Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
ENGLISH I | İNG1110900 | Fall Semester | 2+0 | 2 | 2 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Eng |
Course Level | Short Cycle (Associate's Degree) |
Course Type | Required |
Course Coordinator | Lect. Onur KAVAK |
Name of Lecturer(s) | Lect. Mehmet Polat TACAR |
Assistant(s) | Lect. Mehmet Polat TACAR |
Aim | Improvement of oral and written communication skills using four fundamental skills according to the CEFR A1 level |
Course Content | This course contains; Unit 1; Description of To be, Using "am,is,are" in positive, negative and question sentences.,Unit 1; Description of To be, Using "am,is,are" in positive, negative and question sentences, and introducing yourself,Unit 2; Possessive Adjectives; "my, his, her",Unit 3; Singular, Plurak, and the structure of "There is-are",Unit 4; Defining dates, days and hour, and prepositions,Unit 5; "have got, has got",Unit 5; Present Simple tense and positive sentences,Unit 5, Present Simple tense and negative sentences,Unit 5; Question sentences in Present Simple Tense,Unit 6, Positive Sentences in Present Continuous Tense,Unit 6; Negative Sentences in Present Continuous Tense,Unit 6, Question sentences in Present Continuuos Tense,Unit 7; Comparison of Present Simple and Present Continuous,Revision. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
1. describes basic grammar rules to form simple sentences. | 10, 16, 37, 6, 9 | A |
1.1. describes himself/herself, basic activities and the environment. | 10, 16, 37, 6, 8, 9 | A |
1.2 forms questions to know others | 10, 16, 21, 37, 6, 9 | A |
2. expresses the date, time, and hour of an incident | 10, 11, 16, 21, 37, 6, 9 | A |
2.1 compares the expressions of dates, days, and hours. | 10, 11, 16, 37, 6, 9 | A |
2.2 identifies written dates in a sentence | 10, 11, 16, 37, 6, 9 | A |
3. lists the belongings of himself/herself or of others. | 10, 11, 16, 37, 6, 9 | A |
3.1 forms positive or negative sentences using the "have got-has got" structure. | 10, 11, 16, 37, 6, 8, 9 | A |
3.2 questions what others have using the "have got-has got" structure. | 10, 11, 16, 37, 6, 9 | A |
4. describes the actions at the moment of speaking | 10, 11, 16, 37, 6, 9 | A |
4.1 expresses in clear sentences that an action is happening at the moment of speaking. | 10, 11, 16, 6, 9 | A |
4.2 lists how an action is expressed in present continuous tense. | 10, 11, 16, 6, 9 | A |
5. summarizes daily routines. | 10, 11, 16, 6, 9 | A |
5.1 summarizes how a sentence is formed in the Present Simple Tense | 37 | A |
5.2 lists the routines of a person. | 37 | A |
Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 16: Question - Answer Technique, 21: Simulation Technique, 37: Computer-Internet Supported Instruction, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Unit 1; Description of To be, Using "am,is,are" in positive, negative and question sentences. | Unit 1. P. 4-5 |
2 | Unit 1; Description of To be, Using "am,is,are" in positive, negative and question sentences, and introducing yourself | Reviewing the previous course video and written material |
3 | Unit 2; Possessive Adjectives; "my, his, her" | Revision of Unit 2 |
4 | Unit 3; Singular, Plurak, and the structure of "There is-are" | Unit 3 introduction |
5 | Unit 4; Defining dates, days and hour, and prepositions | Reviewing the previous course video and written material |
6 | Unit 5; "have got, has got" | p.34-37 |
7 | Unit 5; Present Simple tense and positive sentences | p. 40 |
8 | Unit 5, Present Simple tense and negative sentences | Reviewing the previous course video and written material |
9 | Unit 5; Question sentences in Present Simple Tense | unıt 5-50-54 |
10 | Unit 6, Positive Sentences in Present Continuous Tense | Reviewing the previous course video and written material |
11 | Unit 6; Negative Sentences in Present Continuous Tense | Unit 6, p. 62-63 |
12 | Unit 6, Question sentences in Present Continuuos Tense | p.66-71 |
13 | Unit 7; Comparison of Present Simple and Present Continuous | p.80-86 |
14 | Revision | Reviewing the previous course video and written material |
Resources |
Essential Grammar in Use Elementary Level, Fouth Edition by Raymond Murphy, ISBN 978-1-107-48060-2020 |
