Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| TEACHING ENGLISH LANGUAGE SKILLS I | - | Fall 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) | |
| Assistant(s) | |
| Aim | The aim of this course is to provide pre-service English teachers with the methods and techniques necessary for teaching listening, speaking, and phonics skills and vocabulary. |
| Course Content | This course contains; Course Orientation,Parts and Goals of a Listening and Speaking Course and Beginning to Listen and Speak in Another Language ,The Place of Grammar in the Second/Foreign Language Curriculum ,Listening and Teaching of Listening,Teaching Listening: What Teachers Know about Listening? ,Learners, teachers, managing the classroom, using coursebooks ,Describing Learning and Teaching, Describing Language, and teaching the Language System,Developing fluency, the teaching of speaking. ,Language-Focused Learning through Dictation and Related Activities, Pronunciation, Learning through Task-focused Interaction,Learning through Pushed Output, Teaching Speaking, Planning Lessons,Listening and speaking activity presentations I,Listening and speaking activity presentations II,Listening and speaking activity presentations III. ,Listening and speaking activity presentations IV.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of the course, students explain different types and models of listening and speaking. | 6, 9 | F |
| Define the characteristics of well-balanced instruction. | 5, 6, 9 | F |
| Implement the theory that has been discussed in class sessions. | 6, 9 | F |
| Assemble effective methods and strategies for a particular learning environment in an ESL/EFL classroom. | 6, 9 | F |
| Discuss the effectiveness of different learning activities for learners at various language proficiency levels. | 6, 9 | F |
| Present current practices and express ideas on teaching listening and speaking skills at various grades. | 10, 9 | F |
| Teaching Methods: | 10: Discussion Method, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Course Orientation | Syllabus Overview |
| 2 | Parts and Goals of a Listening and Speaking Course and Beginning to Listen and Speak in Another Language | Read Chapter 1 by Nation and Newton (2008) |
| 3 | The Place of Grammar in the Second/Foreign Language Curriculum | Reading related resources. (Ellis, 2002) |
| 4 | Listening and Teaching of Listening | Reading related resources. Read Chapter 3 by Nation and Newton (2008) and Chapter 1 by Richards (2008) |
| 5 | Teaching Listening: What Teachers Know about Listening? | Reading related resources. Nemtchinova (2013). Student's presentation. |
| 6 | Learners, teachers, managing the classroom, using coursebooks | Reading related resources. Harmer (2007). Students' presentations. |
| 7 | Describing Learning and Teaching, Describing Language, and teaching the Language System | Reading related resources. Harmer (2007). |
| 8 | Developing fluency, the teaching of speaking. | Reading related resources.Chapter 9 by Nation and Newton (2008) and Chapter 2 by Richards (2008). |
| 9 | Language-Focused Learning through Dictation and Related Activities, Pronunciation, Learning through Task-focused Interaction | Reading related resources. Nation and Newton (2008), student presentations. |
| 10 | Learning through Pushed Output, Teaching Speaking, Planning Lessons | Reading related resources. Nation and Newton (2008), Harmer (2007). |
| 11 | Listening and speaking activity presentations I | Activity presentations |
| 12 | Listening and speaking activity presentations II | Activity presentations. |
| 13 | Listening and speaking activity presentations III. | Activity presentations. |
| 14 | Listening and speaking activity presentations IV. | Activity presentations. |
| Resources |
| *Harmer, J. (2007). How to Teach English. Longman: Pearson. * Nation, I. S. P. & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. New York and London: Routledge, Taylor and Francis Group. * Nemtchinova, E. (2013). Teaching Listening. TESOL International Association. * Richards, C. J. (2008). Teaching Listening and Speaking: From Theory to Practice. Cambridge University Press. * Articles and course handouts. |
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 | 2 | 8 | 16 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 6 | 24 | |||
| Term Project | 1 | 8 | 8 | |||
| Presentation of Project / Seminar | 2 | 8 | 16 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 8 | 8 | |||
