| 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 |
| GEP0427 | Arabic III | Spring Fall |
3 | 0 | 3 | 5 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | GE-Elective |
| Course Level: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. BURCU ALARSLAN ULUDAŞ |
| Course Objectives: | Students completing Arabic 201 should be able to: - Speak using memorized phrases as well as original and personalized language in various formal and informal situations. - Understand spoken modern standard Arabic in basic situations of immediate relevance. - Read familiar material, and understand the gist of a more complicated text. -Be able to write dictated material accurately. -Have more in-depth background about daily life issues and endow them with proficiency and mastery of the language skills critical to realistic pursuits of life. -Reinforces and develops knowledge of Arabic fundamentals and the basic skills of speaking, listening, reading and writing |
|
The students who have succeeded in this course; The students who succeeded in this course; How to speak about friendships and relationships. About travel terms and hotels. How to speak about interesting events using the superlative construction, as well as the future tense. How to speak about success and failure in terms of career and life in general, using the past tense negation, and the verbs. How to describe our home and use space terms and the indefinite “"اضافه. We will also expand our dictionary skills by learning verb forms I-X. How to speak about relationships and items of clothing. We will also learn how to express the conditional and how to use definite relative pronouns. " اوزان الفعل" " والاعراب" how to write letters and We will be integrating some technology and introduced to some new application that you will be required to submit your work. |
| The aim of this course is to make students, who are Basic Users in the scope of Common European Framework of Reference, achieve the pre-intermediate level. |
| Week | Subject | Related Preparation | |
| 1) | Orientation/ Introducing Arabic III program to students/ Having a general idea about the course requirements | Al-Kitaab fii Taᶜallum al-ᶜArabiyya /Worksheets | |
| 2) | Reading: Body parts/ Egyptian popular people Vocabulary Colors Exercises | Al-Kitaab fii Taᶜallum al-ᶜArabiyya /Worksheets | |
| 3) | Reading: The other half(article) Vocabulary Grammar: tenses Exercises/ Writing Listening | Al-Kitaab fii Taᶜallum al-ᶜArabiyya /Worksheets | |
| 4) | Reading: The visit to Ankara Listening part Vocabulary Revision | Modern Arapça 1 Doğu Dilleri Enstitüsü / İstanbul-Türkiye | |
| 5) | Listening part Vocabulary Grammar: S. past & S. present tenses Exercises/Writing | Al-Kitaab fii Taᶜallum al-ᶜArabiyya / Listening (Quiz 1) | |
| 6) | Reading: Nejeeb Mahfudh Listening part Vocabulary Grammar Exercises | Al-Kitaab fii Taᶜallum al-ᶜArabiyya | |
| 7) | General revision. | Linguaphone “Lessons in Arabic” MCMLXXVII Linguaphone Inst. Ltd. London | |
| 8) | MIDTERM | ||
| 9) | Reading: The middle East Listening part Vocabulary Grammar: What did we learn? Exercises/Writing | Al-Kitaab fii Taᶜallum al-ᶜArabiyya / Worksheets | |
| 10) | Listening part Vocabulary Grammar: dates Exercises | Arabic Course, Fono Open Education Inst. Publications, Book 1, Istanbul, 1998 / Worksheets | |
| 11) | Reading: London 1936 Listening part Vocabulary Grammar: sentence completion Exercises | Al-Kitaab fii Taᶜallum al-ᶜArabiyya Quiz II | |
| 12) | (Revision and Oral Presentation) | ||
| 13) | Reading: Ramadan /Listening part Vocabulary Grammar: verb roots Exercises/Writing | Teaching Arabic for non Arabic Speaker / Grammar and dialogues/ Modern Arabic 1 Eastern Languages Int. / Istanbul-Turkey | |
| 14) | Grammar: Translation Exercises | Worksheet | |
| Course Notes: | Title: Al-Kitaab fii Taᶜallum al-ᶜArabiyya: A Textbook for Arabic (Part 2) Author: Brustad, Kristen, Mahmoud Al-Batal & Abbas Al-Tonsi ISBN (13-digit) / product code: 978-1-58901-747-4 Publisher: Georgetown University Press Edition: Third Copyright year: 2011 Status for each title and/or package component: Comes with DVDs Required Hans Weher Dictionary of Modern written Arabic |
| References: | - Modern Arapça 1 Doğu Dilleri Enstitüsü / İstanbul-Türkiye - Ana dili Arapça olmayanlara arapça dersi / Gramer and dialog / Modern Arapça 1 Doğu Dilleri Enstitüsü / İstanbul-Türkiye - Modern Arabic 1 Eastern Languages Int. / Istanbul-Turkey - Teaching Arabic for non Arabic Speaker / Grammar and dialogues/ Modern Arabic 1 Eastern Languages Int. / Istanbul-Turkey |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | 2 | % 25 |
| Homework Assignments | % 0 | |
| Presentation | 1 | % 5 |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 25 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 35 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 65 | |
| PERCENTAGE OF FINAL WORK | % 35 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 14 | 2 | 28 |
| Presentations / Seminar | 1 | 1 | 1 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 10 | 1 | 10 |
| Quizzes | 2 | 3 | 6 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 3 | 3 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 3 | 3 |
| Total Workload | 93 | ||
| 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. | 4 |
| 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. | 4 |
| 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. |