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) | |
| 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. Learns the national health conditions and the development, implementation and performance evaluation of appropriate health policies, as well as the theoretical and practical knowledge of organization and management of the health sector. | ||||||
| 2 | PQ-2. Uses theoretical and practical knowledge on business world and management with a critical approach to plan, organize and lead health and health service providers at national and international level. | X | |||||
| 3 | PQ-3. Identifies the relevant job roles in subdivisions of health system organizations and learns about their duties and responsibilities. | ||||||
| 4 | PQ-4. Knows the social, environmental and behavioral factors related to the development of public and individual health. | ||||||
| 5 | PQ-5. Applies the knowledge and skills on management of health institutions to manage the functions such as management, production, human resources, finance, accounting, marketing, patient and public relations, quality and patient safety, occupational health and safety, information technologies. | ||||||
| 6 | PQ-6. Analyzes the information on health management scientifically and interprets their results, creates innovative, ethical, socially responsible and sustainable solutions, by using quantitative, qualitative techniques and digital technology innovatively for problem solving and exploiting opportunities in health management. | X | |||||
| 7 | PQ-7. Decide independently and demonstrates leadership qualities in identifying health management problems, develops proposals for solutions, applies them effectively and efficiently and assesses outcomes. | ||||||
| 8 | PQ-8. Takes responsibility as an individual and/or team member to solve the problems encountered in managing health institutions. | ||||||
| 9 | PQ-9. Evaluates the personality, culture and behavioral characteristics of the health institutions’ employees and directs them towards the aims of the institution. | ||||||
| 10 | PQ-10. Decides on and applies different ways of accessing information. | X | |||||
| 11 | PQ-11. Continuously develops their professional knowledge and skills; open to change, innovation, entrepreneurship and lifelong learning. | X | |||||
| 12 | PQ-12. Shares the views and suggestions on health management issues in writing and orally with stakeholders and communicates effectively with colleagues using an English level of at least European Language Portfolio B1 General. | X | |||||
| 13 | PQ-13. Solves problems using effective communication methods, has the ability to use the language in written and oral communication in a correct and proper manner using the terminology of health institutions. | X | |||||
| 14 | PQ-14. Uses information and communication technologies and computer software at least at the European Computer Use License level. | X | |||||
| 15 | PQ-15. Yönetim felsefesini ve yönetimin fonksiyonlarını her bir birime uygun olacak biçimde yönetim uygulamalarına yansıtır. | ||||||
| 16 | PQ-16. Birey olarak dış görünüm olumlu tutum ve davranışlarıyla kuruma örnek olur; sürekli gelişme ve değişime açıktır. | X | |||||
| 17 | PQ-17. Sağlık yönetimi ile ilgili hukuki düzenlemeler ile toplumsal, bilimsel, mesleki etik ilkelere uygun, ülke ya da dünya genelinde genel sağlık sorunlarına duyarlı davranır, çözüm önerilerini yorumlar ve değerlendirir. | 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) | |
| 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. Learns the national health conditions and the development, implementation and performance evaluation of appropriate health policies, as well as the theoretical and practical knowledge of organization and management of the health sector. | ||||||
| 2 | PQ-2. Uses theoretical and practical knowledge on business world and management with a critical approach to plan, organize and lead health and health service providers at national and international level. | X | |||||
| 3 | PQ-3. Identifies the relevant job roles in subdivisions of health system organizations and learns about their duties and responsibilities. | ||||||
| 4 | PQ-4. Knows the social, environmental and behavioral factors related to the development of public and individual health. | ||||||
| 5 | PQ-5. Applies the knowledge and skills on management of health institutions to manage the functions such as management, production, human resources, finance, accounting, marketing, patient and public relations, quality and patient safety, occupational health and safety, information technologies. | ||||||
| 6 | PQ-6. Analyzes the information on health management scientifically and interprets their results, creates innovative, ethical, socially responsible and sustainable solutions, by using quantitative, qualitative techniques and digital technology innovatively for problem solving and exploiting opportunities in health management. | X | |||||
| 7 | PQ-7. Decide independently and demonstrates leadership qualities in identifying health management problems, develops proposals for solutions, applies them effectively and efficiently and assesses outcomes. | ||||||
| 8 | PQ-8. Takes responsibility as an individual and/or team member to solve the problems encountered in managing health institutions. | ||||||
| 9 | PQ-9. Evaluates the personality, culture and behavioral characteristics of the health institutions’ employees and directs them towards the aims of the institution. | ||||||
| 10 | PQ-10. Decides on and applies different ways of accessing information. | X | |||||
| 11 | PQ-11. Continuously develops their professional knowledge and skills; open to change, innovation, entrepreneurship and lifelong learning. | X | |||||
| 12 | PQ-12. Shares the views and suggestions on health management issues in writing and orally with stakeholders and communicates effectively with colleagues using an English level of at least European Language Portfolio B1 General. | X | |||||
| 13 | PQ-13. Solves problems using effective communication methods, has the ability to use the language in written and oral communication in a correct and proper manner using the terminology of health institutions. | X | |||||
| 14 | PQ-14. Uses information and communication technologies and computer software at least at the European Computer Use License level. | X | |||||
| 15 | PQ-15. Yönetim felsefesini ve yönetimin fonksiyonlarını her bir birime uygun olacak biçimde yönetim uygulamalarına yansıtır. | ||||||
| 16 | PQ-16. Birey olarak dış görünüm olumlu tutum ve davranışlarıyla kuruma örnek olur; sürekli gelişme ve değişime açıktır. | X | |||||
| 17 | PQ-17. Sağlık yönetimi ile ilgili hukuki düzenlemeler ile toplumsal, bilimsel, mesleki etik ilkelere uygun, ülke ya da dünya genelinde genel sağlık sorunlarına duyarlı davranır, çözüm önerilerini yorumlar ve değerlendirir. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |