Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| FOREIGN LANGUAGE I-ENGLISH | İM1182860 | Fall 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. Fulya SÜMER |
| Assistant(s) | Inst. 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; "My life (Describing yourself and your family members) (The use of Present simple tense)","My life (Describing yourself and your family members) (The use of Present simple tense)" ,"Places (Describing commonly visited places.) (The use of the verb 'have got/Has got')" ,"Places (Describing commonly visited places.) (The use of the verb 'have got/Has got')" ,"Free Time (Common free time activities) (The use of Present simple and forming questions)" ,"Free Time (Common free time activities) (The use of Present simple and forming questions)" ,"History (Describing important historical events) (The use of Past Tense)" ,"History (Describing important historical events) (The use of Past Tense)" ,Home (Describing Home, rooms and furniture) (Prepositons of place and directions)" ,Home (Describing Home, rooms, and furniture) (Prepositions of place and directions)" ,"Holidays (Telling holiday plans) (The use of PastTense and time prepositions)" ,"Holidays (Telling holiday plans) (The use of PastTense and time prepositions)" ,"Technology (Place and importance of technology in human life) (Modals, how to use 'Can')" ,"Technology (Place and importance of technology in human life) (Modals, how to use 'Can')" . |
| 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 |
| 3. will be able to comment basicly on written documents | 37 | A |
| 3.1 skim written documents via dictionary | 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 imrovement | 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 | "My life (Describing yourself and your family members) (The use of Present simple tense)" | Study notes |
| 2 | "My life (Describing yourself and your family members) (The use of Present simple tense)" | Study notes |
| 3 | "Places (Describing commonly visited places.) (The use of the verb 'have got/Has got')" | Study notes |
| 4 | "Places (Describing commonly visited places.) (The use of the verb 'have got/Has got')" | Study notes |
| 5 | "Free Time (Common free time activities) (The use of Present simple and forming questions)" | study notes |
| 6 | "Free Time (Common free time activities) (The use of Present simple and forming questions)" | Study notes |
| 7 | "History (Describing important historical events) (The use of Past Tense)" | Study notes |
| 8 | "History (Describing important historical events) (The use of Past Tense)" | Study notes |
| 9 | Home (Describing Home, rooms and furniture) (Prepositons of place and directions)" | Study notes |
| 10 | Home (Describing Home, rooms, and furniture) (Prepositions of place and directions)" | Study notes |
| 11 | "Holidays (Telling holiday plans) (The use of PastTense and time prepositions)" | Study notes |
| 12 | "Holidays (Telling holiday plans) (The use of PastTense and time prepositions)" | Study notes |
| 13 | "Technology (Place and importance of technology in human life) (Modals, how to use 'Can')" | Study notes |
| 14 | "Technology (Place and importance of technology in human life) (Modals, how to use 'Can')" | 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 | 2 | 4 | 8 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 3 | 3 | |||
| General Exam | 1 | 5 | 5 | |||
| Performance Task, Maintenance Plan | 14 | 1 | 14 | |||
| Total Workload(Hour) | 86 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(86/30) | 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 I-ENGLISH | İM1182860 | Fall 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. Fulya SÜMER |
| Assistant(s) | Inst. 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; "My life (Describing yourself and your family members) (The use of Present simple tense)","My life (Describing yourself and your family members) (The use of Present simple tense)" ,"Places (Describing commonly visited places.) (The use of the verb 'have got/Has got')" ,"Places (Describing commonly visited places.) (The use of the verb 'have got/Has got')" ,"Free Time (Common free time activities) (The use of Present simple and forming questions)" ,"Free Time (Common free time activities) (The use of Present simple and forming questions)" ,"History (Describing important historical events) (The use of Past Tense)" ,"History (Describing important historical events) (The use of Past Tense)" ,Home (Describing Home, rooms and furniture) (Prepositons of place and directions)" ,Home (Describing Home, rooms, and furniture) (Prepositions of place and directions)" ,"Holidays (Telling holiday plans) (The use of PastTense and time prepositions)" ,"Holidays (Telling holiday plans) (The use of PastTense and time prepositions)" ,"Technology (Place and importance of technology in human life) (Modals, how to use 'Can')" ,"Technology (Place and importance of technology in human life) (Modals, how to use 'Can')" . |
| 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 |
| 3. will be able to comment basicly on written documents | 37 | A |
| 3.1 skim written documents via dictionary | 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 imrovement | 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 | "My life (Describing yourself and your family members) (The use of Present simple tense)" | Study notes |
| 2 | "My life (Describing yourself and your family members) (The use of Present simple tense)" | Study notes |
| 3 | "Places (Describing commonly visited places.) (The use of the verb 'have got/Has got')" | Study notes |
| 4 | "Places (Describing commonly visited places.) (The use of the verb 'have got/Has got')" | Study notes |
| 5 | "Free Time (Common free time activities) (The use of Present simple and forming questions)" | study notes |
| 6 | "Free Time (Common free time activities) (The use of Present simple and forming questions)" | Study notes |
| 7 | "History (Describing important historical events) (The use of Past Tense)" | Study notes |
| 8 | "History (Describing important historical events) (The use of Past Tense)" | Study notes |
| 9 | Home (Describing Home, rooms and furniture) (Prepositons of place and directions)" | Study notes |
| 10 | Home (Describing Home, rooms, and furniture) (Prepositions of place and directions)" | Study notes |
| 11 | "Holidays (Telling holiday plans) (The use of PastTense and time prepositions)" | Study notes |
| 12 | "Holidays (Telling holiday plans) (The use of PastTense and time prepositions)" | Study notes |
| 13 | "Technology (Place and importance of technology in human life) (Modals, how to use 'Can')" | Study notes |
| 14 | "Technology (Place and importance of technology in human life) (Modals, how to use 'Can')" | 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 | |