakes, but the teacher corrected them.
The teacher took 15 minutes to do another activity. The activity consisted in showing
some pictures and the teacher asks to the students about how they can describe the
pictures and how they interpret the pictures. Of course, they had to use possessive
adjectives and possessive pronouns.
8

10. Saturday February 28, 2009
Result of the teaching listening techniques
In this activity, we can see that according the participants, activities where the students
can hear a tape can result more effective than an activity where they can guest what it is
going to hear on the tape.
9

11. Saturday March 7, 2009
Listening skills
Storm brain shows how the listening skill became more productive, in the classroom or
in real life.
Mind Map about listening
It is clear that during real life we have more opportunity to practice English language.
10

12. Speaking skills
We did this activity to realize how the activities that we do in the classroom can be more
effective to the students.
11

13. 12

14. Saturday March 14, 2009
He used photocopies during the class. The professor did not use technology for his
class.
During this class, we analyze different activities that can be effective or ineffective when
the students practice English inside or outside the classroom.
13

15. Second observation
:
Professor
Margarito Velazquez Martinez
Level Date Time
English II March 20, 2009 7:00am - 09:00am
Location Focus
CBTIS #173, Guanajuato, Organization class
Gto.
1. Pre-Class Behavior: What is the
classroom climate like before class?
How does the instructor make use of
pre-class time?
The class started at 8:00am. Unfortunately,
not all the students were on time. They
arrived almost every five minutes and the
professor permit that they entranced to the
classroom.
At the beginning of the class, the teacher asks the student about how was the weekend
while all the students arrived. Some students gave their opinion about how the weekend
was, after that the teacher invited to the student to start an outdoor activity.
While the activity was in progress, many students arrive and they were going to
incorporate to the group.
2. Organization: Was the instructor’s presentation of information organized in
such a way that students could follow the material?
14

16. After the group activity, the teacher gave to them a pair of photocopies and the
objectives of the class were written on the whiteboard.
3. Presentation/Delivery Skills: Was the material enthusiastically presented?
Clearly presented? Did the professor appear fully engaged in the act of teaching?
The teacher start the class asking about if they had some doubts refers to the previous
class. He spent five minutes explaining grammar rules of the class before.
After he finished the previous explanation, he engaged the interaction in the group and
the dialog between the students started.
Every explanation refers to the objectives were accompanying with a group activity.
4. Teaching Methods: What were the primary teaching methods utilized in the
class session? (e.g., lecture, discussion, group work, individualized student
activities) Were these teaching methods well selected and well enacted in the
classroom?
In spite of the activities were very varied, the teacher forced to used the four skills.
During some activities, the student ask him about some related to the grammar and the
teacher recommended to them, Reading some books or searching information on
Internet, given them the specific references.
5. Classroom Interaction: How did students react to the presentation of material,
verbally and nonverbally? Were students given an opportunity to interact with the
professor and the material? If so, how did the instructor encourage student
participation? How well did the instructor respond to student
comments/questions? Did the instructor keep class discussion on task or linked
to learning? If the discussion strayed off course, was the instructor able to steer
the discussion back on topic?
Despite of the activities during the class he encourages the participation of the students,
when the teacher asked the some specific information about “who knows….?” Nobody
wants to talk. He enacted the class and drew lots to foment the participation.
The discussions never strayed off course.
15

17. 6. Technology: Was any instructional technology employed by the instructor in
the classroom? If so, was it utilized effectively? Did it assist or hinder the
presentation of material?
Background from the teacher
MARGARITO VELÁZQUEZ MARTÍNEZ
I. ANTECEDENTES ESCOLARES
ESCUELA AÑOS CURSADOS FECHAS
Licenciatura
Universidad Autónoma Chapingo 4 años 1991-1995
Carrera: Ingeniero Mecánico Agrícola
TITULADO
_____________________________________________________________________
II. CAPACITACIÓN.
He recibido muchos cursos dentro y fuera del Plantel para obtener una actualización constante, entre los cursos están: Método
Científico un Proyecto de Vida, Aactivities and Procedures in Language Teaching, Proyecto de Vida, English in Action
Adeas for the Classroom II by Barbara Foley, Formación de Instructores para Certificación, entre otros.
____________________________________________________________________________
III. EXPERIENCIAL LABORAL
Centro de Bachillerato Tecnológico industrial y de servicios No. 173 CBTis 173)
Lugar: Guanajuato, Gto.
Fecha: 16 de agosta del 2004 a la fecha
Como Docente con los siguientes cursos:
2005: Tecnología y Práctica de Taller de Mecánica IV, Tecnología y Práctica de Taller de Mecánica VI, Física III, Dibujo Mecánico,
Cursos de Desarrollo Humano (Autoestima y Sentido y Plenitud de Vida)
16

