| Course Description |
|
| Course Name |
: |
English for Specific Purposes I |
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| Course Code |
: |
AY 231 |
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| Course Type |
: |
Compulsory |
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| Level of Course |
: |
First Cycle |
|
| Year of Study |
: |
2 |
|
| Course Semester |
: |
Fall (16 Weeks) |
|
| ECTS |
: |
3 |
|
| Name of Lecturer(s) |
: |
Lecturer ASLICAN DEĞERLİ
|
|
| Learning Outcomes of the Course |
: |
Identify the terminology in a text.
Identify the same terminology used in different sports
Recognise and reacts to oral instructions.
Express themselves in writing through different text types
Write appropriate personal description, information and details
Write formal letters
Write informal letters
|
|
| Mode of Delivery |
: |
Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
The aim of this course is to enable students to communicate effectively in spoken English on issues and ideas with a reasonable degree of fluency and accuracy in different social settings and different kinds of social encounters, to read variety of texts on coaching, comprehend and react them in a reasonable degree, to understand real life spoken English, to recognise and practice basic English grammar structures functionally and to have knowledge on their major branch through different text types. |
|
| Course Contents |
: |
Terminology of Coach Training. Translation practice (Children and Sport). Comparative adjectives. Translation practice (Effects of training). Writing CV and formal-informal letters.
Translation practice (Meaning of success for children). Translation practice (Sports injuries)
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|
| Language of Instruction |
: |
English |
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| Work Place |
: |
Classrooms in BESYO. |
|
|
Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
|
1 |
Introducing yourself-plurals-what is /are-to be questions-nationalities and countries(week1) |
Utilization of literature on the subject |
Oral presentation. |
|
2 |
Possessive (‘s) and adjectives-present simple-Describing a special/typical day (week2) |
Utilization of literature on the subject |
oral presentation |
|
3 |
Present simple questions and negatives-adjectives-verbs-nouns (week3) |
Utilization of literature on the subject |
oral presentation |
|
4 |
Talking about a holiday- a, an, any, some (week4) |
Utilization of literature on the subject |
oral presentation |
|
5 |
Talking about possessions-have/has got(week5) |
Utilization of literature on the subject |
oral presentation |
|
6 |
Asking for information in a shop- there is /are – a, an, any, some(week6) |
Utilization of literature on the subject |
oral presentation |
|
7 |
Adverbs of frequency-class survey on weekend activities ( week7) |
Utilization of literature on the subject |
oral presentation |
|
8 |
Midterm exam |
Exam preparation |
Text exam |
|
9 |
Prepositions of place-telling where things are- present continuous for now |
Utilization of literature on the subject |
oral presentation |
|
10 |
Making requests-ordering food and drinks in a cafe-‘can’ for ability |
Utilization of literature on the subject |
oral presentation |
|
11 |
Past simple of ‘be’ and regular verbs-discussion what you did last week |
Utilization of literature on the subject |
oral presentation |
|
12 |
Past simple irregular verbs |
Utilization of literature on the subject |
oral presentation |
|
13 |
Interviewing your partner and writing an article |
Utilization of literature on the subject |
oral presentation |
|
14 |
Revision of tenses |
Utilization of literature on the subject |
oral presentation |
|
15 |
Generall again |
Utilization of literature on the subject |
oral presentation |
|
16/17 |
Final Exam |
Exam preparation |
Text exam |
|
|
| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
In additon to occupational skills, develops himself/herself on scientific, cultural and artistic areas according to his/her own abilities. |
4 |
|
2 |
Uses sports and training involvement strategies actively. |
0 |
|
3 |
Explains the basic concepts and basic theories related to sports. |
4 |
|
4 |
Explains the regulations and educational program about sports education. |
3 |
|
5 |
Has an active role in individual and group activities and successfully finishes the tasks in group work in sports areas. |
4 |
|
6 |
Has the ability to search, discover, create alternative solutions, reach information, think critically and engage in productive discussions for personal and professional growth.
|
3 |
|
7 |
Has the skills of active listening, empathy, self-expression, and use of communication technology for effective interpersonal communication. |
3 |
|
8 |
Acts colloboratively and cooperatively with her/his colleagues in work place . |
4 |
|
9 |
Does training practices appropriate for different educational levels |
0 |
|
10 |
Designs and organizes training environments for athletes and team. |
4 |
|
11 |
Becomes sensitive and tolerant of athletes about multicultural and a diversity of issues. |
0 |
|
12 |
Explains career development and career choice process. |
3 |
|
13 |
Explains scientific research method and techniques in sports sciences. |
4 |
|
14 |
Prepares annual and daily training plans by considering ahtletes´ developmental characteristics, individual differences,their interests and needs. |
0 |
|
15 |
Plans and conducts a scientific project , and does necessary analysis by using scientific research methodology related to the sport branch. |
5 |
|
16 |
Explains training practices appropriate for clients with different development and characteristics |
0 |
|
17 |
Uses various training methods to support athletes´ development and provide long lasting educational effects. |
4 |
|
18 |
Uses educational technology effectively to reach training and performance goals. |
5 |
|
19 |
Chooses, prepares and uses materials that are appropriate for athletes´ developmental level and individual characteristics. |
4 |
|
20 |
Acts appropriately within professional ethical standarts. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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