| Kodu |
Dersin Adı |
Yarıyıl |
Süresi(T+U) |
Kredisi |
AKTS Kredisi |
| YDL102 |
YABANCI DİL II (İNG.) |
2 |
3 |
3 |
3 |
DERS BİLGİLERİ |
| Dersin Öğretim Dili : |
İngilizce |
| Dersin Düzeyi |
BACHELOR'S DEGREE, TYY: + 6.Level, EQF-LLL: 6.Level, QF-EHEA: First Cycle |
| Dersin Türü |
Zorunlu |
| Dersin Veriliş Şekli |
- |
| Dersin Koordinatörü |
Assist.Prof. AYŞE AYDIN |
| Dersi Veren Öğretim Üyesi/Öğretim Görevlisi |
|
| Ders Ön Koşulu |
Yok |
AMAÇ VE İÇERİK |
| Amaç: |
The aim of this course is to provide English learners with integrated language skills such as reading, listening and writing resulting in a level of basic language knowledge. |
| İçerik: |
This course will focus on grammar rules, basic word knowledge and usage, reading comprehension, reading out of the lesson, and paragraph writing. |
DERSİN ÖĞRENME ÇIKTILARI (Öğrenciler, bu dersi başarı ile tamamladıklarında aşağıda belirtilen bilgi, beceri ve/veya yetkinlikleri gösterirler.) |
| Verbally, and in written texts broadly sets sentences in time, present and past tense. |
| Defines the basic modes and uses them in initial communication and writing skills. |
| Translates sentences from English to Turkish and from Turkish to English at basic level. |
| Interpret texts written in English at the beginning level. |
| Writes a paragraph at a basic level describing an event or memory in the past. |
HAFTALIK DERS KONULARI VE ÖNGÖRÜLEN HAZIRLIK ÇALIŞMALARI |
| Hafta |
Ön Hazırlık |
Konular |
Yöntem |
| 1 |
Video watching/ Reading |
Linking Ideas: Present and Past Irregular Plurals, Consonants, There was/were |
Programmed Learning |
| 2 |
Video watching/ Reading |
Countable and Uncountable Nouns, Imperatives Healthy Living and habits |
Programmed Learning |
| 3 |
Video watching/ Reading |
Can for ability Could and Couldn’t Skills at work |
Programmed Learning /
Videoconferencing |
| 4 |
Video watching/ Reading |
Can for requests Adjectives and Adverbs |
Programmed Learning |
| 5 |
Video watching/ Reading |
Describing People, Present Continuous and Adjectives |
Programmed Learning |
| 6 |
Video watching/ Reading |
Question Formation, Prepositions: at, in, on, to |
Programmed Learning /
Videoconferencing |
| 7 |
Video watching/ Reading |
Have to/ don’t have to Housework, home, school & work obligations |
Programmed Learning |
| 8 |
- |
MID-TERM EXAM |
- |
| 9 |
Video watching |
Offering and Inviting Why..? Would you like to…? Let’s…? Free time activities |
Programmed Learning |
| 10 |
Video watching/ Reading |
Be going to + infinitive for plans |
Programmed Learning |
| 11 |
Video watching/ Reading |
Be going to weak forms: Maybe/perhaps |
Programmed Learning /
Videoconferencing |
| 12 |
Video watching/ Reading |
Past Simple have to |
Programmed Learning |
| 13 |
Video watching/ Reading |
Transport, Prepositions of movement Address Description |
Programmed Learning |
| 14 |
Video watching |
Writing Activities |
Programmed Learning /
Videoconferencing |
| 15 |
Video watching |
Writing Activities |
Programmed Learning |
| 16 |
- |
FINAL EXAM |
- |
| 17 |
- |
FINAL EXAM |
- |
KAYNAKLAR |
| Puchta, H., Stranks, J. (2010). English in mind –(Modul Tests). Cambridge University Press. |
| Seligson, P. (2009). Richmond essential english course elementary-2. Richmond Publishing. |
| Walker, E., Elsworth, S. (2000). Grammar practice for elementary students. Longman Press. |
ÖLÇME VE DEĞERLENDİRME |
| 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 |
| 0 |
1 |
2 |
3 |
4 |
5 |
DERSİN PROGRAM ÖĞRENME ÇIKTILARINA KATKISI
| KNOWLEDGE |
| Theoretical |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Students define the concepts they learned and match them with their corresponding phenomena in the social world.
