ENGLISH LANGUAGE TEACHING
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

Course Introduction and Application Information

Course Code Course Name Semester Theoretical Practical Credit ECTS
ELT2008 Teaching Language Skills I Spring 2 2 3 5

Basic information

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 SERKAN UYGUN
Course Lecturer(s): Dr. Öğr. Üyesi ENİSA MEDE
Instructor RUKİYE ÖZLEM ÖZTÜRK
Recommended Optional Program Components: none
Course Objectives: This course content has two components. The first component encompasses the theoretical framework of teaching language skills. The second component addresses the practical application of those theories in the classroom with ESL learners.

Learning Outcomes

The students who have succeeded in this course;
-Comprehending approaches and strategies for teaching reading skills in foreign language classes
-Comprehending approaches and strategies for writing skills in foreign language classes
-Developing reading and writing activities suitable for primary, secondary, high school and adult language classes
-Application of those lesson plans as -microteaching- sessions in the classroom

Course Content

This course will provide a comprehensive analysis of reading and writing theory with practical classroom applications for English Language Learners. This will enable students to provide a balanced, comprehensive program of instruction that includes explicit and meaningfully applied instruction in reading, writing, and related language skills and strategies for English language learners.

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Course overview & Introduction Briefly write your course expectations.
2) Learners & Teachers Read Harmer (2007), Chapter 1 and Chapter 2. Reflective Essay 1
3) Managing the Classroom Read Harmer (2007), Chapter 3. Reflective Essay 2
4) Describing Learning and Teaching Describing Language Read Harmer (2007), Chapter 3 and Chapter 4. Observation Task 1
5) Teaching the Language System Planning Lessons Read Harmer (2007), Chapter 6 and Chapter 12 Group presentation (PPT) on Observation Task 1. Observation Task 2.
6) Teaching Reading Read Harmer (2007), Chapter 7. Group presentation (PPT) on Observation Task 2. Observation Task 3.
7) Observation Presentations Group presentation (PPT) on Observation Task 3.
8) Microteaching (how to teach reading skills) Prepare your mini lesson plan with your group members on how to teach reading and present it to the class.
9) Microteaching (how to teach reading skills) Prepare your mini lesson plan with your group members on how to teach reading and present it to the class. Class discussion
10) Teaching Writing Read Harmer (2007), Chapter 8. Observation Task 4.
11) Observation Presentations Group presentation (PPT) on Observation Task 4.
12) Microteaching (how to teach writing skills) Prepare your mini lesson plan with your group members on teaching writing and present it to the class.
13) Microteaching (how to teach writing skills) Prepare your mini lesson plan with your group members on teaching writing and present it to the class.
14) What if? Course evaluation Read Harmer (2007), Chapter 14. Write a brief course evaluation report.

Sources

Course Notes / Textbooks: Harmer, J. (2007). How to Teach English. Longman: Pearson
Brown, H. D. (1994). Teaching by principles: An interactive approach to language pedagogy. USA: Prentice Hall.
Doff, A. (1990). Teach English: A training course for teachers. NY: CUP
Nunan, D. (1998). Language teaching methodology: A textbook for teachers. Hertfordshire: Prentice Hall Europe.
References: Richards, J. C. & Renandya, W. A. (2002). Methodology in language teaching: An anthology of current practice. NY:CUP.
Singhal, M. (2006). Teacing reading to adult second language learners. USA: The reading matrix, Inc.

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 14 % 10
Homework Assignments 10 % 65
Final 1 % 25
Total % 100
PERCENTAGE OF SEMESTER WORK % 75
PERCENTAGE OF FINAL WORK % 25
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Application 5 10 50
Study Hours Out of Class 6 10 60
Presentations / Seminar 1 2 2
Homework Assignments 3 6 18
Final 1 2 2
Total Workload 174

Contribution of Learning Outcomes to Programme Outcomes

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. 4
2) 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. 4
3) 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. 4
4) 4. develop English language teaching materials according to the needs of the learners with a critical perspective. 4
5) 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. 4
6) 6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. 5
7) 7. Design English language teaching curriculum and lesson plans. 4
8) 8. Organize effective classrooms that promote English language learning. 4
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. 4
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. 4
11) 11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements 5
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. 5
14) 14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. 5
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. 5
16) 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. 4