18. 2006: Inglés I, Fresadora y Desarrollo Humano (Autoestima Sentido y Plenitud de Vida), curso de Inducción y Tutor del 1º K
2007: Temas de Física, Inglés I, Inglés V, Álgebra, Desarrollo Humano (Autoestima Sentido y Plenitud de Vida), curso de Inducción
y Tutor del 1º F
2008: Temas de Física, Elementos de Mecanismos, Inglés I y V, Desarrollo Humano y Tutor del 3o F
Jefe del Departamento de Vinculación con el Sector Productivo
Presidente de la Academia de Investigación Local (ALIDET)
17

19. Saturday March 21, 2009
Cooperative writing
Questions
1. How do you see reading and writing linked?
R. Reading and writing share similar properties and students are
more likely to benefit to the instruction. Either activities or skills are
completely related.
According to Krashen's (1984). Writing and reading help learners
to get the necessary language to construct grammatical structures and discourse
rules for writing and reading. Krashen's viewpoints also recognize the connection
that reading can make to writing. Both skills are necessary for the process of
composing
2. How would you teach these skills together?
R. Most of the times students may not see the connection that exist between writing
and reading but both are closely relate, now we can mention an activity that can
encourage the use of both.
Chose a text and generate questions about the title of the selected text.
Use double-entry journals to provide a purpose for reading and encourage
critical thinking. The student interrogates the text by generating questions and
looking for answers to their questions as they read the selection.
Read something and stop periodically while reading, and write predictions
about what will happen.
Write a summary of the reading.
While reading keep list of unfamiliar words and try to write the meanings. After
completing the reading, look up the words in the dictionary to check the
meanings.
Read some topic and do the student make a dictation to other student (we did
this activity in class)
18

20. 19

21. Survey about writing habits
20

22. Saturday March 28, 2009
How do we can integrate skills in English teaching?
During this activity, we could think about how we can integrate activities where the
students can be capable to practice the four skills in the same activities.
Here there are
some examples
that can help to
integrate the
four skills.
21

23. Saturday April 04, 2009
Noticing
According to Spada, N. (2006) learners
pay conscious attention to the input
about specific characteristics of the
language and that is known as
“noticing”, especially when they notice
how language has a relationship
between their meanings and forms.
Noticing is a complex process that
involves meanings and forms; it
encourage to the learners to improve
some specific points of the language and it helps to notice a particular grammatical
feature or principle
Noticing is a necessary condition for learning and it is a conscious awareness.
Richard Schmidt (1990, 2001) suggests that nothing in the process of language learning
is taught unless that part of the language will be “noticeable”.
Spada, N. (2006). How languages are learned. (3rd Ed.) China: Oxford University Press.
Noticing activity
Discovering the text through dictation and guessing
Level Intermediate
Main goals Students practice grammar and dictation and try to guess what word is
next.
Language focus Nouns, verbs, adjectives, prepositions, adverbs, pronoun,
conjunction and interjection.
Preparation Students have different text
22

24. Method: One student has some part of text and the other has other part (complement).
The first students say the first word in his/her text, the second student say the word that
he/she has and write the word. The first student ask the second student about if he/she
can guess next word in the text, if he/she does not guess the word, the word is dictated,
and the second student write the word.
The second student does the same and the activity continues to finish each text.
Saturday April 25, 2009
Testing and evaluating
Exist four categories of test each one has their
own reasons for being applying.
Placement test: This kind of test is used for place
the students in the right level according their
knowledge about grammar and vocabulary. An
asses is necessary for measure the productive
and receptive skills.
Diagnostic Test: Design to exposes gaps of the
knowledge, difficulties about the language and
deficient skills during a course.
Progress or achievement test: Measure the
progress skills according to the syllabus follows.
This test is valid just if the items are familiar for
the students; the items must similar to the items they have answered during a class or
exercise. If the items are not familiar with the students, the test will not measure the
learning. This test takes place at the end of a topic or unit.
Proficiency test: It measures the general knowledge and ability of the students in order
to be admitted in a university, get a job or to get a certificate.
What is a good test?
23

