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
ELT3001 Teaching Language Skills II Fall 2 2 3 6

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 ENİSA MEDE
Course Lecturer(s): Dr. Öğr. Üyesi ENİSA MEDE
Instructor RUKİYE ÖZLEM ÖZTÜRK
Recommended Optional Program Components: none
Course Objectives: By the end of this course, the students will learn the theories about teaching listening and speaking skills. They will also learn how to design a lesson plan and apply it in an EFL classroom.

Learning Outcomes

The students who have succeeded in this course;
• explain different types and models of listening and speaking.
• define the characteristics of well-balanced instruction.
• implement the theory that has been discussed in class sessions.
• assemble effective methods and strategies for a particular learning environment in ESL/EFL context.
• design learning activities for the learners at different language proficiency levels.
• generate a daily lesson plan for listening/speaking class and have the ability to approach the plan from a critical and reflective perspective.

Course Content

This course contains the foreign language theories and related practices about teaching listening and speaking.

Weekly Detailed Course Contents

Week Subject Related Preparation
1) Introduction to the course
2) Integrating Four Language Skills
3) Using Course books Read Harmer (2007), Chapter 11 Read Ur (1991), Course Content, Modules 12 & 13
4) Lesson Planning Read Ur (1991), Lessons, Modules 15 & 16,
5) Lesson Planning Read Ur (1991), Lessons, Modules 17 & 18
6) Teaching Listening Read Harmer (2007), Chapter 10 Read Ur (1991), Teaching the Language, Module 8
7) Microteaching presentations Presentations
8) Microteaching presentations Presentations
9) Teaching Speaking Read Harmer (2007), Chapter 9 Read Ur (1991), Teaching the Language, Module 9
10) Microteaching presentations Presentations
11) Microteaching presentations Presentations
12) Course evaluation Course handouts
13) Syllabus Design Course handouts
14) Presentations Presentations

Sources

Course Notes / Textbooks:
References: • Harmer, J. (2007). How to teach English. Pearson Longman
• Ur, P. A course in language teaching: Practice and theory. NY: CUP.
• http://www.washington.edu/teaching/teaching-resources/preparing-to-teach/designing-your-course-and-syllabus/
• http://www.philseflsupport.com/coursebookevaluationcriteria.htm

Evaluation System

Semester Requirements Number of Activities Level of Contribution
Attendance 14 % 10
Homework Assignments 5 % 40
Final 1 % 50
Total % 100
PERCENTAGE OF SEMESTER WORK % 50
PERCENTAGE OF FINAL WORK % 50
Total % 100

ECTS / Workload Table

Activities Number of Activities Duration (Hours) Workload
Course Hours 14 3 42
Application 2 4 8
Special Course Internship (Work Placement) 4 6 24
Field Work 2 6 12
Study Hours Out of Class 6 8 48
Presentations / Seminar 1 2 2
Homework Assignments 4 8 32
Final 1 2 2
Total Workload 170

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. 5
2) 2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. 5
3) 3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. 5
4) 4. develop English language teaching materials according to the needs of the learners with a critical perspective. 5
5) 5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. 5
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. 5
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. 5