Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING ENGLISH LANGUAGE SKILLS II | - | Spring Semester | 3+0 | 3 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assist.Prof. İlknur EĞİNLİ |
| Assistant(s) | |
| Aim | The aim of this course is to provide pre-service English teachers with the methods and techniques necessary for teaching reading and writing skills and grammar. |
| Course Content | This course contains; Teaching Reading: Teaching Strategic Reading- Joy Janzen and an assignment,Teaching Reading: Developing Engaged Second Language Readers- Neil J Anderson Watching a video on teaching reading,Teaching Reading: Developing Engaged Second Language Readers- Neil J Anderson Watching a video on teaching reading ,Evaluation of assignments and presentations,Teaching Writing: The Writing Process and Process Writing- Anthony Seow Watching a video on teaching writing practice, Evaluation of assignments and presentations,Teaching Writing: Considerations for Teaching Second Language Writing- Sara Weigle Giving feedback to writing assignment,Presentations,Teaching Writing: Typology of Written Corrective Feedback Types- Rod Ellis Watching a video on written corrective feedback,Teaching Vocabulary: Teaching and Learning Vocabulary for Second Language Learners- Cheryl Boyd Zimmerman Watching a video on teaching vocabulary,Assignment check and Presentations Watching a video on teaching vocabulary,Teaching Pronunciation: Beyond 'Listen and Repeat': Pronunciation Teaching Materials and Theories of Second Language Acquisition Watching a video on teaching pronunciation,Presentations,Presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students will identify the different phases and techniques of teaching writing. | 16, 9 | F |
| Students will be able to identify the different phases and techniques of reading instruction. | 16, 9 | F |
| Students will identify the different phases and techniques of grammar teaching. | 16, 9 | F |
| Students will develop teaching skills for groups of learners of different ages and language proficiency. | 5, 9 | F |
| Students plan lessons for different proficiency levels. | 5, 9 | F |
| Teaching Methods: | 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Teaching Reading: Teaching Strategic Reading- Joy Janzen and an assignment | Orientation to the course, syllabus |
| 2 | Teaching Reading: Developing Engaged Second Language Readers- Neil J Anderson Watching a video on teaching reading | Teaching Reading (Ch 7) |
| 3 | Teaching Reading: Developing Engaged Second Language Readers- Neil J Anderson Watching a video on teaching reading | Teaching Reading (Ch 7) |
| 4 | Evaluation of assignments and presentations | In class work |
| 5 | Teaching Writing: The Writing Process and Process Writing- Anthony Seow Watching a video on teaching writing practice | Teaching Writing (Ch 8) |
| 6 | Evaluation of assignments and presentations | In class work |
| 7 | Teaching Writing: Considerations for Teaching Second Language Writing- Sara Weigle Giving feedback to writing assignment | Teaching Writing (Ch 8) |
| 8 | Presentations | In class work |
| 9 | Teaching Writing: Typology of Written Corrective Feedback Types- Rod Ellis Watching a video on written corrective feedback | Teaching Writing (Ch 8) |
| 10 | Teaching Vocabulary: Teaching and Learning Vocabulary for Second Language Learners- Cheryl Boyd Zimmerman Watching a video on teaching vocabulary | Teaching the language system (Ch. 6) |
| 11 | Assignment check and Presentations Watching a video on teaching vocabulary | In class work |
| 12 | Teaching Pronunciation: Beyond 'Listen and Repeat': Pronunciation Teaching Materials and Theories of Second Language Acquisition Watching a video on teaching pronunciation | Teaching Speaking (Ch 9) |
| 13 | Presentations | In class work |
| 14 | Presentations | In class work |
| Resources |
| Harmer, J. (2007). How to teach English. Pearson Longman Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. 4th Edition. Oxford: Oxford University Press. |
| Thornbury, S. (1999) How to teach grammar. Pearson, Essex: Longman. Hudson, T. (2007). Teaching second language reading. Oxford: Oxford University Press. Nuttall, C. (2005). Teaching reading skills in a foreign language. Macmillan Education: Oxford. Harmer, J. (2004) How to teach writing. Pearson, Essex: Longman Stanley, G. (2013). Language learning with technology : Ideas for integrating technology in the language classroom. Cambridge: CUP. Levy, M. / Murgatroy, N. (2009). Pair and group work: Multi level photocopiable activities for teenagers. Cambridge: CUP. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 4 | 4 | 16 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 8 | 32 | |||
| Term Project | 2 | 4 | 8 | |||
| Presentation of Project / Seminar | 2 | 10 | 20 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 12 | 12 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 138 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(138/30) | 5 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING ENGLISH LANGUAGE SKILLS II | - | Spring Semester | 3+0 | 3 | 5 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assoc.Prof. Aynur KESEN MUTLU |
| Name of Lecturer(s) | Assist.Prof. İlknur EĞİNLİ |
| Assistant(s) | |
| Aim | The aim of this course is to provide pre-service English teachers with the methods and techniques necessary for teaching reading and writing skills and grammar. |
| Course Content | This course contains; Teaching Reading: Teaching Strategic Reading- Joy Janzen and an assignment,Teaching Reading: Developing Engaged Second Language Readers- Neil J Anderson Watching a video on teaching reading,Teaching Reading: Developing Engaged Second Language Readers- Neil J Anderson Watching a video on teaching reading ,Evaluation of assignments and presentations,Teaching Writing: The Writing Process and Process Writing- Anthony Seow Watching a video on teaching writing practice, Evaluation of assignments and presentations,Teaching Writing: Considerations for Teaching Second Language Writing- Sara Weigle Giving feedback to writing assignment,Presentations,Teaching Writing: Typology of Written Corrective Feedback Types- Rod Ellis Watching a video on written corrective feedback,Teaching Vocabulary: Teaching and Learning Vocabulary for Second Language Learners- Cheryl Boyd Zimmerman Watching a video on teaching vocabulary,Assignment check and Presentations Watching a video on teaching vocabulary,Teaching Pronunciation: Beyond 'Listen and Repeat': Pronunciation Teaching Materials and Theories of Second Language Acquisition Watching a video on teaching pronunciation,Presentations,Presentations. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students will identify the different phases and techniques of teaching writing. | 16, 9 | F |
| Students will be able to identify the different phases and techniques of reading instruction. | 16, 9 | F |
| Students will identify the different phases and techniques of grammar teaching. | 16, 9 | F |
| Students will develop teaching skills for groups of learners of different ages and language proficiency. | 5, 9 | F |
| Students plan lessons for different proficiency levels. | 5, 9 | F |
| Teaching Methods: | 16: Question - Answer Technique, 5: Cooperative Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Teaching Reading: Teaching Strategic Reading- Joy Janzen and an assignment | Orientation to the course, syllabus |
| 2 | Teaching Reading: Developing Engaged Second Language Readers- Neil J Anderson Watching a video on teaching reading | Teaching Reading (Ch 7) |
| 3 | Teaching Reading: Developing Engaged Second Language Readers- Neil J Anderson Watching a video on teaching reading | Teaching Reading (Ch 7) |
| 4 | Evaluation of assignments and presentations | In class work |
| 5 | Teaching Writing: The Writing Process and Process Writing- Anthony Seow Watching a video on teaching writing practice | Teaching Writing (Ch 8) |
| 6 | Evaluation of assignments and presentations | In class work |
| 7 | Teaching Writing: Considerations for Teaching Second Language Writing- Sara Weigle Giving feedback to writing assignment | Teaching Writing (Ch 8) |
| 8 | Presentations | In class work |
| 9 | Teaching Writing: Typology of Written Corrective Feedback Types- Rod Ellis Watching a video on written corrective feedback | Teaching Writing (Ch 8) |
| 10 | Teaching Vocabulary: Teaching and Learning Vocabulary for Second Language Learners- Cheryl Boyd Zimmerman Watching a video on teaching vocabulary | Teaching the language system (Ch. 6) |
| 11 | Assignment check and Presentations Watching a video on teaching vocabulary | In class work |
| 12 | Teaching Pronunciation: Beyond 'Listen and Repeat': Pronunciation Teaching Materials and Theories of Second Language Acquisition Watching a video on teaching pronunciation | Teaching Speaking (Ch 9) |
| 13 | Presentations | In class work |
| 14 | Presentations | In class work |
| Resources |
| Harmer, J. (2007). How to teach English. Pearson Longman Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. 4th Edition. Oxford: Oxford University Press. |
| Thornbury, S. (1999) How to teach grammar. Pearson, Essex: Longman. Hudson, T. (2007). Teaching second language reading. Oxford: Oxford University Press. Nuttall, C. (2005). Teaching reading skills in a foreign language. Macmillan Education: Oxford. Harmer, J. (2004) How to teach writing. Pearson, Essex: Longman Stanley, G. (2013). Language learning with technology : Ideas for integrating technology in the language classroom. Cambridge: CUP. Levy, M. / Murgatroy, N. (2009). Pair and group work: Multi level photocopiable activities for teenagers. Cambridge: CUP. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Can verbally express the specific terms and concepts in the field of teaching English | X | |||||
| 2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | X | |||||
| 3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | X | |||||
| 4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | X | |||||
| 5 | Can analyze and solve a field-related problem by following scientific steps. | X | |||||
| 6 | Can solve a field-related problem on his own | X | |||||
| 7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | X | |||||
| 8 | Follows the developments in his field in the light of life-long learning principle | X | |||||
| 9 | Consults colleagues in the process of finding solutions to a field-related problem. | X | |||||
| 10 | Can formulate a problem encountered both verbally and non-verbally. | X | |||||
| 11 | By having social responsibility, makes use of professional experiences in solving problems. | X | |||||
| 12 | Knows the basic terminology | X | |||||
| 13 | Applies the basic skills | X | |||||
| 14 | Can effectively use language learning strategies | X | |||||
| 15 | Knows the characteristics and structure of human language | X | |||||
| 16 | Has native like fluency | X | |||||
| 17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | X | |||||
| 18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 50 | |
| Rate of Final Exam to Success | 50 | |
| Total | 100 | |