Course Name Code Semester T+U Hours Credit ECTS
Teaching Reading and Writing Skills ELT 306 6 4 + 4 6 8
Precondition Courses <p>None</p>
Recommended Optional Courses <p>None</p>
Course Language English
Course Level Bachelor's Degree
Course Type Compulsory
Course Coordinator Dr.Öğr.Üyesi MERVE SAVAŞÇI
Course Lecturers Dr.Öğr.Üyesi MERVE SAVAŞÇI,
Course Assistants

Res. Assist. Burcu KOÇ

Course Category Field Proper Education
Course Objective

The course aims to equip the students with a fresh view of teaching reading and writing skills that are the two dimensions of the four by introducing the current approaches and methods along with the criticism posed against them. The students also appreciate that grammar is not static but rather it is another skill as explained by Diane Lrsen-Freeman.

Course Content

A close analysis of teaching vocabulary, reading, and writing methods and approaches is done. The students learn how to teach the skills in question to various groups of students by considering the profile, needs, and background. They also learn how to raise an awareness of the language as a whole.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 The students will be able to explain language awareness through a close analysis of techniques and principles of writing, reading and grammar teaching. Lecture, Question-Answer, Discussion, Brain Storming, Testing, Homework,
2 - discuss the ways of developing teaching skills for different groups including people with different proficiency levels and ages Lecture, Question-Answer, Brain Storming, Testing, Homework, Performance Task,
3 - design different individual or group activities that are appropriate for different language proficiency levels in accordance with the techniques and principles of course planning. Lecture, Question-Answer, Brain Storming, Testing, Homework, Performance Task,
4 The acquisition of requisite abilities at teaching of two areas of language (reading & writing) will be maintained to an important extent, Lecture, Discussion, Testing, Homework,
5 The students will have a better appreciation of the significance of the skills of reading and writing. Lecture, Discussion, Testing, Homework, Performance Task,
Week Course Topics Preliminary Preparation
1 Why it is important to learn reading and writing. Approaches to address the chalanges of teaching reading and writing. Introduction to Second Language Reading (Silberstein, 1994, Ch:1)
2 Activities that will enhance students' motivation to carry out reading and writing tasks. Introduction to Second Language Reading (Silberstein, 1994, Ch:2)
3 Tasks for before, while and after reading. Introduction to Second Language Reading (Silberstein, 1994, Ch:3 and 4)
4 Skills for effective reading. Introduction to Second Language Reading (Silberstein, 1994, Ch:5 and 6)
5 How to teach vocabulary. Introduction to Second Language Reading (Silberstein, 1994, Ch:7)/ How to teach vocabulary. (Thornbury, 2002, Ch:1 What’s in a word?)
6 How to present vocabulary. How to teach vocabulary. (Thornbury, 2002, Ch:3 Classroom sources of words) / Ch:4 Texts, dictionaries and corpora)
7 How to put words to work. How to teach vocabulary. (Thornbury, 2002, Ch:7 Teaching word parts and word chunks)/ Ch:8 How to test vocabulary)
8 Midterms Week
9 How to test vocabulary Teaching Written English. (White, V.A. 1989, Part: 1/ch; 1,2,3,4,5,6)
10 Pre-writing tasks to support students in writing full texts. Teaching Written English. (White, V.A. 1989, Part: 2/ch;6, 7, 8)
11 How to support learners in the process of writing Teaching Written English. (White, V.A. 1989, Part: 2/ch;16, 17)/ Techniques and Resources in Teaching Writing. (Raimes, A. 1983, Ch: 5)
12 How to give feedback to students' written works. Peer feedback. Techniques and Resources in Teaching Writing. (Raimes, A. 1983, Ch: 6)
13 Types of texts that can be used in reading and writing classes. Genre Writing Tasks (Jolly, D. 1994)
14 Responding, correcting, and guiding in writing - Journal Writing - Review Writing Tasks (Jolly, D. 1994)
Resources
Course Notes <p>Primary Sources are as follows:</p> <p style="margin-left: 1.0cm;">Jolly, D (1994) Writing Tasks<br />White, V.A (1989) Teaching Written English.&nbsp;<br />Raimes, A. (1983). <em>Techniques and Resources in Teaching Writing</em>. New York: OAE.<br />Silberstein, S. (1994). <em>Techniques and Resources in Teaching Reading</em>. New York: OAE.<br />Thornbury, S. (2002). <em>How to teach vocabulary. </em>Harlow: Pearson Longman<br /><a href="http://www.bbc.co.uk/worldservice/learningenglish/">www.bbc.co.uk/worldservice/learningenglish/</a></p> <p>&nbsp;</p>
Course Resources

Akmajian, Adrian, et al. 1984. Linguistics: An Inroduction to Language and Communication. Cambridge: Messachusetts, The MIT Press.
Brown, H. D. 2000. Principles of Language Learning and Teaching.Wesley:USA.
Brumfit, Christopher, el al (editors).1995. Teaching English to Children. Essex. Addisson Wesley Longman Ltd.
Doff A. 1988. Teach English. Cambridge.CUP.
Gairns, Ruth. 1986. Working with Words. Cambridge: CUP.
Hill, LA and Innes. 1981. Oxford Childrens Picture Dictionary. O.UP
Parnwell, EC. 1988. The New Oxford English Picture Dictionary. OUP.
Parrott, M. 1993. Tasks for Language Teachers. Cambridge:CUP.
Prodromou,L. 1992. Mixed Ability Classes. London: Macmillan.
Underwood, M. 1987. Effective Class Management. Longman.
ScotA., Wendy and Lisbeth H. Ytreberg . 1990. Teaching English to Children. Essex: Longman.( Main coursebook)
Ur, Penny. 1988. Grammar Practice Activities. Cambridge: CUP.
Vale ,David. 1995. Teaching Children English. Cambridge: CUP.

Order Program Outcomes Level of Contribution
1 2 3 4 5
1 A graduate of the department is able to plan teaching processes. X
2 A graduate of the department possesses the skill in organizing appropriate environments for English teaching. X
3 A graduate of the department can evaluate materials and resources that are relevant to English teaching with a critical viewpoint. X
4 A graduate of the department employs appropriate methods and techniques for English teaching. X
5 A graduate of the department decides on the feasibility of software and other technological resources to be utilized in English teaching X
6 A graduate of the department chooses the suitable learning strategies considering the personal traits of the students. X
7 A graduate of the department develops writing, reading, speaking and listening skills of the students. X
8 A graduate of the department uses measurement and assessment instruments in an effective way. X
9 A graduate of the department generates solutions for the educational, social and economic problems of the society. X
10 A graduate of the department questions to what degree s/he possesses the required qualifications of a teacher. X
11 A graduate of the department follows the academic studies conducted in the field for his personal development. X
12 A graduate of the department conveys his ideas on the significance of intercultural communication in the process of learning English as a foreign language. X
13 A graduate of the department indicates the ways of digging up information that are compulsory for life-long learning. X
14 A graduate of the department generates foreign language tests. X
15 A graduate of the department designs original activities promoting the use of English in the daily life. X
Evaluation System
Semester Studies Contribution Rate
1. Ara Sınav 30
1. Ödev 20
1. Performans Görevi (Uygulama) 25
2. Performans Görevi (Uygulama) 25
Total 100
1. Yıl İçinin Başarıya 60
1. Final 40
Total 100
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
Course Duration (Including the exam week: 16x Total course hours) 16 8 128
Hours for off-the-classroom study (Pre-study, practice) 16 4 64
Mid-terms 1 2 2
Final examination 1 2 2
Total Workload 196
Total Workload / 25 (Hours) 7.84
dersAKTSKredisi 8