| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Teachıng Englısh Language Skılls I | ELT 303 | 5 | 3 + 0 | 3 | 5 |
| Ön Koşul Dersleri | None |
| Önerilen Seçmeli Dersler | None |
| Dersin Dili | İngilizce |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Dr.Öğr.Üyesi ALİ İLYA |
| Dersi Verenler | Dr.Öğr.Üyesi MERVE SAVAŞÇI, |
| Dersin Yardımcıları | Res. Assist. Elif Bozyiğit |
| Dersin Kategorisi | Alanına Uygun Öğretim |
| Dersin Amacı | The basic aim of ELT 303 Teaching English Language Skills 1 is to teach different stages and tecniques of teaching listening and speaking in foreign language education to teacher candidates. With the help of this course, language awareness of teacher candidates will increase, and these candidates will develop various teaching skills for students at different ages and language proficienies. The students of this course will be able to learn how to adapt their teaching techniques in different classroom climates. Additionally, they will be able to master the principles and techniques of lesson plannşng according to different proficiency level and classroom dynamics. |
| Dersin İçeriği | This course focuses on the development of language awareness and teaching skills for learning groups at different ages and language competencies through a detailed examination of different stages and techniques of teaching listening and speaking. During the course, prospective teachers will focus on the language skills mentioned above and design individual and / or small-scale group activities in accordance with the lesson planning principles and techniques and perform micro teaching activities. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | Know the developmental processes of listening and speaking skills for learners at different age groups and proficiency levels. | Lecture, Question-Answer, Discussion, | Testing, Oral Exam, Performance Task, |
| 2 | Have a command of the stages of listening and speaking lessons. | Brain Storming, Discussion, Question-Answer, Lecture, | Oral Exam, Testing, Performance Task, |
| 3 | Apply several different techniques and practice activities for teaching listening and speaking for learners at different age and language proficiency groups. | Self Study, Case Study, Brain Storming, Role Playing, Drilland Practice, | Oral Exam, Testing, Performance Task, |
| 4 | Apply their teaching skills to foreign language learners at different age and language proficiency groups via macro-teaching practices. | Problem Solving, Self Study, Brain Storming, Role Playing, Drilland Practice, | Performance Task, Oral Exam, Testing, |
| 5 | Demonstrate an understanding of the procedures for integrating listening and speaking skills via macro-teaching practices. | Brain Storming, Discussion, Question-Answer, Lecture, | Performance Task, Oral Exam, Testing, |
| 6 | Adopt and/or adapt materials for teaching listening and speaking skills that are appropriate for different age and language proficiency groups. | Brain Storming, Drilland Practice, Discussion, Question-Answer, Lecture, | Performance Task, Oral Exam, Testing, |
| 7 | Evaluate and/or design lesson plans targeting teaching listening and speaking skills to different age and language proficiency groups with adherence to principles of lesson planning. | Question-Answer, Discussion, Drilland Practice, Group Study, Brain Storming, Lecture, | Performance Task, Testing, Oral Exam, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Introduction to the Course: Introduction of the Course and Examining the Syllabus; Teaching the Four Main Skills in Language Learning; Examining the Common European Framework of Reference for Languages (CEFR) | Common European Framework of Reference for Languages (CEFR) |
| 2 | Teaching Listening Skills (Theory) | Harmer, 2007, Ch. 16; Nation & Newton, 2009, Ch. 1; Flowerdew & Miller, 2005, Ch.1; Field, 2008, Ch.1; Brown, 2000, Ch. 16 |
| 3 | Teaching Listening Skills (Theory) & Developing a Listening Lesson Plan and Lesson Stages | Richards, 2015, Ch.12; Harmer, 2001, Ch. 10; Harmer, 2007, Ch. 18; Wilson, 2008, Ch. 2, 3, 4, 5, 6, 7; Flowerdew & Miller, 2005, Ch. 10; Ur, 1996 Module 8; Vandergrift & Goh, 2012 Epilogue; Tanner & Green, 1998, Ch.5 & 6 |
| 4 | Examining some teaching examples and criticizing lesson plan examples & Activity presentations to teach listening skills | Examining sample lesson plans, watching teaching example videos |
| 5 | Preparing and Presenting Lesson Plans for Teaching Listening Skills | Lesson plan preparations |
| 6 | Preparing and Presenting Lesson Plans for Teaching Listening Skills (contd.) | Lesson plan preparations |
| 7 | Teaching Speaking Skills (Theory) | Thornbury, 2005, Ch. 1, 2, 3; Brown, 2000, Ch. 17; Kelly, 2001, Ch. 2; Harmer, 2007, Ch. 15; Richards, 2015, Ch. 13; Thornbury, 2005, Ch. 4, 5 |
| 8 | Teaching Speaking Skills (Theory) (contd.) | Thornbury, 2005, Ch. 6, 7; Harmer, 2001, Ch. 9; Harmer, 2007, Ch. 20; Ur, 1996 Module 9; Tanner & Green, 1998, Ch.5 & 7 |
| 9 | Midterm | Midterm preparations |
| 10 | Examining some teaching examples and criticizing lesson plan examples & Activity presentations to teach speaking skills | Examining sample lesson plans, watching teaching example videos |
| 11 | Preparing and Presenting Lesson Plans for Teaching Speaking Skills | Lesson plan preparations |
| 12 | Preparing and Presenting Lesson Plans for Teaching Speaking Skills (contd.) | Lesson plan preparations |
| 13 | Integration of listening and speaking skills (Theory) & Examining some teaching examples and criticizing lesson plan examples | Examining sample lesson plans, watching teaching example videos |