| General Exam | 1 | 10 | 10 | |||
| Performance Task, Maintenance Plan | 1 | 12 | 12 | |||
| Total Workload(Hour) | 136 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(136/30) | 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 I | - | Fall 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) | |
| Assistant(s) | |
| Aim | The aim of this course is to provide pre-service English teachers with the methods and techniques necessary for teaching listening, speaking, and phonics skills and vocabulary. |
| Course Content | This course contains; Course Orientation,Parts and Goals of a Listening and Speaking Course and Beginning to Listen and Speak in Another Language ,The Place of Grammar in the Second/Foreign Language Curriculum ,Listening and Teaching of Listening,Teaching Listening: What Teachers Know about Listening? ,Learners, teachers, managing the classroom, using coursebooks ,Describing Learning and Teaching, Describing Language, and teaching the Language System,Developing fluency, the teaching of speaking. ,Language-Focused Learning through Dictation and Related Activities, Pronunciation, Learning through Task-focused Interaction,Learning through Pushed Output, Teaching Speaking, Planning Lessons,Listening and speaking activity presentations I,Listening and speaking activity presentations II,Listening and speaking activity presentations III. ,Listening and speaking activity presentations IV.. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| At the end of the course, students explain different types and models of listening and speaking. | 6, 9 | F |
| Define the characteristics of well-balanced instruction. | 5, 6, 9 | F |
| Implement the theory that has been discussed in class sessions. | 6, 9 | F |
| Assemble effective methods and strategies for a particular learning environment in an ESL/EFL classroom. | 6, 9 | F |
| Discuss the effectiveness of different learning activities for learners at various language proficiency levels. | 6, 9 | F |
| Present current practices and express ideas on teaching listening and speaking skills at various grades. | 10, 9 | F |
| Teaching Methods: | 10: Discussion Method, 5: Cooperative Learning, 6: Experiential Learning, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Course Orientation | Syllabus Overview |
| 2 | Parts and Goals of a Listening and Speaking Course and Beginning to Listen and Speak in Another Language | Read Chapter 1 by Nation and Newton (2008) |
| 3 | The Place of Grammar in the Second/Foreign Language Curriculum | Reading related resources. (Ellis, 2002) |
| 4 | Listening and Teaching of Listening | Reading related resources. Read Chapter 3 by Nation and Newton (2008) and Chapter 1 by Richards (2008) |
| 5 | Teaching Listening: What Teachers Know about Listening? | Reading related resources. Nemtchinova (2013). Student's presentation. |
| 6 | Learners, teachers, managing the classroom, using coursebooks | Reading related resources. Harmer (2007). Students' presentations. |
| 7 | Describing Learning and Teaching, Describing Language, and teaching the Language System | Reading related resources. Harmer (2007). |
| 8 | Developing fluency, the teaching of speaking. | Reading related resources.Chapter 9 by Nation and Newton (2008) and Chapter 2 by Richards (2008). |
| 9 | Language-Focused Learning through Dictation and Related Activities, Pronunciation, Learning through Task-focused Interaction | Reading related resources. Nation and Newton (2008), student presentations. |
| 10 | Learning through Pushed Output, Teaching Speaking, Planning Lessons | Reading related resources. Nation and Newton (2008), Harmer (2007). |
| 11 | Listening and speaking activity presentations I | Activity presentations |
| 12 | Listening and speaking activity presentations II | Activity presentations. |
| 13 | Listening and speaking activity presentations III. | Activity presentations. |
| 14 | Listening and speaking activity presentations IV. | Activity presentations. |
| Resources |
| *Harmer, J. (2007). How to Teach English. Longman: Pearson. * Nation, I. S. P. & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. New York and London: Routledge, Taylor and Francis Group. * Nemtchinova, E. (2013). Teaching Listening. TESOL International Association. * Richards, C. J. (2008). Teaching Listening and Speaking: From Theory to Practice. Cambridge University Press. * Articles and course handouts. |
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 | |