Kodu | Dersin Adı | Yarıyıl | Süresi(T+U) | Kredisi | AKTS Kredisi |
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YDL103 | ADVANCED ENGLISH SKILLS I | 1 | 3 | 3 | 3 |
DERS BİLGİLERİ |
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Dersin Öğretim Dili : | İngilizce |
Dersin Düzeyi | ÖNLİSANS, TYY: + 5.Düzey, EQF-LLL: 5.Düzey, QF-EHEA: Kısa Düzey |
Dersin Türü | Zorunlu |
Dersin Veriliş Şekli | - |
Dersin Koordinatörü | Dr.Öğr.Üyesi TUĞÇE BİLGİÇ |
Dersi Veren Öğretim Üyesi/Öğretim Görevlisi | |
Ders Ön Koşulu | Yok |
AMAÇ VE İÇERİK |
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Amaç: | This course is designed to help freshmen better cope with the English-language coursework in their major fields of study by concentrating on reading, critical thinking, vocabulary development and writing. It is aimed to reinforce and expand the students’ English competence and performance through textual and structural analysis, i.e., through learning how meaning is communicated by the organization of a text and learning how English syntax contributes to meaning. |
İçerik: | This course combines elements of both the strategies approach and the task based approach to language learning. The students are being trained to incorporate materials from several textual sources and to use academic texts critically. Coursework involves reading and analyzing various upper-intermediate and advanced level texts as well as listening activities relevant to the chosen topics |
DERSİN ÖĞRENME ÇIKTILARI (Öğrenciler, bu dersi başarı ile tamamladıklarında aşağıda belirtilen bilgi, beceri ve/veya yetkinlikleri gösterirler.) |
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Identify advanced level of grammar structure. |
Criticize and interpret the advanced level of reading passages. |
Develop listening skills |
Develop the ability to expand their vocabulary through multiple methods. |
Compose an essay by developing content, using specific grammatical structures and giving thematically related examples about the given topic. |
HAFTALIK DERS KONULARI VE ÖNGÖRÜLEN HAZIRLIK ÇALIŞMALARI |
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Hafta | Ön Hazırlık | Konular | Yöntem |
1 | The relevant unit in the course book | Introduction to the Course Goals, Assignments, Schedule, Criteria, Policies | Lecture & Discussion & Inquiry-based Learning |
2 | The relevant unit in the course book | Unit 1: The Way We Are Talking about the dysfunctional families, telling and writing a story about an unusual person from the past with Narrative Tenses. | Lecture & Discussion & Inquiry-based Learning |
3 | The relevant unit in the course book | Managing conversation: Agreeing, Disagreeing and Partially Agreeing | Lecture & Discussion & Inquiry-based Learning |
4 | The relevant unit in the course book | Unit 2: Wild World Listening conversations and reading a text about animals and their characteristics and human’s attitudes to animals | Lecture & Discussion & Inquiry-based Learning |
5 | The relevant unit in the course book | Managing conversations on similarities and differences between humans and chimpanzees with using a wide range of Verbs of Senses and Articles | Lecture & Discussion & Inquiry-based Learning |
6 | The relevant unit in the course book | Unit 3: On the Money Listening to people talking about how they spend money and writing a web article called ‘How to be rich’ | Lecture & Discussion & Inquiry-based Learning |
7 | The relevant unit in the course book | Reading an article about money trends, giving and responding to opinions about money issues with the use of Future Forms. | Lecture & Discussion & Inquiry-based Learning |
8 | - | ARA SINAV | - |
9 | The relevant unit in the course book | Reading and analyzing movie review; Hobbits and Other Creatures Studying on Adjective Clauses with Prepositions | Lecture & Discussion & Inquiry-based Learning |
10 | The relevant unit in the course book | Unit 4: Through The Ages Giving a talk about the uses of and history of plastic. The Passive Structure | Lecture & Discussion & Inquiry-based Learning |
11 | The relevant unit in the course book | Using Compound Nouns and Possessive ‘s Writing a paragraph about advantages and disadvantages of internet. | Lecture & Discussion & Inquiry-based Learning |
12 | The relevant unit in the course book | Unit 5: Island Hopping Managing conversations using Discourse Markers | Lecture & Discussion & Inquiry-based Learning |
13 | The relevant unit in the course book | Listening of an interview about a survival TV show Reading the text ‘An Unexplained Mystery’ Studying on Past Deduction and Speculation | Lecture & Discussion & Inquiry-based Learning |
14 | The relevant unit in the course book | Talking about utopian and dystopian stories, films and games. Listening a conversation about dystopian fiction as a study of Pronouns and Substitution. | Lecture & Discussion & Inquiry-based Learning |
15 | The relevant unit in the course book | Writing a paragraph comparing science fiction and reality | Lecture & Discussion & Inquiry-based Learning |
16 | - | FİNAL | - |
17 | - | FİNAL | - |
KAYNAKLAR |
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Selingson, P. (2010) Essential English. Richmond Publishing. |
Foley, M., & Hall, D. (2011). Pearson. |
Friedland,D. Tomalin, M. (2017) Jetstream Advanced. United Kingdom: Helbling languages |
ÖLÇME VE DEĞERLENDİRME |
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Yarıyıl İçi Yapılan Çalışmaların Ölçme ve Değerlendirmesi | Etkinlik Sayısı | Katkı Yüzdesi | Açıklama |
(0) Etkisiz | (1) En Düşük | (2) Düşük | (3) Orta | (4) İyi | (5) Çok İyi |
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0 | 1 | 2 | 3 | 4 | 5 |
KNOWLEDGE | |||||||
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Theoretical | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Containing up to date information in the field of physiotherapy lecture notes, application tools, visual-basic level, supported by objective source of information acquired in the theoretical and practical courses as a professional can evaluate and implement.
