| Course Description |
|
| Course Name |
: |
English II |
|
| Course Code |
: |
I 104 |
|
| Course Type |
: |
Compulsory |
|
| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
1 |
|
| Course Semester |
: |
Spring (16 Weeks) |
|
| ECTS |
: |
2 |
|
| Name of Lecturer(s) |
: |
Instructor YEŞİMTUYAN
|
|
| Learning Outcomes of the Course |
: |
Can produce simple connected text on topics of personel interest
Can describe his/her background in simple terms
Can give ideas, reasons and explanations for opinions and plans
Can deal with situations in an area where the language is spoken
Can understand sentences and frequently used expressions related to areas of immediate relevance (e.g basic personel and family information)
Can exchange information on familiar and routine matters
Can understand the main points of a text related to everyday life
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
I 104 English II
|
|
| Recommended Optional Programme Components |
: |
None |
|
| Aim(s) of Course |
: |
Make students understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Introduce him/herself and others and ask and answer questions such as where he/she lives people he/she knows. Interact in a simple way if the other person speaks slowly and clearly. |
|
| Course Contents |
: |
Tenses, Comparative forms of adjectives and adverbs, Superlative forms of adjectives and adverbs, comparisons o f equality, Conditional Clauses |
|
| Language of Instruction |
: |
Turkish+English |
|
| Work Place |
: |
Department classroom |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
"Going to" The Future Tense
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
2 |
The Simple Past Tense;Past of be;was,were
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
3 |
The Simple Past Tense;
Regular verbs
Irregular verbs ( positive and negative )
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
4 |
Tail questions
Used to
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
5 |
The Simple Future Tense "will"
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
6 |
Enough
with adjectives
with nouns
too+adjectives
very
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
7 |
Comparative forms of adjectives and adverbs
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
8 |
Midterm examination (Visa) |
Preparing for the exam |
Written examination |
|
9 |
Superlative forms of adjectives and adverbs
Comparison of equality with "the same…..as",as………as" and "so……as"
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
10 |
The Present Perfect Tense (positive,negative,question)
since / for
ever / never
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
11 |
Conditional Clauses
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
12 |
The Past Continuous Tense (positive,negative,question)
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
13 |
The Past Continuous Tense
When
While
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
14 |
The Past Perfect Tense (positive,negative,question) |
Related unit in the course book |
Telling the subject,asking questions and answering |
|
15 |
Consolidation-Revision
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
16/17 |
Final examination |
Preparing for the exam |
Written examination |
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
They can evaluate the developmental stages and their roles in the learning processes of primary 5-8 grade students. |
0 |
|
2 |
They can monitor the students´ learning processes while using the traditional methods and techniques of measurement besides the alternative measurement and evaluation methods and techniques. |
0 |
|
3 |
They can take individual and group responsibility to solve the problems encountered related to classroom management. |
0 |
|
4 |
They can use Turkish teaching program and the specific teaching strategies, methods and techniques to teach the program to Grades 5-8. |
0 |
|
5 |
They can criticise and/or explain the characteristics of philosophical, literary and other works of art. |
0 |
|
6 |
They can assess their performance objectively and make up for the deficiencies in accordance with the judgments made if they have any. |
0 |
|
7 |
They can use the appropriate methods and techniques to help the students improve their higher thinking skills such as critical thinking, creative thinking and problem solving. |
0 |
|
8 |
They can use the appropriate techniques and methods to help the students improve their reading, listening, speaking, smooth and aesthetic writing skills. |
0 |
|
9 |
They can develop appropriate learning materials and use the information and communication technologies in this process effectively. |
0 |
|
10 |
They can explain the concepts and principles of Turkish sound, shape, sentence, text information and historical and contemporary Turkish dialects. |
0 |
|
11 |
They can exlain the concepts and principles of basic language skills (reading, listening, speaking and writing) and grammar. |
0 |
|
12 |
They can evaluate the periods of Turkish literature and the important people, events and the phenomena. |
0 |
|
13 |
They can acquire self-learning ability. |
4 |
|
14 |
They can communicate effectively with students, teachers, friends, school management and parents. |
0 |
|
15 |
They can improve themselves about the cultural and social aspects. |
4 |
|
16 |
They have the knowledge and skills required by the field of study. |
0 |
|
17 |
They can apply the basic principles and general objectives of education. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
|
|