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Week |
Subject |
Related Preparation |
1) |
The problem of evil. |
The nature of evil. Evil in western philosopy and its representations. The connection between evil and tragedy. |
2) |
Evil in Judeo-Christian tradition. |
Evil as the black side of creation. The Satan versus Jesus. |
3) |
How to approach evil in literature? |
Reading strategies, analyzing methods and approaching evil in literary texts. |
4) |
Evil in modern philosophy. |
Beyond Good and Evil by Nietzsche. |
5) |
Keeping track of the evil characters in literary texts |
Eroticism and evil: Nero and Caligula in Sade
Satan in literature: (Faust by Goethe).
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6) |
Keeping track of the evil characters in literary texts |
Anti-hero in gothic literature: (Dr. Frankenstein by M. Shelley). The stories of Edgar Allen Poe. |
7) |
Keeping track of the evil characters in literary texts |
The Picture of Dorian Gray by Oscar Wilde. |
8) |
Evil in the East and Islam |
Good and Evil (Hayır ve Şer) in Koran. The difference between western and eastern traditions. The representations of evil in traditional literary texts and narratives. |
9) |
Keeping track of the evil characters in literary texts |
The rise of anti-hero in Turkish novel. The case of Suat in Huzur by A. H. Tanpınar. |
10) |
Keeping track of the evil characters in literary texts |
Kıskanmak by N. S. Örik. |
11) |
Keeping track of the evil characters in literary texts |
Kıskanmak by N. S. Örik. |
12) |
Keeping track of the evil characters in literary texts |
Evil in Turkish short story. Kötülük by S. İleri and Kağnı by Sabahattin Ali. |
13) |
Evil and Poetry. |
The represantations of evil in modernist and avangard poetry. İkinci Yeni and “kötücüllük”. Ece Ayhan and his poetry. |
14) |
Evil and Poetry. |
Eroticism and semi-evil. The poetry of Edip Cansever, Turgut Uyar and Cemal Süreya. |
15) |
Final Exam |
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16) |
Final Exam |
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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. |
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2) |
2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. |
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3) |
3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. |
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4) |
4. develop English language teaching materials according to the needs of the learners with a critical perspective. |
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5) |
5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. |
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6) |
6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. |
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7) |
7. Design English language teaching curriculum and lesson plans. |
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8) |
8. Organize effective classrooms that promote English language learning. |
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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. |
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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. |
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11) |
11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements |
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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. |
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