25. Validity and reliability are characteristics that determine a good test
Validity: A valid test is a test that it measures the knowledge or skill that supposes
should be test.
Reliability: It consists in making the test enough clear that if two different groups take it,
both group should get similar results.
Types of test item
There are two types of items, direct items and indirect items. Direct items try to measure
how much language knowledge know the students in real life and indirect items look for
how much language know with more controlled items, such as multiple choice items.
Test Items that ask one thing at a time is called discrete-point items and items that are
design to ask a variety of language like writing composition or conversational test is
called integrative test items.
A good test should be designed using both discrete-point and integrative test items.
Evolution of the test in English language learning
According to Genesse, F. and Upshur J.A. (1996) typically a test is a way of gathering
information in order to take educational decisions referent to the students and
instructional methodologies and this concept kept its meaning through the years. There
are different types of testing: questionnaires, interviews, examination, and portfolio
amongst others. In spite of these instruments of evaluation have their own purpose;
Teachers refer to them as exams. The differences between them are mainly the scope,
the importance, the function, and the care with they are prepared, but all of them consist
of demonstrating observable knowledge, ability, or proficiency that students should
have. In the case of English language test, “there is a confusion regarding the
terminology used to denote the different types of language test in use” (Heaton, 1991, p.
171), but in recent years the use of portfolios, interviews, journals, project work, and
self-peer assessment have increased their application in ESL classroom (Richards, J. C
& Renandya, W. A., 2002, p. 235). These new forms of assessment are student-
centered and help them to be more involved in their learning process, taking control
24

26. about their own learning. For the teachers, help them to get information refer to the
instructional plans and practices in order to improve them.
Genesse, F. & Upshur J.A. (1996). Classroom-based evaluation in second language
education. Edinburg: Cambridge University Press.
Heaton, J.B. (1991). Writing English language tests: a practical guide for teachers of
English as a second or foreign language. New York: Logman.
Richards C. J. (2002). Methodology in language teaching: an anthology of current
practice. New York: Cambridge University Press.
Harmer J. (2001). The Practice of English Language Teaching. (3rd. Edition). Edinburgh:
Longman.
Saturday May 9, 2009
Didactic materials design
Profile of the book
Name Touchstone Student Book 1
Authors Michael McCarthy, Jeanne McCarten and Helen Sandiford
Touchstone is a packed course that offers English learning; designed for beginning
students. According to the editorial, Student's Book 1 includes vocabulary, grammar,
and functions that the native English speakers encounter most often in real life. It also
develops the strategies that students need for effective conversations, such as how to
start and end a conversation and how to ask questions that are not too direct. Its design
is attractive and includes a lot of color photos and illustrations. The chapters are
organized in which form that the student starts with the basis English and end with
something more complicate. A free self-study Audio CD/CD-ROM is included for focus in
listening, speaking, and vocabulary.
Key Features
Conversation presented is about how vocabulary and grammar are typically used
in conversation.
25

27. Grammar is presented in natural contexts.
A lot of vocabulary commonly used.
Many languages and skills activities are used.
Real life conversations are used in the listening.
Chapter 8 Shopping
This chapter shows the way of using like to, need to and have to in coordinating with
others verbs. In addition, the book present the use of this, that, these and those in
combination with how much. Other topics that are included in the book are colors,
shopping and prices.
This unit pays special attention in how buy clothes and gifts, ask for prices and discuss
shopping habits. Use grammatical elements like “like to, want to, need to, have to,
question with how much, this, these, that and those. The vocabulary that is included
refers to the things that we normally buy and do when we are traveling.
In my opinion, this chapter should be use functions and vocabulary relate with normal
life, not traveling. Usually when we see a real conversation or a movie, the actors do not
talk about buying cars, jewelry and watches; they want to buy cigarettes, cokes, food,
and other things necessary for a common life. For these reason I prose the next activity.
Activity about shopping vocabulary
Look at the expressions on the blackboard. Write a title for each category of
expressions.
26

28. 27

29. Fill the chart with the correct answers according to the information
Getting Information:
What did he buy at London Rolls Bakery? He bought ___________________.
How much was it? It was _________ and ________________.
How much was the total? With tax, the total came to ________
How did he pay for it? He __________________________.
Confirming Information:
So that’s a total of _______________________. That’s right.
28

30. Fill the chart with the correct answers according to the image below
Getting Information:
What did he buy at __________? He bought ___________________.
How much was it? It was _________ and ________________.
How much was the total? With tax, the total came to ________
How did he pay for it? He __________________________.
Confirming Information:
So that’s a total of _______________________. That’s right.
29

