| Week |
Subject |
Related Preparation |
| 1) |
Introduction to the course; discussing the relationship between materials and teaching methods; discussing the impact of the communicative approach on materials design |
|
| 2) |
Investigating current approaches in materials design Discussion by student groups: preparing materials for grammar and designing in class grammar materials as application |
|
| 3) |
Basic principles of material development Discussion by student groups: preparing materials for reading and listening skills and designing in class reading and listening materials as application |
|
| 4) |
Discussion by student groups: preparing materials for speaking; using authentic texts for materials development; assessing appropriateness in EF(S)L teaching materials: assessing textbooks for their overall quality and appropriateness to promote com. |
|
| 5) |
Evaluating ELT materials and compiling a criteria list for evaluation |
|
| 6) |
İngiliz dili eğitimi için yazılmış materyallerin belirlenen hedef kitleye göre uygun olmadığı durumlarda hedef kitleye göre yeniden uyarlamanın ilkeleri Öğrencilerin yürüttüğü tartışma konusu: Uyarlama teknikleri ve seçilen bir kitaptan sınıfta uyar |
|
| 7) |
Introducing supplementation and the reasons why teachers need to supplement |
|
| 8) |
General overview of the class textbooks Discussion by student groups: evaluating and compiling a check list to assess textbooks and the using a checklist to shortly evaluate a book in the class as the application |
|
| 9) |
Sınıf içi ders kitaplarının genel değerlendirilmesi (devam) Materyal destekleme ödevinin teslim tarihi |
|
| 10) |
Evaluating coursebooks in terms of grammar structures selected; investigating selecting and grading criteria; investigating the presentation and the practice of skills in the books Discussion by student groups: identifying cultural problems in video |
|
| 11) |
Evaluating a coursebook; evaluating the appropriateness of themes and topics of the coursebook; investigating the relationship between the method and techniques and the coursebook content; investigating the quality of the teachers' book |
|
| 12) |
Discussion by student groups: evaluating in-house materials |
|
| 13) |
Implementing the questionnaire prepared by the students on the coursebook satisfaction of the teachers and the students' data gathering and analysis |
|
| 14) |
Revision |
|
| Course Notes / Textbooks: |
Byrd, P. (2001). Textbooks? Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.), Teaching English as a Second and Foreign Language (3rd ed.) (pp.415-427). Boston, MA: Heinle & Heinle.
Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan Publishers.
Dat, B. (2003). Materials for developing speaking skills. In B. Tomlinson (Ed.). Developing materials for language teaching (375-393). London, UK: Continuum.
Gomez-Rodriguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence? Educacion y Educadores, Vol. 13(3), 327-346.
Hill, D., & Tomlinson, B. (2003). Coursebook listening activities. In B. Tomlinson (Ed.).
Developing materials for language teaching (364-374). London, UK: Continuum.
Islam, C., & Mares, C. (2003). Adapting classroom materials. In B. Tomlinson (Ed.). Developing materials for language teaching (86-100). London, UK: Continuum. |
| References: |
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| |
Program Outcomes |
Level of Contribution |
| 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) |
Proficient in the phonology, semantics, grammar and the vocabulary of the language; understand and use the language effectively. |
|
| 3) |
To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. |
|
| 4) |
Speaks English well and uses concepts related to English Language education and pedagogical formation effectively. |
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| 5) |
Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. |
|
| 6) |
Develop English language teaching materials according to the needs of the learners with a critical perspective. |
|
| 7) |
Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. |
|
| 8) |
Design English language teaching curriculum and lesson plans. |
|
| 9) |
Organize effective classrooms that promote English language learning. |
|
| 10) |
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. |
|
| 11) |
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. |
|
| 12) |
Take into consideration professional and ethical rules and principles. |
|
| 13) |
Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. |
|
| 14) |
Take on responsibility in individual and group projects by working cooperatively and meeting the requirements. |
|
| 15) |
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. |
|
| 16) |
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. |
|
| 17) |
Utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |
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BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
