Dr. Öğr. Üyesi Pınar SALI pinarsali@uludag.edu.tr +90 (224) 290 22 40 Uludağ Üniversitesi Eğitim Fakültesi İngilizce Öğretmenliği Programı Görükle Bursa/Türkiye
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Website:
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Objective of the Course:
This course aims to raise ELT trainees’ awareness on different approaches to ELT curriculum design and develop their critical understanding of these approaches with respect to their underlying principles and possible reflections in classroom practice.
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Contribution of the Course to Professional Development
This course attempts to raise ELT trainees’ awareness on such key variables as language learner needs, different syllabus types and hence contribute to the development of knowledge and skills pertaining to effective lesson planning as one of the key aspects of positive language learning outcomes.
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Learning Outcomes:
1
articulate basic and key concepts of curriculum design when asked;;
2
say what the different types of syllabuses are in ELT and what purposes each serves.;
3
explain what needs analysis is and how it is conducted as part of ELT curriculum design;
say what the different types of syllabuses are in ELT and what purposes each serves.
;
4
decide which syllabus types would be appropriate to use in accordance with differing language learning needs;;
5
specify program and course objectives in keeping with a variety of language learning needs;;
6
by following the principles of effective lesson planning. recognize different stages in a lesson and make an instructional plan including key lesson stages and appropriate learning activities;;
7
analyze and critically evaluate ELT curricula at all school levels in the Turkish education system by comparing them with the ones in other education systems.;
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Course Content:
Week
Theoretical
Practical
1
Introduction to the course
2
Needs Analysis: Revisited
3
Goals and objectives
4
What is a syllabus?
5
Types of syllabus
6
Planning a lesson I (Presentation-Practice-Production form of instruction)
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Planning a lesson II (Alternative stages of a lesson)
8
Types of language learning activities
9
Common European Framework (CEFR)
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ELT programs in Turkey (5-8th grades)
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ELT programs in Turkey (9-12th grades)
12
Language teacher competencies and ELT curricula
13
Revision
14
Revision
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Textbooks, References and/or Other Materials:
Hedge, T. (2011). Teaching and learning in the language classroom. Hong Kong: Oxford university press Mickan, P., & Wallace, I. (Eds.). (2019). The Routledge Handbook of Language Education Curriculum Design. Routledge Ur, P. (2012). A Course in Language Teaching: Practice of Theory (2nd edition). Cambridge University Press
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Assesment
TERM LEARNING ACTIVITIES
NUMBER
PERCENT
Midterm Exam
1
40
Quiz
0
0
Homeworks, Performances
0
0
Final Exam
1
60
Total
2
100
Contribution of Term (Year) Learning Activities to Success Grade
40
Contribution of Final Exam to Success Grade
60
Total
100
Measurement and Evaluation Techniques Used in the Course
Written sit-in exams
Information
In this course, written exams are designed in such a way that will promote the development of critical and reflective thinking skills as part of 21st century learning.
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ECTS / WORK LOAD TABLE
Activites
NUMBER
TIME [Hour]
Total WorkLoad [Hour]
Theoretical
14
2
28
Practicals/Labs
0
0
0
Self Study and Preparation
12
2
24
Homeworks, Performances
0
0
0
Projects
0
0
0
Field Studies
0
0
0
Midtermexams
1
10
10
Others
0
0
0
Final Exams
1
28
28
Total WorkLoad
90
Total workload/ 30 hr
3
ECTS Credit of the Course
3
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CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS