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1 |
KNOWLEDGE | |||||||
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Factual | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Physiotherapy basic knowledge and skills acquired in the field, using the ability to interpret and evaluate data, identify problems, analyze the evidence-based solutions can be developed.
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1 |
SKILLS | |||||||
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Cognitive | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Physiotherapy related to the field of theoretical and practical information you can use on a basic level.
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1 |
SKILLS | |||||||
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Practical | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
All applications related to the field of physiotherapy according to the technique can.
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2 | |||||
2 |
Gained in the field of physiotherapy, using basic knowledge and skills to interpret and evaluate data, identify problems, analyze and solutions can take part in the planned work.
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1 |
OCCUPATIONAL | |||||||
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Autonomy & Responsibility | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Physiotherapy is related to the field with a basic knowledge of using a given task can be carried out independently.
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2 | |||||
2 |
Physiotherapy encountered in applications related to the field to solve complex and unpredictable problems can work as a team member.
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1 |
OCCUPATIONAL | |||||||
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Learning to Learn | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Basic knowledge acquired in the field of physiotherapy and skills to critically evaluate them.
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1 | |||||
2 |
Identify learning needs and can guide learning.
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2 |
OCCUPATIONAL | |||||||
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Communication & Social | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Issues related to the field of physiotherapy have the basic knowledge and skills in using information about the people and institutions; ideas and proposals for solutions to the problems of written and oral transfer.
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1 | |||||
2 |
A foreign language at least at the level of European Language Portfolio A2 marks in the field using information and can communicate with colleagues.
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2 |
OCCUPATIONAL | |||||||
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Occupational and/or Vocational | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Physiotherapy related to the field of data collection, interpretation and dissemination stages of implementation and results of the social, scientific, cultural and ethical values according to contribute.
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1 | |||||
2 |
As an individual duties, rights and responsibilities related laws, regulations, legislation and can act according to the rules of professional ethics.
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1 | |||||
3 |
It may work with other health care disciplines.
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1 |
DERSİN İŞ YÜKÜ VE AKTS KREDİSİ |
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Öğrenme-Öğretme Etkinlikleri İş Yükü | |||
Öğrenme-Öğretme Etkinlikleri | Etkinlik(hafta sayısı) | Süresi(saat sayısı) | Toplam İş Yükü |
Ders | 14 | 3 | 42 |
Derse Ön Hazırlık ve Ders Sonrası Pekiştirme | 13 | 1 | 13 |
Arazi Çalışması | 0 | 0 | 0 |
Grup Çalışması / Ödevi | 0 | 0 | 0 |
Laboratuvar | 0 | 0 | 0 |
Okuma | 0 | 0 | 0 |
Ödev | 0 | 0 | 0 |
Proje Hazırlama | 0 | 0 | 0 |
Seminer | 0 | 0 | 0 |
Staj | 0 | 0 | 0 |
Teknik Gezi | 0 | 0 | 0 |
Web Tab. Öğrenme | 13 | 1 | 13 |
Uygulama | 0 | 0 | 0 |
Yerinde Uygulama | 0 | 0 | 0 |
Mesleki Faaliyet | 0 | 0 | 0 |
Sosyal Faaliyet | 0 | 0 | 0 |
Tez Hazırlama | 0 | 0 | 0 |
Alan Çalışması | 0 | 0 | 0 |
Rapor Yazma | 0 | 0 | 0 |
Final Sınavı | 1 | 1 | 1 |
Final Sınavı Hazırlığı | 1 | 4 | 4 |
Ara Sınav | 1 | 1 | 1 |
Ara Sınav Hazırlığı | 1 | 3 | 3 |
Kısa Sınav | 0 | 0 | 0 |
Kısa Sınav Hazırlığı | 0 | 0 | 0 |
TOPLAM | 44 | 0 | 77 |
Genel Toplam | 77 | ||
Toplam İş Yükü / 25.5 | 3 | ||
Dersin AKTS(ECTS) Kredisi | 3,0 |