TEFL: Reading and Writing

Course Code:

Eden 319

Course Period:

Autumn

Course Type:

Core

P:

3

Lab:

0

Credits:

3

ECTS:

5

Course Language:

İngilizce

Course Coordinator:

Courses given by:

Course Assistants :

Course Objectives:

This course aims to develop prospective language teachers’ understanding of the principles and processes of ESL/EFL reading and writing, enable them to make their own lesson plans to improve their classroom management and planning skills, and abilities to prepare age-appropriate and proficiency level appropriate materials and activities to teach reading and writing effectively in an EFL classroom.

Course Content:

This course introduces pre-service teachers to foreign language reading and writing, including theory and practical applications in the field. It is designed to first give pre-service teachers some brief ideas about how people actually learn to read and write,the related theories, and the techniques used in teaching reading and writing. Second, this course will have a significant practical component in which students design their own materials for teaching EFL reading and writing, and making a lesson plan to use in the classroom. Peer teachings are followed by peer evaluation under the supervision of the instructor.

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: Proje

Vertical Tabs

Course Learning Outcomes

Learning Outcomes	Program outcomes	Teaching Methods	Assessment Methods
The students will be able to get familiar with recent approaches to the teaching of reading and writing skills to the students of different age and proficiency-level.	2, 3, 5	3, 4, 8	A, F
The students will be able to examine the techniques used in the teaching of EFL reading and writing skills at different stages of a lesson.	2, 3, 5	3, 4, 8	A, F
The students will be able to prepare lesson plans and materials using appropriate techniques to teach EFL reading and writing skills in their micro-teachings.	2, 3, 5	1, 3, 4, 8	A, F
The students will be able to self-evaluate their micro-teachings and evaluate those of their peers.	5	3, 4, 8	A, F

Course Flow

COURSE CONTENT
Week	Topics	Study Materials
1	Introduction to the course Sign up for peer teaching
2	Definition of reading Reading skills and strategies Factors affecting L1/L2 reading	What is Reading? (Aerbersold, J. A. & Field, M. A.) The Nature of Reading Abilities (Grabe & Stoller) Factors that Influence Reading (Aerbersold, J. A. & Field, M. A.)
3	How to teach reading skills	Vocabulary Issues in Teaching Reading (Aerbersold, J. A. & Field, M. A.) Planning the Reading Lesson (Aerbersold, J. A. & Field, M. A.)
4	Peer-teachings on reading
5	Peer-teachings on reading
6	Peer-teachings on reading
7	Peer-teachings on reading
8	Midterm
9	Writing skills and strategies	Chapter 1: Writing as a process (Harmer, J.) Chapter 2: Describing written text (Harmer, J.) Teaching writing in ESL classes (Raimes, A.)
10	How to teach writing skills	Writing and teaching writing (Hyland, K., Ch 1) Techniques in responding to students’ writing (Raimes, A.,) New technologies in writing instruction (Hyland, K., Ch. 6)
11	Peer-teaching on writing
12	Peer-teaching on writing
13	Peer-teaching on writing
14	Peer-teaching on writing
15	Final Exam

Recommended Sources

RECOMMENDED SOURCES

Textbook

Aebershold, J. A., & Field, M. L. (1997). From Reader to Reading Teacher. Cambridge: CUP.

Harmer, J. (2004). How to Teach Writing. Pearson Education. India.

Additional Resources

Silberstein, S. (1993). Techniques and Resources in Teaching Reading. Oxford University Press.

Grabe, W & Stoller, F. L. (2019). Teaching and Researching Reading. Routledge.

Hyland, K. (2003). Second Language Writing. Cambridge university press.

Raimes, A. (1983). Techniques in Teaching Writing. Oxford University Press, 200 Madison Ave., New York, NY.

Harmer, J. (2007). How to teach English. Pearson, Essex: Longman.

Material Sharing

MATERIAL SHARING
Documents	Powerpoint slides and sample lesson plans
Assignments	Lesson plans, self/peer evaluation
Exams	In-class Midterm, Final

Assessment

ASSESSMENT
IN-TERM STUDIES	NUMBER	PERCENTAGE
Peer teaching on reading (including lesson plan and self-evaluation)	1	30
Peer teaching on writing (including lesson plan and self-evaluation)	1	30
Midterm (including reaction paper & peer evaluation reports)	1	15
Final (including reaction paper & peer evaluation reports)	1	25
Total		100
CONTRIBUTION OF FINAL EXAMINATION TO OVERALL GRADE		25
CONTRIBUTION OF IN-TERM STUDIES TO OVERALL GRADE		75
Total		100

Course’s Contribution to Program

COURSE'S CONTRIBUTION TO PROGRAM
No	Program Learning Outcomes	Contribution
No	Program Learning Outcomes	1	2
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.

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	1	15
Peer-teachings	2	25	50
Midterm (Peer evaluation + Reaction Paper on Reading)	1	10	10
Final (Peer evaluation + Reaction Paper on Writing)	1	10	10
Total Workload			130
Total Workload / 25 (h)			130/25
ECTS Credit of the Course			5,2

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