Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ENGLISH II | - | Spring Semester | 4+0 | 4 | 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) | Lect. Ahmet AHISKALI |
| Assistant(s) | Lecturer Gökçe Şaltan, Mehmet Polat Tacar, Nurcan Kuru, Zeyneb Çetiner, Müge Eser, Seda Yeşildeniz |
| Aim | The aim of this course is to improve students' spoken and written communication skills using basic grammar structure of English. |
| Course Content | This course contains; Holidays (Plans about holidays and journey) (The use of comparatives and superlatives),Now (Şimdiki zaman kullanımı),Now (The use of present continuous tense) ,Now (The use of present continuous tense) ,Now (The use of present continuous tense) ,Now (The use of present continuous tense) ,Now (The use of present continuous tense) ,Transport (The use of modals to describe abilities and obligations),Transport (The use of modals to describe abilities and obligations),Plans (The use of future tense to talk about future plans and wishes),Plans (The use of future tense to talk about future plans and wishes),Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs),Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs),Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs). |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 7.Interprets daily dialogues. | 10, 11, 16, 6, 9 | A |
| 9.Defines the infrastructure that can improve itself. | 10, 16, 6, 8, 9 | A |
| 12.Follows media tools effectively. | 10, 16, 6, 9 | A |
| 1. Define the basic grammar rules of English. | 10, 15, 16, 6, 9 | A |
| 2. Explain himself/herself, basic activities and the environment. | 10, 15, 16, 6, 9 | A |
| 3. Uses the words necessary for daily spoken language in sentences. | 10, 15, 16, 6, 9 | A |
| 4. Compares basic sentences in English with his/her mother tongue. | 10, 16, 6, 8, 9 | A |
| 5. Interprets basic level texts. | 10, 15, 16, 6, 9 | A |
| 6. Explains written sources in basic level via dictionary | 10, 11, 15, 16, 6, 9 | A |
| 8. Compares the sound differences between the target language and mother tongue. | 10, 11, 16, 6, 9 | A |
| 10. Make his/her own program to improve her grammar. | 10, 11, 16, 6, 9 | A |
| 11. Interprets the basic issues. | 10, 16, 6, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Holidays (Plans about holidays and journey) (The use of comparatives and superlatives) | 1 |
| 2 | Now (Şimdiki zaman kullanımı) | 1 |
| 3 | Now (The use of present continuous tense) | 1 |
| 4 | Now (The use of present continuous tense) | 1 |
| 5 | Now (The use of present continuous tense) | 1 |
| 6 | Now (The use of present continuous tense) | 1 |
| 7 | Now (The use of present continuous tense) | 1 |
| 8 | Transport (The use of modals to describe abilities and obligations) | 1 |
| 9 | Transport (The use of modals to describe abilities and obligations) | 1 |
| 10 | Plans (The use of future tense to talk about future plans and wishes) | 1 |
| 11 | Plans (The use of future tense to talk about future plans and wishes) | 1 |
| 12 | Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) | 1 |
| 13 | Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) | 1 |
| 14 | Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) | 1 |
| Resources |
| 1. Speakout Elementary coursebook, 2nd Edition, 2018 Oxford Publications, ISBN 978-1-292-11593-1, |
| 2. eltpublications.com online resources |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. By using the necessary information technologies and resources knows how to access, basic and current theoretical and applied scientific knowledge and evaluates the accuracy, reliability and validity of this information in the field of speech and language therapy. | X | |||||
| 2 | PQ-2. Gained through his/her education, uses the knowledge and skills effectively with evidence based metheods to improve the quality of life for healthy development of communication, speech, language, voice and swallowing and to prevent, diagnose and treat the disorders at the individual and public level. | X | |||||
| 3 | PQ-3. With consciousness of social responsibility, establishes interdisciplinary collaborations with experts in various other professions, and works to be a reliable member of such interdisciplinary teams. | X | |||||
| 4 | PQ-4. Gathers evidence-based data using technological devices and tools in the field; plans, executes, makes necessary changes to, finalizes, and reports the programs, and reliably and securely documents and monitors them. | X | |||||
| 5 | PQ-5. Implements prevention, functional evaluation, differential diagnosis, therapy and rehabilitation practices using the acquired knowledge, skills as well as the related technology in the field by taking a bio-psycho-social, cultural, and wholistic approach. | X | |||||
| 6 | PQ-6. Independently and effectively carries out professional work and academic studies; takes responsibilities as a team member and produces solutions to unanticipated or encountered problems. | X | |||||
| 7 | PQ-7. Behaves in accordance with the processes based on an adequate understanding and awareness for quality management and continuity, protection of the environment, and workplace safety. | X | |||||
| 8 | PQ-8. Identifies personal and professional learning needs using a self-critical approach and develops a positive attitude towards life-long learning by learning at least one foreign language and demonstrates learning. | X | |||||
| 9 | PQ-9. Serves as a model for the society through their positive attitude, behaviors, and communication for openness to continuous change; acts in a respectful and sensitive manner to universal democracy, human rights, social, cultural, linguistic and individual differences. | X | |||||
| 10 | PQ-10. Acts in accordance with the field-related legislations, scientific and professional ethical values; performs all professional duties and responsibilities while looking out for the rights and interests of clients; protects and defends professional rights. | X | |||||
| 11 | PQ-11. Participates in development of speech and language therapy related policies for individual and social health, family counseling, societal awareness, health, and education both externally and internally, as well as domestically and internationally; communicates accurate and transparent information. | X | |||||
| 12 | PQ-12. Engages in projects and research by using acquired knowledge and skills in research methods, learning and teaching, assessment, evaluation and management; plans and applies such activities. | 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 | 4 | 56 | |||
| 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 | 16 | 16 | |||
| General Exam | 1 | 21 | 21 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 121 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(121/30) | 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 II | - | Spring Semester | 4+0 | 4 | 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) | Lect. Ahmet AHISKALI |
| Assistant(s) | Lecturer Gökçe Şaltan, Mehmet Polat Tacar, Nurcan Kuru, Zeyneb Çetiner, Müge Eser, Seda Yeşildeniz |
| Aim | The aim of this course is to improve students' spoken and written communication skills using basic grammar structure of English. |
| Course Content | This course contains; Holidays (Plans about holidays and journey) (The use of comparatives and superlatives),Now (Şimdiki zaman kullanımı),Now (The use of present continuous tense) ,Now (The use of present continuous tense) ,Now (The use of present continuous tense) ,Now (The use of present continuous tense) ,Now (The use of present continuous tense) ,Transport (The use of modals to describe abilities and obligations),Transport (The use of modals to describe abilities and obligations),Plans (The use of future tense to talk about future plans and wishes),Plans (The use of future tense to talk about future plans and wishes),Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs),Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs),Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs). |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 7.Interprets daily dialogues. | 10, 11, 16, 6, 9 | A |
| 9.Defines the infrastructure that can improve itself. | 10, 16, 6, 8, 9 | A |
| 12.Follows media tools effectively. | 10, 16, 6, 9 | A |
| 1. Define the basic grammar rules of English. | 10, 15, 16, 6, 9 | A |
| 2. Explain himself/herself, basic activities and the environment. | 10, 15, 16, 6, 9 | A |
| 3. Uses the words necessary for daily spoken language in sentences. | 10, 15, 16, 6, 9 | A |
| 4. Compares basic sentences in English with his/her mother tongue. | 10, 16, 6, 8, 9 | A |
| 5. Interprets basic level texts. | 10, 15, 16, 6, 9 | A |
| 6. Explains written sources in basic level via dictionary | 10, 11, 15, 16, 6, 9 | A |
| 8. Compares the sound differences between the target language and mother tongue. | 10, 11, 16, 6, 9 | A |
| 10. Make his/her own program to improve her grammar. | 10, 11, 16, 6, 9 | A |
| 11. Interprets the basic issues. | 10, 16, 6, 9 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 15: Role Play and Drama Technique, 16: Question - Answer Technique, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Holidays (Plans about holidays and journey) (The use of comparatives and superlatives) | 1 |
| 2 | Now (Şimdiki zaman kullanımı) | 1 |
| 3 | Now (The use of present continuous tense) | 1 |
| 4 | Now (The use of present continuous tense) | 1 |
| 5 | Now (The use of present continuous tense) | 1 |
| 6 | Now (The use of present continuous tense) | 1 |
| 7 | Now (The use of present continuous tense) | 1 |
| 8 | Transport (The use of modals to describe abilities and obligations) | 1 |
| 9 | Transport (The use of modals to describe abilities and obligations) | 1 |
| 10 | Plans (The use of future tense to talk about future plans and wishes) | 1 |
| 11 | Plans (The use of future tense to talk about future plans and wishes) | 1 |
| 12 | Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) | 1 |
| 13 | Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) | 1 |
| 14 | Health (The use of should/shouldn't to give advice) (The use of adverbs to describe verbs) | 1 |
| Resources |
| 1. Speakout Elementary coursebook, 2nd Edition, 2018 Oxford Publications, ISBN 978-1-292-11593-1, |
| 2. eltpublications.com online resources |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | PQ-1. By using the necessary information technologies and resources knows how to access, basic and current theoretical and applied scientific knowledge and evaluates the accuracy, reliability and validity of this information in the field of speech and language therapy. | X | |||||
| 2 | PQ-2. Gained through his/her education, uses the knowledge and skills effectively with evidence based metheods to improve the quality of life for healthy development of communication, speech, language, voice and swallowing and to prevent, diagnose and treat the disorders at the individual and public level. | X | |||||
| 3 | PQ-3. With consciousness of social responsibility, establishes interdisciplinary collaborations with experts in various other professions, and works to be a reliable member of such interdisciplinary teams. | X | |||||
| 4 | PQ-4. Gathers evidence-based data using technological devices and tools in the field; plans, executes, makes necessary changes to, finalizes, and reports the programs, and reliably and securely documents and monitors them. | X | |||||
| 5 | PQ-5. Implements prevention, functional evaluation, differential diagnosis, therapy and rehabilitation practices using the acquired knowledge, skills as well as the related technology in the field by taking a bio-psycho-social, cultural, and wholistic approach. | X | |||||
| 6 | PQ-6. Independently and effectively carries out professional work and academic studies; takes responsibilities as a team member and produces solutions to unanticipated or encountered problems. | X | |||||
| 7 | PQ-7. Behaves in accordance with the processes based on an adequate understanding and awareness for quality management and continuity, protection of the environment, and workplace safety. | X | |||||
| 8 | PQ-8. Identifies personal and professional learning needs using a self-critical approach and develops a positive attitude towards life-long learning by learning at least one foreign language and demonstrates learning. | X | |||||
| 9 | PQ-9. Serves as a model for the society through their positive attitude, behaviors, and communication for openness to continuous change; acts in a respectful and sensitive manner to universal democracy, human rights, social, cultural, linguistic and individual differences. | X | |||||
| 10 | PQ-10. Acts in accordance with the field-related legislations, scientific and professional ethical values; performs all professional duties and responsibilities while looking out for the rights and interests of clients; protects and defends professional rights. | X | |||||
| 11 | PQ-11. Participates in development of speech and language therapy related policies for individual and social health, family counseling, societal awareness, health, and education both externally and internally, as well as domestically and internationally; communicates accurate and transparent information. | X | |||||
| 12 | PQ-12. Engages in projects and research by using acquired knowledge and skills in research methods, learning and teaching, assessment, evaluation and management; plans and applies such activities. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |