Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ENGLISH I | İNG1111600 | Fall Semester | 3+0 | 3 | 4 |
| Course Program | Çarşamba 09:00-09:45 Çarşamba 10:00-10:45 Çarşamba 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. Seda YEŞİLDENİZ |
| 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) . |
| Dersin Öğrenme Kazanımları | 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 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | ||||||
| 2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | X | |||||
| 3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | ||||||
| 4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
| 5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | ||||||
| 7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | X | |||||
| 8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | ||||||
| 9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | ||||||
| 10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | ||||||
| 12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | ||||||
| 13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | ||||||
| 14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | X | |||||
| 15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | ||||||
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 | Çarşamba 09:00-09:45 Çarşamba 10:00-10:45 Çarşamba 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. Seda YEŞİLDENİZ |
| 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) . |
| Dersin Öğrenme Kazanımları | 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 | 1. Obtains the basic and updated theoretical and practical knowledge in the field of child development by using the necessary educational and training tools and resources. | ||||||
| 2 | 2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information gained about child development. | X | |||||
| 3 | 3. Have knowledge of children's development, learning characteristics and difficulties. | ||||||
| 4 | 4. In the field of child development, using advanced knowledge and skills covering physical, cognitive, language, social-emotional and sensory development areas, interprets and evaluates evidence-based data, analyzes developmental problems, and provides solutions for children with typical and atypical development, taking into account ethical values. develops suggestions and works as a team. | X | |||||
| 5 | 5. In line with the theoretical and practical knowledge he has acquired in the field of child development, he has the ability to prepare developmental evaluation and support programs for typical and atypical children with different methods and tools, to provide family counseling and to inform the society. | X | |||||
| 6 | 6. In the field of child development, they have the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | ||||||
| 7 | 7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills his/her duties effectively. | X | |||||
| 8 | 8. Conducts independent studies individually and as a group, using the advanced knowledge gained in the field of child development. | ||||||
| 9 | 9. Evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | ||||||
| 10 | 10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | 11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | ||||||
| 12 | 12. Plans and implements professional projects, research and activities for the social environment in which he lives, with awareness of social responsibility, and monitors and evaluates the process. | ||||||
| 13 | 13. Informs relevant people and institutions on issues related to the field of child development, and shares her thoughts and solution suggestions for problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts.(dişil) | ||||||
| 14 | 14. Being an example to society with his appearance, attitude and behavior, he acts in accordance with democracy, human rights, social, scientific and professional ethical values, relevant laws, regulations and legislation. | X | |||||
| 15 | 15. The individual has sufficient awareness about quality management and processes, including babies, children and families, environmental protection and occupational safety, and acts appropriately and participates in these processes. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |