| Course Title | Code | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|
| Teaching English Language Skills 2 | İNÖ304 | 6. Semester | 3 + 0 | 3.0 | 5.0 |
| Prerequisites | None |
| Language of Instruction | English |
| Course Level | Undergraduate |
| Course Type | |
| Mode of delivery | Face-to-Face |
| Course Coordinator |
Assist. Prof. Dr. Yusuf ŞEN |
| Instructors |
Yusuf ŞEN |
| Assistants | |
| Goals | The aim of this course is provide pre-service language teachers with the methods and techniques necessary to develop language learners’ reading, writing, and grammar skills. |
| Course Content | Techniques and stages of teaching reading, writing, and grammar, building language awareness and teaching skills for language learners at various ages and language proficiency levels; lesson planning and techniques of the specific skills for a variety proficiency levels. |
| Learning Outcomes |
- Students will be able to identify and describe the different stages and techniques of teaching reading. - Students will be able to identify and describe the different stages and techniques of teaching writing. - Students will be able to identify and describe the different stages and techniques of teaching grammar. - Students will be able to learn how to raise language awareness of learners. - Students will be able to improve their teaching skills for learners at various ages and with different language proficiency levels. - Students will be able to design lessons suitable for different proficiency levels. |
| Week | Topics | Learning Methods |
|---|---|---|
| 1. Week | Approaches to teaching grammar: What is grammar? | Practice Verbal Expression Visual Presentation Other Activities Course Hours Research Preparation, After Class Study |
| 2. Week | How to teach grammar from rules? How to teach grammar from examples? | Research Practice Preparation, After Class Study Visual Presentation Course Hours Verbal Expression Other Activities |
| 3. Week | How to teach grammar through texts? How to practise grammar? | Visual Presentation Practice Preparation, After Class Study Research Other Activities Course Hours Verbal Expression |
| 4. Week | How to deal with grammar errors? How to integrate grammar? | Verbal Expression Visual Presentation Practice Preparation, After Class Study Course Hours Other Activities Research |
| 5. Week | Planning a grammar lesson | Course Hours Research Other Activities Visual Presentation Verbal Expression Preparation, After Class Study Practice |
| 6. Week | What is reading? Text and discourse. | Course Hours Verbal Expression Visual Presentation Other Activities Preparation, After Class Study Practice Research |
| 7. Week | Reading for plain sense. | Other Activities Verbal Expression Visual Presentation Practice Preparation, After Class Study Research Course Hours |
| 8. Week | Midterm 1 | Preparation, After Class Study Other Activities Verbal Expression Visual Presentation Practice Research Course Hours |
| 9. Week | Planning reading lessons | Preparation, After Class Study Verbal Expression Practice Course Hours Research Visual Presentation Other Activities |
| 10. Week | How to integrate technology in teaching language skills | Research Other Activities Verbal Expression Visual Presentation Course Hours Preparation, After Class Study Practice |
| 11. Week | Writing as a Process. Describing Written Text | Course Hours Preparation, After Class Study Research Other Activities Verbal Expression Practice Visual Presentation |
| 12. Week | Writing in the Language Classroom. Responding, Correcting, and Guiding | Research Verbal Expression Other Activities Practice Preparation, After Class Study Course Hours Visual Presentation |
| 13. Week | Planning integrated reading-writing lessons | Verbal Expression Visual Presentation Practice Preparation, After Class Study Research Course Hours Other Activities |
| 14. Week | Final | Visual Presentation Practice Course Hours Preparation, After Class Study Research Verbal Expression Other Activities |
| Thornbury, S. (1999) How to teach grammar. Pearson, Essex: Longman. Hudson, T. (2007). Teaching second language reading. Oxford: Oxford University Press. Nuttall, C. (2005). Teaching reading skills in a foreign language. Macmillan Education: Oxford. Harmer, J. (2004) How to teach writing. Pearson, Essex: Longman Stanley, G. (2013). Language learning with technology : Ideas for integrating technology in the language classroom. Cambridge: CUP. Levy, M. / Murgatroy, N. (2009). Pair and group work: Multi level photocopiable activities for teenagers. Cambridge: CUP. |
| Program Requirements | Contribution Level | DK1 | DK2 | DK3 | DK4 | DK5 | DK6 | Measurement Method |
|---|---|---|---|---|---|---|---|---|
| PY1 | 4 | 3 | 4 | 2 | 4 | 4 | 5 | 60 |
| PY2 | 5 | 5 | 4 | 5 | 5 | 4 | 5 | 60 |
| PY3 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 60 |
| PY4 | 4 | 3 | 4 | 2 | 5 | 5 | 3 | 60 |
| PY5 | 4 | 3 | 5 | 2 | 2 | 4 | 5 | 60 |
| PY6 | 4 | 3 | 4 | 5 | 4 | 4 | 5 | 60 |
| PY7 | 5 | 5 | 4 | 5 | 5 | 4 | 5 | 60 |
| PY8 | 4 | 3 | 5 | 5 | 5 | 4 | 5 | 60 |
| PY9 | 5 | 5 | 5 | 5 | 5 | 5 | 5 | 60 |
| 0 | 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|---|
| Course's Level of contribution | None | Very Low | Low | Fair | High | Very High |
| Method of assessment/evaluation | Written exam | Oral Exams | Assignment/Project | Laboratory work | Presentation/Seminar |
| Event | Quantity | Duration (Hour) | Total Workload (Hour) |
|---|---|---|---|
| Course Hours | 14 | 4 | 56 |
| Preparation, After Class Study | 5 | 5 | 25 |
| Research | 5 | 5 | 25 |
| Practice | 5 | 5 | 25 |
| Midterm 1 | 1 | 1 | 1 |
| Final | 1 | 1 | 1 |
| Total Workload | 133 | ||
| ECTS Credit of the Course | 5.0 | ||
