Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
ENGLISH IV | EBE2290400 | Spring Semester | 3+0 | 3 | 4 |
Course Program | Çarşamba 13:30-14:15 Çarşamba 14:30-15:15 Çarşamba 15:30-16:15 Çarşamba 16:30-17:15 Çarşamba 17:30-18:15 Çarşamba 18:30-19:15 |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Eng |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Lect. Onur KAVAK |
Name of Lecturer(s) | Lect. Fulya SÜMER |
Assistant(s) | Lecturer Burcu Günay, Aslı Baran, Zeyneb Çetiner, Seda Yeşildeniz, Barış Günay, Müge Eser |
Aim | It is to develop the student's oral and written communication skills at B1 level using 4 basic skills |
Course Content | This course contains; Out and about (The use of comperatives and superlatives) (The expressions that can be used while shopping for clothes),Out and about (The use of comperatives and superlatives) (The expressions that can be used while shopping for clothes),Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) ,Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities),Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) ,What's on tv (The use of present perfect question and short answer forms) (Asking about TV shows),All about money (The use of -will as future tense structure) (Inviting someone out),What's for dinner (The use of quantity expressions) (Talking about banking),I need a vacation (The use of first conditional structure) (Talking about vacation plans),I need a vacation (The use of first conditional structure) (Talking about vacation plans),I need a vacation (The use of first conditional structure) (Talking about vacation plans),At the office (The use of -have to/don't have to/can/can't structures as obligation expressions) (Talking about a new job),Around the house (The use of should/shouldn't structures as advice expressions) (Talking about household jobs),Around the house (The use of should/shouldn't structures as advice expressions) (Talking about household jobs). |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
1. Discuss the problems in interpersonal relations. | 10, 11, 16, 6, 9 | A |
1.1 Defines his/her own opinion in clear sentences. | 10, 16, 6, 9 | A |
1.2 Restates sentences to meet daily needs. | 10, 16, 6, 9 | A |
2. Defines mistakes in a sentence | 10, 16, 6, 9 | A |
2.1 Expresses B1 level words meaningfully in sentences | 10, 15, 16, 6, 9 | A |
2.2 Summarizes a B1 level reading text. | 10, 14, 16, 9 | A |
3. Describes short messages in social media platforms. | 10, 11, 16, 6, 9 | A |
3.1 Discusses current issue via a dictionary. | 10, 16, 6, 9 | A |
3.2 Explains his/her own ideas regarding current issues. | 10, 16, 3, 6, 9 | A |
4. Desgins methods for his/her own language improvement. | 10, 16, 3, 6, 9 | A |
4.1 Compares language learning sources. | 10, 16, 3, 6, 9 | A |
4.2. Applies the methos that fits him/her best. | 10, 16, 6, 9 | A |
5. Develops language for professional English courses. | 10, 11, 16, 6, 9 | A |
5.1 Evaluates professional language teaching tools | 10, 16, 6, 9 | A |
5.2 Plans the necessary stages in professional language development | 10, 11, 16, 6, 9 | A |
Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 3: Problem Baded Learning Model, 6: Experiential Learning, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Out and about (The use of comperatives and superlatives) (The expressions that can be used while shopping for clothes) | Studying the next unit, and in-class presentations and projects |
2 | Out and about (The use of comperatives and superlatives) (The expressions that can be used while shopping for clothes) | Studying the next unit, and in-class presentations and projects |
3 | Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) | Studying the next unit, and in-class presentations and projects |
4 | Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) | Studying the next unit, and in-class presentations and projects |
5 | Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) | İlgili ünite ve sayfa ile ders içinde verilecek olan sunum ve projeler. |
6 | What's on tv (The use of present perfect question and short answer forms) (Asking about TV shows) | Studying the next unit, and in-class presentations and projects |
7 | All about money (The use of -will as future tense structure) (Inviting someone out) | Studying the next unit, and in-class presentations and projects |
8 | What's for dinner (The use of quantity expressions) (Talking about banking) | Studying the next unit, and in-class presentations and projects |
9 | I need a vacation (The use of first conditional structure) (Talking about vacation plans) | Studying the next unit, and in-class presentations and projects |
10 | I need a vacation (The use of first conditional structure) (Talking about vacation plans) | Studying the next unit, and in-class presentations and projects |
11 | I need a vacation (The use of first conditional structure) (Talking about vacation plans) | Studying the next unit, and in-class presentations and projects |
12 | At the office (The use of -have to/don't have to/can/can't structures as obligation expressions) (Talking about a new job) | Studying the next unit, and in-class presentations and projects |
13 | Around the house (The use of should/shouldn't structures as advice expressions) (Talking about household jobs) | Studying the next unit, and in-class presentations and projects |
14 | Around the house (The use of should/shouldn't structures as advice expressions) (Talking about household jobs) | Studying the next unit, and in-class presentations and projects |
Resources |
1. Network Get Connected Students Book - Tom Hutchinson, Kristen Sherman, Oxford University Press, 2012, Oxford. |
2. New Essential Grammar in Use Supplementary Exercises, Helen Naynor, Raymond Murphy, Cambridge University Press, 1996, Edinburgh 3. Network Get Connected Workbook - Tom Hutchinson, Kristen Sherman, Oxford University Press, 2012, Oxford. 4. Network Online Practice Platform |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | PQ-1. Have the ability to use the scientific information to access, to follow, to evaluate and to apply the current literature in the field of midwifery. | X | |||||
2 | PQ-2. Have the ability to use the theoretical and practical information with a holistic approach for society’s wealth and health in accordance with scientific developments in the field of health and midwifery. | X | |||||
3 | PQ-3. Define risky cases by using the knowledge and skills she has got in the field of midwifery and develop the evidence-based solutions. | X | |||||
4 | PQ-4. Skillfully use the approaches in the intradisciplines and interdisciplines as a member of the health team. | X | |||||
5 | PQ-5. Function the adequate information about the regulations of midwifery practices. | X | |||||
6 | PQ-6. Have the projection ability to practice the acquired theoretical knowledge in the field of midwifery in clinics under the observations of professional trainers. | X | |||||
7 | PQ-7. Skillfully use the scientific principles and methods in the field of midwifery. | X | |||||
8 | PQ-8. Actively use the advanced technology in the midwifery practices by doing the scientific research in accordance with the current health policies. | X | |||||
9 | PQ-9. Describe the public’s physical, mental and socio-cultural characteristics. | ||||||
10 | PQ-10. Provide the necessary services to the women, the newborn, family and the public during preconception, pregnancy, birth process and postpartum period. | X | |||||
11 | PQ-11. Make necessary birth control consultancy in order to improve maternal and child health. | X | |||||
12 | PQ-12. Capable of conducting normal births in her own responsibility. | X | |||||
13 | PQ-13. Closely follow and evaluate the national and international professional developments in the field of midwifery. | X | |||||
14 | PQ-14. Record and document all professional activities and applications. | X | |||||
15 | PQ-15. Clearly show signs of adoption of life-long learning and openness to further development. | X | |||||
16 | PQ-16. Communicate effectively by evaluating the human’s psycho-social aspects. | X | |||||
17 | PQ-17. Proficient in English to follow the current knowledge in the field of midwifery. | X | |||||
18 | PQ-18. Closely follow and evaluate the national and international professional developments in the field of midwifery. | X | |||||
19 | PQ-19. Function in accordance with legislation and common law affecting midwifery practices. | X | |||||
20 | PQ-20. Base midwifery practices on ethical decision making. | X | |||||
21 | PQ-21. Familiar with and actively pursue the personal and public health, environmental, and work safety issues. | X |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |
ECTS / Workload Table | ||||||
Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
Course Hours | 14 | 3 | 42 | |||
Guided Problem Solving | 14 | 2 | 28 | |||
Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
Term Project | 0 | 0 | 0 | |||
Presentation of Project / Seminar | 0 | 0 | 0 | |||
Quiz | 0 | 0 | 0 | |||
Midterm Exam | 1 | 21 | 21 | |||
