| 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 |
| ELT1101 | Reading Skills I | Fall | 2 | 0 | 2 | 6 |
| 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: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi PAUL BERNHARDT |
| Course Lecturer(s): |
Instructor RUKİYE ÖZLEM ÖZTÜRK |
| Course Objectives: | ELT 1101 Reading I 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: • Read independently, using a critical thinking, problem-solving approach for a variety of purposes in undergraduate level materials; • Select reading strategies appropriate to purpose and text; • Monitor the effectiveness of their comprehension/rate strategies and adjust these as needed; • Select and use strategies from a resource bank when encountering new vocabulary; • Select and demonstrate various study skills and methods to meet the reading demands of undergraduate courses. • Determine the meanings of words and phrases. • Understand the main idea and supporting details in written text. • Identify a writer’s purpose, point of view, and intended meaning. • Analyze the relationship among ideas in written material and draw conclusions inductively and deductively from information stated or implied in a text. • Use reading strategies to comprehend complex texts • Use critical reasoning skills to evaluate written materials |
| 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…).The course participants will be provided with a framework within which they will be able to apply their knowledge and skills to read, paraphrase, summarize and synthesize educational research. |
| Week | Subject | Related Preparation | |
| 1) | Course and syllabus overview Introduction | ||
| 2) | Introduction to Advanced Reading Identifying author’s purpose & theme Main Ideas & Supporting Details Facts vs. Opinions | ||
| 3) | Introduction to Advanced Reading Reading Strategies -Skimming & Scanning | ||
| 4) | Reading: - Using context clues | ||
| 5) | Reading: -Making Inferences | ||
| 6) | Reading: -Questioning | ||
| 7) | Reading: Critical thinking | ||
| 8) | MIDTERM | ||
| 9) | Post-Reading Strategies: -Recall -Organize -Reduce -Revise -Review | ||
| 10) | Reading: - Improving Vocabulary. Word Structure | ||
| 11) | Active Reading Strategies: Using Text Structure -Transitions - Identifying Relationships Among Ideas | ||
| 12) | Active Reading Strategies: Using Text Structure - Author’s Pattern of Organization to Aid Comprehension | ||
| 13) | Post-Reading Strategies: -Recall -Reduce -Summarize | ||
| 14) | Wrap Up & In-class Practice | ||
| Course Notes: | |
| References: |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 14 | % 0 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | % 0 | |
| Homework Assignments | 8 | % 50 |
| Presentation | 2 | % 20 |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | % 0 | |
| Preliminary Jury | % 0 | |
| Final | 1 | % 30 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 70 | |
| PERCENTAGE OF FINAL WORK | % 30 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| 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 | 3 | 1 | 3 |
| Presentations / Seminar | 2 | 2 | 4 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 5 | 2 | 10 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| 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. |