| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| Teachıng Readıng and Wrıtıng Skılls | ELT 306 | 6 | 4 + 4 | 6 | 8 |
| 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 | 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. |
| Dersin İçeriği | 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. |
| # | 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 | |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 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 | |||||
| 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. 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 | 8 | 128 |
| Hours for off-the-classroom study (Pre-study, practice) | 16 | 4 | 64 |
| Mid-terms | 1 | 1 | 1 |
| Assignment | 1 | 1 | 1 |
| Performance Task (Application) | 2 | 2 | 4 |
| Final examination | 1 | 1 | 1 |
| Toplam İş Yükü | 199 | ||
| Toplam İş Yükü / 25 (Saat) | 7,96 | ||
| Dersin AKTS Kredisi | 8 | ||