Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ENGLISH III | - | Fall 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. Cihad Furkan ELİAÇIK, Lect. Onur KAVAK |
| Assistant(s) | Lecturer Onur Kavak |
| Aim | Improvement of oral and written communication skills based on four fundamental skills in CEFER B1 Level. |
| Course Content | This course contains; Let's get started (The use of verb to be in present simple tense question sentences) (Everyday expressions) ,Let's get started (The use of verb to be in present simple tense question sentences) (Everyday expressions),On the job (The use of Present Simple tense) (Asking about people's jobs),On the job (The use of Present Simple tense) (Asking about people's jobs),My daily life (The use of past simple tense) (Expressions to be used when describing someone's day),My life story (The use of past simple quention and short answer forms) (Talking about how people met),Getting around (The use of Present continuous and present simple tenses) (Asking people about what they are doing),What a good story (The use of past continuous tense) (Talking about something that hapenned),I can do that (Inviting someone to do sth.) (the use of can can't statements, questions, short answers),Seeing the world (The use of -going to structure) (Talking about future plans),Seeing the world (The use of -going to structure) (Talking about future plans),What's she like (The use of adjactives and adverbs) (Talking about different personalities),What's she like (The use of adjactives and adverbs) (Talking about different personalities,What's she like (The use of adjactives and adverbs) (Talking about different personalities. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. will be able to describe his/her environment, people around in clear sentences. | 10, 16, 3, 9 | A |
| 1.1 defines how an event happened in short and clear sentences. | 10, 11, 16, 3, 9 | A |
| 1.2 summarizes written and oral inputs regarding his/her environment. | 11, 16, 3, 9 | A |
| 2. will be able to define his/her future plans. | 10, 15, 16, 3, 9 | A |
| 2.1 list educational or professional plans after graduation. | 10, 11, 16, 3, 9 | A |
| 2.2 designs targets for language education. | 10, 16, 3, 8, 9 | A |
| 3. will be able to define working area after graduation. | 10, 16, 3, 8, 9 | A |
| 3.1 summarizes working conditions of his/her profession. | 10, 16, 3, 9 | A |
| 3.2 describes the minimum communication level in English that his or her profession requires. | 10, 16, 6, 9 | A |
| 4. will be able to make comment on a case with passive sentences in a subjective perspective. | 10, 16, 6, 9 | A |
| 4.1 designs passive sentences clearly. | 10, 16, 6, 9 | A |
| 4.2 compares past events. | 10, 16, 6, 9 | A |
| 5. will be able to define his/her national values. | 10, 16, 9 | A |
| 5.1 compares cultural differences. | 10, 11, 16, 6, 9 | A |
| 5.2 explains his/her country's values. | 10, 16, 6, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 3: Problem Baded Learning Model, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Let's get started (The use of verb to be in present simple tense question sentences) (Everyday expressions) | Studying the next unit, and in-class presentations and projects |
| 2 | Let's get started (The use of verb to be in present simple tense question sentences) (Everyday expressions) | Studying the next unit, and in-class presentations and projects |
| 3 | On the job (The use of Present Simple tense) (Asking about people's jobs) | Studying the next unit, and in-class presentations and projects |
| 4 | On the job (The use of Present Simple tense) (Asking about people's jobs) | Studying the next unit, and in-class presentations and projects |
| 5 | My daily life (The use of past simple tense) (Expressions to be used when describing someone's day) | Studying the next unit, and in-class presentations and projects |
| 6 | My life story (The use of past simple quention and short answer forms) (Talking about how people met) | Studying the next unit, and in-class presentations and projects |
| 7 | Getting around (The use of Present continuous and present simple tenses) (Asking people about what they are doing) | Studying the next unit, and in-class presentations and projects |
| 8 | What a good story (The use of past continuous tense) (Talking about something that hapenned) | Studying the next unit, and in-class presentations and projects |
| 9 | I can do that (Inviting someone to do sth.) (the use of can can't statements, questions, short answers) | Studying the next unit, and in-class presentations and projects |
| 10 | Seeing the world (The use of -going to structure) (Talking about future plans) | Studying the next unit, and in-class presentations and projects |
| 11 | Seeing the world (The use of -going to structure) (Talking about future plans) | Studying the next unit, and in-class presentations and projects |
| 12 | What's she like (The use of adjactives and adverbs) (Talking about different personalities) | Studying the next unit, and in-class presentations and projects |
| 13 | What's she like (The use of adjactives and adverbs) (Talking about different personalities | Studying the next unit, and in-class presentations and projects |
| 14 | What's she like (The use of adjactives and adverbs) (Talking about different personalities | Studying the next unit, and in-class presentations and projects |
| Resources |
| 1. Oxford English File Pre-intermediate Student's Book + Workbook + Cd 4th 2020 |
| - Network Online Practice Platform www.eltpublications.com |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | X | |||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | 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 | 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 III | - | Fall 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. Cihad Furkan ELİAÇIK, Lect. Onur KAVAK |
| Assistant(s) | Lecturer Onur Kavak |
| Aim | Improvement of oral and written communication skills based on four fundamental skills in CEFER B1 Level. |
| Course Content | This course contains; Let's get started (The use of verb to be in present simple tense question sentences) (Everyday expressions) ,Let's get started (The use of verb to be in present simple tense question sentences) (Everyday expressions),On the job (The use of Present Simple tense) (Asking about people's jobs),On the job (The use of Present Simple tense) (Asking about people's jobs),My daily life (The use of past simple tense) (Expressions to be used when describing someone's day),My life story (The use of past simple quention and short answer forms) (Talking about how people met),Getting around (The use of Present continuous and present simple tenses) (Asking people about what they are doing),What a good story (The use of past continuous tense) (Talking about something that hapenned),I can do that (Inviting someone to do sth.) (the use of can can't statements, questions, short answers),Seeing the world (The use of -going to structure) (Talking about future plans),Seeing the world (The use of -going to structure) (Talking about future plans),What's she like (The use of adjactives and adverbs) (Talking about different personalities),What's she like (The use of adjactives and adverbs) (Talking about different personalities,What's she like (The use of adjactives and adverbs) (Talking about different personalities. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. will be able to describe his/her environment, people around in clear sentences. | 10, 16, 3, 9 | A |
