Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MICRO TEACHING | ELT3211709 | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Merve OFLAZ |
| Name of Lecturer(s) | Assist.Prof. Merve OFLAZ |
| Assistant(s) | |
| Aim | This course aims to develop prospective English language teachers’ instructional competence through a structured micro-teaching cycle that integrates both live classroom enactment and recorded teaching performances. Recognising the increasing presence of digitally mediated learning environments, the course provides opportunities for students to design and deliver focused mini-lessons across different instructional formats. It seeks to enhance students’ ability to design coherent lesson plans, provide clear instructions, use concept and instruction checking questions effectively, and apply appropriate strategies for presenting language, teaching skills, managing interaction, and giving feedback. Through guided practice, structured peer feedback, and reflective video analysis, students refine their pedagogical decision-making and develop an emerging, confident, and professionally informed teaching identity within simulated instructional contexts. |
| Course Content | This course contains; Overview of the course,Lesson Planning and Instructional Design for Micro Teaching Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Lesson staging,Micro Teaching – Group 1 (Recorded) – 2 (Recorded) Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Giving clear instructions and using ICQs/CCQs,Micro Teaching – Group 3 (Live) – 4 (Recorded) Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Controlled and freer practice design,Micro Teaching – Group 5 (Live) – 6 (Recorded) Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Presenting language (meaning, form, pronunciation),Micro Teaching – Group 7 (Live) – 8 (Recorded) Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Classroom language and teacher talking time,Micro Teaching – Group 9 (Live) – 10 (Recorded) Focus for Upcoming Micro Teaching: Teaching receptive skills (Designing pre–while–post framework),Micro Teaching – Group 11 (Live) - 12 (Recorded) Focus for Upcoming Micro Teaching: Teaching productive skills ,Micro Teaching – Group 13 (Live) – 14 (Recorded) Focus for Upcoming Micro Teaching: Board use and visual organisation strategies,Micro Teaching – Group 15 (Live) – 16 (Recorded) Focus for Upcoming Micro Teaching: Interaction patterns and student engagement,Micro Teaching – Group 17 (Live) – 18 (Recorded) Focus for Upcoming Micro Teaching: Differentiation, Inclusion and Diversity ,Micro Teaching – Group 19 (Live) – 20 (Recorded) Focus for Upcoming Micro Teaching: Use of L1,Micro Teaching – Group 21 (Live) – 22 (Recorded) Focus for Upcoming Micro Teaching: Rapport building,Micro Teaching – Group 23 (Recorded) – 24 (Recorded) Reflective Professional Growth and Teaching Identity. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Design and revise lesson plans based on feedback and reflective evaluation to enhance instructional quality. | 16, 18, 19, 9 | J |
| Develop an informed and reflective teaching identity grounded in pedagogical awareness and practicum readiness. | 16, 18, 19, 9 | J |
| Apply appropriate instructional strategies in the design and delivery of mini-lessons, including the effective use of instruction and concept checking questions. | 16, 18, 19, 9 | J |
| Explain the principles of effective lesson planning, including the formulation of clear aims, logical sequencing of stages, and anticipation of potential learner difficulties. | 16, 18, 19, 9 | J |
| Identify key concepts related to micro teaching, including lesson staging, instructional clarity, interaction patterns, feedback strategies, and differentiation. | 16, 18, 19, 9 | J |
| Teaching Methods: | 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | J: Peer Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Overview of the course | Review the course syllabus and the structure of the micro-teaching cycle; take brief notes on the course implementation model; prepare a short self-reflection on personal teaching strengths and areas for development. |
| 2 | Lesson Planning and Instructional Design for Micro Teaching Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Lesson staging | Read Scrivener (2011), Chapter 6: Planning lessons and courses; take notes on lesson staging; prepare a draft mini-lesson plan including aims, stages, and activity flow. |
| 3 | Micro Teaching – Group 1 (Recorded) – 2 (Recorded) Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Giving clear instructions and using ICQs/CCQs | Read British Council TeachingEnglish – Checking Understanding; prepare examples of clear instructions and draft ICQs/CCQs; integrate instruction and checking questions into the lesson plan. |
| 4 | Micro Teaching – Group 3 (Live) – 4 (Recorded) Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Controlled and freer practice design | Read British Council TeachingEnglish – Controlled Practice; design sample controlled and freer practice activities; structure the practice stage in the lesson plan. |
| 5 | Micro Teaching – Group 5 (Live) – 6 (Recorded) Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Presenting language (meaning, form, pronunciation) | Read Scrivener (2011), Chapter 7: Teaching grammar; review meaning, form, and pronunciation dimensions; design a short target language presentation activity. |
| 6 | Micro Teaching – Group 7 (Live) – 8 (Recorded) Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Classroom language and teacher talking time | Read Scrivener (2011), Chapter 3: Classroom management; take notes on classroom language and teacher talking time; plan interaction patterns accordingly. |
| 7 | Micro Teaching – Group 9 (Live) – 10 (Recorded) Focus for Upcoming Micro Teaching: Teaching receptive skills (Designing pre–while–post framework) | Read Scrivener (2011), Chapter 10: Receptive skills: listening and reading; prepare an activity outline based on the pre–while–post framework. |
| 8 | Micro Teaching – Group 11 (Live) - 12 (Recorded) Focus for Upcoming Micro Teaching: Teaching productive skills | Read Scrivener (2011), Chapter 9: Productive skills: speaking and writing; identify scaffolding strategies for productive skills; draft an activity outline. |
| 9 | Micro Teaching – Group 13 (Live) – 14 (Recorded) Focus for Upcoming Micro Teaching: Board use and visual organisation strategies | Read Scrivener (2011), Chapter 3.7: Using the board; prepare a board plan and visual organisation draft. |
| 10 | Micro Teaching – Group 15 (Live) – 16 (Recorded) Focus for Upcoming Micro Teaching: Interaction patterns and student engagement | Read Harmer (2015), Chapter 10: Seating and grouping students; prepare a short lesson plan adaptation incorporating varied interaction patterns. |
| 11 | Micro Teaching – Group 17 (Live) – 18 (Recorded) Focus for Upcoming Micro Teaching: Differentiation, Inclusion and Diversity | Read Harmer (2015), Chapter 7.2: Managing mixed ability; add at least one differentiation or inclusive adaptation to the lesson plan. |
| 12 | Micro Teaching – Group 19 (Live) – 20 (Recorded) Focus for Upcoming Micro Teaching: Use of L1 | Read Harmer (2015), Chapter 3.1.6: The role of other languages; prepare a pedagogically justified decision regarding the use of L1. |
| 13 | Micro Teaching – Group 21 (Live) – 22 (Recorded) Focus for Upcoming Micro Teaching: Rapport building | Read Harmer (2015), Chapter 6.1.1: The magic of rapport and Chapter 9.2.2: Teaching for success; identify strategies for building a positive classroom climate. |
| 14 | Micro Teaching – Group 23 (Recorded) – 24 (Recorded) Reflective Professional Growth and Teaching Identity | Review course materials; prepare reflective notes on micro-teaching experiences throughout the semester; write a short reflection on personal professional growth as a teacher. |
| Resources |
| Required Text Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan Education. Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Education. Required Scholarly Reading British Council. (n.d.). Checking understanding. British Council | TeachingEnglish. https://www.teachingenglish.org.uk/professional-development/teachers/managing-lesson/checking-understanding British Council. (n.d.). Controlled practice. TeachingEnglish. https://www.teachingenglish.org.uk/professional-development/teachers/teaching-knowledge-database/c/controlled-practice |
| Supplementary Readings Demirel, Ö. (2017). Yabancı dil öğretimi: İlkeler, yöntemler, teknikler (6. baskı). Pegem Akademi. Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | ||||||
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 | 0 | 0 | 0 | |||
| Course Hours | 14 | 2 | 28 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Course Hours | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 12 | 2 | 24 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 2 | 4 | 8 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 1 | 4 | 4 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 2 | 10 | 20 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 4 | 4 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| Midterm Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 0 | 0 | 0 | |||
| General Exam | 1 | 4 | 4 | |||
| General Exam | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 10 | 4 | 40 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 132 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(132/30) | 4 | |||||
| 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 |
|---|---|---|---|---|---|
| MICRO TEACHING | ELT3211709 | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Merve OFLAZ |
| Name of Lecturer(s) | Assist.Prof. Merve OFLAZ |
| Assistant(s) | |
| Aim | This course aims to develop prospective English language teachers’ instructional competence through a structured micro-teaching cycle that integrates both live classroom enactment and recorded teaching performances. Recognising the increasing presence of digitally mediated learning environments, the course provides opportunities for students to design and deliver focused mini-lessons across different instructional formats. It seeks to enhance students’ ability to design coherent lesson plans, provide clear instructions, use concept and instruction checking questions effectively, and apply appropriate strategies for presenting language, teaching skills, managing interaction, and giving feedback. Through guided practice, structured peer feedback, and reflective video analysis, students refine their pedagogical decision-making and develop an emerging, confident, and professionally informed teaching identity within simulated instructional contexts. |
| Course Content | This course contains; Overview of the course,Lesson Planning and Instructional Design for Micro Teaching Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Lesson staging,Micro Teaching – Group 1 (Recorded) – 2 (Recorded) Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Giving clear instructions and using ICQs/CCQs,Micro Teaching – Group 3 (Live) – 4 (Recorded) Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Controlled and freer practice design,Micro Teaching – Group 5 (Live) – 6 (Recorded) Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Presenting language (meaning, form, pronunciation),Micro Teaching – Group 7 (Live) – 8 (Recorded) Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Classroom language and teacher talking time,Micro Teaching – Group 9 (Live) – 10 (Recorded) Focus for Upcoming Micro Teaching: Teaching receptive skills (Designing pre–while–post framework),Micro Teaching – Group 11 (Live) - 12 (Recorded) Focus for Upcoming Micro Teaching: Teaching productive skills ,Micro Teaching – Group 13 (Live) – 14 (Recorded) Focus for Upcoming Micro Teaching: Board use and visual organisation strategies,Micro Teaching – Group 15 (Live) – 16 (Recorded) Focus for Upcoming Micro Teaching: Interaction patterns and student engagement,Micro Teaching – Group 17 (Live) – 18 (Recorded) Focus for Upcoming Micro Teaching: Differentiation, Inclusion and Diversity ,Micro Teaching – Group 19 (Live) – 20 (Recorded) Focus for Upcoming Micro Teaching: Use of L1,Micro Teaching – Group 21 (Live) – 22 (Recorded) Focus for Upcoming Micro Teaching: Rapport building,Micro Teaching – Group 23 (Recorded) – 24 (Recorded) Reflective Professional Growth and Teaching Identity. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Design and revise lesson plans based on feedback and reflective evaluation to enhance instructional quality. | 16, 18, 19, 9 | J |
| Develop an informed and reflective teaching identity grounded in pedagogical awareness and practicum readiness. | 16, 18, 19, 9 | J |
| Apply appropriate instructional strategies in the design and delivery of mini-lessons, including the effective use of instruction and concept checking questions. | 16, 18, 19, 9 | J |
| Explain the principles of effective lesson planning, including the formulation of clear aims, logical sequencing of stages, and anticipation of potential learner difficulties. | 16, 18, 19, 9 | J |
| Identify key concepts related to micro teaching, including lesson staging, instructional clarity, interaction patterns, feedback strategies, and differentiation. | 16, 18, 19, 9 | J |
| Teaching Methods: | 16: Question - Answer Technique, 18: Micro Teaching Technique, 19: Brainstorming Technique, 9: Lecture Method |
| Assessment Methods: | J: Peer Assessment Technique |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Overview of the course | Review the course syllabus and the structure of the micro-teaching cycle; take brief notes on the course implementation model; prepare a short self-reflection on personal teaching strengths and areas for development. |
| 2 | Lesson Planning and Instructional Design for Micro Teaching Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Lesson staging | Read Scrivener (2011), Chapter 6: Planning lessons and courses; take notes on lesson staging; prepare a draft mini-lesson plan including aims, stages, and activity flow. |
| 3 | Micro Teaching – Group 1 (Recorded) – 2 (Recorded) Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Giving clear instructions and using ICQs/CCQs | Read British Council TeachingEnglish – Checking Understanding; prepare examples of clear instructions and draft ICQs/CCQs; integrate instruction and checking questions into the lesson plan. |
| 4 | Micro Teaching – Group 3 (Live) – 4 (Recorded) Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Controlled and freer practice design | Read British Council TeachingEnglish – Controlled Practice; design sample controlled and freer practice activities; structure the practice stage in the lesson plan. |
| 5 | Micro Teaching – Group 5 (Live) – 6 (Recorded) Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Presenting language (meaning, form, pronunciation) | Read Scrivener (2011), Chapter 7: Teaching grammar; review meaning, form, and pronunciation dimensions; design a short target language presentation activity. |
| 6 | Micro Teaching – Group 7 (Live) – 8 (Recorded) Focus for Upcoming Micro Teaching for Upcoming Micro Teaching: Classroom language and teacher talking time | Read Scrivener (2011), Chapter 3: Classroom management; take notes on classroom language and teacher talking time; plan interaction patterns accordingly. |
| 7 | Micro Teaching – Group 9 (Live) – 10 (Recorded) Focus for Upcoming Micro Teaching: Teaching receptive skills (Designing pre–while–post framework) | Read Scrivener (2011), Chapter 10: Receptive skills: listening and reading; prepare an activity outline based on the pre–while–post framework. |
| 8 | Micro Teaching – Group 11 (Live) - 12 (Recorded) Focus for Upcoming Micro Teaching: Teaching productive skills | Read Scrivener (2011), Chapter 9: Productive skills: speaking and writing; identify scaffolding strategies for productive skills; draft an activity outline. |
| 9 | Micro Teaching – Group 13 (Live) – 14 (Recorded) Focus for Upcoming Micro Teaching: Board use and visual organisation strategies | Read Scrivener (2011), Chapter 3.7: Using the board; prepare a board plan and visual organisation draft. |
| 10 | Micro Teaching – Group 15 (Live) – 16 (Recorded) Focus for Upcoming Micro Teaching: Interaction patterns and student engagement | Read Harmer (2015), Chapter 10: Seating and grouping students; prepare a short lesson plan adaptation incorporating varied interaction patterns. |
| 11 | Micro Teaching – Group 17 (Live) – 18 (Recorded) Focus for Upcoming Micro Teaching: Differentiation, Inclusion and Diversity | Read Harmer (2015), Chapter 7.2: Managing mixed ability; add at least one differentiation or inclusive adaptation to the lesson plan. |
| 12 | Micro Teaching – Group 19 (Live) – 20 (Recorded) Focus for Upcoming Micro Teaching: Use of L1 | Read Harmer (2015), Chapter 3.1.6: The role of other languages; prepare a pedagogically justified decision regarding the use of L1. |
| 13 | Micro Teaching – Group 21 (Live) – 22 (Recorded) Focus for Upcoming Micro Teaching: Rapport building | Read Harmer (2015), Chapter 6.1.1: The magic of rapport and Chapter 9.2.2: Teaching for success; identify strategies for building a positive classroom climate. |
| 14 | Micro Teaching – Group 23 (Recorded) – 24 (Recorded) Reflective Professional Growth and Teaching Identity | Review course materials; prepare reflective notes on micro-teaching experiences throughout the semester; write a short reflection on personal professional growth as a teacher. |
| Resources |
| Required Text Scrivener, J. (2011). Learning teaching: The essential guide to English language teaching (3rd ed.). Macmillan Education. Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Education. Required Scholarly Reading British Council. (n.d.). Checking understanding. British Council | TeachingEnglish. https://www.teachingenglish.org.uk/professional-development/teachers/managing-lesson/checking-understanding British Council. (n.d.). Controlled practice. TeachingEnglish. https://www.teachingenglish.org.uk/professional-development/teachers/teaching-knowledge-database/c/controlled-practice |
| Supplementary Readings Demirel, Ö. (2017). Yabancı dil öğretimi: İlkeler, yöntemler, teknikler (6. baskı). Pegem Akademi. Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching (3rd ed.). Oxford University Press. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |