Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| DEVELOPING COURSE CONTENT in TEACHING ENGLISH LANGUAGE | - | Fall Semester | 3+0 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlknur EĞİNLİ |
| Name of Lecturer(s) | Assist.Prof. İlknur EĞİNLİ |
| Assistant(s) | |
| Aim | This course takes a project-based approach to gaining experience with language teaching materials and students must be prepared to adjust and adapt their methods accordingly and access to the most appropriate teaching materials for the learners. |
| Course Content | This course contains; Syllabus Review Textbook Review Course overview ,The role of materials in the language classroom: Finding the balance,The role of materials in the language classroom II,Teaching-Learning Materials,Adapting materials ,Materials have a range of purposes I,Materials have a range of purposes II,Teacher-created materials project meeting I,Teacher-created materials project meeting II,Materials for Cultural Awareness,Corpora and Materials,Materials Development Courses,In-class presentations I,In-class presentations II. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students define theories and principles of course content and materials design in English language teaching. | 2, 6, 9 | |
| Students adapt and develop materials for language teaching. | 10, 16, 9 | |
| Students design their own teaching materials and supplementary materials according to the appropriate method, student level, needs, and current school environment. | 10, 16, 9 | F |
| Students evaluate English textbook contents and materials. | 10, 16, 9 | F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 2: Project Based Learning Model, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Syllabus Review Textbook Review Course overview | |
| 2 | The role of materials in the language classroom: Finding the balance | Crawford, J. (1995). The role of materials in the language classr oom: finding the balance. TESOL in Context, 5(1), 25-33 |
| 3 | The role of materials in the language classroom II | Explain the following statement, “When the teachers decide to adapt authentic or created materials, it means that they are bridging the gap between the classroom and the world" |
| 4 | Teaching-Learning Materials | Read Mcdonough Ch 4, pp. 63-78 and and make five questions with “Why” or “How” with your peers in your group |
| 5 | Adapting materials | |
| 6 | Materials have a range of purposes I | The way materials are used will vary from context to context depending on factors such as the aim of the course, the experience and confidence of the teacher, the requirements of the institution and the expectations of the learner. WHY? |
| 7 | Materials have a range of purposes II | Teaching materials are a key component in most language programs. Whether the teacher uses a textbook, institutionally prepared materials, or his or her own materials, instructional materials generally serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. In the case of inexperienced teachers, materials may also serve as a form of teacher training. DO YOU AGREE/DISAGREE? |
| 8 | Teacher-created materials project meeting I | |
| 9 | Teacher-created materials project meeting II | |
| 10 | Materials for Cultural Awareness | McKay Ch. 8 Fagout (2003, 1-24) |
| 11 | Corpora and Materials | Basterra et al., Ch. 5 |
| 12 | Materials Development Courses | McKay Ch. 10 Shohamy (2001) |
| 13 | In-class presentations I | |
| 14 | In-class presentations II |
| Resources |
| Cunningsworth, A. (1995). Choosing Your Coursebook. Macmillan Publishers Limited. McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT: A teacher's guide (Vol. 2). John Wiley & Sons. |
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 | 3 | 42 | |||
| Guided Problem Solving | 1 | 4 | 4 | |||
| Resolution of Homework Problems and Submission as a Report | 3 | 6 | 18 | |||
| Term Project | 2 | 2 | 4 | |||
| Presentation of Project / Seminar | 2 | 4 | 8 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 6 | 6 | |||
| General Exam | 1 | 8 | 8 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 90 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(90/30) | 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 |
|---|---|---|---|---|---|
| DEVELOPING COURSE CONTENT in TEACHING ENGLISH LANGUAGE | - | Fall Semester | 3+0 | 3 | 3 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. İlknur EĞİNLİ |
| Name of Lecturer(s) | Assist.Prof. İlknur EĞİNLİ |
| Assistant(s) | |
| Aim | This course takes a project-based approach to gaining experience with language teaching materials and students must be prepared to adjust and adapt their methods accordingly and access to the most appropriate teaching materials for the learners. |
| Course Content | This course contains; Syllabus Review Textbook Review Course overview ,The role of materials in the language classroom: Finding the balance,The role of materials in the language classroom II,Teaching-Learning Materials,Adapting materials ,Materials have a range of purposes I,Materials have a range of purposes II,Teacher-created materials project meeting I,Teacher-created materials project meeting II,Materials for Cultural Awareness,Corpora and Materials,Materials Development Courses,In-class presentations I,In-class presentations II. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| Students define theories and principles of course content and materials design in English language teaching. | 2, 6, 9 | |
| Students adapt and develop materials for language teaching. | 10, 16, 9 | |
| Students design their own teaching materials and supplementary materials according to the appropriate method, student level, needs, and current school environment. | 10, 16, 9 | F |
| Students evaluate English textbook contents and materials. | 10, 16, 9 | F |
| Teaching Methods: | 10: Discussion Method, 16: Question - Answer Technique, 2: Project Based Learning Model, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Syllabus Review Textbook Review Course overview | |
| 2 | The role of materials in the language classroom: Finding the balance | Crawford, J. (1995). The role of materials in the language classr oom: finding the balance. TESOL in Context, 5(1), 25-33 |
| 3 | The role of materials in the language classroom II | Explain the following statement, “When the teachers decide to adapt authentic or created materials, it means that they are bridging the gap between the classroom and the world" |
| 4 | Teaching-Learning Materials | Read Mcdonough Ch 4, pp. 63-78 and and make five questions with “Why” or “How” with your peers in your group |
| 5 | Adapting materials | |
| 6 | Materials have a range of purposes I | The way materials are used will vary from context to context depending on factors such as the aim of the course, the experience and confidence of the teacher, the requirements of the institution and the expectations of the learner. WHY? |
| 7 | Materials have a range of purposes II | Teaching materials are a key component in most language programs. Whether the teacher uses a textbook, institutionally prepared materials, or his or her own materials, instructional materials generally serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom. In the case of inexperienced teachers, materials may also serve as a form of teacher training. DO YOU AGREE/DISAGREE? |
| 8 | Teacher-created materials project meeting I | |
| 9 | Teacher-created materials project meeting II | |
| 10 | Materials for Cultural Awareness | McKay Ch. 8 Fagout (2003, 1-24) |
| 11 | Corpora and Materials | Basterra et al., Ch. 5 |
| 12 | Materials Development Courses | McKay Ch. 10 Shohamy (2001) |
| 13 | In-class presentations I | |
| 14 | In-class presentations II |
| Resources |
| Cunningsworth, A. (1995). Choosing Your Coursebook. Macmillan Publishers Limited. McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT: A teacher's guide (Vol. 2). John Wiley & Sons. |
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 | |