| Kodu |
Dersin Adı |
Yarıyıl |
Süresi(T+U) |
Kredisi |
AKTS Kredisi |
| YDL101 |
YABANCI DİL I (İNG.) |
1 |
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 |
Assoc.Prof. İLKE CİRİTCİ |
| 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.) |
| Define definite and indefinite articles and employ them in elementary level of communication and writing skills. |
| Define prepositions and employ them in elementary level of communication and writing skills. |
| Construct sentences in Simple Present Tense, Present Continuous Tense and Simple Past Tense both in an oral and written task. |
| Interpret the texts written in elementary level of English. |
| Write a paragraph describing their hobbies and daily activities in elementary level. |
| Demonstrate communication skills in elementary level of English. |
HAFTALIK DERS KONULARI VE ÖNGÖRÜLEN HAZIRLIK ÇALIŞMALARI |
| Hafta |
Ön Hazırlık |
Konular |
Yöntem |
| 1 |
Video watching/ Reading |
Greeting People and Introducing Yourself; To be – Adjectives |
Programmed Learning |
| 2 |
Video watching/ Reading |
Talking About Family; To Have, This/That, These/Those |
Programmed Learning |
| 3 |
Video watching/ Reading |
Occupations; Subject Pronouns- Possessive Adjectives |
Programmed Learning /
Videoconferencing |
| 4 |
Video watching/ Reading |
Countries, Nationalities, English Alphabet and Numbers; There is -There are |
Programmed Learning |
| 5 |
Video watching/ Reading |
Daily routines; Simple Present Tense, Adverbs of Frequency |
Programmed Learning |
| 6 |
Video watching/ Reading |
Describing People and Parts of the body; Present Progressive |
Programmed Learning /
Videoconferencing |
| 7 |
Video watching/ Reading |
Definite and Indefinite Articles; A-an-the- no article |
Programmed Learning |
| 8 |
- |
MID-TERM EXAM |
- |
| 9 |
Video watching/ Reading |
Revision |
Programmed Learning |
| 10 |
Video watching/ Reading |
Food and Drinks, Giving Recipes; Countable and Uncountable Nouns |
Programmed Learning |
| 11 |
Video watching/ Reading |
Expressions of Quantity; Some-any, how much- how many Quantifiers; a few, a little, a lot of, much, many, some ,any Giving Recipes |
Programmed Learning /
Videoconferencing |
| 12 |
Video watching/ Reading |
Past Simple Form of Verb To be; Was-Were |
Programmed Learning |
| 13 |
Video watching/ Reading |
Past Simple with Regular Verbs and Irregular Verbs |
Programmed Learning |
| 14 |
Video watching/ Reading |
Exercises on habits in the Past Simple |
Programmed Learning /
Videoconferencing |
| 15 |
Video watching/ Reading |
Revision |
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 |
The students is able to implement the knowledge gained during the course to their working areas.
|
0 |
|
|
|
|
|
| KNOWLEDGE |
| Factual |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
They are able to assess and interpreter the environmental data for designing building by using advance skills and knowledge gained during the architectural education.
|
|
1 |
|
|
|
|
| SKILLS |
| Cognitive |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
The students are able to have detail information regarding real life, experience and systems by focusing on the discipline of architecture.
|
0 |
|
|
|
|
|
| SKILLS |
| Practical |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
They have the knowledge and concepts on the history of art, aesthetic, the skill of CAD use and cultural infrastructure.
|
0 |
|
|
|
|
|
| OCCUPATIONAL |
| Autonomy & Responsibility |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
They are able to have planning and management skills under a group responsibility.
|
0 |
|
|
|
|
|
| 2 |
The students are able to gain the life-time learning skill that is the crucial part of the discipline of architecture
|
|
|
2 |
|
|
|
| 3 |
They are able to know how to deal with their learning needs in the educational life and after.
|
|
|
2 |
|
|
|
| OCCUPATIONAL |
| Learning to Learn |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
They consider the ethical issues strictly in case of collecting data, interpretation of the data, producing the projects and the phase of implementation in the field of architecture.
|
0 |
|
|
|
|
|
| 2 |
They have sufficient awareness regarding environmental protection and occupational health and safety issues and also they consider risk management and responsibility issues.
|
0 |
|
|
|
|
|
| OCCUPATIONAL |
| Communication & Social |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
They are able to transfer or share their comments and/or critiques regarding the architectural projects and problems with certain methods such as written, oral or other presentation techniques. They are also able to inform individuals or institutions in the field of architecture.
|
|
1 |
|
|
|
|
| 2 |
They are able to share their thoughts and suggestions by supporting them with numerical and qualitative manner in the architectural field with the specialists or not.
|
0 |
|
|
|
|
|
| 3 |
They are able to produce social responsibility projects and activities regarding social environment and they are also able to take active roles.
|
0 |
|
|
|
|
|
| 4 |
They are able to use of communication and information technologies effectively and efficiently in the field of architecture.
|
0 |
|
|
|
|
|
| OCCUPATIONAL |
| Occupational and/or Vocational |
|
Program Yeterlilikleri/Çıktıları |
Katkı Düzeyi |
| 0 |
1 |
2 |
3 |
4 |
5 |
| 1 |
They are able to work independently in the field of architecture and its production areas.
|
|
1 |
|
|
|
|
| 2 |
They are able to take responsibilities in the field of architectural productions in order to solve unpredictable problems and issues.
|
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 |
|