Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING LANGUAGE and LITERATURE II | - | Spring Semester | 2+0 | 2 | 3 |
| 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 | This course aims to provide prospective teachers with theorethical knowledge on the analysis of all literary genres. Furthermore, the course presents information on how literary texts could be utilized in teaching English as a foreign language on the basis of both theorethical knowledge and in-class activities. |
| Course Content | This course contains; Introduction to the course, the syllabus, and policies,Approaches to using literature in language classrooms,Elements and analysis of poetry ,The Use of Poetry in Language Teaching,Group Presentations on The Use of Poetry in Language Teaching I,Group Presentations on The Use of Poetry in Language Teaching II,Elements and analysis of Short Stories,The Use of Short Stories in Language Teaching,Group Presentations on the Use of Short Story in Language Teaching I,Group Presentations on the Use of Short Story in Language Teaching II,Selecting and Evaluating Literary Materials,Designing Lesson Plans on The Use of Literature in Language Teaching I,Designing Lesson Plans on The Use of Literature in Language Teaching II,Revision. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students recognize the socio-cultural structure using literary texts. | 14, 5, 6, 9 | E, F |
| Students analyze the relationships between language, literature and culture. | 6, 9 | F |
| Students discuss the beliefs, values, customs, traditions, world views, and ways of life of the society reflected in the literary works. | 10 | F |
| Students develop literary activities based on pragmatics. | 16, 5, 9 | F |
| Students create pre-, while-, and post-reading activities by determining teaching objectives and preparing a lesson plan based on them. | 16, 5, 9 | F |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course, the syllabus, and policies | Reading related resources. Collie & Slayter (1987). Part A: Aims and objectives. p.3-11. |
| 2 | Approaches to using literature in language classrooms | Reading related resources. Lazar (1993). Approaches to using literature with the language learner. p.35-47. |
| 3 | Elements and analysis of poetry | Reading related resources. Collie & Slayter (1987). Poems. s.226-246. |
| 4 | The Use of Poetry in Language Teaching | Reading related resources. Lazar (1993). Poetry. s.94-132. |
| 5 | Group Presentations on The Use of Poetry in Language Teaching I | Using a poem in the lesson plan. "This is just to say". William Carlos Williams. |
| 6 | Group Presentations on The Use of Poetry in Language Teaching II | Using a poem in the lesson plan. "The Road not Taken". Robert Frost. |
| 7 | Elements and analysis of Short Stories | Reading related resources. Collie & Slayter (1987). Short stories. p.196-225. |
| 8 | The Use of Short Stories in Language Teaching | Reading related resources. Lazar (1993). Materials design and lesson plannings: Short stories. p.71-88. |
| 9 | Group Presentations on the Use of Short Story in Language Teaching I | Using a short story in the lesson plan: "Evelyn". James Joyce. |
| 10 | Group Presentations on the Use of Short Story in Language Teaching II | Using a short story in the lesson plan: "A good man is hard to find." Flannery O'Connor. |
| 11 | Selecting and Evaluating Literary Materials | Reading related resources. Lazar (1993). Selecting and evaluating materials. p. 48-61. |
| 12 | Designing Lesson Plans on The Use of Literature in Language Teaching I | Reading related resources.Lazar (1993). Planning your sessions or course. p. 217-219. |
| 13 | Designing Lesson Plans on The Use of Literature in Language Teaching II | Reading related resources. Collie & Slayter (1987). Maintaining momentum. p.36-56. |
| 14 | Revision | Reading and reviewing covered topics. |
| Resources |
| Literature and Language Teaching: A Guide for Teachers and Trainers. (1993). Gillian Lazar. Cambridge University Press. Literature in the language classroom: A resource book for ideas and activities. (1987). Joanne Collie & Stephen Slater. Cambridge University Press. |
| Literature and language teaching: A course book. (2013). Editors Banu İnan & Doğan Yüksel. Ankara: Pegem Akademi. |
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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 3 | 8 | 24 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 8 | 16 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 6 | 6 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 82 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(82/30) | 3 | |||||
| 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 LANGUAGE and LITERATURE II | - | Spring Semester | 2+0 | 2 | 3 |
| 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 | This course aims to provide prospective teachers with theorethical knowledge on the analysis of all literary genres. Furthermore, the course presents information on how literary texts could be utilized in teaching English as a foreign language on the basis of both theorethical knowledge and in-class activities. |
| Course Content | This course contains; Introduction to the course, the syllabus, and policies,Approaches to using literature in language classrooms,Elements and analysis of poetry ,The Use of Poetry in Language Teaching,Group Presentations on The Use of Poetry in Language Teaching I,Group Presentations on The Use of Poetry in Language Teaching II,Elements and analysis of Short Stories,The Use of Short Stories in Language Teaching,Group Presentations on the Use of Short Story in Language Teaching I,Group Presentations on the Use of Short Story in Language Teaching II,Selecting and Evaluating Literary Materials,Designing Lesson Plans on The Use of Literature in Language Teaching I,Designing Lesson Plans on The Use of Literature in Language Teaching II,Revision. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students recognize the socio-cultural structure using literary texts. | 14, 5, 6, 9 | E, F |
| Students analyze the relationships between language, literature and culture. | 6, 9 | F |
| Students discuss the beliefs, values, customs, traditions, world views, and ways of life of the society reflected in the literary works. | 10 | F |
| Students develop literary activities based on pragmatics. | 16, 5, 9 | F |
| Students create pre-, while-, and post-reading activities by determining teaching objectives and preparing a lesson plan based on them. | 16, 5, 9 | F |
| Teaching Methods: | 10: Discussion Method, 14: Self Study Method, 16: Question - Answer Technique, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | E: Homework, F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Introduction to the course, the syllabus, and policies | Reading related resources. Collie & Slayter (1987). Part A: Aims and objectives. p.3-11. |
| 2 | Approaches to using literature in language classrooms | Reading related resources. Lazar (1993). Approaches to using literature with the language learner. p.35-47. |
| 3 | Elements and analysis of poetry | Reading related resources. Collie & Slayter (1987). Poems. s.226-246. |
| 4 | The Use of Poetry in Language Teaching | Reading related resources. Lazar (1993). Poetry. s.94-132. |
| 5 | Group Presentations on The Use of Poetry in Language Teaching I | Using a poem in the lesson plan. "This is just to say". William Carlos Williams. |
| 6 | Group Presentations on The Use of Poetry in Language Teaching II | Using a poem in the lesson plan. "The Road not Taken". Robert Frost. |
| 7 | Elements and analysis of Short Stories | Reading related resources. Collie & Slayter (1987). Short stories. p.196-225. |
| 8 | The Use of Short Stories in Language Teaching | Reading related resources. Lazar (1993). Materials design and lesson plannings: Short stories. p.71-88. |
| 9 | Group Presentations on the Use of Short Story in Language Teaching I | Using a short story in the lesson plan: "Evelyn". James Joyce. |
| 10 | Group Presentations on the Use of Short Story in Language Teaching II | Using a short story in the lesson plan: "A good man is hard to find." Flannery O'Connor. |
| 11 | Selecting and Evaluating Literary Materials | Reading related resources. Lazar (1993). Selecting and evaluating materials. p. 48-61. |
| 12 | Designing Lesson Plans on The Use of Literature in Language Teaching I | Reading related resources.Lazar (1993). Planning your sessions or course. p. 217-219. |
| 13 | Designing Lesson Plans on The Use of Literature in Language Teaching II | Reading related resources. Collie & Slayter (1987). Maintaining momentum. p.36-56. |
| 14 | Revision | Reading and reviewing covered topics. |
| Resources |
| Literature and Language Teaching: A Guide for Teachers and Trainers. (1993). Gillian Lazar. Cambridge University Press. Literature in the language classroom: A resource book for ideas and activities. (1987). Joanne Collie & Stephen Slater. Cambridge University Press. |
| Literature and language teaching: A course book. (2013). Editors Banu İnan & Doğan Yüksel. Ankara: Pegem Akademi. |
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 | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |