Istanbul Health and Technology University INFORMATION PACKAGE / COURSE CATALOGUE
| English Translation and Interpretation | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
Course General Introduction Information
| Course Code: | IMT472 | ||||
| Course Name: | Teaching Language Skills - II | ||||
| Course Semester: | Spring | ||||
| 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 Purpose and Content
| Course Objectives: | This course aims to develop language teaching skills through an exploration of methods and techniques in teaching listening and speaking 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 listening and speaking that employ appropriate techniques. |
| Course Content: | This course consists of techniques and stages of teaching listening, speaking, and vocabulary, building language awareness and teaching skills for language learners at various ages and language proficiency levels and lesson planning techniques for a variety proficiency levels. |
Learning Outcomes
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The students who have succeeded in this course;
1) Identify the different stages and techniques of teaching listening 2) Identify the different stages and techniques of teaching speaking 3) Identify the different stages and techniques of teaching vocabulary 4) Improve teaching skills for learners at various ages and with different language proficiency levels 5) Design lesson plans suitable for different proficiency levels |
Course Flow Plan
| Week | Subject | Related Preparation |
| 1) | What’s in a word? How words are learnt | |
| 2) | Teaching vocabulary | |
| 3) | Presenting vocabulary | |
| 4) | Planning a vocabulary teaching lesson | |
| 5) | Parts of a Listening and Pronunciation Lesson | |
| 6) | Models of Listening | |
| 7) | Teaching Listening through Dictation and Related Activities | |
| 8) | Planning a listening lesson | |
| 9) | Learning through Task-focused Interaction. Informal-Formal Speaking. Teaching Formal Speaking | |
| 10) | Developing Fluency. The Nature of Fluency. Fluency and Accuracy | |
| 11) | Designing Fluency Activities | |
| 12) | Planning integrated listening & speaking lessons | |
| 13) | Planning a speaking lesson | |
| 14) | Revision |
Sources
| Course Notes / Textbooks: | - Thornbury, S. (2005). How to Teach Speaking. Pearson. - Thornbury, S. (2002). How to Teach Vocabulary. Pearson. - Wilson, J. J. (2008). How to Teach Listening. Pearson Longman. |
| References: | - Thornbury, S. (2005). How to Teach Speaking. Pearson. - Thornbury, S. (2002). How to Teach Vocabulary. Pearson. - Wilson, J. J. (2008). How to Teach Listening. Pearson Longman. |
Course - Learning Outcome Relationship
| 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 |
Learning Activity and Teaching Methods
| Anlatım | |
| Beyin fırtınası /Altı şapka | |
| Bireysel çalışma ve ödevi | |
| Course | |
| Okuma | |
| Homework | |
| Problem Çözme | |
| Proje Hazırlama | |
| Rol oynama | |
| Soru cevap/ Tartışma | |
| Uygulama (Modelleme, Tasarım, Maket, Simülasyon, Deney vs.) |
Measurement and Evaluation Methods and Criteria
| Yazılı Sınav (Açık uçlu sorular, çoktan seçmeli, doğru yanlış, eşleştirme, boşluk doldurma, sıralama) | |
| Homework | |
| Uygulama | |
| Bireysel Proje |
Assessment & Grading
| 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 | |
İş Yükü ve AKTS Kredisi Hesaplaması
| 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 | ||||||