| Course Description |
|
| Course Name |
: |
English I |
|
| Course Code |
: |
I 103 |
|
| Course Type |
: |
Compulsory |
|
| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
1 |
|
| Course Semester |
: |
Fall (16 Weeks) |
|
| ECTS |
: |
2 |
|
| Name of Lecturer(s) |
: |
Instructor YEŞİMTUYAN
|
|
| Learning Outcomes of the Course |
: |
Produces simple connected text on topics of personal interest
Describes his/her background in simple terms.
Gives ideas, reasons and explanations for opinions and plans.
Deals with situations in an area where the language is spoken
Understands sentences and frequently used expressions related to areas of immediate relevance (e.g basic personel and family information).
Exchanges information on familiar and routine matters.
Understands the main points of a text related to everyday life.
|
|
| Mode of Delivery |
: |
Face-to-Face |
|
| Prerequisites and Co-Prerequisites |
: |
None |
|
| 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 |
: |
Personal pronouns,articles,numbers,plural nouns,prepositions,demonstrative adjectives,countable nouns,uncountable nouns,tenses,possessive adjectives,possessive pronouns,imperatives,modals,object pronouns frequency adverbs and adjectives |
|
| 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 |
Introducing the lesson;
Personal Pronouns,
The verb "to be";am,is,are(positive,negative,question,short and full answers)
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
2 |
Articles;a/an,the
Jobs
Interrogative words;who,what,where
"What is your name?" "Where are you from?"
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
3 |
Cardinal numbers
Ordinal numbers
"How old are you?"
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
4 |
Regular plural nouns
Irregular plural nouns
Adjectives
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
5 |
Prepositions of place (in,on at)
Demonstrative adjectives (this/these,that/those)
There is and there are
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
6 |
Countable nouns
Uncountable nouns
Some,any
a few,many
a little,much
have (got) , has (got)
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
7 |
Possessive adjectives
Possessive Pronouns
Possessive forms of nouns
Imperatives
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
8 |
Midterm examination (Visa) |
Preparing for the exam |
Written examination |
|
9 |
The Present Continuous Tense (positive,negative,question)
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
10 |
Doing exercises about the Present Continuous Tense |
Related unit in the course book |
Telling the subject,asking questions and answering |
|
11 |
The Auxiliaries
Can
Must
Have to,has to
Telling the time
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
12 |
How much
How many ("How many years do I have to study?")
Object pronouns
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
13 |
The Simple Present Tense (positive,negative,question)
|
Related unit in the course book |
Telling the subject,asking questions and answering |
|
14 |
Frequency adverbs with "to be"
Frequency adverbs with "The Simple Present Tense"
|
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 use the methods to enrich empathy, critical and creative thinking, effective decision making compatible with humanistic values and problem solving skills. |
3 |
|
2 |
They plan teaching-learning process noting students´ individual differences and the characteristics of the subject focus. |
0 |
|
3 |
They develop original materials student-oriented instruction and use information technologies. |
4 |
|
4 |
They avoid beiong mechanical in measurement and evaluation and use creative and elaborative forms to provide multiple development of the students. |
0 |
|
5 |
They explain information production methods of Social Sciences. |
0 |
|
6 |
The graduates of Social Studies Education explain basic notions of the Social Sciences. |
0 |
|
7 |
They recognize the cultural structures of their own and other societies. They also evaluate reasons and outcomes of changes throughout history. |
0 |
|
8 |
They define the location of their place on Earth. They evaluate social, political and economical effects of geographical location and the results of them. |
0 |
|
9 |
They become aware of the importance of using natural sciences and arts to apprehend the Earth multidimentionally. They define their scientific, cultural, artistic and social needs and develop themselves continually. |
0 |
|
10 |
They relate the disciplines that contribute to content of Social Studies lesson, applying the required specific instruction methods for the program. |
0 |
|
11 |
They describe the applications to create democratic learning environment and make the classroom a real piece of life. |
0 |
|
12 |
They communicate with their students and social environment in different cultures, they defend the fact that problems can be solved peacefully. |
0 |
|
13 |
They recognize scientific basis of education. |
0 |
|
14 |
They evaluate themselves in terms of their own professional qualifications. |
0 |
|
15 |
They avoid discrimination and defend that living an honorable and human-rights convenient life is required for all humanity. |
0 |
|
16 |
They become a citizen-teacher model. They struggle for a solution to current problems of the globe and their own environment as a participant member of the society. |
0 |
|
17 |
They value self-confidence, braveness to question and power of changing. They want to study hard and take responsibility for achieving that goal. |
0 |
|
18 |
They reach information sources and evaluate their learnings in a critical attitude. |
3 |
|
19 |
They value life-long learning. |
0 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
|
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