| 1.1 defines how an event happened in short and clear sentences. | 10, 11, 16, 3, 9 | A |
| 1.2 summarizes written and oral inputs regarding his/her environment. | 11, 16, 3, 9 | A |
| 2. will be able to define his/her future plans. | 10, 15, 16, 3, 9 | A |
| 2.1 list educational or professional plans after graduation. | 10, 11, 16, 3, 9 | A |
| 2.2 designs targets for language education. | 10, 16, 3, 8, 9 | A |
| 3. will be able to define working area after graduation. | 10, 16, 3, 8, 9 | A |
| 3.1 summarizes working conditions of his/her profession. | 10, 16, 3, 9 | A |
| 3.2 describes the minimum communication level in English that his or her profession requires. | 10, 16, 6, 9 | A |
| 4. will be able to make comment on a case with passive sentences in a subjective perspective. | 10, 16, 6, 9 | A |
| 4.1 designs passive sentences clearly. | 10, 16, 6, 9 | A |
| 4.2 compares past events. | 10, 16, 6, 9 | A |
| 5. will be able to define his/her national values. | 10, 16, 9 | A |
| 5.1 compares cultural differences. | 10, 11, 16, 6, 9 | A |
| 5.2 explains his/her country's values. | 10, 16, 6, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 3: Problem Baded Learning Model, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Let's get started (The use of verb to be in present simple tense question sentences) (Everyday expressions) | Studying the next unit, and in-class presentations and projects |
| 2 | Let's get started (The use of verb to be in present simple tense question sentences) (Everyday expressions) | Studying the next unit, and in-class presentations and projects |
| 3 | On the job (The use of Present Simple tense) (Asking about people's jobs) | Studying the next unit, and in-class presentations and projects |
| 4 | On the job (The use of Present Simple tense) (Asking about people's jobs) | Studying the next unit, and in-class presentations and projects |
| 5 | My daily life (The use of past simple tense) (Expressions to be used when describing someone's day) | Studying the next unit, and in-class presentations and projects |
| 6 | My life story (The use of past simple quention and short answer forms) (Talking about how people met) | Studying the next unit, and in-class presentations and projects |
| 7 | Getting around (The use of Present continuous and present simple tenses) (Asking people about what they are doing) | Studying the next unit, and in-class presentations and projects |
| 8 | What a good story (The use of past continuous tense) (Talking about something that hapenned) | Studying the next unit, and in-class presentations and projects |
| 9 | I can do that (Inviting someone to do sth.) (the use of can can't statements, questions, short answers) | Studying the next unit, and in-class presentations and projects |
| 10 | Seeing the world (The use of -going to structure) (Talking about future plans) | Studying the next unit, and in-class presentations and projects |
| 11 | Seeing the world (The use of -going to structure) (Talking about future plans) | Studying the next unit, and in-class presentations and projects |
| 12 | What's she like (The use of adjactives and adverbs) (Talking about different personalities) | Studying the next unit, and in-class presentations and projects |
| 13 | What's she like (The use of adjactives and adverbs) (Talking about different personalities | Studying the next unit, and in-class presentations and projects |
| 14 | What's she like (The use of adjactives and adverbs) (Talking about different personalities | Studying the next unit, and in-class presentations and projects |
| Resources |
| 1. Oxford English File Pre-intermediate Student's Book + Workbook + Cd 4th 2020 |
| - Network Online Practice Platform www.eltpublications.com |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. Knows how to reach current basic, theoretical and applied scientific knowledge in the field of occupational therapy by using information technologies and resources; evaluates the accuracy, reliability and validity of this information. | X | |||||
| 2 | PQ-2. Uses accurate assessment methods for individuals and communities in terms of activity and participation, plans therapy and applies it within the scope of evidence-based occupational therapy theory and foundations. | X | |||||
| 3 | PQ-3. Describes a person's nature, needs and performance in relation to daily life, production, leisure activities and tasks, and the relationship between activity and health and well-being. | X | |||||
| 4 | PQ-4. Works in a person-centered manner by interpreting activity and participation limitations and using activities in prevention, rehabilitation and treatment. | X | |||||
| 5 | PQ-5. Carries out his/her professional and academic studies effectively and ethically, has the ability to work independently and actively within and between disciplines. | X | |||||
| 6 | PQ-6. Within the framework of social responsibility awareness, determines needs in research, projects and activities related to occupational therapy science, creates relevant research questions, researches independently and continues lifelong learning. | X | |||||
| 7 | PQ-7. Uses information resources effectively by adopting the features of adapting to new conditions, learning, developing new ideas, giving importance to quality throughout life. | X | |||||
| 8 | PQ-8. Determines personal and professional learning needs, learns at least one foreign language, develops a positive attitude towards lifelong learning and demonstrates what she has learned. | X | |||||
| 9 | PQ-10. Expresses herself effectively by using information and communication technologies related to the field of occupational therapy and establishing verbal and written communication. | X | |||||
| 10 | PQ-10. In the development of occupational therapy, acts in accordance with the legal regulations, scientific and professional ethical values that concern his field as an individual; The client fulfills the responsibilities required by his professional performance, protects and defends his professional rights by observing his rights. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |