This course aims at improving students' spoken and written academic level of English in CEFR A2 Level.
Course Content
This course contains; "Welcome (Kendini tanıtmak için geniş zamanın kullanımı),"Lifestyle (Günlük rutinlerin betimlenmesi için geniş zamanın kullanımı)",People (Aile üyelerini tanıtmak için sahiplik fiilinin kullanımı),,Places (Şehirlerin tanıtımı için Var/Yok yapısı ve yer yön edatlarının kullanımı),,Food (miktar belirtebilmek için sayılabilen/ sayılamayan isimler ile miktar belirteçlerinin kullanımı),The Past (Tamamlanmış olayları anlatabilmek için geçmiş zamanın kullanımı) ; konularını içermektedir.
Course Learning Outcomes
Teaching Methods
Assessment Methods
1. will be able to describe basic rules of English.
10, 11, 16, 6, 9
A
1.1 describes basic actions, interests, and close environment.
10, 16, 6, 9
A
2. will be able to use required level olf vocabulary in daily life.
10, 16, 6, 9
A
2.1 compares basics of English with his/her own mother tongue.
10, 16, 6, 9
A
3. will be able to interpret basic written documents
10, 16, 6, 9
A
3.1 explains basic wirtten documents via dictionary.
10, 16, 6, 9
A
4. will be able to interpret daily dialogues
10, 16, 6, 9
A
4.1 compares voice differences between English and mother tongue.
10, 16, 6, 9
A
5. will be able to define required infrastructure to improve her/himself.
"Welcome (Kendini tanıtmak için geniş zamanın kullanımı)
2
"Lifestyle (Günlük rutinlerin betimlenmesi için geniş zamanın kullanımı)"
3
People (Aile üyelerini tanıtmak için sahiplik fiilinin kullanımı),
4
Places (Şehirlerin tanıtımı için Var/Yok yapısı ve yer yön edatlarının kullanımı),
5
Food (miktar belirtebilmek için sayılabilen/ sayılamayan isimler ile miktar belirteçlerinin kullanımı)
6
The Past (Tamamlanmış olayları anlatabilmek için geçmiş zamanın kullanımı) ; konularını içermektedir
Resources
English File Elementary Student`s Book with Online Practice Oxford University Press, ISBN 9780194031592, 2020
www.eltpublications.com
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
It compares theories of development and learning in the field of special education.
X
2
Explains national legislation and education policies related to special education in the context of professional practice.
3
Explains assessment processes and data-driven decision-making approaches in special education.
4
Explains the developmental characteristics and educational needs of individuals with special needs in accordance with theoretical foundations.
X
5
Designs teaching/technological materials appropriate to student needs.
6
It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles.
7
Develops an Individualized Education Program (IEP) based on student performance.
X
8
Conducts functional behavior assessment and behavior change processes.
X
9
They recognize their responsibility to serve as a role model for society, colleagues and students through their appearance, attitude, demeanor, and professional conduct.
10
Uses national and international scientific resources related to their field in their professional practice.
X
11
It carries out social responsibility initiatives related to its field.
X
12
Evaluates the effectiveness of teaching practices.
X
13
Plans the family and interdisciplinary team collaboration process.
X
14
Conducts professional practices in accordance with ethical principles and relevant legislation.
X
15
It carries out its professional practices in line with the educational and social rights of individuals with special needs.
X
16
Participates in scientific and professional development activities in their field.
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
2
28
Guided Problem Solving
0
0
0
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
30
30
General Exam
1
30
30
Performance Task, Maintenance Plan
0
0
0
Total Workload(Hour)
88
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(88/30)
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
ACADEMIC ENGLISH II
ÖE1214951
Spring Semester
2+0
2
3
Course Program
Prerequisites Courses
Recommended Elective Courses
Language of Course
English
Course Level
First Cycle (Bachelor's Degree)
Course Type
Required
Course Coordinator
Lect. Onur KAVAK
Name of Lecturer(s)
Lect. Begüm SELİCİ
Assistant(s)
Lecturer Fulya Kahveci
Aim
This course aims at improving students' spoken and written academic level of English in CEFR A2 Level.
Course Content
This course contains; "Welcome (Kendini tanıtmak için geniş zamanın kullanımı),"Lifestyle (Günlük rutinlerin betimlenmesi için geniş zamanın kullanımı)",People (Aile üyelerini tanıtmak için sahiplik fiilinin kullanımı),,Places (Şehirlerin tanıtımı için Var/Yok yapısı ve yer yön edatlarının kullanımı),,Food (miktar belirtebilmek için sayılabilen/ sayılamayan isimler ile miktar belirteçlerinin kullanımı),The Past (Tamamlanmış olayları anlatabilmek için geçmiş zamanın kullanımı) ; konularını içermektedir.
Course Learning Outcomes
Teaching Methods
Assessment Methods
1. will be able to describe basic rules of English.
10, 11, 16, 6, 9
A
1.1 describes basic actions, interests, and close environment.
10, 16, 6, 9
A
2. will be able to use required level olf vocabulary in daily life.
10, 16, 6, 9
A
2.1 compares basics of English with his/her own mother tongue.
10, 16, 6, 9
A
3. will be able to interpret basic written documents
10, 16, 6, 9
A
3.1 explains basic wirtten documents via dictionary.
10, 16, 6, 9
A
4. will be able to interpret daily dialogues
10, 16, 6, 9
A
4.1 compares voice differences between English and mother tongue.
10, 16, 6, 9
A
5. will be able to define required infrastructure to improve her/himself.
"Welcome (Kendini tanıtmak için geniş zamanın kullanımı)
2
"Lifestyle (Günlük rutinlerin betimlenmesi için geniş zamanın kullanımı)"
3
People (Aile üyelerini tanıtmak için sahiplik fiilinin kullanımı),
4
Places (Şehirlerin tanıtımı için Var/Yok yapısı ve yer yön edatlarının kullanımı),
5
Food (miktar belirtebilmek için sayılabilen/ sayılamayan isimler ile miktar belirteçlerinin kullanımı)
6
The Past (Tamamlanmış olayları anlatabilmek için geçmiş zamanın kullanımı) ; konularını içermektedir
Resources
English File Elementary Student`s Book with Online Practice Oxford University Press, ISBN 9780194031592, 2020
www.eltpublications.com
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications
No
Program Qualification
Contribution Level
1
2
3
4
5
1
It compares theories of development and learning in the field of special education.
X
2
Explains national legislation and education policies related to special education in the context of professional practice.
3
Explains assessment processes and data-driven decision-making approaches in special education.
4
Explains the developmental characteristics and educational needs of individuals with special needs in accordance with theoretical foundations.
X
5
Designs teaching/technological materials appropriate to student needs.
6
It adapts the general education program in terms of content, process, environment and assessment in line with inclusive education principles.
7
Develops an Individualized Education Program (IEP) based on student performance.
X
8
Conducts functional behavior assessment and behavior change processes.
X
9
They recognize their responsibility to serve as a role model for society, colleagues and students through their appearance, attitude, demeanor, and professional conduct.
10
Uses national and international scientific resources related to their field in their professional practice.
X
11
It carries out social responsibility initiatives related to its field.
X
12
Evaluates the effectiveness of teaching practices.
X
13
Plans the family and interdisciplinary team collaboration process.
X
14
Conducts professional practices in accordance with ethical principles and relevant legislation.
X
15
It carries out its professional practices in line with the educational and social rights of individuals with special needs.
X
16
Participates in scientific and professional development activities in their field.
