Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
ENGLISH II | - | Spring Semester | 2+0 | 2 | 2 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Eng |
Course Level | Short Cycle (Associate's Degree) |
Course Type | Required |
Course Coordinator | Lect. Onur KAVAK |
Name of Lecturer(s) | Lect. Tuba ŞENEL İNCE |
Assistant(s) | Lect. Mehmet Polat TACAR |
Aim | Improvement of spoken and written communication skills of the students in line with CEFR A1 level |
Course Content | This course contains; Unit 8; Past Tense and Positive Sentences,Unit 8, Negative Sentences in Past Tense,Unit 8; Question forms in Past tense,Unit 9, Future tense and Positive Sentences,Unit 9, Negative Sentences in Future Tense,Unit 9, Question forms in Future Tense,Unit 10, Introduction to Modals, What is a modal?,11. Positive, Negative and Question forms of "Can",Unit 12, Positive, Negative and question form of "must",Unit 13,Positive, Negative and question form of "Should",Unit 14, Adjectives, Nouns and verbs to describe personality.,Unit 15, Adjectives, Nouns and verbs to describe family, school and work.,Unit 16, Adjective, noun and verbs to describe technological products.,Unit 16, adjectives, nouns and verbs to describe future plans.. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
1. expresses events in The Simple Past Tense | 16, 37, 6, 9 | A |
1.1. explains how verb forms are made in the Simple Past Tense | 16, 37, 6, 9 | A |
1.2 identifies sentences in the simple past tense in CEFR A1 level English texts. | 16, 37, 6, 9 | A |
2. explains events in the Future Tense | 16, 37, 6, 9 | A |
2.1 lists future plans | 16, 37, 6, 9 | A |
2.2 evaluates future tense structures in CEFR A1 LEvel reading text. | 16, 37, 6, 9 | A |
3. formulize sentences regarding possibility or obligation | 16, 37, 6, 9 | A |
3.1 makes A1 level oral and written explanations about what to do in obligations. | 16, 37, 6, 9 | A |
3.2 lists daily plans with simple verbs. | 16, 37, 6, 9 | A |
4. compares appearances of people. | 16, 37, 6, 9 | A |
4.1 describes people with appropriate adjectives. | 37 | A |
4.2 summarizes characteristics of figures in CEFR A1 level reading text. | 37 | A |
5. summarizes the features of technological devices used in daily life. | 37, 9 | A |
5.1 lists features of electornic devices such as mobile phone, PC with the help of a dictionary | 37 | A |
5.2 compares technological devices with each other. | 14, 37 | A |
Teaching Methods: | 14: Self Study Method, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 6: Experiential Learning, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Unit 8; Past Tense and Positive Sentences | Unit 8; P.94-101 |
2 | Unit 8, Negative Sentences in Past Tense | Unit 8; P.94-101 |
3 | Unit 8; Question forms in Past tense | Unit 8; P.94-101 |
4 | Unit 9, Future tense and Positive Sentences | Unit 9: p.102-111 |
5 | Unit 9, Negative Sentences in Future Tense | Unit 9: p.102-111 |
6 | Unit 9, Question forms in Future Tense | Unit 9: p.102-111 |
7 | Unit 10, Introduction to Modals, What is a modal? | Unit 10: 112-129 |
8 | 11. Positive, Negative and Question forms of "Can" | Unit 10: 112-129 |
9 | Unit 12, Positive, Negative and question form of "must" | Unit 10: 112-129 |
10 | Unit 13,Positive, Negative and question form of "Should" | Unit 10: 112-129 |
11 | Unit 14, Adjectives, Nouns and verbs to describe personality. | P. 136 |
12 | Unit 15, Adjectives, Nouns and verbs to describe family, school and work. | S.142 |
13 | Unit 16, Adjective, noun and verbs to describe technological products. | P.150 |
14 | Unit 16, adjectives, nouns and verbs to describe future plans. | P.155 |
Resources |
Essential Grammar in Use Elementary Level, Fouth Edition by Raymond Murphy, ISBN 978-1-107-48060-2020 |
Speakout Elementary coursebook, 2nd Edition, 2018, Oxford Publications, ISBN 978-1-292-11593-1 |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Students identify the basic concepts and gain knowledge related to banking and insurance. | X | |||||
2 | Students acquire the current knowledge concerning the sector practices. | X | |||||
3 | Students make a list of fundamental conceptual knowledge in the practical application of International Banking and Finance techniques. | X | |||||
4 | Students explain procedures and principles to follow in banking and insurance transactions. | X | |||||
5 | Students convey knowledge concerning financial markets and institutions. | X | |||||
6 | Students identify and define transaction types in the banking and insurance sector. | X | |||||
7 | Students rationally determine risks to be faced by the parties in both sectors. | X | |||||
8 | Students explain risk types to occur in the sector and hedging techniques. | X | |||||
9 | Students apply the acquired knowledge regarding the field of banking and insurance to their studies. | X | |||||
10 | Students are fully aware that they need to adapt to the changes in the sector considering lifelong learning approach. | X | |||||
11 | Students benefit from the domain knowledge and acquired skills for informing partners or partner institutions. | X | |||||
12 | Students set up social responsibility projects related to the field they work in. | X | |||||
13 | Students communicate with their colleagues and customers according to the rules of professional ethics. | X | |||||
14 | Students effectively apply the acquired knowledge in the field of banking and insurance to their studies or professional lives. | X | |||||
15 | Students discover asymmetric information problems to occur in the sector and indicate the necessary measures which need to be taken to prevent those kinds of problems. | X |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 20 | |
Rate of Final Exam to Success | 80 | |
Total | 100 |
ECTS / Workload Table | ||||||
Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
Course Hours | 14 | 2 | 28 | |||
Guided Problem Solving | 0 | 0 | 0 | |||
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 | 6 | 6 | |||
General Exam | 1 | 12 | 12 | |||
Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
Total Workload(Hour) | 46 | |||||
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(46/30) | 2 | |||||
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 | 2+0 | 2 | 2 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Eng |
Course Level | Short Cycle (Associate's Degree) |
Course Type | Required |
Course Coordinator | Lect. Onur KAVAK |
Name of Lecturer(s) | Lect. Tuba ŞENEL İNCE |
Assistant(s) | Lect. Mehmet Polat TACAR |
Aim | Improvement of spoken and written communication skills of the students in line with CEFR A1 level |
Course Content | This course contains; Unit 8; Past Tense and Positive Sentences,Unit 8, Negative Sentences in Past Tense,Unit 8; Question forms in Past tense,Unit 9, Future tense and Positive Sentences,Unit 9, Negative Sentences in Future Tense,Unit 9, Question forms in Future Tense,Unit 10, Introduction to Modals, What is a modal?,11. Positive, Negative and Question forms of "Can",Unit 12, Positive, Negative and question form of "must",Unit 13,Positive, Negative and question form of "Should",Unit 14, Adjectives, Nouns and verbs to describe personality.,Unit 15, Adjectives, Nouns and verbs to describe family, school and work.,Unit 16, Adjective, noun and verbs to describe technological products.,Unit 16, adjectives, nouns and verbs to describe future plans.. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
1. expresses events in The Simple Past Tense | 16, 37, 6, 9 | A |
1.1. explains how verb forms are made in the Simple Past Tense | 16, 37, 6, 9 | A |
1.2 identifies sentences in the simple past tense in CEFR A1 level English texts. | 16, 37, 6, 9 | A |
2. explains events in the Future Tense | 16, 37, 6, 9 | A |
2.1 lists future plans | 16, 37, 6, 9 | A |
2.2 evaluates future tense structures in CEFR A1 LEvel reading text. | 16, 37, 6, 9 | A |
3. formulize sentences regarding possibility or obligation | 16, 37, 6, 9 | A |
3.1 makes A1 level oral and written explanations about what to do in obligations. | 16, 37, 6, 9 | A |
3.2 lists daily plans with simple verbs. | 16, 37, 6, 9 | A |
4. compares appearances of people. | 16, 37, 6, 9 | A |
4.1 describes people with appropriate adjectives. | 37 | A |
4.2 summarizes characteristics of figures in CEFR A1 level reading text. | 37 | A |
5. summarizes the features of technological devices used in daily life. | 37, 9 | A |
5.1 lists features of electornic devices such as mobile phone, PC with the help of a dictionary | 37 | A |
5.2 compares technological devices with each other. | 14, 37 | A |
Teaching Methods: | 14: Self Study Method, 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 6: Experiential Learning, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Unit 8; Past Tense and Positive Sentences | Unit 8; P.94-101 |
2 | Unit 8, Negative Sentences in Past Tense | Unit 8; P.94-101 |
3 | Unit 8; Question forms in Past tense | Unit 8; P.94-101 |
4 | Unit 9, Future tense and Positive Sentences | Unit 9: p.102-111 |
5 | Unit 9, Negative Sentences in Future Tense | Unit 9: p.102-111 |
6 | Unit 9, Question forms in Future Tense | Unit 9: p.102-111 |
7 | Unit 10, Introduction to Modals, What is a modal? | Unit 10: 112-129 |
8 | 11. Positive, Negative and Question forms of "Can" | Unit 10: 112-129 |
9 | Unit 12, Positive, Negative and question form of "must" | Unit 10: 112-129 |
10 | Unit 13,Positive, Negative and question form of "Should" | Unit 10: 112-129 |
11 | Unit 14, Adjectives, Nouns and verbs to describe personality. | P. 136 |
12 | Unit 15, Adjectives, Nouns and verbs to describe family, school and work. | S.142 |
13 | Unit 16, Adjective, noun and verbs to describe technological products. | P.150 |
14 | Unit 16, adjectives, nouns and verbs to describe future plans. | P.155 |
Resources |
Essential Grammar in Use Elementary Level, Fouth Edition by Raymond Murphy, ISBN 978-1-107-48060-2020 |
Speakout Elementary coursebook, 2nd Edition, 2018, Oxford Publications, ISBN 978-1-292-11593-1 |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | Students identify the basic concepts and gain knowledge related to banking and insurance. | X | |||||
2 | Students acquire the current knowledge concerning the sector practices. | X | |||||
3 | Students make a list of fundamental conceptual knowledge in the practical application of International Banking and Finance techniques. | X | |||||
4 | Students explain procedures and principles to follow in banking and insurance transactions. | X | |||||
5 | Students convey knowledge concerning financial markets and institutions. | X | |||||
6 | Students identify and define transaction types in the banking and insurance sector. | X | |||||
7 | Students rationally determine risks to be faced by the parties in both sectors. | X | |||||
8 | Students explain risk types to occur in the sector and hedging techniques. | X | |||||
9 | Students apply the acquired knowledge regarding the field of banking and insurance to their studies. | X | |||||
10 | Students are fully aware that they need to adapt to the changes in the sector considering lifelong learning approach. | X | |||||
11 | Students benefit from the domain knowledge and acquired skills for informing partners or partner institutions. | X | |||||
12 | Students set up social responsibility projects related to the field they work in. | X | |||||
13 | Students communicate with their colleagues and customers according to the rules of professional ethics. | X | |||||
14 | Students effectively apply the acquired knowledge in the field of banking and insurance to their studies or professional lives. | X | |||||
15 | Students discover asymmetric information problems to occur in the sector and indicate the necessary measures which need to be taken to prevent those kinds of problems. | X |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 20 | |
Rate of Final Exam to Success | 80 | |
Total | 100 |