Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ENGLISH II | İNG1211700 | Spring Semester | 3+0 | 3 | 4 |
| Course Program | Çarşamba 09:00-09:45 Çarşamba 10:00-10:45 Çarşamba 11:00-11:45 Çarşamba 12:00-12:45 Çarşamba 12:45-13:30 Çarşamba 13:30-14:15 |
| 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. Merve KOCAMAN OKUCU |
| Assistant(s) | Instructor Barış Günay |
| Aim | Competency in oral and written communication by improving four basic skills in line with CEFR A2 Level. |
| Course Content | This course contains; Holidays (Plans about holidays and journey) (The use of comparatives and superlatives) ,Holidays (Plans about holidays and journey) (The use of comparatives and superlatives),Now (The use of present continuous tense) ,Now (The use of present continuous tense) ,Now (The use of present continuous tense) ,Now (The use of present continuous tense) ,Now (The use of present continuous tense) ,Transport (The use of modals to describe abilities and obligations) ,Transport (The use of modals to describe abilities and obligations) ,Plans (The use of future tense to talk about future plans and wishes) ,Plans (The use of future tense to talk about future plans and wishes),Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) ,Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) ,Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. will be able to define the basic grammar rules of English. | 10, 16, 3, 6, 9 | A |
| 1.1 Explains himself/herself, basic activities and the environment | 10, 16, 3, 9 | A |
| 1.2 Uses the words necessary for daily spoken language in sentences. | 10, 16, 3, 9 | A |
| 2. will be able to compare basic sentences in English with his/her mother tongue | 10, 16, 3, 9 | A |
| 2.1 Interprets basic level texts. | 10, 16, 3, 9 | A |
| 2.2 Explains written sources in basic level via dictionary | 10, 16, 3, 9 | A |
| 3. will be able to interpret short basic messages delievered via mass communication tools. | 10, 16, 3, 9 | A |
| 3.1 writes basic level messages. | 10, 16, 3, 9 | A |
| 3.2 comments on basic level written messages | 10, 16, 3, 9 | A |
| 4. will be able to plan his/her own program for self-imrovement | 10, 16, 3, 9 | A |
| 4.1 compares language learning tools. | 10, 11, 16, 6, 9 | A |
| 4.2 compares online learing tools for language improvement | 10, 16, 6, 9 | A |
| 5. will be able to exprres his/her future plans. | 10, 11, 16, 6, 9 | A |
| 5.1 Displays oral communication skills via language tools. | 10, 11, 16, 6, 9 | A |
| 5.2 develops language learning tools for future. | 10, 16, 6, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 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 | Holidays (Plans about holidays and journey) (The use of comparatives and superlatives) | Study of the relevant chapter of the book |
| 2 | Holidays (Plans about holidays and journey) (The use of comparatives and superlatives) | Study of the relevant chapter of the book |
| 3 | Now (The use of present continuous tense) | Study of the relevant chapter of the book |
| 4 | Now (The use of present continuous tense) | Study of the relevant chapter of the book |
| 5 | Now (The use of present continuous tense) | Study of the relevant chapter of the book |
| 6 | Now (The use of present continuous tense) | Study of the relevant chapter of the book |
| 7 | Now (The use of present continuous tense) | Study of the relevant chapter of the book |
| 8 | Transport (The use of modals to describe abilities and obligations) | Study of the relevant chapter of the book |
| 9 | Transport (The use of modals to describe abilities and obligations) | Study of the relevant chapter of the book |
| 10 | Plans (The use of future tense to talk about future plans and wishes) | Study of the relevant chapter of the book |
| 11 | Plans (The use of future tense to talk about future plans and wishes) | Study of the relevant chapter of the book |
| 12 | Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) | Study of the relevant chapter of the book |
| 13 | Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) | Study of the relevant chapter of the book |
| 14 | Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) | Study of the relevant chapter of the book |
| Resources |
| New English File Elementary Oxford University Press ISBN: 0-19438425-X-2019 |
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. | X | |||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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 II | İNG1211700 | Spring Semester | 3+0 | 3 | 4 |
| Course Program | Çarşamba 09:00-09:45 Çarşamba 10:00-10:45 Çarşamba 11:00-11:45 Çarşamba 12:00-12:45 Çarşamba 12:45-13:30 Çarşamba 13:30-14:15 |
| 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. Merve KOCAMAN OKUCU |
| Assistant(s) | Instructor Barış Günay |
| Aim | Competency in oral and written communication by improving four basic skills in line with CEFR A2 Level. |
| Course Content | This course contains; Holidays (Plans about holidays and journey) (The use of comparatives and superlatives) ,Holidays (Plans about holidays and journey) (The use of comparatives and superlatives),Now (The use of present continuous tense) ,Now (The use of present continuous tense) ,Now (The use of present continuous tense) ,Now (The use of present continuous tense) ,Now (The use of present continuous tense) ,Transport (The use of modals to describe abilities and obligations) ,Transport (The use of modals to describe abilities and obligations) ,Plans (The use of future tense to talk about future plans and wishes) ,Plans (The use of future tense to talk about future plans and wishes),Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) ,Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) ,Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) . |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. will be able to define the basic grammar rules of English. | 10, 16, 3, 6, 9 | A |
| 1.1 Explains himself/herself, basic activities and the environment | 10, 16, 3, 9 | A |
| 1.2 Uses the words necessary for daily spoken language in sentences. | 10, 16, 3, 9 | A |
| 2. will be able to compare basic sentences in English with his/her mother tongue | 10, 16, 3, 9 | A |
| 2.1 Interprets basic level texts. | 10, 16, 3, 9 | A |
| 2.2 Explains written sources in basic level via dictionary | 10, 16, 3, 9 | A |
| 3. will be able to interpret short basic messages delievered via mass communication tools. | 10, 16, 3, 9 | A |
| 3.1 writes basic level messages. | 10, 16, 3, 9 | A |
| 3.2 comments on basic level written messages | 10, 16, 3, 9 | A |
| 4. will be able to plan his/her own program for self-imrovement | 10, 16, 3, 9 | A |
| 4.1 compares language learning tools. | 10, 11, 16, 6, 9 | A |
| 4.2 compares online learing tools for language improvement | 10, 16, 6, 9 | A |
| 5. will be able to exprres his/her future plans. | 10, 11, 16, 6, 9 | A |
| 5.1 Displays oral communication skills via language tools. | 10, 11, 16, 6, 9 | A |
| 5.2 develops language learning tools for future. | 10, 16, 6, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 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 | Holidays (Plans about holidays and journey) (The use of comparatives and superlatives) | Study of the relevant chapter of the book |
| 2 | Holidays (Plans about holidays and journey) (The use of comparatives and superlatives) | Study of the relevant chapter of the book |
| 3 | Now (The use of present continuous tense) | Study of the relevant chapter of the book |
| 4 | Now (The use of present continuous tense) | Study of the relevant chapter of the book |
| 5 | Now (The use of present continuous tense) | Study of the relevant chapter of the book |
| 6 | Now (The use of present continuous tense) | Study of the relevant chapter of the book |
| 7 | Now (The use of present continuous tense) | Study of the relevant chapter of the book |
| 8 | Transport (The use of modals to describe abilities and obligations) | Study of the relevant chapter of the book |
| 9 | Transport (The use of modals to describe abilities and obligations) | Study of the relevant chapter of the book |
| 10 | Plans (The use of future tense to talk about future plans and wishes) | Study of the relevant chapter of the book |
| 11 | Plans (The use of future tense to talk about future plans and wishes) | Study of the relevant chapter of the book |
| 12 | Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) | Study of the relevant chapter of the book |
| 13 | Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) | Study of the relevant chapter of the book |
| 14 | Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) | Study of the relevant chapter of the book |
| Resources |
| New English File Elementary Oxford University Press ISBN: 0-19438425-X-2019 |
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. | X | |||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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. | ||||||
| 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 | |