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
FNL1203	Foreign Language I	Spring	3	0	3	4

Basic information

Language of instruction:	English
Type of course:	Must Course
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	E-Learning
Course Coordinator :	Instructor GÜLSEN AKDENİZ HOCAOĞLU
Course Lecturer(s):	Instructor SENA MİRKELAM
Recommended Optional Program Components:	NONE
Course Objectives:	Students should be able to communicate at a basic level in familiar situations of daily life. New types of listening exercises aim to minimize the issues observed in previously used exercises. The question formats in the short reading texts in the coursebook particularly facilitate a general understanding of the German language. In the speaking sections, progress is targeted through small, incremental steps. Care is taken to establish a connection between the everyday use of German and the texts provided. Students should learn to make their first attempts at communication. They should also have the opportunity to get to know the German language properly and accurately, which includes learning and teaching the phonetic rules and spelling rules in a correct and straightforward manner. The students' speaking skills will be assessed during an oral exam to be held in the 14th week of the term. By the end of the term, students are expected to achieve the A1/1 level as defined by the Common European Framework of Reference for Languages.

Learning Outcomes

The students who have succeeded in this course;
Students who successfully complete this course will be able to:

Listening: Understand descriptions related to topics of close personal relevance (e.g., themselves, their family, shopping, local environment, work) and recognize the basic meaning of newspaper ads and simple, straightforward messages with a highly frequent vocabulary.

Speaking (Oral Expression): Use a series of sentences or descriptions to describe their family and other individuals, living conditions, education, and current or recent professional activities in simple terms.

Writing: Write simple and brief notes and messages. Additionally, they will be able to compose very basic personal letters, such as a thank-you letter.

Participating in Conversations: Communicate during simple and routine activities that require a straightforward exchange of information on familiar topics and activities. Even if they do not fully understand a general conversation, they can engage in very brief exchanges.

Continuous Speaking (Monologue): Use a series of sentences or descriptions to describe their family, other individuals, living conditions, education, and current or recent professional activities in simple terms.

Course Content

The aim of this course is to make students, who are Basic Users in the scope of Common European Framework of Reference, achieve A1 level, which is named as Breakthrough.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Introduction, 1–10 Numbers and W–questions Subject: Hello. My name is… Speaking: Address	Schritte Internatioanal 1, Lektion 1
2)	Pronoun “aus”, countries, verb conjugation: kommen, heißen, sprechen, sein, languages, alphabet	Lektion 1
3)	Auxiliary verb: sein; Possessive: mein Subject: Family and friends Speaking: Introduce yourself	Lektion 2
4)	Verb conjugation: wohnen, kommen, leben, studieren, heißen; personal pronouns; country names with articles; question words ,,Wie/Wo/Woher…” /	Lektion 2
5)	Helping verb: haben / subject: Food and drinks / speaking: My favourite food / Quiz I	Lektion 2/3
6)	Indefinite article: singular, plural and negative form of words; w/o article usage; Ja/Nein questions	Lektion 3
7)	Price, weight and size / Verb conjugation: essen	Lektion 3
8)	Definite and indefinite article; adverb of place : hier/dort, negation, personal pronouns; plural forms and colours / subject: My house / speaking: Life style	Lektion 4
9)	Numbers from 1–100 and more	Lektion 4
10)	Times; separable verbs; adverbs of time: am, um, von ... bis; Subject: My day / speaking: Opening hours	Lektion 5
11)	Verb conjugation: sehen and arbeiten; place of verb: in; Quiz II	Lektion 5
12)	Nominative and accusative form of definite article; verb conjugation: nehmen / subject: Spare time / speaking: Weather condition	Lektion 6
13)	Ja/nein/doch; verb conjugation: möchten, lesen, treffen, fahren, schlafen	Lektion 6
14)	General Revision

Sources

Course Notes / Textbooks:

Schritte International 1 (Lektion 1, 2, 3, PONS, Wörterbuch4, 5, 6) Kursbuch und Arbeitsbuch, Hueber Verlag + CD, Türkisch Deutsch / Deutsch – Türkisch,

Schritte International 1 (Lektion 1, 2, 3, 4, 5, 6) Kursbuch und Arbeitsbuch, Hueber Verlag + CD, PONS, Wörterbuch Türkisch Deutsch / Deutsch – Türkisch,

References:

Übungsgrammatik für Anfänger, Renate Schritte Übungsgrammatik, S. Kalender/B. G. Schramm/F.Luscher, Hueber Verlag, Langenscheidt – Wörterbuch TürkischSpecht/B. Duckstein, Hueber Verlag, PONS Wörterbuch Englisch Deutsch / Deutsch –Deutsch / Deutsch – Türkisch, Englisch

Übungsgrammatik für Anfänger, Renate Luscher, Hueber Verlag, Schritte Übungsgrammatik, S. Kalender/B. G. Schramm/F. Specht/B. Duckstein, Hueber Verlag, Langenscheidt – Wörterbuch Türkisch Deutsch / Deutsch – Türkisch, PONS Wörterbuch Englisch Deutsch / Deutsch – Englisch

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	1	% 10
Application	1	% 15
Quizzes	3	% 15
Midterms	1	% 20
Final	1	% 40
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 60
PERCENTAGE OF FINAL WORK		% 40
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Application	1	3	3
Study Hours Out of Class	14	1	14
Quizzes	2	6	12
Midterms	1	10	10
Final	1	10	10
Total Workload			91

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)	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
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.
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.	4
14)	Take on responsibility in individual and group projects by working cooperatively and meeting the requirements.	4
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.	5
17)	Utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics.