Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ENGLISH I | İNG1111600 | Fall Semester | 3+0 | 3 | 4 |
| Course Program | Cuma 09:00-09:45 Cuma 10:00-10:45 Cuma 11:00-11:45 |
| 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. Mustafa YOLUM |
| Assistant(s) | Instructor Barış Günay |
| Aim | Improvement of spoken and written communication skills in CEFR A2 level using four main skills. |
| Course Content | This course contains; Welcome (The use of Present Simple Tense to introducing yourself) ,Welcome (The use of Present Simple Tense to introducing yourself),Lifestyle (The use of Present Simple Tense to describe daily routines) ,Lifestyle (The use of Present Simple Tense to describe daily routines) ,People (The use of have/has got to introduce family members) ,People (The use of have/has got to introduce family members) ,People (The use of have/has got to introduce family members) ,Places (The use of there is/are and prepositions to describe a city or a town) ,Places (The use of there is/are and prepositions to describe a city or a town) ,Food (The use of countable and uncountable nouns and quantifiers to tell the quantities) ,Food (The use of countable and uncountable nouns and quantifiers to tell the quantities) ,Food (The use of countable and uncountable nouns and quantifiers to tell the quantities ,The Past (The use of Past Simple Tense to tell about finished events in your life) ,The Past (The use of Past Simple Tense to tell about finished events in your life) . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Describes the basic grammar of English. | 10, 16, 3, 9 | A |
| 1.1. Explains himself/herself, basic activities and the environment. | 10, 16, 19, 3, 9 | A |
| 1.2 Identifies his/her field of study in short sentences. | 10, 16, 6, 9 | A |
| 2. Uses daily words in sentences. | 10, 16, 3, 9 | A |
| 2.1 Compares basic sentences in English with his/her mother tongue. | 10, 11, 16, 3, 6, 9 | A |
| 2.2 Comments on news headings delivered via mass communication tools. | 10, 16, 6, 9 | A |
| 3. Comments on basic written documents. | 10, 15, 16, 3, 6, 9 | A |
| 3.1 Explains written sources in basic level via dictionary. | 10, 16, 3, 6, 9 | A |
| 3.2 Describes himself/herself in short writings. | 10, 16, 6, 9 | A |
| 4. Comments on daily dialogues. | 10, 11, 16, 3, 6, 9 | A |
| 4.1 Compares the sound differences between the target language and mother tongue. | 10, 16, 3, 6, 9 | A |
| 4.2 Analyzes shorts writings in target language. | 10, 16, 6, 9 | A |
| 5. Defines the basic infrastructure for self-improvement. | 10, 16, 3, 9 | A |
| 5.1 Plans his/her own program for self-improvement. | 10, 16, 3, 6, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming 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 | Welcome (The use of Present Simple Tense to introducing yourself) | Study of the relevant chapter of the book |
| 2 | Welcome (The use of Present Simple Tense to introducing yourself) | Study of the relevant chapter of the book |
| 3 | Lifestyle (The use of Present Simple Tense to describe daily routines) | Study of the relevant chapter of the book |
| 4 | Lifestyle (The use of Present Simple Tense to describe daily routines) | Study of the relevant chapter of the book |
| 5 | People (The use of have/has got to introduce family members) | Study of the relevant chapter of the book |
| 6 | People (The use of have/has got to introduce family members) | Study of the relevant chapter of the book |
| 7 | People (The use of have/has got to introduce family members) | Study of the relevant chapter of the book |
| 8 | Places (The use of there is/are and prepositions to describe a city or a town) | Study of the relevant chapter of the book |
| 9 | Places (The use of there is/are and prepositions to describe a city or a town) | Study of the relevant chapter of the book |
| 10 | Food (The use of countable and uncountable nouns and quantifiers to tell the quantities) | Study of the relevant chapter of the book |
| 11 | Food (The use of countable and uncountable nouns and quantifiers to tell the quantities) | Study of the relevant chapter of the book |
| 12 | Food (The use of countable and uncountable nouns and quantifiers to tell the quantities | Study of the relevant chapter of the book |
| 13 | The Past (The use of Past Simple Tense to tell about finished events in your life) | Study of the relevant chapter of the book |
| 14 | The Past (The use of Past Simple Tense to tell about finished events in your life) | Study of the relevant chapter of the book |
| Resources |
| Speakout Elementary coursebook, 2nd Edition, 2018, Oxford Publications, ISBN 978-1-292-11593-1 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PC1. Know basic concepts as well as advanced theoretical and practical current knowledge in the area of audiology substantiated by multimedia and various educational tools. | X | |||||
| 2 | PC2.Use current theoretical and practical audiological knowledge in the field of prevention, treatment and improvement of the health of patients effectively. | X | |||||
| 3 | PC3.Be able to reach, comprehend, integrate and share the knowledge regarding the evidence-based practice in the field of audiology. | X | |||||
| 4 | PY4. Identify hearing, balance and speech based problems of individuals and population groups and propose solutions based on the national/international code of conduct and ethics. | X | |||||
| 5 | PY5. Implement the audiological processes, including planning, practising, educating and evaluating outcomes while considering age, gender, socio-cultural, economic and health conditions of individuals. | X | |||||
| 6 | PC6. Employ professional computer programmes as well as related technologies and educational tools. | X | |||||
| 7 | PC7. Be able to use autonomy and accountability to manage a study/research in the field of audiology, take responsibility and show cooperation tasks as a member of team work. | X | |||||
| 8 | PC8. Demonstrate a capability and take responsibility to solve unexpected or unforeseeable problems induvidually or in a team work. | X | |||||
| 9 | PC9. Identify learning requirements and resources and utilize resources in order to improve efficiency in education. | X | |||||
| 10 | PC10.Develop the capacity to engage in lifelong learning and shift this process into daily professional practice. | X | |||||
| 11 | PC11. Equipped with social conciousness, establish and maintain a relationship with health professionals, and take responsibility in teamwork with health and social care professionals. | X | |||||
| 12 | PC12. Appreciate individual diversity and multi-cultural differences through a knowledge of cultures and customs of own and other countries. | X | |||||
| 13 | PC13.Acquire a working knowledge of European Language Portfolio Global Scale", Level B1, in order to keep the current professional knowledge and communicate with the professionals. | X | |||||
| 14 | PC14. Apply legal and ethical principles in managing audiological problems taking into account the related legislation, regulations, standards and guidelines. | X | |||||
| 15 | PC15. Act accordingly to quality management and improvement processes. | X | |||||
| 16 | PC16. Actively attend to internal, national and international meetings. | 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 I | İNG1111600 | Fall Semester | 3+0 | 3 | 4 |
| Course Program | Cuma 09:00-09:45 Cuma 10:00-10:45 Cuma 11:00-11:45 |
| 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. Mustafa YOLUM |
| Assistant(s) | Instructor Barış Günay |
| Aim | Improvement of spoken and written communication skills in CEFR A2 level using four main skills. |
| Course Content | This course contains; Welcome (The use of Present Simple Tense to introducing yourself) ,Welcome (The use of Present Simple Tense to introducing yourself),Lifestyle (The use of Present Simple Tense to describe daily routines) ,Lifestyle (The use of Present Simple Tense to describe daily routines) ,People (The use of have/has got to introduce family members) ,People (The use of have/has got to introduce family members) ,People (The use of have/has got to introduce family members) ,Places (The use of there is/are and prepositions to describe a city or a town) ,Places (The use of there is/are and prepositions to describe a city or a town) ,Food (The use of countable and uncountable nouns and quantifiers to tell the quantities) ,Food (The use of countable and uncountable nouns and quantifiers to tell the quantities) ,Food (The use of countable and uncountable nouns and quantifiers to tell the quantities ,The Past (The use of Past Simple Tense to tell about finished events in your life) ,The Past (The use of Past Simple Tense to tell about finished events in your life) . |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. Describes the basic grammar of English. | 10, 16, 3, 9 | A |
| 1.1. Explains himself/herself, basic activities and the environment. | 10, 16, 19, 3, 9 | A |
| 1.2 Identifies his/her field of study in short sentences. | 10, 16, 6, 9 | A |
| 2. Uses daily words in sentences. | 10, 16, 3, 9 | A |
| 2.1 Compares basic sentences in English with his/her mother tongue. | 10, 11, 16, 3, 6, 9 | A |
| 2.2 Comments on news headings delivered via mass communication tools. | 10, 16, 6, 9 | A |
| 3. Comments on basic written documents. | 10, 15, 16, 3, 6, 9 | A |
| 3.1 Explains written sources in basic level via dictionary. | 10, 16, 3, 6, 9 | A |
| 3.2 Describes himself/herself in short writings. | 10, 16, 6, 9 | A |
| 4. Comments on daily dialogues. | 10, 11, 16, 3, 6, 9 | A |
| 4.1 Compares the sound differences between the target language and mother tongue. | 10, 16, 3, 6, 9 | A |
| 4.2 Analyzes shorts writings in target language. | 10, 16, 6, 9 | A |
| 5. Defines the basic infrastructure for self-improvement. | 10, 16, 3, 9 | A |
| 5.1 Plans his/her own program for self-improvement. | 10, 16, 3, 6, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 19: Brainstorming 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 | Welcome (The use of Present Simple Tense to introducing yourself) | Study of the relevant chapter of the book |
| 2 | Welcome (The use of Present Simple Tense to introducing yourself) | Study of the relevant chapter of the book |
| 3 | Lifestyle (The use of Present Simple Tense to describe daily routines) | Study of the relevant chapter of the book |
| 4 | Lifestyle (The use of Present Simple Tense to describe daily routines) | Study of the relevant chapter of the book |
| 5 | People (The use of have/has got to introduce family members) | Study of the relevant chapter of the book |
| 6 | People (The use of have/has got to introduce family members) | Study of the relevant chapter of the book |
| 7 | People (The use of have/has got to introduce family members) | Study of the relevant chapter of the book |
| 8 | Places (The use of there is/are and prepositions to describe a city or a town) | Study of the relevant chapter of the book |
| 9 | Places (The use of there is/are and prepositions to describe a city or a town) | Study of the relevant chapter of the book |
| 10 | Food (The use of countable and uncountable nouns and quantifiers to tell the quantities) | Study of the relevant chapter of the book |
| 11 | Food (The use of countable and uncountable nouns and quantifiers to tell the quantities) | Study of the relevant chapter of the book |
| 12 | Food (The use of countable and uncountable nouns and quantifiers to tell the quantities | Study of the relevant chapter of the book |
| 13 | The Past (The use of Past Simple Tense to tell about finished events in your life) | Study of the relevant chapter of the book |
| 14 | The Past (The use of Past Simple Tense to tell about finished events in your life) | Study of the relevant chapter of the book |
| Resources |
| Speakout Elementary coursebook, 2nd Edition, 2018, Oxford Publications, ISBN 978-1-292-11593-1 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PC1. Know basic concepts as well as advanced theoretical and practical current knowledge in the area of audiology substantiated by multimedia and various educational tools. | X | |||||
| 2 | PC2.Use current theoretical and practical audiological knowledge in the field of prevention, treatment and improvement of the health of patients effectively. | X | |||||
| 3 | PC3.Be able to reach, comprehend, integrate and share the knowledge regarding the evidence-based practice in the field of audiology. | X | |||||
| 4 | PY4. Identify hearing, balance and speech based problems of individuals and population groups and propose solutions based on the national/international code of conduct and ethics. | X | |||||
| 5 | PY5. Implement the audiological processes, including planning, practising, educating and evaluating outcomes while considering age, gender, socio-cultural, economic and health conditions of individuals. | X | |||||
| 6 | PC6. Employ professional computer programmes as well as related technologies and educational tools. | X | |||||
| 7 | PC7. Be able to use autonomy and accountability to manage a study/research in the field of audiology, take responsibility and show cooperation tasks as a member of team work. | X | |||||
| 8 | PC8. Demonstrate a capability and take responsibility to solve unexpected or unforeseeable problems induvidually or in a team work. | X | |||||
| 9 | PC9. Identify learning requirements and resources and utilize resources in order to improve efficiency in education. | X | |||||
| 10 | PC10.Develop the capacity to engage in lifelong learning and shift this process into daily professional practice. | X | |||||
| 11 | PC11. Equipped with social conciousness, establish and maintain a relationship with health professionals, and take responsibility in teamwork with health and social care professionals. | X | |||||
| 12 | PC12. Appreciate individual diversity and multi-cultural differences through a knowledge of cultures and customs of own and other countries. | X | |||||
| 13 | PC13.Acquire a working knowledge of European Language Portfolio Global Scale", Level B1, in order to keep the current professional knowledge and communicate with the professionals. | X | |||||
| 14 | PC14. Apply legal and ethical principles in managing audiological problems taking into account the related legislation, regulations, standards and guidelines. | X | |||||
| 15 | PC15. Act accordingly to quality management and improvement processes. | X | |||||
| 16 | PC16. Actively attend to internal, national and international meetings. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |