English Translation and Interpretation | |||||
Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 |
Course Code: | IMT471 | ||||
Course Name: | Teaching Language Skills - I | ||||
Course Semester: | Fall | ||||
Course Credits: |
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Language of instruction: | |||||
Course Requirement: | |||||
Does the Course Require Work Experience?: | No | ||||
Type of course: | Area Ellective | ||||
Course Level: |
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Mode of Delivery: | Face to face | ||||
Course Coordinator : | Assoc. Prof. FATMA AYLİN AKIN | ||||
Course Lecturer(s): | |||||
Course Assistants: |
Course Objectives: | This course aims to develop language teaching skills through an exploration of methods and techniques in teaching reading and writing skills to language learners at various ages and language proficiency levels. Students will be required to prepare lesson plans, where they will design micro-teaching activities on reading and writing that employ appropriate techniques. |
Course Content: | This course consists of 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 as well as lesson planning and techniques of the specific skills for a variety proficiency levels. |
The students who have succeeded in this course;
1) Identify the different stages and techniques of teaching reading 2) Identify the different stages and techniques of teaching writing 3) Identify the different stages and techniques of teaching grammar 4) Improve teaching skills for learners at various ages and with different language proficiency levels 5) Design lesson plans suitable for different proficiency levels |
Week | Subject | Related Preparation |
1) | Approaches to teaching grammar: What is grammar? | |
2) | How to teach grammar from rules? How to teach grammar from examples? | |
3) | How to teach grammar through texts? How to practice grammar? | |
4) | How to deal with grammar errors? How to integrate grammar? | |
5) | Planning a grammar lesson | |
6) | What is reading? Text and discourse. | |
7) | Reading for plain sense. | |
8) | Planning reading lessons | |
9) | How to integrate technology in teaching language skills | |
10) | Writing as a Process. Describing Written Text | |
11) | Writing in the Language Classroom. Responding, Correcting, and Guiding | |
12) | Planning integrated reading-writing lessons | |
13) | Planning a writing lesson | |
14) | Revision |
Course Notes / Textbooks: | - Harmer, J. (2004) How to teach writing. Pearson. - Hudson, T. (2007). Teaching second language reading. Oxford University Press. - Thornbury, S. (2000). How to teach grammar. Pearson. |
References: | - Harmer, J. (2004) How to teach writing. Pearson. - Hudson, T. (2007). Teaching second language reading. Oxford University Press. - Thornbury, S. (2000). How to teach grammar. Pearson. |
No Effect | 1 Lowest | 2 Medium | 3 Highest |
Program Outcomes | Level of Contribution | |
1) | To have the sufficient background in the field of translation and to use the theoretical and applied knowledge in translation | 1 |
2) | To find, define, formulate and solve the possible problems in translation and interpreting | 3 |
3) | To select and use the technical equipment in the applications of translation and interpreting; to be able to use simultaneous interpreting booth equipment | 3 |
4) | To analyse, criticize and comment on translated texts | 3 |
5) | To access information and to do research in line with that; to use databases, translation programs and other information resources | 5 |
6) | To develop efficient individual and group working skills; to take responsibility | 5 |
7) | To build efficient verbal and spoken communication skills; to establish fluency in English and to acquire at least one foreign language | 5 |
8) | To build the awareness for life-long learning; to catch the developments in science and technology and to sustain continuous personal development | 5 |
9) | To gain the awareness of professional and ethical responsibility | 4 |
10) | To build awareness about project management and the rights of employees and the legal consequences of translation and interpreting applications | 2 |
11) | To build awareness about the universal and societal dimensions of translation and interpreting applications and to be informed about the problems of the contemporary world | 1 |
Anlatım | |
Beyin fırtınası /Altı şapka | |
Bireysel çalışma ve ödevi | |
Course | |
Okuma | |
Homework | |
Problem Çözme | |
Soru cevap/ Tartışma | |
Uygulama (Modelleme, Tasarım, Maket, Simülasyon, Deney vs.) |
Yazılı Sınav (Açık uçlu sorular, çoktan seçmeli, doğru yanlış, eşleştirme, boşluk doldurma, sıralama) | |
Homework | |
Uygulama | |
Bireysel Proje |
Semester Requirements | Number of Activities | Level of Contribution |
Attendance | 14 | % 0 |
Application | 2 | % 20 |
Homework Assignments | 10 | % 20 |
Midterms | 1 | % 30 |
Final | 1 | % 30 |
total | % 100 | |
PERCENTAGE OF SEMESTER WORK | % 70 | |
PERCENTAGE OF FINAL WORK | % 30 | |
total | % 100 |
Activities | Number of Activities | Aktiviteye Hazırlık | Aktivitede Harçanan Süre | Aktivite Gereksinimi İçin Süre | Workload | ||
Course Hours | 14 | 3 | 42 | ||||
Application | 2 | 4 | 8 | ||||
Study Hours Out of Class | 14 | 6 | 84 | ||||
Homework Assignments | 10 | 3 | 30 | ||||
Midterms | 1 | 2 | 2 | ||||
Final | 1 | 2 | 2 | ||||
Total Workload | 168 |