ECTS - Spanish III
Spanish III (SPAN301) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Spanish III | SPAN301 | General Elective | 3 | 0 | 0 | 3 | 4 |
| Pre-requisite Course(s) |
|---|
| SPAN202 |
| Course Language | Spanish |
|---|---|
| Course Type | Elective Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Demonstration, Discussion, Question and Answer, Drill and Practice, Problem Solving, Team/Group, Brain Storming, Role Play, Project Design/Management. |
| Course Lecturer(s) |
|
| Course Objectives | The general aim of this course is to help students gain the necessary Spanish language skills in order to communicate in level A2* (Basic User) as stated in Common European Framework of Reference as the continuation of SPAN201 and SPAN202. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | More vocabulary, structure and communicative skills at elementary level; various themes such as occupations, hobbies, countries, and functions such as asking for and giving information, offering and responding. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Orientation | |
| 2 | Habits, time and problems | Unit 1 15-19 |
| 3 | the use of "costar" and "sentirse". Practice and communication: "My linguistic biography, tell me how you learn". Video study: "To live abroad". | Unit 1 20-23 |
| 4 | Writing a biography To talk about past events Regular verbs in simple past (pretérito indefinido) (visitar, nacer, escribir, pasar, conocer, vivir) Expressions in simple past | Unit 2 24-29 |
| 5 | Gains, Biographies and cinema Irregular Verbs in simple past (ser, estar, tener, haber, poder, hacer, saber) | Unit 2 24-29 |
| 6 | A story, historical myths Practice and communication: "The Places in my Life", The Biography of Sandro" Video study: "Nahui Olin: Poet, Artist, Writer and Muse" | Unit 2 34-37 |
| 7 | Personality Traits Interpersonal Relationships and Commonalities among people "ser, tener, Illevar, parecerse" | Unit 3, 38- 43 |
| 8 | MIDTERM | |
| 9 | My friends Determiners and the different uses of some pronouns The uses of "Ilevarse ve caer" | Unit 3 38-43 |
| 10 | To talk about popular people Practice and Communication: To write a profile, find a mate Video study: "(El Día de los Reyes Magos)” | Unit 3 48-51 |
| 11 | To talk about the likes and preferences Parts of a house Prepositions of place, possessive pronouns, comparisions | Unit 4 52-29 |
| 12 | Types of accomodation and furniture Practice and communication: my favorite places and my furniture a special house Video study: "To live in 50 m² in Madrid" | Unit 4 60-65 |
| 13 | Social communication; greeting, goodbye, request, permission, apology Present Tense "estar + gerundio". | Unit 5 66-71 |
| 14 | The uses of “Prestar, dar, pedir, pasar, traer, poner y tener” Regular and irregular verbs in simple present tense Practice and communication: "I am looking for a job", "In a plane", "How do you say that"? Video study: A short film "“Flechazos” | Unit 5 72-75 Unit 5 76-79 |
| 15 | REVISION | |
| 16 | FINAL EXAM |
Sources
| Course Book | 1. Aula Internacional Plus 2, Curso de Español. Difusión, Barcelona, 2020. |
|---|
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 1 | 30 |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 30 |
| Final Exam/Final Jury | 1 | 40 |
| Toplam | 3 | 100 |
| Percentage of Semester Work | 60 |
|---|---|
| Percentage of Final Work | 40 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | To be able to define a creative problem in the focus of design, to develop ideas for solution, to think critically and to synthesize the acquired knowledge to create design solutions | |||||
| 2 | To have the competence to present the comprehensive and in-depth knowledge gained in the design discipline effectively and confidently in academic platforms | |||||
| 3 | To have the ability to manage design projects effectively from the initial idea stage to the implementation | |||||
| 4 | To identify the required research in the field of design, to use the appropriate research methods and techniques, and to interpret and incorporate research results into the design process. | |||||
| 5 | To have the ability to put theoretical design knowledge into practice and to produce innovative solutions | |||||
| 6 | To be able to communicate verbally and in writing in international environments and to follow the design-oriented agenda | X | ||||
| 7 | To be able to take an active role in both individual and team-based projects and to be able to lead and manage these projects | |||||
| 8 | To be aware of the socio-cultural, socio-economic and environmental contexts and differences, and to consider the interests of people, society and the environment | |||||
| 9 | To have knowledge and understanding of sustainability principles and standards in the field of design | |||||
| 10 | To evaluate the knowledge and skills in the field of design with an approach that can produce critical, counter thesis and synthesis | |||||
| 11 | To have knowledge and understanding of the necessary intellectual, discursive, scientific, technological, technological, aesthetic, artistic, historical and cultural infrastructure for the field | |||||
| 12 | To be aware of the changing contexts and requirements in the field of design and to have the motivation and competence for lifelong learning | |||||
| 13 | To have knowledge and understanding of the legal framework and standards, corporate and ethical values related to the field | |||||
| 14 | To have the ability to express design ideas in two and three dimensions using written and visual presentation techniques and tools including information technologies and artificial intelligence applications | |||||
| 15 | To learn the materials, production technologies and software within the scope of Industrial Design and to use them in the design process | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 16 | 2 | 32 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | 2 | 5 | 10 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 5 | 5 |
| Prepration of Final Exams/Final Jury | 1 | 5 | 5 |
| Total Workload | 100 | ||