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Description of Individual Course Units| Course Unit Code | Course Unit Title | Type of Course Unit | Year of Study | Semester | Number of ECTS Credits | | AE-İNG401B | | Compulsory | 4 | 7 | 3 |
| | Level of Course Unit | | First Cycle | | Objectives of the Course | | To improve the knowledge and skills of pre-service teachers on the selection, adaptation, development and evaluation of content and materials for teaching English. | | Name of Lecturer(s) | | | Learning Outcomes | | 1 | At the end of this course, students will be able to define theory and principles of course content and materials design in English language teaching. | | 2 | At the end of this course, the students will be able to discuss the basic views of the use of English textbooks. | | 3 | At the end of this course, students will be able to adapt and develop the materials for language teaching. | | 4 | At the end of this course, students will be able to design their own teaching tools and auxiliary materials according to the appropriate method, student level, needs and current school environment. | | 5 | At the end of this course students will be able to evaluate English content and materials. |
| | Mode of Delivery | | Normal Education | | Prerequisites and co-requisities | | N/A | | Recommended Optional Programme Components | | N/A | | Course Contents | | Theory and principles of course content and materials design in English language teaching (eg: selection and adaptation of content and materials in English language teaching, adaptation, development and evaluation) and basic views opposed to the use of English textbooks; the relationship between method, ideology and textbook author; format related to the selection of course content and materials: students' language competence, learnability, ease of use, cultural content, the appropriateness of communicative interaction and use of language; adaptation and development of materials for language teaching, adaptation of textbook materials according to specific learning needs and teaching environments, English teacher candidates to design their own teaching tools and aids according to appropriate methods, student level, needs and current school environment; English content and materials assessment, language materials and textbook evaluation criteria for the use of the English textbook in the CLL classroom, and the current methods on the design of content and materials. | | Weekly Detailed Course Contents | |
| 1 | Theory and principles of course content and materials design in English language teaching | | | | 2 | The basic views on the use of English textbooks and the opposing views; | | | | 3 | Principles of course content development and selection of course materials. | | | | 4 | Communicative interaction and language use | | | | 5 | Tools based on a fully authentic, real-world context | | | | 6 | Adaptation of tools and materials for general language teaching | | | | 7 | Development of tools for general language teaching | | | | 8 | Adaptation of textbook materials according to specific learning needs and teaching environments | | | | 9 | Midterm Exam 1 | | | | 10 | Design teaching materials and auxiliary materials according to appropriate method, student level, needs and current school environment | | | | 11 | To design course contents according to appropriate method, student level, needs and current school environment. | | | | 12 | Language tools and textbook evaluation criteria | | | | 13 | Evaluation of English course content | | | | 14 | Evaluation of English course content | | | | 15 | Final exam | | |
| | Recommended or Required Reading | | Mishan, F., & Chambers, A. (Eds.). (2010). Perspectives on language learning materials development .Peter Lang. • Nation, I. S., & Macalister, J. (2009). Language curriculum design. Routledge. • Ornstein, A.C., Pajak, E.F., and Ornstein, S.B. (2015) Contemporary issues in curriculum, 6th edition, Boston. Pearson. • Parkes, J., and Harris, M. B. (2002) The purposes of a syllabus. College Teaching, 50(2), 55-61. • Slattery, J. M., and Carlson, J. F. (2005). Preparing an effective syllabus: Current best practices. College Teaching, 53(4), 159-164. • Richards, J. C. (2001). Curriculum development in language teaching. Ernst Klett Sprachen., • Tomlinson, B. (Ed.). (2011). Materials development in language teaching. Cambridge University Press | | Planned Learning Activities and Teaching Methods | | | Assessment Methods and Criteria | |
| Midterm Examination | 1 | 100 | | SUM | 100 | |
| Final Examination | 1 | 100 | | SUM | 100 | | Term (or Year) Learning Activities | 40 | | End Of Term (or Year) Learning Activities | 60 | | SUM | 100 |
| | Language of Instruction | | | Work Placement(s) | | N/A |
| | Workload Calculation | |
| Midterm Examination | 1 | 1 | 1 | | Final Examination | 1 | 1 | 1 | | Attending Lectures | 10 | 2 | 20 | | Practice | 1 | 1 | 1 | | Discussion | 1 | 1 | 1 | | Self Study | 14 | 1.5 | 21 | | Individual Study for Mid term Examination | 10 | 1 | 10 | | Individual Study for Final Examination | 9 | 1 | 9 | | Reading | 8 | 1 | 8 | | Homework | 10 | 3 | 30 | |
| Contribution of Learning Outcomes to Programme Outcomes | | LO1 | 5 | 5 | 5 | 4 | 5 | 4 | 5 | 5 | 5 | 4 | | | | | 5 | 5 | | | | | | | | | | | | | | | | | 5 | 5 | 5 | | | | | | | LO2 | 5 | 5 | 5 | 2 | 3 | 5 | 5 | 5 | 5 | 4 | | | | | 5 | 4 | | | | | | | | | | | | | | | | | 5 | 5 | 5 | | | | | | | LO3 | 5 | 5 | 5 | 2 | 4 | 5 | 3 | 4 | 5 | 5 | | | | | 5 | 5 | | | | | | | | | | | | | | | | | 5 | 5 | 5 | | | | | | | LO4 | 5 | 5 | 5 | 4 | 5 | 4 | 4 | 4 | 4 | 4 | | | | | 5 | 5 | | | | | | | | | | | | | | | | | 5 | 5 | 5 | | | | | | | LO5 | 5 | 5 | 5 | 4 | 5 | 3 | 5 | 4 | 5 | 5 | | | | | 5 | 5 | | | | | | | | | | | | | | | | | 5 | 5 | 5 | | | | | |
| | * Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High |
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