31. Bibliography
Task design references by Jesús Vilches & Romero
Stern, H. (1991). Fundamental Concepts of
Language Teaching. Oxford: Oxford University
Press.
o This book is about the theory of
language teaching
Parrott, M. (1993). Task for Language
Teachers. Cambridge: Cambridge University
Press.
o The task in this book are intended to lead the users to increased awareness of
the process involved in Language learning with range of option available to
the teacher.
Ellis, R. (2003). Task-Based Language Learning and Teaching. Great Clarendon:
Oxford University Press.
o The content of this book will engage teachers in the what of teaching and how
to teach, Ts will find helpful information to develop and improve task design.
Willis, J. (1996). A Framework for Task-Based Learning. Edinburgh Gate: Addison
Wesley Longman.
Nunan, D. (2004). Task-Based Language Teaching. Cambridge: Cambridge
University Press.
o Here there is a really interesting passage, defining Task (p. 1)
Observation and reflection by Eduardo Hernandez and Valeria
Kenny B. & Savage W. (1997). Language and Development. (1st Ed.) ? :Addison
Wesley Longman Limited.
30

32. Nunan D. & Lamb C. (2000). The Self-Directed Teacher. (4th Edition) Cambridge
University Press.
Duff T. (1988). Explorations In Teacher Training. (1st Edition) Longman
Allwright D. (1993) Observation In The Classroom (4th Edition) Longman
Michael Leguthe and Howard Thomas (1993) Process and experiences in the
language classroom (Second edition) Longman Group.
o Reflection in page 217-19
o Chapter 6 refers to issues in project learning and it talks about the process
that involves experiences in class.
David Gardner and Lindsay Miler (2003) Establishing Self-Access from theory to
practice (Second Edition) Cambridge University Press.
o Refletion 94, 174, 177 and 217
Jerry G. Gebhard and Robert Oprandy (1999) Language Teaching Awareness a
Guide to Exploring Beliefs and Practices (First Edition) Cambridge University Press.
o Chapter 5 Reflection through a teaching Journal page 78. The chapter talks
about experiences about how teach English.
Patsy M. Lightbown and Nina Spada (1999) How Language are Learned (Second
Edition) Oxford University Press.
o Chapter 5. Observation second language teaching. Page 91. In this chapter
we see different ways of observing teaching classes in inside the classroom.
Teaching Materials by Cuauhtémoc
Cunningsworth, A. (1984)"Evaluation and Selecting EFL Teaching Materials" 5, 43 –
49 / 6, 50 – 58
Ur, Penny. (1994) “Teaching Listening Comprehension” 3, 22 – 30.
Reading by Giorgia & Rosy
31

33. 428.64 Dixon, R.J. (1986) Easy Reading Selection in English. Mexico City:
Ediciones RP.
o It is a text book that includes 12 short stories and some exercises related to
them. The exercises go from comprehension questions to vocabulary
exercises like guessing the meaning of a word, for example. There are also
some grammar exercises like transforming the tenses of some sentences
following a given model.
428.64 Ellis, R., Tomlinson, B. (1987) Reading, upper-intermediate. Oxford:
Oxford University Press.
o It is a text book that helps students to improve their reading skills through
different types of readings and exercises. The readings go from instructions to
academic texts and the exercises are related to the different themes of the
chapters.
428.64 Glendinning, E.H., Holmström, B. (1992) Study Reading. Cambridge:
Cambridge University Press.
o It is a text book that helps students to improve their reading skills through
different exercises that make students think about the readings proposed in
the book, while they are doing individual, pairs and groups activities.
428.64 Tiersky, E. & Hughes, R., (1996) Morning Edition: Mastering Reading and
Language Skills with the Newspaper, Lincolnwood, Chicago: National Textbook.
o Morning edition is a reading skills text built around articles form the
International Herald Tribune. Readers who are familiar within the news will be
pleased to see this all-new volume featuring 31 recently published articles.
Special attention is given to improving newspaper reading skills in the text’s
eight “focus on the newspaper” sections. The first focus section provides an
overview on the newspaper or particular types of writing: “hard” news stories,
features, opinions pieces, profiles, sports stories, reviews, business news, and
soon, The focus section describe the kinds of information you can expect to
32

34. find in the newspaper and provide hands*on practice in recognizing and
analyzing various types of articles.
428.64 Wegmann, B., Knezevic, M.P. (1985) Mosaic I, a reading skill book. (1st
edition), New York: Random House.
o It is a text book where learners can exercise different reading skills. At the
beginning of every chapter there is an introduction of the chapter and pre-
reading exercise; then there is the main reading; and after that, there are
different exercises related to the main reading that vary from comprehension
questions to vocabulary definitions. The themes of the readings change from
one chapter to another.
TR Wallace, C. (1992) Reading. Oxford: Oxford University Press.
o It is a book that focuses on reading and learning to read. It is divided into 3
sections: the first one talks about the meaning of reading and the different
types of reading; the second one examines the nature of learning to read and
learner readers and presents some materials that can be used in the
classrooms; the third one is designed to help teachers to practice reading
through a range of different tasks.
428.42 Criscoe, B.L., Thomas, C. G, Ed., (1984), Content Reading: A Diagnostic
Prescriptive Approach, New Jersey: Prentice Hall.
o This book was written to assist teachers in grades 4 through 12 in guiding
students reading in content subjects. The chief concerns of the authors in
preparing this text where to provide content teachers with a basic
understanding of how students learn to read, to develop strategies and
materials of diagnosing students content reading needs and to offer
instructional suggestion for teaching the skills and habits essential to
understanding content material.
Carlisle, A. (2000) “Reading logs: an application for reader-response theory in ELT”,
ELT Journal, 54, 1, 12-19.
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35. o It is an article, which talks about the importance of using reading logs for L2
readers, since they stimulate readers “to go beyond the first barrier of
semantic understanding and to move towards critical appreciation.”(Carlisle,
2002,12)
Evans, S. (2008) “Reading reactions journals in EAP”, ELT Journal, 62, 3, 240-247.
o It is an article that “looks at two specific problems faced by second-language
university students attending courses in English for Academic Purposes
(EAP): expository texts and reading-to-write tasks.”(Evans, 2008, 240)And it
specify the benefits of RRJ in this area.
Gibson, S. (2008) “Reading aloud: a useful learning tool?”, ELT Journal, 61, 1, 29-
36.
o It is an article about the “role of reading aloud in language learning.”(Gibson,
2008, 29)
Liu, J. (2000) “The power of Readers Theatre: from reading to writing”, ETL Journal,
54, 4, 354-361.
o It is an article about readers’ theatre, as a new and creative idea of promoting
reading in the classroom.
Macalister, J. (2008) “Implementing extensive reading in an EAP programme”, ELT
Journal, 62, 3, 248-255.
o It is an article about “the implementation of extensive reading component in a
pre-university study EAP programme.”(Macalister, 2008, 248)
Mera Rivas, R.M. (1999) “Reading in recent ETL coursebooks”, ETL Journal, 53, 1,
12-21.
o It is an article that “presents an analysis of the reading components in a
representative sample of ELT coursebooks for intermediate level and
above[…]” (Mera Rivas, 1999, 12)
34

36. Pani, S. (2004) “Reading strategy instruction through mental modeling”, ETL Journal,
58, 4, 355-362.
o It is an article about mental modeling, “a technique through which the teacher
demonstrates the mental process of a “superior” reader while he/she makes
sense of the text. Since this makes the process of reading “visible”, it is easy
for learners to initiate the steps.” (Pani, 2004, 355)
Writing
Brown,K. and Hood,S.(1992) Writing matters (3rd ed.). Hong Kong:Cambridge
University Press.
o It is a book to help us to develop our writing ability in English. It gives the
opportunity to practice an it helps on how to organize ideas, linking them,
choosing the right word, spelling, punctuation, etc.
Byrne,D.(1991) Teaching writing skills (5th ed.). London & New York:Longman.
o This book is useful to see how writing is used for the purpose of
communication. It provides several activities about how to teach writing.
Cavusgil,S.(1998) Looking ahead: Introduction to academic writing.
Washington,State: Heinle&Heinle.
o Hedge,T.(1991). Writing.(4th ed.).Hong Kong: Oxford University.
Longan,J.(1989) English skills (4th ed.). New Jersey: McGraw Hill.
o This book explains in a clear and direct way the basic principles and skills we
must learn to write effectively. And it provides a number of practice materials,
so that we can work on the skills enough to make them habits.
Seltzer,S.,Martin,C.,Krantz,H.,Kimmelman,J.,Sackmary,R., Lantz-
Goldhaber,S.(1981) Discovering American English Writing. New York:Macmillan.
o This book is intended for use by students of English as a second language,
and it is designed to help them achieve their goals on writing. The book
contains essays of increasing length and complexity.
35

37. Shumaker,J.B., Sheldon,J.B.(1999) Proficiency in the sentence writing strategy.
Lawrence,Kansas:The University of Kansas.
White,R.V.(1980) Teaching written English. London:George Allen & Unwin.
o In this book you can find useful strategies on how to teach writing. It also
contains exercises to practice simple sentences, compound sentences, and
complex sentences.
White, R.V.(1995) New ways in teaching writing. Bloomington,Illinois:Jack
C.Richards,Series Editor.
o The book focuses on different types and formats of writing, and stimulates
these activities through diverse techniques and methods. The book is
organized in four parts: Writing processes (generate ideas, using critical
thinking, evaluating and revising). Academic writing, Expressive writing
(including poetry and prose), Personal and business correspondence (writing
in the real world).
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