| 14 | Course evaluation & General review | General review |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | Brown, H. D. (2000). Teaching by principles: An interactive approach to language pedagogy (4th ed.). New York, NY: Pearson Longman. Field, J. (2008). Listening in the language classroom. Cambridge: Cambridge University Press. Flowerdew, J., & Miller, L. (2005). Second language listening: Theory and practice. Cambridge: Cambridge University Press. Harmer, J. (2001). How to teach English. Harlow: Pearson Longman. Harmer, J. (2007). The practice of English language teaching (4th ed.). Harlow: Pearson Longman. Kelly, G. (2000). How to teach pronunciation. Harlow: Longman. Nation, I. S. P., & Newton, J. (2008). Teaching ESL/EFL listening and speaking. New York, NY: Routledge. Richards, J. C. (2015). Key issues in language teaching. Cambridge: Cambridge University Press. Tanner, R., & Green, C. (1998). Tasks for teacher education: A reflective approach. Harlow: Longman. Thornbury, S. (2005). How to teach speaking. Harlow: Longman. Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press. Vandergrift, L., & Goh, C. C. (2012). Teaching and learning second language listening: Metacognition in action. New York, NY: Routledge. Wilson, JJ. (2008). How to teach listening. Harlow: Pearson Education Limited. |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Explains the necessary theoretical, methodological and factual knowledge about foreign language (English) education and teaching profession and uses them to produce solution(s) to educational problems. | X | |||||
| 2 | Uses language skills (reading, speaking, writing, listening skills) at a level that can communicate effectively by analyzing written and oral texts produced in foreign language (English) and mother tongue (Turkish) with a critical approach. | X | |||||
| 3 | As a foreign language teacher, knows the legislation concerning the duties, rights and responsibilities and behaves in compliance with the legislation. | X | |||||
| 4 | Uses the scientific methods and technologies required to follow the innovations in the field of foreign language teaching, to develop original activities and to find solution(s) to possible problems. | X | |||||
| 5 | Plans the language learning process taking into account the diverse characteristics and life experiences of learners and organizes the appropriate environments and carry out the process effectively. | X | |||||
| 6 | Analyzes and evaluates foreign language teaching programs in their own context by choosing appropriate approaches. | X | |||||
| 7 | Prepares and implements appropriate assessment and evaluation tools for foreign language teaching and development of students. | X | |||||
| 8 | Effectively uses intercultural communication skills in the process of foreign language (English) teaching and with his/her attitudes and behaviours becomes a role model for the students. | X | |||||
| 9 | Actively uses the skills of learning to learn, self-regulation, lifelong learning, critical and creative thinking and redounds these skills to his/her students. Knows and applies the ways of establishing effective communication and cooperation with stakeholder institutions and organizations as a foreign language teacher. | X | |||||
| 10 | Knows and applies the ways of establishing effective communication and cooperation with stakeholder institutions and organizations as a foreign language teacher. | X | |||||
| 11 | At the end of the process of foreign language (English) education, prepares his/her students as individuals who can use foreign language as an effective communication medium in everyday life. | X | |||||
| 12 | Knows the structure of the language to be taught, the rules and the various contexts in which it can be used, and uses the target language appropriately and compares it to other languages he/she has learned. | X | |||||
| # | Ders Öğrenme Çıktılarının Program Çıktılarına Katkısı | PÇ 1 | PÇ 2 | PÇ 3 | PÇ 4 | PÇ 5 | PÇ 6 | PÇ 7 | PÇ 8 | PÇ 9 | PÇ 10 | PÇ 11 | PÇ 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | Know the developmental processes of listening and speaking skills for learners at different age groups and proficiency levels. | ||||||||||||
| 2 | Have a command of the stages of listening and speaking lessons. | ||||||||||||
| 3 | Apply several different techniques and practice activities for teaching listening and speaking for learners at different age and language proficiency groups. | ||||||||||||
| 4 | Apply their teaching skills to foreign language learners at different age and language proficiency groups via macro-teaching practices. | ||||||||||||
| 5 | Demonstrate an understanding of the procedures for integrating listening and speaking skills via macro-teaching practices. | ||||||||||||
| 6 | Adopt and/or adapt materials for teaching listening and speaking skills that are appropriate for different age and language proficiency groups. | ||||||||||||
| 7 | Evaluate and/or design lesson plans targeting teaching listening and speaking skills to different age and language proficiency groups with adherence to principles of lesson planning. |
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 20 |
| 1. Performans Görevi (Uygulama) | 30 |
| 2. Performans Görevi (Uygulama) | 30 |
| 1. Sözlü Sınav | 20 |
| Toplam | 100 |
| 1. Yıl İçinin Başarıya | 60 |
| 1. Final | 40 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|---|---|---|
| Course Duration (Including the exam week: 16x Total course hours) | 16 | 3 | 48 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 4 | 64 |
| Mid-terms | 1 | 1 | 1 |
| Performance Task (Application) | 2 | 2 | 4 |
| Final examination | 1 | 1 | 1 |
| Oral Examination | 1 | 1 | 1 |
| Toplam İş Yükü | 119 | ||
| Toplam İş Yükü / 25 (Saat) | 4,76 | ||
| dersAKTSKredisi | 5 | ||