| ENGLISH LANGUAGE TEACHING | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT1013 | Oral Communication Skills I | Fall | 3 | 0 | 3 | 10 |
| Language of instruction: | English |
| Type of course: | Must Course |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi MUSTAFA POLAT |
| Course Lecturer(s): |
Dr. Öğr. Üyesi ENİSA MEDE |
| Recommended Optional Program Components: | None. |
| Course Objectives: | At the end of the course, 1. Students will acquire knowledge on speaking skills and strategies, 2. Students will develop their speaking skills both in everyday and academic context 3. Students will be able to use vocabulary and expressions required in certain situations. 4.Students will be able to express opinions on a variety of topics. 5. Students will be able to carry out conversations both in everyday and academic life. |
|
The students who have succeeded in this course; Students who complete this course will be able ; 1. To comprehend spoken English in various contexts. 2. To use vocabulary and expressions required in certain situations. 3. To express opinions on a variety of topics. 4. To distinguish spoken language from written language. 5. To distinguish between the formal and informal oral communication situations. |
| The first portion of ELT 1013 focuses on a variety of practical sessions which allow students to analyze both successful and unsuccessful communication. Building on their familiarity with this content, students learn about the organization of speech at various levels and apply it to their own speech. Social factors of speech also receive emphasis, including the importance of both audience and context. |
| Week | Subject | Related Preparation |
| 1) | Course/Syllabus overview; What is communication? | |
| 2) | Types of Communication; Pronunciation intro | |
| 3) | Autobiographical Presentations | |
| 4) | Reading Analysis and Discussion Methods | |
| 5) | News Article Summary and Critical Assessment Presentations | |
| 6) | Asking Questions;Impromptu Speech Methods | |
| 6) | Asking Questions;Impromptu Speech Methods | |
| 7) | Impromptu Speeches | |
| 8) | Informative Speech Introduction | |
| 9) | Informative Speech Methods and Outlining | |
| 10) | Informative Speech Presentations | |
| 11) | Informative Speech Presentations | |
| 12) | Reasoning and Arguing | |
| 13) | The Art of Debate | |
| 14) | Debates |
| Course Notes / Textbooks: | Lucas, E. S.(2001-7th Edition). The Art of Public Speaking. New York: McGraw-Hill Companies Inc. Avery, P. & Ehrlich, S. (1992). Teaching American English Pronunciation. Oxford, England: Oxford University Press. Kelly, G. (2000). How to Teach Pronunciation. Essex, England: Pearson Education Limited. |
| References: | Lucas, E. S.(2001-7th Edition). The Art of Public Speaking. New York: McGraw-Hill Companies Inc. Avery, P. & Ehrlich, S. (1992). Teaching American English Pronunciation. Oxford, England: Oxford University Press. Kelly, G. (2000). How to Teach Pronunciation. Essex, England: Pearson Education Limited. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 10 |
| Project | 6 | % 65 |
| Final | 1 | % 25 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 10 | |
| PERCENTAGE OF FINAL WORK | % 90 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 6 | 8 | 48 |
| Presentations / Seminar | 4 | 4 | 16 |
| Project | 1 | 2 | 2 |
| Total Workload | 108 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | 1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. | |
| 2) | 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. | |
| 3) | 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. | |
| 4) | 4. develop English language teaching materials according to the needs of the learners with a critical perspective. | |
| 5) | 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. | |
| 6) | 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. | |
| 7) | 7. Design English language teaching curriculum and lesson plans. | |
| 8) | 8. Organize effective classrooms that promote English language learning. | |
| 9) | 9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. | |
| 10) | 10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. | |
| 11) | 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements | |
| 12) | 12. Take into consideration professional and ethical rules and principles. | 5 |
| 13) | 13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. | |
| 14) | 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. | |
| 15) | 15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. | 4 |
| 16) | 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |