READING & WRITING SKILLS-II

Course Description

This course promotes higher level thinking skills. By processing a variety of different authentic reading texts, students will develop superior-level sub-skills of reading namely, making inferences and deductions, and reading between the lines. Students will relate inferences from the text to real life, and gain insights into the cultural similarities and differences. By means of the awareness gained from the texts, students will analyze, synthesize and evaluate information and therefore, in their compositions, react to readings. Students will also analyze and produce different types of essays (e.g. comparison and contrast, classification, process analysis, cause-and-effect analysis, and argumentative) that are unified, coherent and organized. In addition to the integration of reading with writing, research-based instruction will be adopted, so that students will develop basic research skills including library/internet search, and basic research report writing skills such as citing, paraphrasing and referencing.

READING & WRITING SKILLS-II

Evaluation Tools (Active Term)

No evaluation items have been defined.

Course outcomes

1. 01 By the end of the course, students will be able to; select a book, read, analyse and write a report of the chosen book
2. 02 prepare a reading lesson which has three main stages (pre-reading, while reading and post-reading) and covers various reading strategies practice such as predicting, skimming, scanning, and making inferences
3. 03 analyse a reading text by using bottom-up and top-down approaches

Course Syllabus

Reference Books & Course Materials

1. 01 Boyle, M,. & Warwick, L. (2018). Skillful reading and writing students book. Macmillan Academic Skills. Macmillan Education.
2. 02 Zemach, Z-M., & Rumisek, L-A. (2005). Academic writing: from paragraph to essay. Macmillan.
3. 03 Supplementary Materials

Learning Outcomes

1. L01 By the end of the course, students will be able to; select a book, read, analyse and write a report of the chosen book SOLO 4
2. L02 Prepare a reading lesson which has three main stages (pre-reading, while reading and post-reading) and covers various reading strategies practice such as predicting, skimming, scanning, and making inferences. SOLO 3
3. L03 Analyse a reading text by using bottom-up and top-down approaches. SOLO 5
4. L04 predict the meaning of words based on affixes and context SOLO 5
5. L05 identify the main and supporting ideas SOLO 2
6. L06 recognize the main and supporting ideas SOLO 2
7. L07 Identify meaning from context SOLO 2
8. L08 scan the text for key vocabulary SOLO 2
9. L09 Identify sequences of events SOLO 2

Program Outcomes

1. P01 1- make use of their professional training in language teaching and achieve effective classroom management,
2. P02 2- carry out research on the development of their learners’ social, psychological and personal characteristics by using testing and evaluation techniques in accordance with ethical principles and then report their results.
3. P03 3- conduct research using basic scientific research techniques with the aim to find solutions to problems that may be encountered in the field of Teaching English,
4. P04 4- evaluate, apply and interpret concepts and scientific methods related to the field of teaching English
5. P05 5- choose appropriate language teaching methods and techniques considering diverse learner characteristics stemming from their ages, learning styles, motivation and background knowledge,
6. P06 6- prepare daily lesson plans appropriate to the things to teach and deliver effective lessons by using appropriate course materials and instructional technology,
7. P07 7- choose appropriate materials available for use and/or develop their own course materials according to students’ level, interest and learning characteristics with the aim to use them in the teaching of language items (phonological, lexical, grammatical items and so on) and in the development of learners’ language skills (listening, speaking, reading and writing),
8. P08 8- choose and use appropriate measurement tools and materials to asses and evaluate learners’ development and success,
9. P09 9- explain the similarities and differences between first and second language acquisition theories, and relate these theories to language teaching theories and practices.
10. P10 10- make use of principles, theories, approaches and techniques for the development and evaluation of educational programs.
11. P11 11- explain the concepts of Theoretical Linguistics & Applied Linguistics and use their knowledge for the preparation of lesson plans appropriate to the characteristics of the target language,
12. P12 12- use information and communication technology together with computer software required by the field,
13. P13 13- describe the characteristics of different text types considering basic theories & approaches in translation and translate texts from English to Turkish and from Turkish to English,
14. P14 14- define the basic concepts and principles of classical and modern literature, analyse and construct information, and then make use of their literary knowledge in language teaching,
15. P15 15- use the target language to obtain and transmit information; communicate either orally or in writing.
16. P16 16- identify and solve problems in their social environment with the awareness of social responsibility they have developed.

Po-Lo Matrix