Course Language:
İngilizce
Course Coordinator:
Courses given by:
Course Objectives:
The course aims to familiarize the students with the use of short stories as language teaching materials in the language classroom.
Course Content:
The course participants will be provided with theoretical and pedagogical knowledge and skills as well as ideas and examples of various language-based activities and techniques to examine and exploit short story.
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 learning outcomes | Teaching Methods | Assessment Methods |
| Students will develop original teaching materials by using poems for language teaching. | 2, 3, 6 | 1,6,7,8 | A,F, |
| Students will identify literary terms and examine how these terms contribute to the craft of writing. | 2, 3, 6 | 1,6,7,8 | A,F, |
Course Flow
| COURSE CONTENT | ||
| Week | Topics | Study Materials |
| 1 | Introduction to the course | |
| 2 |
Literary elements 1 (pages 1-8):
|
Rock. C & Phadke, S. (2001) |
| 3 |
Literary elements 2 (pages 9-14):
|
Rock. C & Phadke, S. (2001) |
| 4 |
“The hitchhiker” by Roald Dahl
“The use of force” by William Carlos Williams |
|
| 5 |
“The open window” by Saki
“The Necklace” by Guy de Maupassant |
|
| 6 |
“Hills like white elephants” by Ernest Hemingway
“The storm” by Kate Chopin |
|
| 7 |
“Ex Poser” by Paul Jennings
“The Story of an Hour” By Kate Chopin |
|
| 8 |
“The Case for the Defence” by Grahame Green
“The Gift of the Magi” by O. Henry |
|
| 9 |
“A Clean, Well-Lighted Place” by Ernest Hemingway
“Hearts and Hands” by O’Henry |
|
| 10 |
“Cat in the rain” by Ernest Hemingway
“The tell-tale heart” by Edgar Allan Poe |
|
| 11 |
“The Sniper” By Liam O’Flaherty
“The lottery” by Shirley Jackson |
|
| 12 |
London” by William Blake
“My Papa’s Waltz” by Theodore Roethke |
|
| 13 |
“Sredni Vashtar” by H.H. Munro
“The war in the bathroom” by Margaret Atwood |
|
| 14 |
“A red, red rose” by Robert Burns
“Stopping by woods on a snowy evening” by Robert Frost |
. |
| 15 | FINAL EXAM | |
Recommended Sources
| RECOMMENDED SOURCES | |
| Textbook | Rock. C & Phadke, S. (2001). Style and Substance. Longman |
| Additional Resources |
Collie, J., Slater, S. (2007). Literature in the language classroom. Cambridge: CUP.
Gillian, L. (1993). Literature and language teaching: A guide for teachers and trainees. Cambridge: Cambridge University Press. |
Material Sharing
| MATERIAL SHARING | |
| Documents |
Powerpoint slides
Previous lesson plans |
| Assignments | Lesson plans |
Assessment
| ASSESSMENT | ||
| IN-TERM STUDIES | NUMBER | PERCENTAGE |
| Midterm exam | 10 | 30 |
| Lesson plan | 1 | 15 |
| Microteaching | 1 | 20 |
| Final exam | 1 | 35 |
| Total | 100 | |
| CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE | 35 | |
| CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE | 65 | |
| Total | 100 | |
| COURSE CATEGORY | AREA ELECTIVE COURSE |
Course’s Contribution to Program
| 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. | X | |||||
| 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). | X | |||||
| 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. | X | |||||
| 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. | ||||||
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 | 10 | 2 | 20 |
| Lesson plan | 1 | 10 | 10 |
| Microteaching | 1 | 5 | 5 |
| Final exam | 1 | 10 | 10 |
| Total Work Load | 125 | ||
| Total Work Load / 25 (h) | 125 / 25 | ||
| ECTS Credit of the Course | 5 | ||