|
0 |
|
|
|
|
|
| 2 |
Students interpret concepts and theories taking into account their historical-cultural contexts.
|
0 |
|
|
|
|
|
| 3 |
Students compare sociological theories with reference to social problems.
|
0 |
|
|
|
|
|
| 4 |
Students distinguish the significance of ecological, social and economical sustainability for world’s future.
|
0 |
|
|
|
|
|
| 5 |
Students develop their knowledge on sustainability by the use of information and communication technologies.
|
0 |
|
|
|
|
|
| KNOWLEDGE |
| Factual |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Students evaluate qualitative and quantitative data of sociological research studies.
|
0 |
|
|
|
|
|
| 2 |
Students analyse the complicated interactions between the social, cultural, political, economical and demographical phenomena of the global world.
|
0 |
|
|
|
|
|
| SKILLS |
| Cognitive |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Students design a research by their acquired knowledge and experience.
|
0 |
|
|
|
|
|
| SKILLS |
| Practical |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Students research field study considering the principle of cultural relativity, scientific and ethical values.
|
0 |
|
|
|
|
|
| 2 |
Students efficiently apply the most suitable information and communication technologies in their studies.
|
0 |
|
|
|
|
|
| 3 |
Students use their knowledge on ecological, social and economical sustainability in all aspects of their lives.
|
0 |
|
|
|
|
|
| OCCUPATIONAL |
| Autonomy & Responsibility |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Students research on problems which reflect on their fields in the global world undergoing rapid and profound change.
|
0 |
|
|
|
|
|
| OCCUPATIONAL |
| Learning to Learn |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Students criticize their advanced knowledge and skills in an analytical manner.
|
0 |
|
|
|
|
|
| 2 |
Students develop their knowledge and skills within the frame of scientific, technological and current developments via adopting the principle of lifelong learning.
|
0 |
|
|
|
|
|
| 3 |
Students act ethically impartial in their research studies.
|
0 |
|
|
|
|
|
| OCCUPATIONAL |
| Communication & Social |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Students criticize their advanced knowledge and skills in an analytical manner.
|
0 |
|
|
|
|
|
| OCCUPATIONAL |
| Occupational and/or Vocational |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
Students apply the principle of cultural relativity, scientific and ethical values with reference to sustainability throughout their studies in their careers.
|
0 |
|
|
|
|
|
DERSİN İŞ YÜKÜ VE AKTS KREDİSİ |
| Öğrenme-Öğretme Etkinlikleri İş Yükü |
| Öğrenme-Öğretme Etkinlikleri |
Etkinlik(hafta sayısı) |
Süresi(saat sayısı) |
Toplam İş Yükü |
| Lecture & In-Class Activities |
14 |
3 |
42 |
| Preliminary & Further Study |
13 |
2 |
26 |
| Land Surveying |
0 |
0 |
0 |
| Group Work |
0 |
0 |
0 |
| Laboratory |
0 |
0 |
0 |
| Reading |
0 |
0 |
0 |
| Assignment (Homework) |
0 |
0 |
0 |
| Project Work |
0 |
0 |
0 |
| Seminar |
0 |
0 |
0 |
| Internship |
0 |
0 |
0 |
| Technical Visit |
0 |
0 |
0 |
| Web Based Learning |
0 |
0 |
0 |
| Implementation/Application/Practice |
0 |
0 |
0 |
| Practice at a workplace |
0 |
0 |
0 |
| Occupational Activity |
0 |
0 |
0 |
| Social Activity |
0 |
0 |
0 |
| Thesis Work |
0 |
0 |
0 |
| Field Study |
0 |
0 |
0 |
| Report Writing |
0 |
0 |
0 |
| Final Exam |
1 |
1 |
1 |
| Preparation for the Final Exam |
1 |
4 |
4 |
| Mid-Term Exam |
1 |
1 |
1 |
| Preparation for the Mid-Term Exam |
1 |
3 |
3 |
| Short Exam |
0 |
0 |
0 |
| Preparation for the Short Exam |
0 |
0 |
0 |
| TOTAL |
31 |
0 |
77 |
|
Genel Toplam |
77 |
|
|
Toplam İş Yükü / 25.5 |
3 |
|
|
Dersin AKTS(ECTS) Kredisi |
3,0 |
|