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 |
ELT1102 | Reading Skills II | Fall | 2 | 0 | 2 | 2 |
This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester. |
Language of instruction: | English |
Type of course: | Departmental Elective |
Course Level: | Bachelor’s Degree (First Cycle) |
Mode of Delivery: | |
Course Coordinator : | Dr. Öğr. Üyesi PAUL BERNHARDT |
Course Objectives: | ELT 1102 Reading II course aims at providing students with the reading skills essential to their successful undertaking of academic work at a university. |
The students who have succeeded in this course; By the end of this course students should be able to: • State the main idea of a text. • Define unfamiliar vocabulary. • Locate facts and isolate details of a text. • Retain specific facts and details from a text. • Distinguish between facts and opinions in a text. • Identify the tone, mood, and voice of a literary text through an analysis of its linguistic features and literary devices. • Identify the theme of a literary text and the ways it is embodied by formal elements. • Identify and analyze common semantic features such as connotation, denotation, and figures of speech. • Read critically by asking pertinent questions about a text, by recognizing assumptions and implications, and by evaluating ideas. • Read a literary text analytically, seeing relationships between form and content. 3. Read texts of different genres and disciplines accurately. • Ascertain the meaning of a passage by identifying main ideas, supporting details, and logical or narrative sequences. • Recognize the implicit assumptions and values underlying a written work. • Evaluate ideas presented in a text by determining their logical validity, their implications, and their relationship to ideas beyond the text. • Evaluate ideas presented in a text by determining the rhetorical structures used to persuade readers. |
Strategies will be learned to improve reading skills and a variety of activities will be completed to improve performance (extensive and intensive reading, compositions in a variety of rhetorical styles, etc…). This course is designed to improve students’ critical reading and thinking skills, increase analytical, inferential and evaluative comprehension, expand vocabulary skills, and employ effective study strategies for academic use. |
Week | Subject | Related Preparation |
1) | Course overview –Syllabus and requirements Introduction | |
2) | Fahrenheit 451 – Ray Bradbury | PART 1 The Hearth and the Salamander Pgs: 9-30 |
3) | Fahrenheit 451 – Ray Bradbury | PART 1 The Hearth and the Salamander Pgs: 31-89 |
4) | Fahrenheit 451 – Ray Bradbury | PART 2 The Sieve and the Sand Pgs: 93-143 |
5) | Fahrenheit 451 – Ray Bradbury | PART 3 Burning Bright Pgs:147-180 |
6) | Fahrenheit 451 – Ray Bradbury | PART 3 Burning Bright Pgs:180-211 |
7) | Fahrenheit 451 – Ray Bradbury | Afterword |
8) | Midterm | |
9) | Lord of the Flies – William Golding | 1. The Sound of the Shell 2. Fire on the Mountain |
10) | Lord of the Flies – William Golding | 3. Huts on the Beach 4. Painted Faces and Long Hair |
11) | Lord of the Flies – William Golding | 5. Beast from Water 6. Beast from Air |
12) | Lord of the Flies – William Golding | 7. Shadows and Tall Trees 8. Gift for the Darkness |
13) | Lord of the Flies – William Golding | 9. A View to a Death 10. The Shell and the Glasses |
14) | Lord of the Flies – William Golding | 11. Castle Rock 12. Cry of the Hunters |
Course Notes / Textbooks: | |
References: |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Homework Assignments | 4 | % 20 |
Project | 1 | % 20 |
Midterms | 1 | % 20 |
Final | 1 | % 30 |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 50 | |
PERCENTAGE OF FINAL WORK | % 50 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 2 | 28 |
Project | 1 | 5 | 5 |
Homework Assignments | 4 | 2 | 8 |
Midterms | 1 | 4 | 4 |
Final | 1 | 5 | 5 |
Total Workload | 50 |
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. | |
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. | |
16) | 16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |