| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Teachıng Englısh Language Skılls II | ELT 304 | 6 | 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 MERVE SAVAŞÇI |
| Dersi Verenler | Dr.Öğr.Üyesi MERVE SAVAŞÇI, |
| Dersin Yardımcıları | Res. Assist. Burcu Koç
|
| Dersin Kategorisi | Alanına Uygun Öğretim |
| Dersin Amacı | This course aims to develop prospective teachers´ professional knowledge about various stages and techniques of teaching reading and writing. At the end of this course, it is expected that students will be able to - have a good command of the theoretical underpinnings of reading and writing skills. - create and design lesson plans with meaningful activities by taking the basics of techniques and principles of lesson planning. - demonstrate their teaching skills in the classroom environment via microteaching activities. - apply and adapt their teaching skills to language learners at various ages and English proficiency levels. - apprehend the stages and techniques of teaching reading and writing. |
| Dersin İçeriği | This course is designed to equip prospective teachers of English with teaching skills by enabling them how to teach reading and writing skills in English. The students in this course will examine different techniques and activities of teaching reading and writing skills in ESL/EFL classes. Furthermore, after reviewing an ample variety of teaching techniques and activities, students will be encouraged to improve their own teaching abilities to design reading and writing lessons. Not only will they improve their practical teaching skills, but they will also get to the heart of theoretical bases of reading and writing skills with the weekly readings and classroom discussions. |
| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | They will be able to know the developmental processes of reading and writing skills for learners at different age groups and proficiency levels. | Brain Storming, Group Study, Discussion, Question-Answer, Lecture, | Performance Task, Oral Exam, Testing, Homework, |
| 2 | They will be able to have a command of the stages of reading and writing lessons. | Brain Storming, Group Study, Discussion, Question-Answer, Lecture, | Performance Task, Homework, Testing, |
| 3 | They will be able to apply several different techniques and practice activities for teaching reading and writing for learners at different age and language proficiency groups. | Lecture, Question-Answer, Discussion, Drilland Practice, Demonstration, Motivations to Show, Group Study, Brain Storming, | Performance Task, Homework, Testing, |
| 4 | They will be able to apply their teaching skills to foreign language learners at different age and language proficiency groups via micro/macro-teaching practices. | Lecture, Discussion, Drilland Practice, Demonstration, Motivations to Show, Group Study, Brain Storming, Question-Answer, | Testing, Homework, Performance Task, |
| 5 | They will be able to demonstrate an understanding of the procedures for integrating reading and writing skills via micro/macro-teaching practices. | Lecture, Discussion, Drilland Practice, Demonstration, Motivations to Show, Group Study, Brain Storming, Question-Answer, | Testing, Homework, Performance Task, |
| 6 | They will be able to adopt and/or adapt materials for teaching reading and writing skills that are appropriate for different age and language proficiency groups. | Lecture, Discussion, Drilland Practice, Group Study, Brain Storming, Question-Answer, | Testing, Homework, Performance Task, |
| 7 | They will be able to evaluate and/or design lesson plans targeting teaching reading and writing skills to different age and language proficiency groups with adherence to principles of lesson planning. | Lecture, Discussion, Drilland Practice, Group Study, Brain Storming, Question-Answer, | Testing, Homework, Performance Task, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Introduction to the Course / Discussion of the Course Syllabus and Policies: Reading: What is Reading? Reading for What Purpose? The Nature of Reading: Defining reading | Nuttall, 1996, Ch:1 |
| 2 | Teaching Reading Skills (Theory) | Nuttall, 1996, Ch: 2; Grabe, 2009, Ch: 1, 2 |
| 3 | Teaching Reading Skills (Theory) (contd.) | Nunan, 1999, Ch:9; Brown, 2001, Ch: 20; Grabe, 2009, Ch: 6 |
| 4 | Teaching Reading Skills (Theory) (contd.) & Developing a Reading Lesson Plan and Lesson Stages | Hedge, 2011, Ch: 6; Nuttall, 1996, Ch: 3; Harmer, 2007, Ch: 7 |
| 5 | Teaching Reading Skills (Theory) (contd.) & Examining some teaching examples and criticizing lesson plan examples | Richards, 2015, Ch: 14; Sample lesson plans & videos |
| 6 | Activity Presentations to Teach Reading Skills | Presentation preparations |
| 7 | Preparing and Presenting Lesson Plans for Teaching Reading Skills | Lesson plan preparations |
| 8 | Midterm | Midterm preparations |
| 9 | Teaching Writing Skills (Theory) | Harmer, 2011, Ch: 1, 2; Grabe & Kaplan, 1996, Ch: 1; Badger & White, 2000 |
| 10 | Teaching Writing Skills (Theory) (contd.) | Harmer, 2011, Ch: 3, 4, 5, 6 |
| 11 | Teaching Writing Skills (Theory) (contd.) & Examining some teaching examples and criticizing lesson plan examples | Grabe & Kaplan, 1996, Ch: 10, 11, 12; Harmer, 2011, Ch: 7; Grabe & Kaplan, 1996, Ch: 13; Richards, 2015, Ch: 15; Sample lesson plans & videos |
| 12 | Activity Presentations to Teach Writing Skills | Presentation preparations |
| 13 | Preparing and Presenting Lesson Plans for Teaching Writing Skills | Lesson plan preparations |
| 14 | Integration of Reading and Writing Skills (Theory) & Examining some teaching examples and criticizing lesson plan examples & Course evaluation & General review | Examining sample lesson plans, watching teaching example videos |
| Kaynaklar | |
|---|---|
| Ders Notu | - |
| Ders Kaynakları | Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-160. Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). London: Pearson Education. Grabe, W. (2009). Reading in a second language: Moving from theory to practice. New York, NY: Cambridge University Press. Grabe, W., & Kaplan, R. B. (1996). Theory and practice of writing. Harlow: Pearson Education. Harmer, J. (2007). How to teach reading. In J. Harmer, How to teach English (pp.68-78). Harmer, J. (2011). How to teach writing. Harlow: Pearson Longman. Hedge, T. (2011). Teaching and learning in the language classroom. Oxford: Oxford University Press. Nunan, D. (1999). Second language teaching & learning. Massachusetts: Heinle & Heinle Publishers. Nuttall, C. (1996). Teaching reading skills in a foreign language. Portsmouth: Heinemann. Richards, J. C. (2015). Key issues in language teaching. Cambridge: Cambridge University Press. |
| 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 | |||||
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Ara Sınav | 30 |
| 1. Ödev | 20 |
| 1. Performans Görevi (Uygulama) | 25 |
| 2. Performans Görevi (Uygulama) | 25 |
| Toplam | 100 |
| 1. Final | 60 |
| 1. Yıl İçinin Başarıya | 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 | 5 | 80 |
| Mid-terms | 1 | 1 | 1 |
| Assignment | 1 | 1 | 1 |
| Performance Task (Application) | 2 | 2 | 4 |
| Final examination | 1 | 1 | 1 |
| Toplam İş Yükü | 135 | ||
| Toplam İş Yükü / 25 (Saat) | 5,4 | ||
| Dersin AKTS Kredisi | 5 | ||