Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ENGLISH III | YFTR2190300 | Fall Semester | 3+0 | 3 | 4 |
| Course Program | Pazartesi 13:30-14:15 Pazartesi 14:30-15:15 Pazartesi 15:30-16:15 |
| 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 Onur Kavak |
| Aim | Improvement of oral and written communication skills based on four fundamental skills in CEFER B1 Level. |
| Course Content | This course contains; Let's get started (The use of verb to be in present simple tense question sentences) (Everyday expressions) ,Let's get started (The use of verb to be in present simple tense question sentences) (Everyday expressions),On the job (The use of Present Simple tense) (Asking about people's jobs),On the job (The use of Present Simple tense) (Asking about people's jobs),My daily life (The use of past simple tense) (Expressions to be used when describing someone's day),My life story (The use of past simple quention and short answer forms) (Talking about how people met),Getting around (The use of Present continuous and present simple tenses) (Asking people about what they are doing),What a good story (The use of past continuous tense) (Talking about something that hapenned),I can do that (Inviting someone to do sth.) (the use of can can't statements, questions, short answers),Seeing the world (The use of -going to structure) (Talking about future plans),Seeing the world (The use of -going to structure) (Talking about future plans),What's she like (The use of adjactives and adverbs) (Talking about different personalities),What's she like (The use of adjactives and adverbs) (Talking about different personalities,What's she like (The use of adjactives and adverbs) (Talking about different personalities. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. will be able to describe his/her environment, people around in clear sentences. | 10, 16, 3, 9 | A, C |
| 2. defines how an event happened in short and clear sentences. | 10, 11, 16, 3, 9 | A, C |
| 3. summarizes written and oral inputs regarding his/her environment. | 11, 16, 3, 9 | A, C |
| 4. will be able to define his/her future plans. | 10, 15, 16, 3, 9 | A, C |
| 5. list educational or professional plans after graduation. | 10, 11, 16, 3, 9 | A, C |
| 6. designs targets for language education. | 10, 16, 3, 8, 9 | A, C |
| 7. will be able to define working area after graduation. | 10, 16, 3, 8, 9 | A, C |
| 8. summarizes working conditions of his/her profession. | 10, 16, 3, 9 | A, C |
| 9. describes the minimum communication level in English that his or her profession requires. | 10, 16, 6, 9 | A, C |
| 10. will be able to make comment on a case with passive sentences in a subjective perspective. | 10, 16, 6, 9 | A, C |
| 11. designs passive sentences clearly. | 10, 16, 6, 9 | A, C |
| 12. compares past events. | 10, 16, 6, 9 | A, C |
| 13. will be able to define his/her national values. | 10, 16, 9 | A, C |
| 14. compares cultural differences. | 10, 11, 16, 6, 9 | A, C |
| 15. explains his/her country's values. | 10, 16, 6, 9 | A, C |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 3: Problem Baded Learning Model, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Let's get started (The use of verb to be in present simple tense question sentences) (Everyday expressions) | Studying the next unit, and in-class presentations and projects |
| 2 | Let's get started (The use of verb to be in present simple tense question sentences) (Everyday expressions) | Studying the next unit, and in-class presentations and projects |
| 3 | On the job (The use of Present Simple tense) (Asking about people's jobs) | Studying the next unit, and in-class presentations and projects |
| 4 | On the job (The use of Present Simple tense) (Asking about people's jobs) | Studying the next unit, and in-class presentations and projects |
| 5 | My daily life (The use of past simple tense) (Expressions to be used when describing someone's day) | Studying the next unit, and in-class presentations and projects |
| 6 | My life story (The use of past simple quention and short answer forms) (Talking about how people met) | Studying the next unit, and in-class presentations and projects |
| 7 | Getting around (The use of Present continuous and present simple tenses) (Asking people about what they are doing) | Studying the next unit, and in-class presentations and projects |
| 8 | What a good story (The use of past continuous tense) (Talking about something that hapenned) | Studying the next unit, and in-class presentations and projects |
| 9 | I can do that (Inviting someone to do sth.) (the use of can can't statements, questions, short answers) | Studying the next unit, and in-class presentations and projects |
| 10 | Seeing the world (The use of -going to structure) (Talking about future plans) | Studying the next unit, and in-class presentations and projects |
| 11 | Seeing the world (The use of -going to structure) (Talking about future plans) | Studying the next unit, and in-class presentations and projects |
| 12 | What's she like (The use of adjactives and adverbs) (Talking about different personalities) | Studying the next unit, and in-class presentations and projects |
| 13 | What's she like (The use of adjactives and adverbs) (Talking about different personalities | Studying the next unit, and in-class presentations and projects |
| 14 | What's she like (The use of adjactives and adverbs) (Talking about different personalities | Studying the next unit, and in-class presentations and projects |
| Resources |
| 1. Oxford English File Pre-intermediate Student's Book + Workbook + Cd 4th 2020 |
| - Network Online Practice Platform www.eltpublications.com |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Equipped with adequate, trustworthy and up-to-date knowledge of Physiotherapy and Rehabilitation. | X | |||||
| 2 | It uses the evaluation methods for healthy, disabled and individuals who require physiotherapy and plans and implements the physiotherapy program. | X | |||||
| 3 | Practices using knowledge and skills based on the evidence specific to the field of physiotherapy and rehabilitation. | X | |||||
| 4 | For function and independence in the daily life activities of individuals who require physiotherapy and rehabilitation, physiotherapy applications can be carried out using appropriate technology, training and treatment equipment. | X | |||||
| 5 | Has the ability to work independently and effectively between disciplinary and interdisciplinary in his professional practices. | X | |||||
| 6 | Social responsibility plays a role in consciousness, research, projects and events. | X | |||||
| 7 | Adopt life-time adaptation to new conditions, learning, developing new ideas, attaching importance to quality, and use information sources effectively. | X | |||||
| 8 | The developments in physiotherapy and rehabilitation are followed by at least one foreign language. | X | |||||
| 9 | Has the ability to communicate verbally and in writing in Turkish. | X | |||||
| 10 | Act in accordance with the legislation and professional codes of conduct in cooperation with the relevant disciplines, considering the rights and responsibilities of the task in physiotherapy and rehabilitation applications. | 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 III | YFTR2190300 | Fall Semester | 3+0 | 3 | 4 |
| Course Program | Pazartesi 13:30-14:15 Pazartesi 14:30-15:15 Pazartesi 15:30-16:15 |
| 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 Onur Kavak |
| Aim | Improvement of oral and written communication skills based on four fundamental skills in CEFER B1 Level. |
| Course Content | This course contains; Let's get started (The use of verb to be in present simple tense question sentences) (Everyday expressions) ,Let's get started (The use of verb to be in present simple tense question sentences) (Everyday expressions),On the job (The use of Present Simple tense) (Asking about people's jobs),On the job (The use of Present Simple tense) (Asking about people's jobs),My daily life (The use of past simple tense) (Expressions to be used when describing someone's day),My life story (The use of past simple quention and short answer forms) (Talking about how people met),Getting around (The use of Present continuous and present simple tenses) (Asking people about what they are doing),What a good story (The use of past continuous tense) (Talking about something that hapenned),I can do that (Inviting someone to do sth.) (the use of can can't statements, questions, short answers),Seeing the world (The use of -going to structure) (Talking about future plans),Seeing the world (The use of -going to structure) (Talking about future plans),What's she like (The use of adjactives and adverbs) (Talking about different personalities),What's she like (The use of adjactives and adverbs) (Talking about different personalities,What's she like (The use of adjactives and adverbs) (Talking about different personalities. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. will be able to describe his/her environment, people around in clear sentences. | 10, 16, 3, 9 | A, C |
| 2. defines how an event happened in short and clear sentences. | 10, 11, 16, 3, 9 | A, C |
| 3. summarizes written and oral inputs regarding his/her environment. | 11, 16, 3, 9 | A, C |
| 4. will be able to define his/her future plans. | 10, 15, 16, 3, 9 | A, C |
| 5. list educational or professional plans after graduation. | 10, 11, 16, 3, 9 | A, C |
| 6. designs targets for language education. | 10, 16, 3, 8, 9 | A, C |
| 7. will be able to define working area after graduation. | 10, 16, 3, 8, 9 | A, C |
| 8. summarizes working conditions of his/her profession. | 10, 16, 3, 9 | A, C |
| 9. describes the minimum communication level in English that his or her profession requires. | 10, 16, 6, 9 | A, C |
| 10. will be able to make comment on a case with passive sentences in a subjective perspective. | 10, 16, 6, 9 | A, C |
| 11. designs passive sentences clearly. | 10, 16, 6, 9 | A, C |
| 12. compares past events. | 10, 16, 6, 9 | A, C |
| 13. will be able to define his/her national values. | 10, 16, 9 | A, C |
| 14. compares cultural differences. | 10, 11, 16, 6, 9 | A, C |
| 15. explains his/her country's values. | 10, 16, 6, 9 | A, C |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 3: Problem Baded Learning Model, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam, C: Multiple-Choice Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Let's get started (The use of verb to be in present simple tense question sentences) (Everyday expressions) | Studying the next unit, and in-class presentations and projects |
| 2 | Let's get started (The use of verb to be in present simple tense question sentences) (Everyday expressions) | Studying the next unit, and in-class presentations and projects |
| 3 | On the job (The use of Present Simple tense) (Asking about people's jobs) | Studying the next unit, and in-class presentations and projects |
| 4 | On the job (The use of Present Simple tense) (Asking about people's jobs) | Studying the next unit, and in-class presentations and projects |
| 5 | My daily life (The use of past simple tense) (Expressions to be used when describing someone's day) | Studying the next unit, and in-class presentations and projects |
| 6 | My life story (The use of past simple quention and short answer forms) (Talking about how people met) | Studying the next unit, and in-class presentations and projects |
| 7 | Getting around (The use of Present continuous and present simple tenses) (Asking people about what they are doing) | Studying the next unit, and in-class presentations and projects |
| 8 | What a good story (The use of past continuous tense) (Talking about something that hapenned) | Studying the next unit, and in-class presentations and projects |
| 9 | I can do that (Inviting someone to do sth.) (the use of can can't statements, questions, short answers) | Studying the next unit, and in-class presentations and projects |
| 10 | Seeing the world (The use of -going to structure) (Talking about future plans) | Studying the next unit, and in-class presentations and projects |
| 11 | Seeing the world (The use of -going to structure) (Talking about future plans) | Studying the next unit, and in-class presentations and projects |
| 12 | What's she like (The use of adjactives and adverbs) (Talking about different personalities) | Studying the next unit, and in-class presentations and projects |
| 13 | What's she like (The use of adjactives and adverbs) (Talking about different personalities | Studying the next unit, and in-class presentations and projects |
| 14 | What's she like (The use of adjactives and adverbs) (Talking about different personalities | Studying the next unit, and in-class presentations and projects |
| Resources |
| 1. Oxford English File Pre-intermediate Student's Book + Workbook + Cd 4th 2020 |
| - Network Online Practice Platform www.eltpublications.com |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Equipped with adequate, trustworthy and up-to-date knowledge of Physiotherapy and Rehabilitation. | X | |||||
| 2 | It uses the evaluation methods for healthy, disabled and individuals who require physiotherapy and plans and implements the physiotherapy program. | X | |||||
| 3 | Practices using knowledge and skills based on the evidence specific to the field of physiotherapy and rehabilitation. | X | |||||
| 4 | For function and independence in the daily life activities of individuals who require physiotherapy and rehabilitation, physiotherapy applications can be carried out using appropriate technology, training and treatment equipment. | X | |||||
| 5 | Has the ability to work independently and effectively between disciplinary and interdisciplinary in his professional practices. | X | |||||
| 6 | Social responsibility plays a role in consciousness, research, projects and events. | X | |||||
| 7 | Adopt life-time adaptation to new conditions, learning, developing new ideas, attaching importance to quality, and use information sources effectively. | X | |||||
| 8 | The developments in physiotherapy and rehabilitation are followed by at least one foreign language. | X | |||||
| 9 | Has the ability to communicate verbally and in writing in Turkish. | X | |||||
| 10 | Act in accordance with the legislation and professional codes of conduct in cooperation with the relevant disciplines, considering the rights and responsibilities of the task in physiotherapy and rehabilitation applications. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |