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. Has knowledge of theories, approaches, models, human rights, social problems, research methods and techniques and application areas related to social work discipline. | ||||||
| 2 | PQ-2. Has basic knowledge about realizing evidence-based social work interventions for counselee with different characteristics at individual, family, group and community level. | X | |||||
| 3 | PQ-3. Has knowledge of management and management processes, project design and project management. | X | |||||
| 4 | PQ-4. Has knowledge of professional ethics, principles and values. | X | |||||
| 5 | PQ-5. Has the ability to realize evidence-based social work practice at generalist level with counselee groups. | X | |||||
| 6 | PQ-6. To be able to communicate verbally and in writing, to think critically, to analyze and synthesize, to use relevant information technologies and other technologies in the context of social work practice. | ||||||
| 7 | PQ-7. Demonstrate the ability to carry out social work interventions for counselee systems at the individual, family, group and community levels and to report and record these interventions. | ||||||
| 8 | PQ-8. Recognize the positive value of difference and have the ability to practice on the basis of similarities and differences. | ||||||
| 9 | PQ-9. To be able to conduct research using contemporary management knowledge and techniques, to utilize and interpret the results of research, to fulfill managerial duties, to provide cooperation and coordination between institutions and to develop joint services. | ||||||
| 10 | PQ-10. It acts as an expert who conducts social work intervention independently, takes responsibility for solving the problems encountered in practice individually and as a team member, and provides professional guidance and counseling to social work students and new graduates. | X | |||||
| 11 | PQ- 11.Evaluates the knowledge, skills and professional foreign language acquired in the field with a critical approach and develops a positive attitude towards lifelong learning. | ||||||
| 12 | PQ-12. The student works as an expert who shares his/her thoughts and solution proposals in the fields of social work with different people and institutions by supporting them with quantitative and qualitative data, organizes and implements projects and activities with the awareness of social responsibility, and also monitors and evaluates the developments in the agenda of society and the world. | ||||||
| 13 | PQ-13. Determines the duties, authorities, rights and responsibilities related to the social work profession and acts in accordance with the legislation, professional ethical principles and standards. | ||||||
| 14 | PQ-14. Uses conceptual frameworks and perspectives, theoretical approaches and models that guide the implementation of each intervention level of social work by adopting social justice and rights-based approach. | X | |||||
| 15 | PQ-15. Adopts the knowledge, skills, values and attitudes of social work as a science and profession, and the understanding of being a model for society and lifelong learning. | 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 | 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. Has knowledge of theories, approaches, models, human rights, social problems, research methods and techniques and application areas related to social work discipline. | ||||||
| 2 | PQ-2. Has basic knowledge about realizing evidence-based social work interventions for counselee with different characteristics at individual, family, group and community level. | X | |||||
| 3 | PQ-3. Has knowledge of management and management processes, project design and project management. | X | |||||
| 4 | PQ-4. Has knowledge of professional ethics, principles and values. | X | |||||
| 5 | PQ-5. Has the ability to realize evidence-based social work practice at generalist level with counselee groups. | X | |||||
| 6 | PQ-6. To be able to communicate verbally and in writing, to think critically, to analyze and synthesize, to use relevant information technologies and other technologies in the context of social work practice. | ||||||
| 7 | PQ-7. Demonstrate the ability to carry out social work interventions for counselee systems at the individual, family, group and community levels and to report and record these interventions. | ||||||
| 8 | PQ-8. Recognize the positive value of difference and have the ability to practice on the basis of similarities and differences. | ||||||
| 9 | PQ-9. To be able to conduct research using contemporary management knowledge and techniques, to utilize and interpret the results of research, to fulfill managerial duties, to provide cooperation and coordination between institutions and to develop joint services. | ||||||
| 10 | PQ-10. It acts as an expert who conducts social work intervention independently, takes responsibility for solving the problems encountered in practice individually and as a team member, and provides professional guidance and counseling to social work students and new graduates. | X | |||||
| 11 | PQ- 11.Evaluates the knowledge, skills and professional foreign language acquired in the field with a critical approach and develops a positive attitude towards lifelong learning. | ||||||
| 12 | PQ-12. The student works as an expert who shares his/her thoughts and solution proposals in the fields of social work with different people and institutions by supporting them with quantitative and qualitative data, organizes and implements projects and activities with the awareness of social responsibility, and also monitors and evaluates the developments in the agenda of society and the world. | ||||||
| 13 | PQ-13. Determines the duties, authorities, rights and responsibilities related to the social work profession and acts in accordance with the legislation, professional ethical principles and standards. | ||||||
| 14 | PQ-14. Uses conceptual frameworks and perspectives, theoretical approaches and models that guide the implementation of each intervention level of social work by adopting social justice and rights-based approach. | X | |||||
| 15 | PQ-15. Adopts the knowledge, skills, values and attitudes of social work as a science and profession, and the understanding of being a model for society and lifelong learning. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |