Kodu | Dersin Adı | Yarıyıl | Süresi(T+U) | Kredisi | AKTS Kredisi |
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YDL102 | YABANCI DİL II (İNG.) | 2 | 3 | 3 | 3 |
DERS BİLGİLERİ |
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Dersin Öğretim Dili : | İngilizce |
Dersin Düzeyi | ASSOCIATE DEGREE, TYY: + 5.Level, EQF-LLL: 5.Level, QF-EHEA: Short Cycle |
Dersin Türü | Zorunlu |
Dersin Veriliş Şekli | - |
Dersin Koordinatörü | Lecturer MUHAMMET YÜKSEL |
Dersi Veren Öğretim Üyesi/Öğretim Görevlisi | |
Ders Ön Koşulu | Yok |
AMAÇ VE İÇERİK |
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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.) |
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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 |
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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 |
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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 |
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Yarıyıl İçi Yapılan Çalışmaların Ölçme ve Değerlendirmesi | Etkinlik Sayısı | Katkı Yüzdesi | Açıklama |
Final Exam | 1 | 50 | |
Mid-Term Exam | 1 | 50 | |
TOTAL | 2 | 100 |
(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 |
Learning fundamental animation and desing concepts and theories, using and annotating these concepts.
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2 |
Creates the visual language of animation and design.
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3 |
On the basis of the basic principles of animation and design in general determines the content.
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4 |
Target audience - the common definition visual communication brings to the relationship.
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KNOWLEDGE | |||||||
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Factual | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
The basic communication, design and animation principles related to the fields of diagnosis.
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2 |
Recognize and authority in the field of desing and animation will follow.
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3 |
Computer supported design and animation programs recognize.
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4 |
Design, implementation and recognizes the broadcast stage.
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5 |
Understanding the structure of Fine Arts and aestethic values, using these in art.
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SKILLS | |||||||
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Cognitive | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Supports individuality of creativity in design and animation work.
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2 |
Actual desing and animation techniques and applications use traces.
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3 |
Developing and innovating in digital media uses design and (2D-3D) animation programs.
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4 |
Creates the visual language of design.
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SKILLS | |||||||
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Practical | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
All types of design and animation project design.
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2 |
Photography, web design, animation production in the field is made.
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3 |
Design pre-roll and post-roll stages of diagnosis.
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OCCUPATIONAL | |||||||
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Autonomy & Responsibility | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Establishing and using the powerful and creative qualities as a person.
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2 |
Able to work independently and take responsibility to use their ability to act decisively and applications.
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OCCUPATIONAL | |||||||
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Learning to Learn | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Critical importance of providing solutions in design and animation requires mature.
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2 |
Societal values determine the relationship of design and artistic direction.
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3 |
Life-long learning is conscious of the need.
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OCCUPATIONAL | |||||||
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Communication & Social | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Verbal and written communication, at least one foreign language at least at the level of European Language Portfolio A2 uses information in the field of informatics and computer science monitors and communicates with colleagues.
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OCCUPATIONAL | |||||||
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Occupational and/or Vocational | |||||||
Program Yeterlilikleri/Çıktıları | Katkı Düzeyi | ||||||
0 | 1 | 2 | 3 | 4 | 5 | ||
1 |
Design, animation and seeking solutions in this area examines the problem-solving methods.
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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 |
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 |