Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ENGLISH IV | - | Spring Semester | 3+0 | 3 | 4 |
| 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) | Lecturer Burcu Günay, Aslı Baran, Zeyneb Çetiner, Seda Yeşildeniz, Barış Günay, Müge Eser |
| Aim | It is to develop the student's oral and written communication skills at B1 level using 4 basic skills |
| Course Content | This course contains; Out and about (The use of comperatives and superlatives) (The expressions that can be used while shopping for clothes),Out and about (The use of comperatives and superlatives) (The expressions that can be used while shopping for clothes),Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) ,Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities),Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) ,What's on tv (The use of present perfect question and short answer forms) (Asking about TV shows),All about money (The use of -will as future tense structure) (Inviting someone out),What's for dinner (The use of quantity expressions) (Talking about banking),I need a vacation (The use of first conditional structure) (Talking about vacation plans),I need a vacation (The use of first conditional structure) (Talking about vacation plans),I need a vacation (The use of first conditional structure) (Talking about vacation plans),At the office (The use of -have to/don't have to/can/can't structures as obligation expressions) (Talking about a new job),Around the house (The use of should/shouldn't structures as advice expressions) (Talking about household jobs),Around the house (The use of should/shouldn't structures as advice expressions) (Talking about household jobs). |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Discuss the problems in interpersonal relations. | 10, 11, 16, 6, 9 | A |
| 1.1 Defines his/her own opinion in clear sentences. | 10, 16, 6, 9 | A |
| 1.2 Restates sentences to meet daily needs. | 10, 16, 6, 9 | A |
| 2. Defines mistakes in a sentence | 10, 16, 6, 9 | A |
| 2.1 Expresses B1 level words meaningfully in sentences | 10, 15, 16, 6, 9 | A |
| 2.2 Summarizes a B1 level reading text. | 10, 14, 16, 9 | A |
| 3. Describes short messages in social media platforms. | 10, 11, 16, 6, 9 | A |
| 3.1 Discusses current issue via a dictionary. | 10, 16, 6, 9 | A |
| 3.2 Explains his/her own ideas regarding current issues. | 10, 16, 3, 6, 9 | A |
| 4. Desgins methods for his/her own language improvement. | 10, 16, 3, 6, 9 | A |
| 4.1 Compares language learning sources. | 10, 16, 3, 6, 9 | A |
| 4.2. Applies the methos that fits him/her best. | 10, 16, 6, 9 | A |
| 5. Develops language for professional English courses. | 10, 11, 16, 6, 9 | A |
| 5.1 Evaluates professional language teaching tools | 10, 16, 6, 9 | A |
| 5.2 Plans the necessary stages in professional language development | 10, 11, 16, 6, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 14: Self Study Method, 15: Role Play and Drama Technique, 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 | Out and about (The use of comperatives and superlatives) (The expressions that can be used while shopping for clothes) | Studying the next unit, and in-class presentations and projects |
| 2 | Out and about (The use of comperatives and superlatives) (The expressions that can be used while shopping for clothes) | Studying the next unit, and in-class presentations and projects |
| 3 | Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) | Studying the next unit, and in-class presentations and projects |
| 4 | Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) | Studying the next unit, and in-class presentations and projects |
| 5 | Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) | İlgili ünite ve sayfa ile ders içinde verilecek olan sunum ve projeler. |
| 6 | What's on tv (The use of present perfect question and short answer forms) (Asking about TV shows) | Studying the next unit, and in-class presentations and projects |
| 7 | All about money (The use of -will as future tense structure) (Inviting someone out) | Studying the next unit, and in-class presentations and projects |
| 8 | What's for dinner (The use of quantity expressions) (Talking about banking) | Studying the next unit, and in-class presentations and projects |
| 9 | I need a vacation (The use of first conditional structure) (Talking about vacation plans) | Studying the next unit, and in-class presentations and projects |
| 10 | I need a vacation (The use of first conditional structure) (Talking about vacation plans) | Studying the next unit, and in-class presentations and projects |
| 11 | I need a vacation (The use of first conditional structure) (Talking about vacation plans) | Studying the next unit, and in-class presentations and projects |
| 12 | At the office (The use of -have to/don't have to/can/can't structures as obligation expressions) (Talking about a new job) | Studying the next unit, and in-class presentations and projects |
| 13 | Around the house (The use of should/shouldn't structures as advice expressions) (Talking about household jobs) | Studying the next unit, and in-class presentations and projects |
| 14 | Around the house (The use of should/shouldn't structures as advice expressions) (Talking about household jobs) | Studying the next unit, and in-class presentations and projects |
| Resources |
| 1. Network Get Connected Students Book - Tom Hutchinson, Kristen Sherman, Oxford University Press, 2012, Oxford. |
| 2. New Essential Grammar in Use Supplementary Exercises, Helen Naynor, Raymond Murphy, Cambridge University Press, 1996, Edinburgh 3. Network Get Connected Workbook - Tom Hutchinson, Kristen Sherman, Oxford University Press, 2012, Oxford. 4. Network Online Practice Platform |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources. | ||||||
| 2 | PQ-2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information she has gained regarding child development. | X | |||||
| 3 | PQ-3. Gains knowledge of children's development, learning characteristics and difficulties. | ||||||
| 4 | PQ-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, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork. | X | |||||
| 5 | PQ-5. In line with the theoretical and practical knowledge she has acquired in the field of child development, she 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 | PQ-6. In the field of child development, he has the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | ||||||
| 7 | PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively. | X | |||||
| 8 | PQ-8. Conducts independent studies individually and in groups, using the advanced knowledge he has acquired in the field of child development. | ||||||
| 9 | PQ-9. He evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | ||||||
| 10 | PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | PQ-11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | ||||||
| 12 | PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process. | ||||||
| 13 | PQ-13. It informs relevant people and institutions on issues related to child development and shares its thoughts and solutions to problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts. | ||||||
| 14 | PQ-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 | PQ-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 IV | - | Spring Semester | 3+0 | 3 | 4 |
| 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) | Lecturer Burcu Günay, Aslı Baran, Zeyneb Çetiner, Seda Yeşildeniz, Barış Günay, Müge Eser |
| Aim | It is to develop the student's oral and written communication skills at B1 level using 4 basic skills |
| Course Content | This course contains; Out and about (The use of comperatives and superlatives) (The expressions that can be used while shopping for clothes),Out and about (The use of comperatives and superlatives) (The expressions that can be used while shopping for clothes),Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) ,Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities),Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) ,What's on tv (The use of present perfect question and short answer forms) (Asking about TV shows),All about money (The use of -will as future tense structure) (Inviting someone out),What's for dinner (The use of quantity expressions) (Talking about banking),I need a vacation (The use of first conditional structure) (Talking about vacation plans),I need a vacation (The use of first conditional structure) (Talking about vacation plans),I need a vacation (The use of first conditional structure) (Talking about vacation plans),At the office (The use of -have to/don't have to/can/can't structures as obligation expressions) (Talking about a new job),Around the house (The use of should/shouldn't structures as advice expressions) (Talking about household jobs),Around the house (The use of should/shouldn't structures as advice expressions) (Talking about household jobs). |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. Discuss the problems in interpersonal relations. | 10, 11, 16, 6, 9 | A |
| 1.1 Defines his/her own opinion in clear sentences. | 10, 16, 6, 9 | A |
| 1.2 Restates sentences to meet daily needs. | 10, 16, 6, 9 | A |
| 2. Defines mistakes in a sentence | 10, 16, 6, 9 | A |
| 2.1 Expresses B1 level words meaningfully in sentences | 10, 15, 16, 6, 9 | A |
| 2.2 Summarizes a B1 level reading text. | 10, 14, 16, 9 | A |
| 3. Describes short messages in social media platforms. | 10, 11, 16, 6, 9 | A |
| 3.1 Discusses current issue via a dictionary. | 10, 16, 6, 9 | A |
| 3.2 Explains his/her own ideas regarding current issues. | 10, 16, 3, 6, 9 | A |
| 4. Desgins methods for his/her own language improvement. | 10, 16, 3, 6, 9 | A |
| 4.1 Compares language learning sources. | 10, 16, 3, 6, 9 | A |
| 4.2. Applies the methos that fits him/her best. | 10, 16, 6, 9 | A |
| 5. Develops language for professional English courses. | 10, 11, 16, 6, 9 | A |
| 5.1 Evaluates professional language teaching tools | 10, 16, 6, 9 | A |
| 5.2 Plans the necessary stages in professional language development | 10, 11, 16, 6, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 14: Self Study Method, 15: Role Play and Drama Technique, 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 | Out and about (The use of comperatives and superlatives) (The expressions that can be used while shopping for clothes) | Studying the next unit, and in-class presentations and projects |
