Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| ENGLISH I | - | Fall 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. Mehmet Polat TACAR |
| Assistant(s) | Lect. Mehmet Polat TACAR |
| Aim | Improvement of oral and written communication skills using four fundamental skills according to the CEFR A1 level |
| Course Content | This course contains; Unit 1; Description of To be, Using "am,is,are" in positive, negative and question sentences.,Unit 1; Description of To be, Using "am,is,are" in positive, negative and question sentences, and introducing yourself,Unit 2; Possessive Adjectives; "my, his, her",Unit 3; Singular, Plurak, and the structure of "There is-are",Unit 4; Defining dates, days and hour, and prepositions,Unit 5; "have got, has got",Unit 5; Present Simple tense and positive sentences,Unit 5, Present Simple tense and negative sentences,Unit 5; Question sentences in Present Simple Tense,Unit 6, Positive Sentences in Present Continuous Tense,Unit 6; Negative Sentences in Present Continuous Tense,Unit 6, Question sentences in Present Continuuos Tense,Unit 7; Comparison of Present Simple and Present Continuous,Revision. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. describes basic grammar rules to form simple sentences. | 10, 16, 37, 6, 9 | A |
| 1.1. describes himself/herself, basic activities and the environment. | 10, 16, 37, 6, 8, 9 | A |
| 1.2 forms questions to know others | 10, 16, 21, 37, 6, 9 | A |
| 2. expresses the date, time, and hour of an incident | 10, 11, 16, 21, 37, 6, 9 | A |
| 2.1 compares the expressions of dates, days, and hours. | 10, 11, 16, 37, 6, 9 | A |
| 2.2 identifies written dates in a sentence | 10, 11, 16, 37, 6, 9 | A |
| 3. lists the belongings of himself/herself or of others. | 10, 11, 16, 37, 6, 9 | A |
| 3.1 forms positive or negative sentences using the "have got-has got" structure. | 10, 11, 16, 37, 6, 8, 9 | A |
| 3.2 questions what others have using the "have got-has got" structure. | 10, 11, 16, 37, 6, 9 | A |
| 4. describes the actions at the moment of speaking | 10, 11, 16, 37, 6, 9 | A |
| 4.1 expresses in clear sentences that an action is happening at the moment of speaking. | 10, 11, 16, 6, 9 | A |
| 4.2 lists how an action is expressed in present continuous tense. | 10, 11, 16, 6, 9 | A |
| 5. summarizes daily routines. | 10, 11, 16, 6, 9 | A |
| 5.1 summarizes how a sentence is formed in the Present Simple Tense | 37 | A |
| 5.2 lists the routines of a person. | 37 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 16: Question - Answer Technique, 21: Simulation Technique, 37: Computer-Internet Supported Instruction, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Unit 1; Description of To be, Using "am,is,are" in positive, negative and question sentences. | Unit 1. P. 4-5 |
| 2 | Unit 1; Description of To be, Using "am,is,are" in positive, negative and question sentences, and introducing yourself | Reviewing the previous course video and written material |
| 3 | Unit 2; Possessive Adjectives; "my, his, her" | Revision of Unit 2 |
| 4 | Unit 3; Singular, Plurak, and the structure of "There is-are" | Unit 3 introduction |
| 5 | Unit 4; Defining dates, days and hour, and prepositions | Reviewing the previous course video and written material |
| 6 | Unit 5; "have got, has got" | p.34-37 |
| 7 | Unit 5; Present Simple tense and positive sentences | p. 40 |
| 8 | Unit 5, Present Simple tense and negative sentences | Reviewing the previous course video and written material |
| 9 | Unit 5; Question sentences in Present Simple Tense | unıt 5-50-54 |
| 10 | Unit 6, Positive Sentences in Present Continuous Tense | Reviewing the previous course video and written material |
| 11 | Unit 6; Negative Sentences in Present Continuous Tense | Unit 6, p. 62-63 |
| 12 | Unit 6, Question sentences in Present Continuuos Tense | p.66-71 |
| 13 | Unit 7; Comparison of Present Simple and Present Continuous | p.80-86 |
| 14 | Revision | Reviewing the previous course video and written material |
| 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 | Secondary and won the high school level, including current information on the basis of competence in the field of books and documents, to have the basic theoretical and practical knowledge supported with other sources. | X | |||||
| 2 | Theoretical and practical knowledge acquired in the field of basic level, in an area on the same level and / or acquire the skills to use a higher level of education. | X | |||||
| 3 | The field gain using the basic level of knowledge and skills, analyze, identify problems, interpret and evaluate the data obtained, develop solutions based on problems. | X | |||||
| 4 | To conduct an independent study on the basic level in the area. | X | |||||
| 5 | Take responsibility to solve complex problems encountered in applications related and unforeseen area. | ||||||
| 6 | To identify learning needs, the basic level of knowledge and skills to evaluate critical thinking, to meet. | X | |||||
| 7 | Learning a profession or a higher level of education be able to and lifelong learning has gained consciousness. | X | |||||
| 8 | Issues related to the area where thoughts have learned to transfer knowledge and skills at the level of oral and written communication. | X | |||||
| 9 | Their thoughts and suggestions share for solutions to problems related to the field. | X | |||||
| 10 | European Computer Driving Licence to use together with information and communication technologies. | X | |||||
| 11 | In the field of social, scientific, cultural and ethical values. | X | |||||
| 12 | Social justice, quality and cultural values, environmental protection, occupational health and safety issues have sufficient awareness of the universality of social rights. | 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 I | - | Fall 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. Mehmet Polat TACAR |
| Assistant(s) | Lect. Mehmet Polat TACAR |
| Aim | Improvement of oral and written communication skills using four fundamental skills according to the CEFR A1 level |
| Course Content | This course contains; Unit 1; Description of To be, Using "am,is,are" in positive, negative and question sentences.,Unit 1; Description of To be, Using "am,is,are" in positive, negative and question sentences, and introducing yourself,Unit 2; Possessive Adjectives; "my, his, her",Unit 3; Singular, Plurak, and the structure of "There is-are",Unit 4; Defining dates, days and hour, and prepositions,Unit 5; "have got, has got",Unit 5; Present Simple tense and positive sentences,Unit 5, Present Simple tense and negative sentences,Unit 5; Question sentences in Present Simple Tense,Unit 6, Positive Sentences in Present Continuous Tense,Unit 6; Negative Sentences in Present Continuous Tense,Unit 6, Question sentences in Present Continuuos Tense,Unit 7; Comparison of Present Simple and Present Continuous,Revision. |
| Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
| 1. describes basic grammar rules to form simple sentences. | 10, 16, 37, 6, 9 | A |
| 1.1. describes himself/herself, basic activities and the environment. | 10, 16, 37, 6, 8, 9 | A |
| 1.2 forms questions to know others | 10, 16, 21, 37, 6, 9 | A |
| 2. expresses the date, time, and hour of an incident | 10, 11, 16, 21, 37, 6, 9 | A |
| 2.1 compares the expressions of dates, days, and hours. | 10, 11, 16, 37, 6, 9 | A |
| 2.2 identifies written dates in a sentence | 10, 11, 16, 37, 6, 9 | A |
| 3. lists the belongings of himself/herself or of others. | 10, 11, 16, 37, 6, 9 | A |
| 3.1 forms positive or negative sentences using the "have got-has got" structure. | 10, 11, 16, 37, 6, 8, 9 | A |
| 3.2 questions what others have using the "have got-has got" structure. | 10, 11, 16, 37, 6, 9 | A |
| 4. describes the actions at the moment of speaking | 10, 11, 16, 37, 6, 9 | A |
| 4.1 expresses in clear sentences that an action is happening at the moment of speaking. | 10, 11, 16, 6, 9 | A |
| 4.2 lists how an action is expressed in present continuous tense. | 10, 11, 16, 6, 9 | A |
| 5. summarizes daily routines. | 10, 11, 16, 6, 9 | A |
| 5.1 summarizes how a sentence is formed in the Present Simple Tense | 37 | A |
| 5.2 lists the routines of a person. | 37 | A |
| Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 16: Question - Answer Technique, 21: Simulation Technique, 37: Computer-Internet Supported Instruction, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Unit 1; Description of To be, Using "am,is,are" in positive, negative and question sentences. | Unit 1. P. 4-5 |
| 2 | Unit 1; Description of To be, Using "am,is,are" in positive, negative and question sentences, and introducing yourself | Reviewing the previous course video and written material |
| 3 | Unit 2; Possessive Adjectives; "my, his, her" | Revision of Unit 2 |
| 4 | Unit 3; Singular, Plurak, and the structure of "There is-are" | Unit 3 introduction |
| 5 | Unit 4; Defining dates, days and hour, and prepositions | Reviewing the previous course video and written material |
| 6 | Unit 5; "have got, has got" | p.34-37 |
| 7 | Unit 5; Present Simple tense and positive sentences | p. 40 |
| 8 | Unit 5, Present Simple tense and negative sentences | Reviewing the previous course video and written material |
| 9 | Unit 5; Question sentences in Present Simple Tense | unıt 5-50-54 |
| 10 | Unit 6, Positive Sentences in Present Continuous Tense | Reviewing the previous course video and written material |
| 11 | Unit 6; Negative Sentences in Present Continuous Tense | Unit 6, p. 62-63 |
| 12 | Unit 6, Question sentences in Present Continuuos Tense | p.66-71 |
| 13 | Unit 7; Comparison of Present Simple and Present Continuous | p.80-86 |
| 14 | Revision | Reviewing the previous course video and written material |
| 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 | Secondary and won the high school level, including current information on the basis of competence in the field of books and documents, to have the basic theoretical and practical knowledge supported with other sources. | X | |||||
| 2 | Theoretical and practical knowledge acquired in the field of basic level, in an area on the same level and / or acquire the skills to use a higher level of education. | X | |||||
| 3 | The field gain using the basic level of knowledge and skills, analyze, identify problems, interpret and evaluate the data obtained, develop solutions based on problems. | X | |||||
| 4 | To conduct an independent study on the basic level in the area. | X | |||||
| 5 | Take responsibility to solve complex problems encountered in applications related and unforeseen area. | ||||||
| 6 | To identify learning needs, the basic level of knowledge and skills to evaluate critical thinking, to meet. | X | |||||
| 7 | Learning a profession or a higher level of education be able to and lifelong learning has gained consciousness. | X | |||||
| 8 | Issues related to the area where thoughts have learned to transfer knowledge and skills at the level of oral and written communication. | X | |||||
| 9 | Their thoughts and suggestions share for solutions to problems related to the field. | X | |||||
| 10 | European Computer Driving Licence to use together with information and communication technologies. | X | |||||
| 11 | In the field of social, scientific, cultural and ethical values. | X | |||||
| 12 | Social justice, quality and cultural values, environmental protection, occupational health and safety issues have sufficient awareness of the universality of social rights. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 20 | |
| Rate of Final Exam to Success | 80 | |
| Total | 100 | |