Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ENGLISH IV | SHZ2290400 | 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 | Elective |
| Course Coordinator | Lect. Onur KAVAK |
| Name of Lecturer(s) | |
| 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. Acquires knowledge of social work theory and practice fields. | ||||||
| 2 | PQ-2. Gains communication skills and knowledge. | X | |||||
| 3 | PQ-3. Obtains information about management and processes. | X | |||||
| 4 | PQ-4. Understands professional ethics, principles and values. | X | |||||
| 5 | PQ-5. Uses required computer software, communication technologies and a foreign language. | X | |||||
| 6 | PQ-6. Acquires the skills of planning and developing for social policy and solving social problems with scientific data and evidence. | ||||||
| 7 | PQ-7. Improves skills for interpreting, synthesizing and using the knowledge gained from different disciplines to solve complex social problems. | ||||||
| 8 | PQ-8. Develops competency to cooperate with other occupations and disciplines for developing services in teamwork and individual responsibility. | X | |||||
| 9 | PQ- 9. Able to use methods and techniques to reach results of research and professional literature to follow and interpret in social work. | ||||||
| 10 | PQ-10. Able to evaluate, criticize, analyze and synthesize the knowledge and skills acquired in the field. | ||||||
| 11 | PQ-11. Gains ability and competence to set goals for self-development of his area, to apply appropriate strategies for selected targets, to follow actual info and developments, to trace and evaluate the state of the projects for his goals. | ||||||
| 12 | PQ-12. Capable to practice social work and train client groups on the basis of similarities and differences by recognizing the positive value of the differences. | X | |||||
| 13 | PQ-13. Learns the effects of the social and cultural environment on human behavior and considers this effect in social work practice. | X | |||||
| 14 | PQ-14. Able to perform Planned Changing Process (contact, diagnosis and assessment, planning, implementation, application, evaluation, termination, feedback and monitoring). | ||||||
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 | SHZ2290400 | 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 | Elective |
| Course Coordinator | Lect. Onur KAVAK |
| Name of Lecturer(s) | |
| 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. Acquires knowledge of social work theory and practice fields. | ||||||
| 2 | PQ-2. Gains communication skills and knowledge. | X | |||||
| 3 | PQ-3. Obtains information about management and processes. | X | |||||
| 4 | PQ-4. Understands professional ethics, principles and values. | X | |||||
| 5 | PQ-5. Uses required computer software, communication technologies and a foreign language. | X | |||||
| 6 | PQ-6. Acquires the skills of planning and developing for social policy and solving social problems with scientific data and evidence. | ||||||
| 7 | PQ-7. Improves skills for interpreting, synthesizing and using the knowledge gained from different disciplines to solve complex social problems. | ||||||
| 8 | PQ-8. Develops competency to cooperate with other occupations and disciplines for developing services in teamwork and individual responsibility. | X | |||||
| 9 | PQ- 9. Able to use methods and techniques to reach results of research and professional literature to follow and interpret in social work. | ||||||
| 10 | PQ-10. Able to evaluate, criticize, analyze and synthesize the knowledge and skills acquired in the field. | ||||||
| 11 | PQ-11. Gains ability and competence to set goals for self-development of his area, to apply appropriate strategies for selected targets, to follow actual info and developments, to trace and evaluate the state of the projects for his goals. | ||||||
| 12 | PQ-12. Capable to practice social work and train client groups on the basis of similarities and differences by recognizing the positive value of the differences. | X | |||||
| 13 | PQ-13. Learns the effects of the social and cultural environment on human behavior and considers this effect in social work practice. | X | |||||
| 14 | PQ-14. Able to perform Planned Changing Process (contact, diagnosis and assessment, planning, implementation, application, evaluation, termination, feedback and monitoring). | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |