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

General course introduction information

Course Code:

AENG106

Course Name:

Material Design in English Language Teaching

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:	This course aims to provide students with the ability to develop materials according to the needs of students in foreign language teaching, evaluate their suitability, synthesize them with teaching methods and techniques & make changes when necessary and evaluate textbooks.
Course Content:	Designing materials in English teaching, examining textbooks

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
1) Recognize current approaches in material design
2 - Skills
Cognitive - Practical
1) Learn, understand, use and evaluate the curriculum and course content facts.
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
2) Re-adapts the material to the target audience when it detects that the material is not suitable
3) Prepare material for four general language skills (reading, writing, listening, speaking)

Lesson Plan

Week	Subject	Related Preparation
1)	Introduction to the course and introducing the content; to discuss the relationship between material and method and to discuss the effect of Communicative Method on material development	Allwright, R. L. (2001). What do we want teaching materials for. In Richard Rossner. and Rod Bolitho, R. (eds.). Currents of Change. Hong Kong: Oxford University Press. Al-Busaidi, S., & Tindle, K. (2010). Evaluating the impact of in-house materials on language learning. In B. Tomlinson, & H. Masuhara (Eds.). Research for materials development in language learning (137-149). London, UK: Continuum. 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.
2)	Evaluation of current approaches in material development; Discussion topic of students: examining the elements in preparing grammar materials and practice of preparing grammar materials according to the items discussed in the classroom	Allwright, R. L. (2001). What do we want teaching materials for. In Richard Rossner. and Rod Bolitho, R. (eds.). Currents of Change. Hong Kong: Oxford University Press. Al-Busaidi, S., & Tindle, K. (2010). Evaluating the impact of in-house materials on language learning. In B. Tomlinson, & H. Masuhara (Eds.). Research for materials development in language learning (137-149). London, UK: Continuum. 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.
3)	Basic rules in material preparation. Discussion topic of students: Writing material for reading and listening skills and preparing reading and listening material according to the items discussed in class	Allwright, R. L. (2001). What do we want teaching materials for. In Richard Rossner. and Rod Bolitho, R. (eds.). Currents of Change. Hong Kong: Oxford University Press. Al-Busaidi, S., & Tindle, K. (2010). Evaluating the impact of in-house materials on language learning. In B. Tomlinson, & H. Masuhara (Eds.). Research for materials development in language learning (137-149). London, UK: Continuum. 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.
4)	Discussion topic of students: Writing materials for speaking skills; preparing materials using original texts; Evaluating the suitability of materials produced in environments that teach English as a foreign language; English class books	Allwright, R. L. (2001). What do we want teaching materials for. In Richard Rossner. and Rod Bolitho, R. (eds.). Currents of Change. Hong Kong: Oxford University Press. Al-Busaidi, S., & Tindle, K. (2010). Evaluating the impact of in-house materials on language learning. In B. Tomlinson, & H. Masuhara (Eds.). Research for materials development in language learning (137-149). London, UK: Continuum. 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.
5)	Criteria for examining the suitability of the materials written for English language education according to the target audience.	Allwright, R. L. (2001). What do we want teaching materials for. In Richard Rossner. and Rod Bolitho, R. (eds.). Currents of Change. Hong Kong: Oxford University Press. Al-Busaidi, S., & Tindle, K. (2010). Evaluating the impact of in-house materials on language learning. In B. Tomlinson, & H. Masuhara (Eds.). Research for materials development in language learning (137-149). London, UK: Continuum. 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.
6)	Principles of the adaptation of the materials written for English language education to the target audience when they are not suitable for the target audience.	Allwright, R. L. (2001). What do we want teaching materials for. In Richard Rossner. and Rod Bolitho, R. (eds.). Currents of Change. Hong Kong: Oxford University Press. Al-Busaidi, S., & Tindle, K. (2010). Evaluating the impact of in-house materials on language learning. In B. Tomlinson, & H. Masuhara (Eds.). Research for materials development in language learning (137-149). London, UK: Continuum. 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.
7)	Discussion topic of students: Adaptation techniques and discussion on how to adapt in the classroom through a selected book	Allwright, R. L. (2001). What do we want teaching materials for. In Richard Rossner. and Rod Bolitho, R. (eds.). Currents of Change. Hong Kong: Oxford University Press. Al-Busaidi, S., & Tindle, K. (2010). Evaluating the impact of in-house materials on language learning. In B. Tomlinson, & H. Masuhara (Eds.). Research for materials development in language learning (137-149). London, UK: Continuum. 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.
8)	Midterm
9)	Principles and techniques to support the material in cases where the materials written for English language education are not suitable for the target audience.	Allwright, R. L. (2001). What do we want teaching materials for. In Richard Rossner. and Rod Bolitho, R. (eds.). Currents of Change. Hong Kong: Oxford University Press. Al-Busaidi, S., & Tindle, K. (2010). Evaluating the impact of in-house materials on language learning. In B. Tomlinson, & H. Masuhara (Eds.). Research for materials development in language learning (137-149). London, UK: Continuum. 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.
10)	General evaluation of classroom textbooks	Allwright, R. L. (2001). What do we want teaching materials for. In Richard Rossner. and Rod Bolitho, R. (eds.). Currents of Change. Hong Kong: Oxford University Press. Al-Busaidi, S., & Tindle, K. (2010). Evaluating the impact of in-house materials on language learning. In B. Tomlinson, & H. Masuhara (Eds.). Research for materials development in language learning (137-149). London, UK: Continuum. 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.
11)	Discussion subject of the students: evaluation criteria for determining the suitability of the textbooks according to the target audience and evaluation of the selected one or two books in the classroom in general terms.	Allwright, R. L. (2001). What do we want teaching materials for. In Richard Rossner. and Rod Bolitho, R. (eds.). Currents of Change. Hong Kong: Oxford University Press. Al-Busaidi, S., & Tindle, K. (2010). Evaluating the impact of in-house materials on language learning. In B. Tomlinson, & H. Masuhara (Eds.). Research for materials development in language learning (137-149). London, UK: Continuum. 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.
12)	Textbook review: grammar topics included in the textbook; criteria for determining the topics; Investigation of how skills are handled in books	Allwright, R. L. (2001). What do we want teaching materials for. In Richard Rossner. and Rod Bolitho, R. (eds.). Currents of Change. Hong Kong: Oxford University Press. Al-Busaidi, S., & Tindle, K. (2010). Evaluating the impact of in-house materials on language learning. In B. Tomlinson, & H. Masuhara (Eds.). Research for materials development in language learning (137-149). London, UK: Continuum. 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.
13)	Textbook review: review the themes and topics of the textbook and evaluate its suitability; examining the method used and evaluating the techniques; examining the teacher book written in the textbook	Allwright, R. L. (2001). What do we want teaching materials for. In Richard Rossner. and Rod Bolitho, R. (eds.). Currents of Change. Hong Kong: Oxford University Press. Al-Busaidi, S., & Tindle, K. (2010). Evaluating the impact of in-house materials on language learning. In B. Tomlinson, & H. Masuhara (Eds.). Research for materials development in language learning (137-149). London, UK: Continuum. 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.
14)	Discussion topic of students: review and evaluation of materials prepared by teachers	Allwright, R. L. (2001). What do we want teaching materials for. In Richard Rossner. and Rod Bolitho, R. (eds.). Currents of Change. Hong Kong: Oxford University Press. Al-Busaidi, S., & Tindle, K. (2010). Evaluating the impact of in-house materials on language learning. In B. Tomlinson, & H. Masuhara (Eds.). Research for materials development in language learning (137-149). London, UK: Continuum. 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.
15)	Final exam

Sources

Course Notes / Textbooks:

Allwright, R. L. (2001). What do we want teaching materials for. In Richard Rossner. and Rod Bolitho, R. (eds.). Currents of Change. Hong Kong: Oxford University Press.

Al-Busaidi, S., & Tindle, K. (2010). Evaluating the impact of in-house materials on language learning. In B. Tomlinson, & H. Masuhara (Eds.). Research for materials development in language learning (137-149). London, UK: Continuum.
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.

References:

McDonoughandShaw (1993) Materials and Methods.
Dat, B. (2003). Materialsfordevelopingspeakingskills. In B. Tomlinson (Ed.). Developing
materialsforlanguageteaching (375-393). London, UK: Continuum.

Gomez-Rodriguez, L. F. (2010). English textbooksforteachingandlearning English as a
foreignlanguage: Do theyreallyhelptodevelopcommunicativecompetence?
Educacion y Educadores, Vol. 13(3), 327-346.

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3	4	5
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
Report Writing
Q&A / Discussion

Assessment & Grading Methods and Criteria

Presentation
Reporting

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Midterms	1	% 40
Final	1	% 60
total		% 100
PERCENTAGE OF SEMESTER WORK		% 40
PERCENTAGE OF FINAL WORK		% 60
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	13	2	26
Study Hours Out of Class	13	4	52
Homework Assignments	1	10	10
Midterms	1	10	10
Final	1	10	10
Total Workload			108