Course Language:
İngilizce
Courses given by:
Course Assistants :
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 focus in this course is using domain-specific instructional technology; software types and their intended use; design and developmental principles of the materials that are used in the field; identification of material needs; design of two and three dimensional teaching materials, developing teaching materials such as VCD, DVD, MP3 and MP4 files; evaluating intraclass activities of different teaching materials.
Course Methodology:
1: Lecture, 2: Discussion, 3: Simulation, 4: Demonstration, 5: Problem solving, 6: Group work, 7: Drama, 8: Micro teaching
Course Evaluation Methods:
A: Exam, B: Multiple choice, C: Gap filling, D: True false, E: Oral exam, F: Portfolio, G. Presentation, H. Project
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 |
Powerpoint slides
Previous lesson plans |
| Assignments | Lesson plans |
Assessment
| COURSE'S CONTRIBUTION TO PROGRAM | |||||||
| No | Program Learning Outcomes | Contribution | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Should develop a good command of concepts in linguistics (phonology, morphology, syntax, semantics, pragmatics, and discourse) both in theory and practice as they can be effectively used in teaching EFL. | ||||||
| 2 | Should develop the ability to use appropriate language teaching methods and techniques by critically examining the theories behind the processes of learning and teaching EFL. | ||||||
| 3 | Should be able to prepare lesson plans that would accommodate learner factors such as biological (age and gender), cognitive (intelligence and its types, and aptitude), social (culture), and contextual (available technology, learning facilities, and instructional materials). | ||||||
| 4 | Should develop a native like command of language skills and components in both receptive and productive modes of communication. | ||||||
| 5 | Should be able to use information and communication technologies effectively in EFL context. | ||||||
| 6 | Should be prepared to use English literary works such as short stories, poems, and novels that would help improve the process of teaching language skills. | ||||||
| 7 | Should be able to develop and implement appropriate assessment tools and techniques that would enhance student learning with creating a dynamic learning oriented assessment environment. | ||||||
| 8 | Will develop a good command of the knowledge of scientific research methods (quantitative, qualitative, and mixed) and the ability to interpret and implement the findings to improve both teaching and learning processes. | ||||||
| 9 | Should develop a reasonable command of the linguistic, cultural, and ethical responsibilities of the teaching profession by experiencing practice teaching in real pedagogical contexts at schools. | ||||||
| 10 | Should develop a good command of concepts in linguistics (phonology, morphology, syntax, semantics, pragmatics, and discourse) both in theory and practice as they can be effectively used in teaching EFL. | ||||||
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) | 15 | 3 | 45 |
| Hours for off-the-classroom study (Pre-study, practice) | 15 | 2 | 30 |
| Midterm exam | 5 | 2 | 10 |
| Lesson plan | 1 | 5 | 5 |
| Microteaching | 1 | 5 | 5 |
| Final exam | 1 | 5 | 5 |
| Total Work Load | 100 | ||
| Total Work Load / 25 (h) | 100 / 25 | ||
| ECTS Credit of the Course | 4 | ||