| 2 | Out and about (The use of comperatives and superlatives) (The expressions that can be used while shopping for clothes) | Studying the next unit, and in-class presentations and projects |
| 3 | Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) | Studying the next unit, and in-class presentations and projects |
| 4 | Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) | Studying the next unit, and in-class presentations and projects |
| 5 | Chores and bores (The use of present perfect and past simple tenses) (Talking about past activities) | İlgili ünite ve sayfa ile ders içinde verilecek olan sunum ve projeler. |
| 6 | What's on tv (The use of present perfect question and short answer forms) (Asking about TV shows) | Studying the next unit, and in-class presentations and projects |
| 7 | All about money (The use of -will as future tense structure) (Inviting someone out) | Studying the next unit, and in-class presentations and projects |
| 8 | What's for dinner (The use of quantity expressions) (Talking about banking) | Studying the next unit, and in-class presentations and projects |
| 9 | I need a vacation (The use of first conditional structure) (Talking about vacation plans) | Studying the next unit, and in-class presentations and projects |
| 10 | I need a vacation (The use of first conditional structure) (Talking about vacation plans) | Studying the next unit, and in-class presentations and projects |
| 11 | I need a vacation (The use of first conditional structure) (Talking about vacation plans) | Studying the next unit, and in-class presentations and projects |
| 12 | At the office (The use of -have to/don't have to/can/can't structures as obligation expressions) (Talking about a new job) | Studying the next unit, and in-class presentations and projects |
| 13 | Around the house (The use of should/shouldn't structures as advice expressions) (Talking about household jobs) | Studying the next unit, and in-class presentations and projects |
| 14 | Around the house (The use of should/shouldn't structures as advice expressions) (Talking about household jobs) | Studying the next unit, and in-class presentations and projects |
| Resources |
| 1. Network Get Connected Students Book - Tom Hutchinson, Kristen Sherman, Oxford University Press, 2012, Oxford. |
| 2. New Essential Grammar in Use Supplementary Exercises, Helen Naynor, Raymond Murphy, Cambridge University Press, 1996, Edinburgh 3. Network Get Connected Workbook - Tom Hutchinson, Kristen Sherman, Oxford University Press, 2012, Oxford. 4. Network Online Practice Platform |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Obtains basic and updated theoretical and practical information in the field of child development by using the necessary educational and training tools and resources. | ||||||
| 2 | PQ-2. Has the knowledge to comparatively evaluate and interpret the accuracy, reliability and validity of the information she has gained regarding child development. | X | |||||
| 3 | PQ-3. Gains knowledge of children's development, learning characteristics and difficulties. | ||||||
| 4 | PQ-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, develops and develops solution suggestions for children with typical and atypical development, taking into account ethical values and does teamwork. | X | |||||
| 5 | PQ-5. In line with the theoretical and practical knowledge she has acquired in the field of child development, she 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 | PQ-6. In the field of child development, he has the skills to produce different solutions to problem situations for typical and atypical children with an evidence-based approach. | ||||||
| 7 | PQ-7. Takes responsibility for trans-disciplinary studies in the field of child development and fulfills its duties effectively. | X | |||||
| 8 | PQ-8. Conducts independent studies individually and in groups, using the advanced knowledge he has acquired in the field of child development. | ||||||
| 9 | PQ-9. He evaluates the information he has with a critical approach, determines his own learning needs and directs his learning. | ||||||
| 10 | PQ-10. Develops a positive attitude towards lifelong learning by effectively using ways to access information. | X | |||||
| 11 | PQ-11. Internalizes and generalizes advanced theoretical and practical knowledge acquired in the field of child development and demonstrates what he has learned. | ||||||
| 12 | PQ-12. With the awareness of social responsibility, he/she plans and implements professional projects, research and activities for the social environment he lives in, and monitors and evaluates the process. | ||||||
| 13 | PQ-13. It informs relevant people and institutions on issues related to child development and shares its thoughts and solutions to problems with quantitative and qualitative data, as an active element of the process, with experts and non-experts. | ||||||
| 14 | PQ-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 | PQ-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 | |