MATHEMATICS (TURKISH, PHD) | |||||
PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 |
Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
ELT2008 | Teaching Language Skills I | Fall | 2 | 2 | 3 | 5 |
The course opens with the approval of the Department at the beginning of each semester |
Language of instruction: | En |
Type of course: | Departmental Elective |
Course Level: | |
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 |
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. |
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 |
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. |
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. |
Course Notes: | 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. |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 10 |
Laboratory | % 0 | |
Application | % 0 | |
Field Work | % 0 | |
Special Course Internship (Work Placement) | % 0 | |
Quizzes | % 0 | |
Homework Assignments | 10 | % 65 |
Presentation | % 0 | |
Project | % 0 | |
Seminar | % 0 | |
Midterms | % 0 | |
Preliminary Jury | % 0 | |
Final | 1 | % 25 |
Paper Submission | % 0 | |
Jury | % 0 | |
Bütünleme | % 0 | |
Total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 75 | |
PERCENTAGE OF FINAL WORK | % 25 | |
Total | % 100 |
Activities | Number of Activities | Duration (Hours) | Workload |
Course Hours | 14 | 3 | 42 |
Laboratory | 0 | 0 | 0 |
Application | 5 | 10 | 50 |
Special Course Internship (Work Placement) | 0 | 0 | 0 |
Field Work | 0 | 0 | 0 |
Study Hours Out of Class | 6 | 10 | 60 |
Presentations / Seminar | 1 | 2 | 2 |
Project | 0 | 0 | 0 |
Homework Assignments | 3 | 6 | 18 |
Quizzes | 0 | 0 | 0 |
Preliminary Jury | 0 | 0 | 0 |
Midterms | 0 | 0 | 0 |
Paper Submission | 0 | 0 | 0 |
Jury | 0 | 0 | 0 |
Final | 1 | 2 | 2 |
Total Workload | 174 |
No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
Program Outcomes | Level of Contribution |