English Language Teaching
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

AENG104

Course Name:

Coursebook Review in English

Course Semester:

Fall

Course Credits:

Theoretical	Practical	Credit	ECTS
2	0	2	4

Language of instruction:

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Field Education

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

Face to face

Course Coordinator :

Dr.Öğr.Üyesi AYBARS ERÖZDEN

Course Lecturer(s):

Dr.Öğr.Üyesi AYBARS ERÖZDEN

Course Assistants:

Course Objective and Content

Course Objectives:	At the end of this course, students are aimed to learn method, material and material design.
Course Content:	Method and material development, current approaches in design, material suitability and adaptation.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
2 - Skills
Cognitive - Practical
1) Examines the relationship between method and material development
2) Examines the types of materials suitable for language learning in the communicative approach
3) Recognize current approaches in design
3 - Competences
Communication and Social Competence
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility
1) Evaluates the suitability of the material according to the target audience and makes the necessary adaptations

Lesson Plan

Week	Subject	Related Preparation
1)	Relationship between material and teaching methods	Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.), Teaching English as a Second and Foreign Language (3rd ed.) (pp.415-427). Boston, MA: Heinle & Heinle. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan Publishers. Dat, B. (2003). Materials for developing speaking skills. In B. Tomlinson (Ed.). Developing materials for language teaching (375-393). London, UK: Continuum. Gomez-Rodriguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence? Educacion y Educadores, Vol. 13(3), 327-346.Hill, D., & Tomlinson, B. (2003). Coursebook listening activities. In B. Tomlinson (Ed.).
2)	Introducing and examining the MEB English Curriculum and textbooks proposed by MEB	Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.), Teaching English as a Second and Foreign Language (3rd ed.) (pp.415-427). Boston, MA: Heinle & Heinle. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan Publishers. Dat, B. (2003). Materials for developing speaking skills. In B. Tomlinson (Ed.). Developing materials for language teaching (375-393). London, UK: Continuum. Gomez-Rodriguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence? Educacion y Educadores, Vol. 13(3), 327-346.Hill, D., & Tomlinson, B. (2003). Coursebook listening activities. In B. Tomlinson (Ed.).
3)	Current approaches in material development and evaluation	Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.), Teaching English as a Second and Foreign Language (3rd ed.) (pp.415-427). Boston, MA: Heinle & Heinle. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan Publishers. Dat, B. (2003). Materials for developing speaking skills. In B. Tomlinson (Ed.). Developing materials for language teaching (375-393). London, UK: Continuum. Gomez-Rodriguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence? Educacion y Educadores, Vol. 13(3), 327-346.Hill, D., & Tomlinson, B. (2003). Coursebook listening activities. In B. Tomlinson (Ed.).
4)	Main principles of material development and evaluation	Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.), Teaching English as a Second and Foreign Language (3rd ed.) (pp.415-427). Boston, MA: Heinle & Heinle. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan Publishers. Dat, B. (2003). Materials for developing speaking skills. In B. Tomlinson (Ed.). Developing materials for language teaching (375-393). London, UK: Continuum. Gomez-Rodriguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence? Educacion y Educadores, Vol. 13(3), 327-346.Hill, D., & Tomlinson, B. (2003). Coursebook listening activities. In B. Tomlinson (Ed.).
5)	Examination of English teaching materials	Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.), Teaching English as a Second and Foreign Language (3rd ed.) (pp.415-427). Boston, MA: Heinle & Heinle. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan Publishers. Dat, B. (2003). Materials for developing speaking skills. In B. Tomlinson (Ed.). Developing materials for language teaching (375-393). London, UK: Continuum. Gomez-Rodriguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence? Educacion y Educadores, Vol. 13(3), 327-346.Hill, D., & Tomlinson, B. (2003). Coursebook listening activities. In B. Tomlinson (Ed.).
6)	Material adaptation techniques	Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.), Teaching English as a Second and Foreign Language (3rd ed.) (pp.415-427). Boston, MA: Heinle & Heinle. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan Publishers. Dat, B. (2003). Materials for developing speaking skills. In B. Tomlinson (Ed.). Developing materials for language teaching (375-393). London, UK: Continuum. Gomez-Rodriguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence? Educacion y Educadores, Vol. 13(3), 327-346.Hill, D., & Tomlinson, B. (2003). Coursebook listening activities. In B. Tomlinson (Ed.).
7)	Midterm
8)	Material adaptation techniques and in-class activities	Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.), Teaching English as a Second and Foreign Language (3rd ed.) (pp.415-427). Boston, MA: Heinle & Heinle. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan Publishers. Dat, B. (2003). Materials for developing speaking skills. In B. Tomlinson (Ed.). Developing materials for language teaching (375-393). London, UK: Continuum. Gomez-Rodriguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence? Educacion y Educadores, Vol. 13(3), 327-346.Hill, D., & Tomlinson, B. (2003). Coursebook listening activities. In B. Tomlinson (Ed.).
9)	Support material use and reasons	Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.), Teaching English as a Second and Foreign Language (3rd ed.) (pp.415-427). Boston, MA: Heinle & Heinle. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan Publishers. Dat, B. (2003). Materials for developing speaking skills. In B. Tomlinson (Ed.). Developing materials for language teaching (375-393). London, UK: Continuum. Gomez-Rodriguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence? Educacion y Educadores, Vol. 13(3), 327-346.Hill, D., & Tomlinson, B. (2003). Coursebook listening activities. In B. Tomlinson (Ed.).
10)	Examining the textbooks in terms of grammar and vocabulary teaching	Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.), Teaching English as a Second and Foreign Language (3rd ed.) (pp.415-427). Boston, MA: Heinle & Heinle. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan Publishers. Dat, B. (2003). Materials for developing speaking skills. In B. Tomlinson (Ed.). Developing materials for language teaching (375-393). London, UK: Continuum. Gomez-Rodriguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence? Educacion y Educadores, Vol. 13(3), 327-346.Hill, D., & Tomlinson, B. (2003). Coursebook listening activities. In B. Tomlinson (Ed.).
11)	Examining textbooks in terms of listening and speaking skills, teaching reading and writing skills	Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.), Teaching English as a Second and Foreign Language (3rd ed.) (pp.415-427). Boston, MA: Heinle & Heinle. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan Publishers. Dat, B. (2003). Materials for developing speaking skills. In B. Tomlinson (Ed.). Developing materials for language teaching (375-393). London, UK: Continuum. Gomez-Rodriguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence? Educacion y Educadores, Vol. 13(3), 327-346.Hill, D., & Tomlinson, B. (2003). Coursebook listening activities. In B. Tomlinson (Ed.).
12)	Examining the textbooks in terms of grammar teaching	Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.), Teaching English as a Second and Foreign Language (3rd ed.) (pp.415-427). Boston, MA: Heinle & Heinle. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan Publishers. Dat, B. (2003). Materials for developing speaking skills. In B. Tomlinson (Ed.). Developing materials for language teaching (375-393). London, UK: Continuum. Gomez-Rodriguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence? Educacion y Educadores, Vol. 13(3), 327-346.Hill, D., & Tomlinson, B. (2003). Coursebook listening activities. In B. Tomlinson (Ed.).
13)	Examining the textbooks in terms of subject suitability and cultural elements	Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.), Teaching English as a Second and Foreign Language (3rd ed.) (pp.415-427). Boston, MA: Heinle & Heinle. Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan Publishers. Dat, B. (2003). Materials for developing speaking skills. In B. Tomlinson (Ed.). Developing materials for language teaching (375-393). London, UK: Continuum. Gomez-Rodriguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence? Educacion y Educadores, Vol. 13(3), 327-346.Hill, D., & Tomlinson, B. (2003). Coursebook listening activities. In B. Tomlinson (Ed.).
14)	Final exam

Sources

Course Notes / Textbooks:

Byrd, P. (2001). Textbooks: Evaluation for selection and analysis for implementation. In M. Celce-Murcia (Ed.), Teaching English as a Second and Foreign Language (3rd ed.) (pp.415-427). Boston, MA: Heinle & Heinle.
Cunningsworth, A. (1995). Choosing Your Coursebook. Oxford: Macmillan Publishers.
Dat, B. (2003). Materials for developing speaking skills. In B. Tomlinson (Ed.). Developing materials for language teaching (375-393). London, UK: Continuum.
Gomez-Rodriguez, L. F. (2010). English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence? Educacion y Educadores, Vol. 13(3), 327-346.Hill, D., & Tomlinson, B. (2003). Coursebook listening activities. In B. Tomlinson (Ed.).

References:

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3	4
Program Outcomes
1) P1. To be able to use the language to reach the information, share the information orally and in written form
2) P2. To be able to evaluate, apply and interpret the terms and scientific approaches in the field of English Language Teaching
3) P3. To be able to identify the social and psychological features of students and apply appropriate evaluation and assessment methods in the light of ethical principles in order to support students' developments
4) P4. To be able to use Information and Communication Technologies and computer software to the extent that the filed requires ("European Computer Driving License", Advanced Level).
5) P5. To gain sufficient conscience with respect to protecting universal, national and cultural values and human & animal rights and about protecting the environment
6) P6. To be able to implement the theories, principles, methods and techniques related with students' development, learning and teaching.
7) P7. To be able to implement the theories, principles, methods and techniques related with developing curriculum development and evaluation.
8) P8. To be able to internalize and apply the innovative and modern methods, techniques and theories to teach English and to be equipped with the necessary knowledge and skills to apply them into their teaching, and to fulfill the scientific research processes successfully.
9) P9. To internalize the basic areas of Educational Sciences and utilize the theories and approaches of developmental and learning psychology in order to enable educational development
10) P10. To be able to develop materials to improve language skills, to adopt and evaluate the available materials according to the level, interests and learning characteristics of students

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	P1. To be able to use the language to reach the information, share the information orally and in written form
2)	P2. To be able to evaluate, apply and interpret the terms and scientific approaches in the field of English Language Teaching
3)	P3. To be able to identify the social and psychological features of students and apply appropriate evaluation and assessment methods in the light of ethical principles in order to support students' developments
4)	P4. To be able to use Information and Communication Technologies and computer software to the extent that the filed requires ("European Computer Driving License", Advanced Level).
5)	P5. To gain sufficient conscience with respect to protecting universal, national and cultural values and human & animal rights and about protecting the environment
6)	P6. To be able to implement the theories, principles, methods and techniques related with students' development, learning and teaching.
7)	P7. To be able to implement the theories, principles, methods and techniques related with developing curriculum development and evaluation.
8)	P8. To be able to internalize and apply the innovative and modern methods, techniques and theories to teach English and to be equipped with the necessary knowledge and skills to apply them into their teaching, and to fulfill the scientific research processes successfully.
9)	P9. To internalize the basic areas of Educational Sciences and utilize the theories and approaches of developmental and learning psychology in order to enable educational development
10)	P10. To be able to develop materials to improve language skills, to adopt and evaluate the available materials according to the level, interests and learning characteristics of students

Learning Activity and Teaching Methods

Expression
Project preparation
Q&A / Discussion

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Application
Individual Project
Presentation

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Homework Assignments	1	% 10
Project	2	% 40
Midterms	1	% 30
Final	1	% 20
total		% 100
PERCENTAGE OF SEMESTER WORK		% 80
PERCENTAGE OF FINAL WORK		% 20
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	2	28
Homework Assignments	1	10	10
Midterms	1	30	30
Final	1	60	60
Total Workload			128