||Asst. Prof. Tuğçe ÇANKAYA
|Language of Instruction
|Type Of Course
|Recommended Optional Programme Component
||This course aims at providing students with basic reading strategies that will help them improve their reading skills in their further studies for academic purposes. They will be able to reflect on what they have read and express themselves in English since the course also includes certain strategies for speaking. Students will be provided with sufficient information about different speaking styles like "informative speech" and “persuasive speech” and be able to deliver speeches in front of a group of people. The students are expected to be familiar with a variety of vocabulary items and syntactic features as the chosen materials serve as a spectrum of a wide range of them. Since the chosen materials are contemporary and universal with respect to their themes, the students are tbelieved to find them interesting, which will encourage and motivate them for extensive reading in order to create the basis for a lifelong learning. As a result, the students are expected to get used to reading for different purposes like reading for detailed information or specific information, which will help them shift from "learn to read" to “read to learn” for their future academic purposes.
||This course consists of modules each of which aims at dealing with a specific reading strategy (one at a time) and contains a wide variety of sources (from newspaper articles to literary works). It is important that the contents of the readings occupy a large spectrum each of which has a universal topic on which students are thought to easily discuss and be involved. The course is designed to improve students’ speaking skills as it is required to prove them with the ability to make discussions based on what they have read. As another main focus is on the vocabulary which is thought to be inseparable from reading and speaking skills, this course is believed to be a step towards encouraging students for critical thinking and lifelong reading for academic purposes for their future studies.
|Learning Outcomes (LO)
||At the end of the academic year, the students can read faster and read for academic purposes which will be helpful in their academic studies in their future life, since these are to be encouraged by the university level educational institutions. They are expected to make analysis and synthesis of what they have read to express their ideas properly, using their critical thinking abilities. They are also be provided with a wide variety of reading strategies through which they are to overcome challenges while reading in a foreign language. As a result, they will become motivated to read. Moreover, as the materials are believed to provide them with sufficient background knowledge (schema), they will be able to express their ideas about contemporary issues more fluently and properly, and they will gain some certain presentation skills, which is important not only in their professional lives but in every walk of their lives.
|Mode of Delivery
||Face to face
||Introduction to the course
||Chapter 1 What is Creative Thinking?
Content: Suggestions for learning to think creatively
Reading Skill: Identifying main ideas
Building Vocabulary: Figures of speech
Language Focus: Noun clauses
||Chapter 2 Why I Ouit the Company
Content: Explanation of an employee's decision to resign
Reading Skill: Distinguishing Fact From Opinion
Building Vocabulary: Phrasal verbs
Language Focus: Past conditional sentences
||Chapter 3 The Body Shop
Content: Using tissue engineering to repair the humanbody
Reading Skill: Inferencing
Building Vocabulary: Using context to guess meaning
Language Focus: Modals of possibility
||Chapter 4 And the Big Winners Were...
Content: Impact of World Cup soccer on players, fans, and host countries
Reading Skill: Supporting main ideas
Building Vocabulary: Using prefixes to determine meaning
Language Focus: Direct quotations
||Chapter 5 Listen Up
Content: Becoming an effective listener
Reading Skill: Recognising sentence transitions
Building Vocabulary: Using adverbs and intensifiers
Language Focus: Using punctuation: dashes, colons, and semicolons
||Chapter 6 Don't Let Stereotypes Warp Your Judgment
Content: Harmful effects of stereotyping
Reading Skill: Recognising Sources
Building Vocabulary: Using verbs as adjectives
Language Focus: Relative Clauses with who, which and that
||Chapter 7 East Meets West on Love’s Risky Cyber highway
Content: Finding a partner via the Internet
Reading Skill: Recognising Diverse Points of View
Building Vocabulary: Using modifiers
Language Focus: It’s (not)+verb+ing
||Chapter 8 Students Won't Give Up Their French Fries
Content: American students' obsession with food
Reading Skill: Scanning for specific information
Building Vocabulary: Idiomatic expressions
Language Focus: Reported Speech
||Chapter 9 Getting Into the Game
Content: Appreciating the social and educational value of electronic games
Reading Skill: Following a storyline
Building Vocabulary: Compound words
Language Focus: Gerunds as complements
||Chapter 10 Call of the Riled
Content: Cell phone etiquette
Reading Skill: Recognizing paragraph transitions
Building Vocabulary: Slmonyns and antonyrns; using suffixes –ful and -less
Language Focus: Reduced Relative Clauses
||Chapter 11 The Art of Reading
Content: Suggestions for becoming a skillful reader
Reading Skills: Recognising analogies
Building Vocabulary: Word forms
Language Focus: Expressing similarity and difference
||Chapter 12 When E.T. Calls
Content: Exploring the possibility of extraterrestrial life
Reading Skill: Recognising scenanos
Building Vocabulary: Nouns derived from adjectives
Language Focus: Future perfect
|Homeworks/Term papers (%)
|Projects/Field Work (%)
||5 (Participation, attendance, library works, etc.)
|Course Book (s) and/or References
||Recommended Dictionaries: Longman Dictionary of Contemporary English Macmillan English Dictionary for Advanced Learners
Malarcher, C., Janzen, A. (2004) Reading for the Real World, Compass Publishing.
Mikulecky, S.B., Jeffries, L. (2005) Reading Power, Pearson Longman.
Mikulecky, S.B., Jeffries, L. (2004) More Reading Power, Pearson Longman.
Mikulecky, S.B., Jeffries, L. (2007) Advanced Reading Power, Pearson Longman.
Worcester, A. (2008) Issues Now in the News, Compass Publishing.
|The Relationship between Program Qualifications (PQ) and Course Learning Outcomes (LO)