|TEACHING LANGUAGE SKILLS IN ENGLISH II||ELT 304||6||3 + 0||3||5|
|Ön Koşul Dersleri||
|Önerilen Seçmeli Dersler||
Arş.Gör. ELİF BOZYİĞİT
Res. Assist. Burcu Koç
Res. Assist. Merve Savaşçı
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.
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.
|Dersin Öğrenme Çıktıları||Öğretim Yöntemleri||Ölçme Yöntemleri|
|1 -||1 - 2 - 3 - 8 - 10 -||A - C -|
|2 -||1 - 2 - 3 - 10 -||A - C - F -|
|3 -||1 - 2 - 3 - 10 -||A - C - F -|
|4 -||1 - 2 - 3 - 4 -||A - C -|
|5 -||1 - 2 - 3 - 5 - 6 - 8 - 10 -||A - C - E -|
|Öğretim Yöntemleri:||1:Lecture 2:Question-Answer 3:Discussion 8:Group Study 10:Brain Storming 4:Drilland Practice 5:Demonstration 6:Motivations to Show|
|Ölçme Yöntemleri:||A:Testing C:Homework F:Performance Task E:Portfolio|
|1||Introduction to the Course / Discussion of the Course Policies Reading: What is Reading? Reading for What Purpose? The Nature of Reading: Defining reading||(Nuttall, 1996, Ch:1) (Nuttall, 1996, Ch: 2)|
|2||How reading works: The building blocks of fluency & comprehension||(Grabe, 2009, Ch: 1) (Grabe, 2009, Ch: 2)|
|3||Reading and teaching reading||(Nunan, 1999, Ch:9) (Brown, 2001, Ch: 20) (Hedge, 2011, Ch: 6)|
|4||Reading in different languages, Selecting a text||(Grabe, 2009, Ch: 6) (Nuttall, 1996, Ch: 3)|
|5||How to teach reading||(Harmer, 2007, Ch: 7)|
|6||Writing as a process, Describing written texts, Issues in writing research & instruction||(Harmer, 2011, Ch: 1) (Harmer, 2011, Ch: 2) (Grabe & Kaplan, 1996, Ch: 1)|
|7||A process genre approach to teaching writing, Writing in the language classroom, Nuts and bolts||(Badger & White, 2000) (Harmer, 2011, Ch: 3) (Harmer, 2011, Ch: 4)|
|9||Building the writing habit Worked-on writing||(Harmer, 2011, Ch: 5) (Harmer, 2011, Ch: 6)|
|10||Teaching writing at beginning levels Teaching writing at intermediate levels Teaching writing at advanced levels)||(Grabe & Kaplan, 1996, Ch: 10) (Grabe Kaplan, 1996, Ch: 11) (Grabe Kaplan, 1996, Ch: 12)|
|11||Responding, correcting and guiding, Responding to writing and writing assessment||(Harmer, 2011, Ch: 7) (Grabe & Kaplan, 1996, Ch: 13)|
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.
Dersin Program Çıktılarına Katkısı
|No||Program Öğrenme Çıktıları||KatkıDüzeyi|
|YARIYIL İÇİ ÇALIŞMALARI||SIRA||KATKI YÜZDESİ|
|Yıliçinin Başarıya Oranı||50|
|Finalin Başarıya Oranı||50|
AKTS - İş Yükü
|Etkinlik||Sayısı||Süresi(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||2||32|
|Project / Design||1||10||10|
|Performance Task (Application)||1||24||24|
|Toplam İş Yükü||123|
|Toplam İş Yükü /25(s)||4.92|
|Dersin AKTS Kredisi||4.92|