Speakout Elementary coursebook, 2nd Edition, 2018, Oxford Publications, ISBN 978-1-292-11593-1 |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | The student has knowledge of ethical principles and rules related to Occupational Health and Safety. | ||||||
2 | The student has basic theoretical and practical knowledge about the field of Occupational Health and Safety. | ||||||
3 | The student uses basic theoretical and practical knowledge, basic computer programs and related technologies in the field of Occupational Health and Safety. | X | |||||
4 | The student carries out a given task independently, using her basic knowledge of Occupational Health and Safety. | ||||||
5 | The student evaluates the basic knowledge and skills acquired in the field of Occupational Health and Safety with a critical approach; determines learning needs and directs learning. | X | |||||
6 | The student uses information and communication technologies along with computer software at least at the basic level of the European Computer Usage License required by the field of Occupational Health and Safety. | ||||||
7 | The student complies with and contributes to quality management and processes. | X | |||||
8 | Students can organize training programs for individual and public health, environmental protection and occupational safety. | ||||||
9 | Students act in accordance with the laws, regulations, legislation and professional ethics rules regarding the field of Occupational Health and Safety and their duties, rights and responsibilities as individuals and guide their implementation. |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 20 | |
Rate of Final Exam to Success | 80 | |
Total | 100 |
ECTS / Workload Table | ||||||
Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
Course Hours | 14 | 2 | 28 | |||
Guided Problem Solving | 0 | 0 | 0 | |||
Resolution of Homework Problems and Submission as a Report | 0 | 0 | 0 | |||
Term Project | 0 | 0 | 0 | |||
Presentation of Project / Seminar | 0 | 0 | 0 | |||
Quiz | 0 | 0 | 0 | |||
Midterm Exam | 1 | 6 | 6 | |||
General Exam | 1 | 12 | 12 | |||
Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
Total Workload(Hour) | 46 | |||||
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(46/30) | 2 | |||||
ECTS of the course: 30 hours of work is counted as 1 ECTS credit. |
Detail Informations of the Course
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|---|---|---|---|---|
ENGLISH I | İNG1110900 | Fall Semester | 2+0 | 2 | 2 |
Course Program |
Prerequisites Courses | |
Recommended Elective Courses |
Language of Course | Eng |
Course Level | Short Cycle (Associate's Degree) |
Course Type | Required |
Course Coordinator | Lect. Onur KAVAK |
Name of Lecturer(s) | Lect. Mehmet Polat TACAR |
Assistant(s) | Lect. Mehmet Polat TACAR |
Aim | Improvement of oral and written communication skills using four fundamental skills according to the CEFR A1 level |
Course Content | This course contains; Unit 1; Description of To be, Using "am,is,are" in positive, negative and question sentences.,Unit 1; Description of To be, Using "am,is,are" in positive, negative and question sentences, and introducing yourself,Unit 2; Possessive Adjectives; "my, his, her",Unit 3; Singular, Plurak, and the structure of "There is-are",Unit 4; Defining dates, days and hour, and prepositions,Unit 5; "have got, has got",Unit 5; Present Simple tense and positive sentences,Unit 5, Present Simple tense and negative sentences,Unit 5; Question sentences in Present Simple Tense,Unit 6, Positive Sentences in Present Continuous Tense,Unit 6; Negative Sentences in Present Continuous Tense,Unit 6, Question sentences in Present Continuuos Tense,Unit 7; Comparison of Present Simple and Present Continuous,Revision. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
1. describes basic grammar rules to form simple sentences. | 10, 16, 37, 6, 9 | A |
1.1. describes himself/herself, basic activities and the environment. | 10, 16, 37, 6, 8, 9 | A |
1.2 forms questions to know others | 10, 16, 21, 37, 6, 9 | A |
2. expresses the date, time, and hour of an incident | 10, 11, 16, 21, 37, 6, 9 | A |
2.1 compares the expressions of dates, days, and hours. | 10, 11, 16, 37, 6, 9 | A |
2.2 identifies written dates in a sentence | 10, 11, 16, 37, 6, 9 | A |
3. lists the belongings of himself/herself or of others. | 10, 11, 16, 37, 6, 9 | A |
3.1 forms positive or negative sentences using the "have got-has got" structure. | 10, 11, 16, 37, 6, 8, 9 | A |
3.2 questions what others have using the "have got-has got" structure. | 10, 11, 16, 37, 6, 9 | A |
4. describes the actions at the moment of speaking | 10, 11, 16, 37, 6, 9 | A |
4.1 expresses in clear sentences that an action is happening at the moment of speaking. | 10, 11, 16, 6, 9 | A |
4.2 lists how an action is expressed in present continuous tense. | 10, 11, 16, 6, 9 | A |
5. summarizes daily routines. | 10, 11, 16, 6, 9 | A |
5.1 summarizes how a sentence is formed in the Present Simple Tense | 37 | A |
5.2 lists the routines of a person. | 37 | A |
Teaching Methods: | 10: Discussion Method, 11: Demonstration Method, 16: Question - Answer Technique, 21: Simulation Technique, 37: Computer-Internet Supported Instruction, 6: Experiential Learning, 8: Flipped Classroom Learning, 9: Lecture Method |
Assessment Methods: | A: Traditional Written Exam |
Course Outline
Order | Subjects | Preliminary Work |
---|---|---|
1 | Unit 1; Description of To be, Using "am,is,are" in positive, negative and question sentences. | Unit 1. P. 4-5 |
2 | Unit 1; Description of To be, Using "am,is,are" in positive, negative and question sentences, and introducing yourself | Reviewing the previous course video and written material |
3 | Unit 2; Possessive Adjectives; "my, his, her" | Revision of Unit 2 |
4 | Unit 3; Singular, Plurak, and the structure of "There is-are" | Unit 3 introduction |
5 | Unit 4; Defining dates, days and hour, and prepositions | Reviewing the previous course video and written material |
6 | Unit 5; "have got, has got" | p.34-37 |
7 | Unit 5; Present Simple tense and positive sentences | p. 40 |
8 | Unit 5, Present Simple tense and negative sentences | Reviewing the previous course video and written material |
9 | Unit 5; Question sentences in Present Simple Tense | unıt 5-50-54 |
10 | Unit 6, Positive Sentences in Present Continuous Tense | Reviewing the previous course video and written material |
11 | Unit 6; Negative Sentences in Present Continuous Tense | Unit 6, p. 62-63 |
12 | Unit 6, Question sentences in Present Continuuos Tense | p.66-71 |
13 | Unit 7; Comparison of Present Simple and Present Continuous | p.80-86 |
14 | Revision | Reviewing the previous course video and written material |
Resources |
Essential Grammar in Use Elementary Level, Fouth Edition by Raymond Murphy, ISBN 978-1-107-48060-2020 |
Speakout Elementary coursebook, 2nd Edition, 2018, Oxford Publications, ISBN 978-1-292-11593-1 |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications | |||||||
No | Program Qualification | Contribution Level | |||||
1 | 2 | 3 | 4 | 5 | |||
1 | The student has knowledge of ethical principles and rules related to Occupational Health and Safety. | ||||||
2 | The student has basic theoretical and practical knowledge about the field of Occupational Health and Safety. | ||||||
3 | The student uses basic theoretical and practical knowledge, basic computer programs and related technologies in the field of Occupational Health and Safety. | X | |||||
4 | The student carries out a given task independently, using her basic knowledge of Occupational Health and Safety. | ||||||
5 | The student evaluates the basic knowledge and skills acquired in the field of Occupational Health and Safety with a critical approach; determines learning needs and directs learning. | X | |||||
6 | The student uses information and communication technologies along with computer software at least at the basic level of the European Computer Usage License required by the field of Occupational Health and Safety. | ||||||
7 | The student complies with and contributes to quality management and processes. | X | |||||
8 | Students can organize training programs for individual and public health, environmental protection and occupational safety. | ||||||
9 | Students act in accordance with the laws, regulations, legislation and professional ethics rules regarding the field of Occupational Health and Safety and their duties, rights and responsibilities as individuals and guide their implementation. |
Assessment Methods
Contribution Level | Absolute Evaluation | |
Rate of Midterm Exam to Success | 20 | |
Rate of Final Exam to Success | 80 | |
Total | 100 |