Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
ENGLISH IV | BES2290400 | Spring Semester | 3+0 | 3 | 4 |
Course Program | Cuma 14:30-15:15 Cuma 15:30-16:15 Cuma 16:30-17:15 |
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. Ayşe KILIÇ |
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. They have basic knowledge in the field of Nutrition and Dietetics. | ||||||
2 | PQ-2. Use vocational knowledge and skills for the development of health at individual and community level, for the prevention and treatment of diseases. | X | |||||
3 | PQ-3. Provide training and counseling in the field of nutrition and dietetics including individuals, families and organizations. | X | |||||
4 | PQ-4. Carries out independent research on the field using knowledge accumulation, and takes part in research, projects and events in collaboration with the health team and other disciplines. | X | |||||
5 | PQ-5. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies. | X | |||||
6 | PQ-6. Carry out its professional practices in line with ethical principles and standards. His behavior becomes an example to colleagues and public. | ||||||
7 | PQ-7. Uses at least one foreign language to reach, evaluate and use it for professional development. | X | |||||
8 | PQ-8. Use critical thinking, problem solving and decision making skills in the field of nutrition and dietetics. | ||||||
9 | PQ-9. Communicates effectively both verbally and written in occupational field. | X | |||||
10 | PQ-10. They have general cultural knowledge that profession requires. | X | |||||
11 | PQ-11. Develop positive attitudes toward lifelong learning and turn them into behavior. | 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 IV | BES2290400 | Spring Semester | 3+0 | 3 | 4 |
Course Program | Cuma 14:30-15:15 Cuma 15:30-16:15 Cuma 16:30-17:15 |
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. Ayşe KILIÇ |
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. They have basic knowledge in the field of Nutrition and Dietetics. | ||||||
2 | PQ-2. Use vocational knowledge and skills for the development of health at individual and community level, for the prevention and treatment of diseases. | X | |||||
3 | PQ-3. Provide training and counseling in the field of nutrition and dietetics including individuals, families and organizations. | X | |||||
4 | PQ-4. Carries out independent research on the field using knowledge accumulation, and takes part in research, projects and events in collaboration with the health team and other disciplines. | X | |||||
5 | PQ-5. Conducts profession in accordance with scientific researches, evidence, developing technology, current literature and health policies. | X | |||||
6 | PQ-6. Carry out its professional practices in line with ethical principles and standards. His behavior becomes an example to colleagues and public. | ||||||
7 | PQ-7. Uses at least one foreign language to reach, evaluate and use it for professional development. | X | |||||
8 | PQ-8. Use critical thinking, problem solving and decision making skills in the field of nutrition and dietetics. | ||||||
9 | PQ-9. Communicates effectively both verbally and written in occupational field. | X | |||||
10 | PQ-10. They have general cultural knowledge that profession requires. | X | |||||
11 | PQ-11. Develop positive attitudes toward lifelong learning and turn them into behavior. | X |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 40 | |
Rate of Final Exam to Success | 60 | |
Total | 100 |