Course Language:
İngilizce
Course Objectives:
The aim of this course is to make the students evaluate a course book based on specific criteria related to the use of language and develop the required materials.
Course Content:
The purpose of this course is to help students gain insights into the evaluation of the course books in terms of the clarity of design and layout, the age- and proficiency level-appropriateness of the content and language used, the contribution of their tasks to meaningful learning, and the practicality of their use. The students will also analyze the objectives of the language teaching books to see if they are in line with the objectives of the program. |
Course Methodology:
Teaching Methods: 1: Lecture, 2: Discussion, 3: Simulation, 4: Demonstration, 5: Problem solving, 6: Group work, 7: Drama, 8: Micro teaching
Course Evaluation Methods:
Assessment Methods: A: Exam, B: Multiple choice, C: Gap filling, D: True false, E: Oral exam, F: Portfolio
Vertical Tabs
Course Learning Outcomes
Learning Outcomes | Program outcomes | Teaching Methods | Assessment Methods |
The student selects the language components and their appropriate level. | 3, 10 | 1,2,3 | A |
The student determines the language structure and functions based on the appropriateness of the language. | 3, 10 | 1,2,3 | A |
The student evaluates different course contents. | 3, 10 | 1,2,3 | A |
The student evaluates different course contents according to the structure of the language. | 3, 10 | A | |
The student selects and evaluates a course book. | 3, 10 | A | |
The student decides on the criteria on which course book to be selected. | 3, 10 | A | |
The student evaluates a course book based on specific criteria.
|
3, 10 | A | |
The student analyzes the reasons for adapting a course book.
|
3, 10 | A | |
The student decides on when a course book should be adapted.
|
3, 10 | A | |
The student evaluates and adapts the language materials.
|
3, 10 | A | |
The student evaluates and adapts the materials related to the four language skills.
|
3, 10 | A |
Course Flow
COURSE CONTENT | ||
Week | Topics | Study Materials |
1 | Introduction. Selecting and Developing Teaching/ Learning Materials | |
2 | The Language Content | The Language Content |
3 | The Selection and Grading of Language Items | Selection of Language Items |
4 | Textbook Selection and Evaluation | Selection of Textbooks |
5 | Use of Checklists in course book Evaluation | Checklist samples |
6 | Adaptation and innovation: Making the materials meet your requirements | Adaptation criteria |
7 | Midterm Exam | |
8 | Developing materials for Grammar | Material samples |
9 | Grammar Demos, Developing Materials for Reading | Presentation samples |
10 | Reading Demos, Developing Materials for Listening | Presentation samples |
11 | Listening Demos. Material evaluation and adaptation for speaking | Presentation samples |
12 | Speaking demos. Material evaluation and adaptation for writing. | Presentation samples |
13 | Writing Demos, Use of media | Presentation samples |
14 | Final Exam |
Recommended Sources
RECOMMENDED SOURCES | |
Textbook |
Celce-Murcia, M.(1991). Teaching English as a Second or Foreign Language. Heinle & Heinle
Cunningsworth, A. (1984). Evaluating and Selecting EFL Teaching Materials. Heinneman. Pakkan, G. (1997). Language Teaching Materials. Sürat Publications Sheldon, L.E. (1987) ELT Textbooks and Materials: Problems in Evaluation and Development. Modern English Publications. |
Additional Resources |
Material Sharing
MATERIAL SHARING | |
Documents | Power Point presentations. |
Assignments | Analyzing course books and different materials. |
Exams |
Assessment
ASSESSMENT | ||
IN-TERM STUDIES | NUMBER | PERCENTAGE |
Midterm | 1 | 40 |
Quiz | 0 | 0 |
Assignment | 2 | 20 |
Total | 60 | |
CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 40 | |
CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 60 | |
Total | 100 |
Course’s Contribution to Program
COURSE'S CONTRIBUTION TO PROGRAM | |||||||
No | Program Learning Outcomes | Contribution | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | To have a command of the concepts about education and the structure and operation of the Turkish education system. | X | |||||
2 | To benefit from the developmental and learning psychology approaches in providing educational development and in knowing the basic domains of educational sciences. | X | |||||
3 | To be able to evaluate and implement the scientific methods in the field of English language education and teaching. | ||||||
4 | To be able to select, evaluate and implement the efficiency of ready-made course materials according to students’ age, language and proficiency level, interests, and learning characteristics. | X | |||||
5 | To be able to use information and communication technologies efficiently in English education and teaching. | X | |||||
6 | To recognize the literary texts such as short story, poem, and novel in English and to be able to use them in teaching language skills. | X | |||||
7 | To understand the properties and structure of human language and to be able to use them in language teaching. | X | |||||
8 | To be able to develop original materials in order to enhance language skills. | ||||||
9 | To be aware of language learning properties of different age groups and to be able to use language teaching methods in line with these properties. | X | |||||
10 | To know and to apply the basic theories, principles and methods about teaching English as a foreign language. | ||||||
11 | To be able to use English at the levels of reaching information, sharing it orally and written form and in production. | X | |||||
12 | To grasp and to apply the social, cultural and societal responsibilities. | X | |||||
13 | To prepare a lesson plan taking the students’ needs, language proficiencies, age, intelligence types and learning styles into account and by using the proper instructional technology. | X | |||||
14 | To be able to organize and apply activities aimed at enabling students to use English grammar and vocabulary effectively. | X | |||||
15 | To be able to organize and apply activities that will develop the students’ reading, speaking, writing and listening skills in English. | X | |||||
16 | To be able to evaluate measurement and evaluation tools and English instruction methods in terms of usefulness, validity and reliability. | X | |||||
17 | To know the scientific research methods necessary for his/her personal and academic development and to have the ability to apply them in the school context. | X | |||||
18 | To know the theoretical and applied linguistics concepts and to use language teaching methods in the light of these theories and concepts. | X | |||||
19 | To develop writing, listening, reading and speaking skills in English | x |
ECTS
ECTS ALLOCATED BASED ON STUDENT WORKLOAD BY THE COURSE DESCRIPTION | |||
Activities | Quantity |
Duration (Hour) |
Total Workload (Hour) |
Course Duration (Including the exam week: x Total course hours) | 16 | 3 | 48 |
Hours for off-the-classroom study (Pre-study, practice) | 14 | 3 | 32 |
Midterm | 1 | 3 | 22 |
Quiz | 2 | 3 | 0 |
Assignment | 2 | 3 | 25 |
1 | 10 | 30 | |
Total Work Load | 157 | ||
Total Work Load / 25 (h) | 6.2 | ||
ECTS Credit of the Course | 6 |