General Exam | 1 | 21 | 21 | |||
Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
Total Workload(Hour) | 112 | |||||
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(112/30) | 4 | |||||
ECTS of the course: 30 hours of work is counted as 1 ECTS credit. |
Detail Informations of the Course
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
ENGLISH IV | EBE2290400 | Spring Semester | 3+0 | 3 | 4 |
Course Program | Çarşamba 13:30-14:15 Çarşamba 14:30-15:15 Çarşamba 15:30-16:15 Çarşamba 16:30-17:15 Çarşamba 17:30-18:15 Çarşamba 18:30-19:15 |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Eng |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Lect. Onur KAVAK |
Name of Lecturer(s) | Lect. Fulya SÜMER |
Assistant(s) | Lecturer Burcu Günay, Aslı Baran, Zeyneb Çetiner, Seda Yeşildeniz, Barış Günay, Müge Eser |
Aim | It is to develop the student's oral and written communication skills at B1 level using 4 basic skills |
Course Content | This course contains; Out and about (The use of comperatives and superlatives) (The expressions that can be used while shopping for clothes),Out and about (The use of comperatives and superlatives) (The expressions that can be used while shopping for clothes),Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) ,Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities),Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) ,What's on tv (The use of present perfect question and short answer forms) (Asking about TV shows),All about money (The use of -will as future tense structure) (Inviting someone out),What's for dinner (The use of quantity expressions) (Talking about banking),I need a vacation (The use of first conditional structure) (Talking about vacation plans),I need a vacation (The use of first conditional structure) (Talking about vacation plans),I need a vacation (The use of first conditional structure) (Talking about vacation plans),At the office (The use of -have to/don't have to/can/can't structures as obligation expressions) (Talking about a new job),Around the house (The use of should/shouldn't structures as advice expressions) (Talking about household jobs),Around the house (The use of should/shouldn't structures as advice expressions) (Talking about household jobs). |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
1. Discuss the problems in interpersonal relations. | 10, 11, 16, 6, 9 | A |
1.1 Defines his/her own opinion in clear sentences. | 10, 16, 6, 9 | A |
1.2 Restates sentences to meet daily needs. | 10, 16, 6, 9 | A |
2. Defines mistakes in a sentence | 10, 16, 6, 9 | A |
2.1 Expresses B1 level words meaningfully in sentences | 10, 15, 16, 6, 9 | A |
2.2 Summarizes a B1 level reading text. | 10, 14, 16, 9 | A |
3. Describes short messages in social media platforms. | 10, 11, 16, 6, 9 | A |
3.1 Discusses current issue via a dictionary. | 10, 16, 6, 9 | A |
3.2 Explains his/her own ideas regarding current issues. | 10, 16, 3, 6, 9 | A |
4. Desgins methods for his/her own language improvement. | 10, 16, 3, 6, 9 | A |
4.1 Compares language learning sources. | 10, 16, 3, 6, 9 | A |
4.2. Applies the methos that fits him/her best. | 10, 16, 6, 9 | A |
5. Develops language for professional English courses. | 10, 11, 16, 6, 9 | A |
5.1 Evaluates professional language teaching tools | 10, 16, 6, 9 | A |
5.2 Plans the necessary stages in professional language development | 10, 11, 16, 6, 9 | A |
Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 14: Self Study Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 3: Problem Baded Learning Model, 6: Experiential Learning, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Out and about (The use of comperatives and superlatives) (The expressions that can be used while shopping for clothes) | Studying the next unit, and in-class presentations and projects |
2 | Out and about (The use of comperatives and superlatives) (The expressions that can be used while shopping for clothes) | Studying the next unit, and in-class presentations and projects |
3 | Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) | Studying the next unit, and in-class presentations and projects |
4 | Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) | Studying the next unit, and in-class presentations and projects |
5 | Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) | İlgili ünite ve sayfa ile ders içinde verilecek olan sunum ve projeler. |
6 | What's on tv (The use of present perfect question and short answer forms) (Asking about TV shows) | Studying the next unit, and in-class presentations and projects |
7 | All about money (The use of -will as future tense structure) (Inviting someone out) | Studying the next unit, and in-class presentations and projects |
8 | What's for dinner (The use of quantity expressions) (Talking about banking) | Studying the next unit, and in-class presentations and projects |
9 | I need a vacation (The use of first conditional structure) (Talking about vacation plans) | Studying the next unit, and in-class presentations and projects |
10 | I need a vacation (The use of first conditional structure) (Talking about vacation plans) | Studying the next unit, and in-class presentations and projects |
11 | I need a vacation (The use of first conditional structure) (Talking about vacation plans) | Studying the next unit, and in-class presentations and projects |
12 | At the office (The use of -have to/don't have to/can/can't structures as obligation expressions) (Talking about a new job) | Studying the next unit, and in-class presentations and projects |
13 | Around the house (The use of should/shouldn't structures as advice expressions) (Talking about household jobs) | Studying the next unit, and in-class presentations and projects |
14 | Around the house (The use of should/shouldn't structures as advice expressions) (Talking about household jobs) | Studying the next unit, and in-class presentations and projects |
Resources |
1. Network Get Connected Students Book - Tom Hutchinson, Kristen Sherman, Oxford University Press, 2012, Oxford. |
2. New Essential Grammar in Use Supplementary Exercises, Helen Naynor, Raymond Murphy, Cambridge University Press, 1996, Edinburgh 3. Network Get Connected Workbook - Tom Hutchinson, Kristen Sherman, Oxford University Press, 2012, Oxford. 4. Network Online Practice Platform |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | PQ-1. Have the ability to use the scientific information to access, to follow, to evaluate and to apply the current literature in the field of midwifery. | X | |||||
2 | PQ-2. Have the ability to use the theoretical and practical information with a holistic approach for society’s wealth and health in accordance with scientific developments in the field of health and midwifery. | X | |||||
3 | PQ-3. Define risky cases by using the knowledge and skills she has got in the field of midwifery and develop the evidence-based solutions. | X | |||||
4 | PQ-4. Skillfully use the approaches in the intradisciplines and interdisciplines as a member of the health team. | X | |||||
5 | PQ-5. Function the adequate information about the regulations of midwifery practices. | X | |||||
6 | PQ-6. Have the projection ability to practice the acquired theoretical knowledge in the field of midwifery in clinics under the observations of professional trainers. | X | |||||
7 | PQ-7. Skillfully use the scientific principles and methods in the field of midwifery. | X | |||||
8 | PQ-8. Actively use the advanced technology in the midwifery practices by doing the scientific research in accordance with the current health policies. | X | |||||
9 | PQ-9. Describe the public’s physical, mental and socio-cultural characteristics. | ||||||
10 | PQ-10. Provide the necessary services to the women, the newborn, family and the public during preconception, pregnancy, birth process and postpartum period. | X | |||||
11 | PQ-11. Make necessary birth control consultancy in order to improve maternal and child health. | X | |||||
12 | PQ-12. Capable of conducting normal births in her own responsibility. | X | |||||
13 | PQ-13. Closely follow and evaluate the national and international professional developments in the field of midwifery. | X | |||||
14 | PQ-14. Record and document all professional activities and applications. | X | |||||
15 | PQ-15. Clearly show signs of adoption of life-long learning and openness to further development. | X | |||||
16 | PQ-16. Communicate effectively by evaluating the human’s psycho-social aspects. | X | |||||
17 | PQ-17. Proficient in English to follow the current knowledge in the field of midwifery. | X | |||||
18 | PQ-18. Closely follow and evaluate the national and international professional developments in the field of midwifery. | X | |||||
19 | PQ-19. Function in accordance with legislation and common law affecting midwifery practices. | X | |||||
20 | PQ-20. Base midwifery practices on ethical decision making. | X | |||||
21 | PQ-21. Familiar with and actively pursue the personal and public health, environmental, and work safety issues. | X |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |