Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| FOREIGN LANGUAGE II-ENGLISH | İM1282900 | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| 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. Reyyan ÖZERTÜRK |
| Assistant(s) | Instructor: Barış GÜNAY |
| Aim | The aim of this course is to enable the student to gain the competence to communicate in CEFR A2 level in basic written and spoken communication skills of English. |
| Course Content | This course contains; "Shops (Basic dialogues on shopping) (Modals, How to use 'must')" ,"Shops (Basic dialogues on shopping) (Modals, How to use 'must')" ,"Studying (Reading and dialogues on University life) (The use of Future Tense)" ,"Studying (Reading and dialogues on University life) (The use of Future Tense)" ,"Health (Readings on Health) (The use of Future Tense)" ,"Health (Readings on Health) (The use of Future Tense)" ,"Culture (Comparison of cultural values) (Comparison of adjectives)" ,"Culture (Comparison of cultural values) (Comparison of adjectives)" ,Friends (Writing on friends and job environment) ,Friends (Writing on friends and job environment) ,"Plans (professional and academic plans after university) (The use Present Perfect Tense)" ,"Plans (professional and academic plans after university) (The use Present Perfect Tense)" ,"Language Learning (Language learning and methods) (The use Present Perfect Tense)" ,"Language Learning (Language learning and methods) (The use Present Perfect Tense)". |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. will be able to describe the basic grammar of English | 37 | A |
| 1.1. express himself/herself and the environment in the Simple Present Tense | 37 | A |
| 1.2 establish basic dialogues | 37 | A |
| 2. will be able to use daily words | 37 | A |
| 2.1 use basic words to describe an address, to express himself/herself and his her family and school | 37 | A |
| 2.2 comments on basic level mesaages delivered via mass communication tools. | 37 | A |
| 3. will be able to comment basicly on written documents | 37 | A |
| 3.1 skim written documents via dictionary | 37 | A |
| 3.2 writes about himself/herself shortly | 37 | A |
| 4. will be able to translate in basic level | 37 | A |
| 4.1 express basic sentences from the target language to mother language | 37 | A |
| 4.2. express basic sentences from the mother language to the target language. | 37 | A |
| 5. will be able to define the basic infrastructure for self-improvement | 37 | A |
| 5.1 plan self-program for improvement | 37 | A |
| 5.2 uses language teaching tools effectively. | 37 | A |
| Teaching Methods: | 37: Computer-Internet Supported Instruction |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | "Shops (Basic dialogues on shopping) (Modals, How to use 'must')" | Study notes |
| 2 | "Shops (Basic dialogues on shopping) (Modals, How to use 'must')" | Study notes |
| 3 | "Studying (Reading and dialogues on University life) (The use of Future Tense)" | Study notes |
| 4 | "Studying (Reading and dialogues on University life) (The use of Future Tense)" | Study notes |
| 5 | "Health (Readings on Health) (The use of Future Tense)" | Study notes |
| 6 | "Health (Readings on Health) (The use of Future Tense)" | Study notes |
| 7 | "Culture (Comparison of cultural values) (Comparison of adjectives)" | Study notes |
| 8 | "Culture (Comparison of cultural values) (Comparison of adjectives)" | Study notes |
| 9 | Friends (Writing on friends and job environment) | Study notes |
| 10 | Friends (Writing on friends and job environment) | Study notes |
| 11 | "Plans (professional and academic plans after university) (The use Present Perfect Tense)" | Study notes |
| 12 | "Plans (professional and academic plans after university) (The use Present Perfect Tense)" | Study notes |
| 13 | "Language Learning (Language learning and methods) (The use Present Perfect Tense)" | Study notes |
| 14 | "Language Learning (Language learning and methods) (The use Present Perfect Tense)" | Study notes |
| Resources |
| Way to Go Elementary Course Book, Medipol University Publications, 2016, ISBN:978-605-4797-09-7 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | ||||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
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 | 2 | 28 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 14 | 2 | 28 | |||
| Term Project | 4 | 2 | 8 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 1 | 3 | 3 | |||
| Midterm Exam | 1 | 4 | 4 | |||
| General Exam | 1 | 5 | 5 | |||
| Performance Task, Maintenance Plan | 14 | 1 | 14 | |||
| Total Workload(Hour) | 90 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(90/30) | 3 | |||||
| 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 |
|---|---|---|---|---|---|
| FOREIGN LANGUAGE II-ENGLISH | İM1282900 | Spring Semester | 2+0 | 2 | 3 |
| Course Program |
| 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. Reyyan ÖZERTÜRK |
| Assistant(s) | Instructor: Barış GÜNAY |
| Aim | The aim of this course is to enable the student to gain the competence to communicate in CEFR A2 level in basic written and spoken communication skills of English. |
| Course Content | This course contains; "Shops (Basic dialogues on shopping) (Modals, How to use 'must')" ,"Shops (Basic dialogues on shopping) (Modals, How to use 'must')" ,"Studying (Reading and dialogues on University life) (The use of Future Tense)" ,"Studying (Reading and dialogues on University life) (The use of Future Tense)" ,"Health (Readings on Health) (The use of Future Tense)" ,"Health (Readings on Health) (The use of Future Tense)" ,"Culture (Comparison of cultural values) (Comparison of adjectives)" ,"Culture (Comparison of cultural values) (Comparison of adjectives)" ,Friends (Writing on friends and job environment) ,Friends (Writing on friends and job environment) ,"Plans (professional and academic plans after university) (The use Present Perfect Tense)" ,"Plans (professional and academic plans after university) (The use Present Perfect Tense)" ,"Language Learning (Language learning and methods) (The use Present Perfect Tense)" ,"Language Learning (Language learning and methods) (The use Present Perfect Tense)". |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| 1. will be able to describe the basic grammar of English | 37 | A |
| 1.1. express himself/herself and the environment in the Simple Present Tense | 37 | A |
| 1.2 establish basic dialogues | 37 | A |
| 2. will be able to use daily words | 37 | A |
| 2.1 use basic words to describe an address, to express himself/herself and his her family and school | 37 | A |
| 2.2 comments on basic level mesaages delivered via mass communication tools. | 37 | A |
| 3. will be able to comment basicly on written documents | 37 | A |
| 3.1 skim written documents via dictionary | 37 | A |
| 3.2 writes about himself/herself shortly | 37 | A |
| 4. will be able to translate in basic level | 37 | A |
| 4.1 express basic sentences from the target language to mother language | 37 | A |
| 4.2. express basic sentences from the mother language to the target language. | 37 | A |
| 5. will be able to define the basic infrastructure for self-improvement | 37 | A |
| 5.1 plan self-program for improvement | 37 | A |
| 5.2 uses language teaching tools effectively. | 37 | A |
| Teaching Methods: | 37: Computer-Internet Supported Instruction |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | "Shops (Basic dialogues on shopping) (Modals, How to use 'must')" | Study notes |
| 2 | "Shops (Basic dialogues on shopping) (Modals, How to use 'must')" | Study notes |
| 3 | "Studying (Reading and dialogues on University life) (The use of Future Tense)" | Study notes |
| 4 | "Studying (Reading and dialogues on University life) (The use of Future Tense)" | Study notes |
| 5 | "Health (Readings on Health) (The use of Future Tense)" | Study notes |
| 6 | "Health (Readings on Health) (The use of Future Tense)" | Study notes |
| 7 | "Culture (Comparison of cultural values) (Comparison of adjectives)" | Study notes |
| 8 | "Culture (Comparison of cultural values) (Comparison of adjectives)" | Study notes |
| 9 | Friends (Writing on friends and job environment) | Study notes |
| 10 | Friends (Writing on friends and job environment) | Study notes |
| 11 | "Plans (professional and academic plans after university) (The use Present Perfect Tense)" | Study notes |
| 12 | "Plans (professional and academic plans after university) (The use Present Perfect Tense)" | Study notes |
| 13 | "Language Learning (Language learning and methods) (The use Present Perfect Tense)" | Study notes |
| 14 | "Language Learning (Language learning and methods) (The use Present Perfect Tense)" | Study notes |
| Resources |
| Way to Go Elementary Course Book, Medipol University Publications, 2016, ISBN:978-605-4797-09-7 |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | ||||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | ||||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | ||||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | ||||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | ||||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | ||||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | ||||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |