ELT 154.

1 COURSEBOOK EVALUATION IN ENGLISH LANGUAGE TEACHING

YDIO 4102.1/2 COURSE DESIGN AND PLANNING IN ENGLISH LANGUAGE
TEACHING
YDIO 404.1 KONU ALANI DERS KİTABI İNCELEME
(COURSEBOOK EVALUATION, COURSE DESIGN and PLANNING (Year 4)
YDIO 4002.1 İNGİLİZCE ÖĞRETİMİNDE DERS DÜZENLEME VE PLANLAMA

2022-23 Academic Year

Dr. Kamile Hamiloğlu, PhD, EdD

email: kamile.hamiloglu@marmara.edu.tr

VENUE: ONLINE

COURSE DESCRIPTION (THE GOAL AND THE OBJECTIVES OF THE COURSE)

This course aims to help (and facilitate) student teachers

a)examine and review English (as a foreign language) programmes for being aware of and
increase their present theoretical and practical background knowledge on them regarding
primary, secondary and tertiary education at home and in the world;

b)examine and review English language coursebooks and other language teaching/learning
materials to be aware of and increase their present theoretical and practical knowledge on them
for being able to plan and design effective lessons at present and in the future as prospective
teachers;

c)examine and review English teaching/learning resources, mainly English coursebooks, and
other types of teaching/learning materials to be able to gain new theoretical and practical
knowledge on them regarding different theoretical perspectives for being able to use them to
plan their lessons efficiently at present and in the future as prospective teachers;

d)revise and review all kinds of English language coursebooks and all other types of
teaching/learning materials to be able to understand the pedagogy and practice of applied
linguistics and foreign language teaching in making progressive planning of their lessons at
present and in the future as prospective teachers;

e)create a sense of belonging to their profession, practical skills and a professional vision with
the help of the practices, experiences and tendencies to be gained throughout this course via
planning their present lessons in practicum schools or in their future lessons in their future work
places as prospective teachers;

f)initiate their own professional development and growth through their capacity and capability
of material (coursebook) evaluation, design and planning.
REQUIREMENTS OF THE COURSE:

Course Evaluation:
*Mid-term: Written exam and/or (on) a yearly plan; lesson plans on their chosen coursebooks;
reflection papers on several articles about coursebook evaluation and lesson planning; lesson
plans on their chosen coursebooks.
*Final: Written exam and/or (on) a coursebook evaluation checklist; lesson plans on their
chosen coursebook pages.
*Participation in individual work, pair-work, group-work, and class discussion
*Attendance required: 80%

EXPECTED OUTCOMES OF THE COURSE:

• Student teachers will be able examine several English language teaching/learning

resources, materials, mainly coursebooks, for planning and designing their lessons
efficiently and effectively;
• Student teachers will be able to evaluate several English language teaching/learning
resources, materials and coursebooks for planning and designing their lessons
efficiently and effectively;
• Student teachers will be able to adapt several approaches, methods and techniques to be
able to use various resources for planning and designing their lessons efficiently and
effectively;
• Students teachers will be able to make yearly plans for academic year ahead by the help
of the materials that they adopt and adapt based on the EFL and SLT theories,
pedagogies and practices;
• Student teachers will be able to make lesson plans for micro (for 5-10 mins) and macro
sessions (for the whole lesson) by using the materials and resources they examine, adopt
and adapt based on the EFL and SLT theories, pedagogies and practices;
• Student teachers will be able to review, revise, design and organize new instructional
materials for their teaching/learning environment in practicum schools and also for their
future classes;
• Student teachers will be able to develop awareness on their professional situation and
skills; develop a sense of belonging to their profession; and develop their professional
skills with the help of the knowledge and experience that they will gain in this course.

OUTLINE OF THE COURSE:

27.02.2023-11.06.2023

WEEK 1 (28.02.2023): General Introduction and orientation to the term

WEEK 2 (07.03.2023): General introduction to materials

WEEK 3 (14.03.2023): Coursebooks, contents, types

WEEK 4 (21.03.2023): Syllabus designs for materials and lessons in terms of shape

WEEK 5 (28.03.2023): Syllabus designs for materials and lessons in terms of contents

WEEK 6 (04.04.2023): Syllabus designs

WEEK 7 (11.04.2023): General introduction to planning with materials: Yearly Plans

WEEK 8: (17-23 April, 2023) Ramadan Fest-holiday (23 April, 2023: National
Independence and Children Day)

WEEK 9 (25.04.2023): Yearly planning on materials

Supportive subject: Working on macro-lesson plans through coursebooks: Lesson phases and
transitions; Working on lesson plans through coursebooks: Lesson breakdowns and endings

WEEK 10 MIDTERM EXAMS: (02.05.2023-07.05.2023):

Coursebooks as ELT materials and planning: Physical concerns

Supportive subject: Working on lesson plans through coursebooks: Inductive grammar teaching
and planning

WEEK 11 (09.05.2023): Coursebooks as ELT materials and planning: Physical concerns

Supportive subject: Working on lesson plans through coursebooks: Inductive grammar teaching
and planning

WEEK 12 (16.05.2023): Coursebooks as ELT materials and planning: Methodological

concerns

Supportive subject: Working on lesson plans through coursebooks: Vocabulary teaching and
planning

WEEK 13 (23.05.2023): Coursebooks as ELT materials and lesson plans with materials

Supportive subject: Working on lesson plans through coursebooks: Language skills

WEEK 14 (30.05.2023): Working on the coursebook as a material and a resource

WEEK 15 (06.06.2023): Revision and consolidation

WEEK 16 (12.06.2023- 25.06.2023): FINAL EXAMS

E-EXAMS: 03.07.2023-09.07.2023

COURSE MATERIAL PACK

Cunnigsworth, A. (1995). Choosing your coursebook. Bath: Heinemann.

Ian McGrath, I. (2002). Materials Evaluations and Design for Language teaching. USA:
Oxford University Press.
Wajnryb, R. (1996). Classroom Observation Tasks: A resource book for language teachers and
trainers. Glasgow: CUP

Articles

Berg, A. M. and Huang, J. (2015). Improving in-service teachers’ effectiveness: K-12

academic literacy for the linguistically diverse. Functional Linguistics. 1-24. DOI
10.1186/s40554-015-0017-6

Tarey, R. (1988). Approaches to syllabus design. Eric Digests, 1, 1-6.

Liyanage, I. and Bartlett, J. B. (2010). From autopsy to biopsy: A metacognitive view of lesson
planning and teacher trainees in ELT. Teaching ABD teacher Educator. 26, 1362-1371.

Nunan, D. (1988). Syllabus Design. Oxford University Press.

Ruys, I., Keer, H. V. and Aelterman, A. (2012). Examining pre-service teacher competence in
lesson planning pertaining to collaborative learning. Journal of Curriculum Studies. 44(3), 349-
379.

Tummons, J. (2010). The assessment of lesson plans in teacher education: a case study in
assessment validity and reliability. Assessment and Evaluation in Higher Education. 35(7).
847-857.

Supportive Readings:

Edge, J. and Mann, S. (2013). Innovations in pre-service education and training for English
language teachers. London: British Council Books.

Farrell, S. C. T (2002). Lesson planning. In Methodology in language Teaching. An

Anthology of Current Practice. Richards, J. C. and Renandya, W. A. (ed). New York:
Cambridge University Press.
Graves, K. (2000). Designing language courses. Boston: Heinle and Heinle. Thomson
Learning.

Harwood, N. (2010). English Language Teaching Materials. Cambridge: CUP.

Macalister, J. and Nation, I. S. P. (2010). Language curriculum design. UK: Routledge.

Morrison, R., Ross, S. M. and Kemp, J. E. (2004). Designing Effective Instruction. New Jersey:
Wiley.

Appel, J. (1995). Diary of a language teacher. UK: The Bath Press.

Woodward, t. (2001). Planning lessons and courses: Designing sequences of work for the
language classroom. Cambridge: Cambridge University Press.

Richards, C. J. (2005). Professional development for language teachers: Strategies for

language learning. London: CUP.

Richards, C. J. (1996). Teachers as Course Developers. Cambridge: CUP