Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ENGLISH III | SHZ2190300 | 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 | Elective |
| 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. 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. | ||||||
| 4 | PQ-4. Has knowledge of professional ethics, principles and values. | ||||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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 III | SHZ2190300 | 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 | Elective |
| 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. 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. | ||||||
| 4 | PQ-4. Has knowledge of professional ethics, principles and values. | ||||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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. | X | |||||
| 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 | |