ECTS - Basic English II
Basic English II (ENG122) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Basic English II | ENG122 | 2. Semester | 4 | 0 | 0 | 4 | 3 |
| Pre-requisite Course(s) |
|---|
| N/A |
| Course Language | English |
|---|---|
| Course Type | Compulsory Departmental 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 the course is to help students gain basic English language skills in order to communicate at level A2* (Basic User) as stated in Common European Framework of Reference. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Vocabulary, structure and communicative skills at beginners level; various themes such as transport, travel, dates, holidays, money, and shopping.. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Orientation/Course Memo | Course Memo |
| 2 | Unit 5 5A What does he look like? 5B How was it? Describing people’s appearance Describing experiences | Course book 38-41 |
| 3 | Unit 5 5C You can do it! 5D English in action Describing skills and abilities Making and responding to requests | Course book 42-44 |
| 4 | Unit 5 Develop your reading Describing a person | Course book 100 |
| 5 | Unit 6 6A Events 6B A good weekend Understanding the key information in a brochure Describing past events | Course book 46-49 |
| 6 | Unit 6 6C A different world 6D English in action Asking and answering questions about past Giving and accepting an apology | Course book 50-52 |
| 7 | Unit 6 Develop your writing Writing Task I Writing a short story | Course book 103 |
| 8 | Midterm Revision Worksheet MIDTERM EXAM | Midterm Revision Worksheet |
| 9 | Unit 7 7A Food Describing food shopping items | Course book 54-55 |
| 10 | Unit 7 7B Shopping lists Asking and answering questions about quantity/amount | Course book 56-57 |
| 11 | Unit 7 7C Unusual cafes 7D English in action Making simple comparisons between places/people/things Ordering in a café | Course book 58-60 |
| 12 | Unit 7 Develop your reading Unit 8 8A A great time Describing a travel experience | Course book 106 & 62-63 |
| 13 | Unit 8 8B Weather 8C Travel talk Describing the weather Comparing and contrasting two activities/transport | Course book 64-67 |
| 14 | Unit 8 8D English in action Writing Task II Making a phone call Writing an e-mail | Course book 68 |
| 15 | Final Revision Worksheet | Final Revision Worksheet |
| 16 | FINAL EXAM |
Sources
| Course Book | 1. RoadMap (A2) by Lindsay Warwick and Damian Williams (Pearson) |
|---|---|
| Other Sources | 2. MDB öğretim görevlileri tarafından hazırlanan çalışma kağıtları/ Supplementay materials prepared by DML instructors |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 1 | 20 |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 40 |
| 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 have basic theoretical knowledge about the field within the scope of health, education and support services, organizational structure and systematics. | X | ||||
| 2 | To be able to understand the basic concepts, approaches and theories in the field of child development, to associate them with current life, national and international developments. | X | ||||
| 3 | To be able to use sciences such as health, education, and psychology along with the basic knowledge and skills of the discipline of child development. | X | ||||
| 4 | To be able to identify the problems encountered and develop solutions based on the knowledge and skills required by the discipline of child development. | X | ||||
| 5 | To be able to independently carry out the necessary work as an individual and as a team member, and take responsibility in the practices related to child development education in preschool education institutions, private education institutions and health institutions | X | ||||
| 6 | To be able to have the necessary basic knowledge for applications in preschool education institution, private education institution and health institutions related to child development education. | X | ||||
| 7 | To be able to determine the learning needs associated to lifelong learning related to child development and education and to make the necessary guidance. | X | ||||
| 8 | To be able to act in accordance with professional ethics and social-responsibility-understanding in all field practices and social relations of the profession | X | ||||
| 9 | To be able to carry out studies on child development to raise awareness of society and other professional groups . | X | ||||
| 10 | To be able to follow the information in the field and communicate with colleagues by using a universal foreign language. | X | ||||
| 11 | To be able to do resource research for the purpose of accessing information, to use databases, numerical values and other information sources. | X | ||||
| 12 | To be able to communicate effectively with the family and the child in accordance with the cultural structure, and to work in cooperation in child development studies. | X | ||||
| 13 | To be able to act in accordance with social, scientific, cultural and ethical values in all studies in the field of child development. | X | ||||
| 14 | To be able to show sensitivity to the universality of social rights in the field of child development, protection of quality cultural values, occupational health and safety. | X | ||||
| 15 | To be able to evaluate and prepare the materials required by the field of child development (educational toys, educational books and brochures, game material) and to use them for educational purposes. | X | ||||
| 16 | To be able to determine the developmental differences of 0-18 year old children at an early stage, to prepare and implement appropriate education programs. | X | ||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 4 | 64 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 16 | 1 | 16 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | 1 | 1 | 1 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 1 | 1 |
| Prepration of Final Exams/Final Jury | 1 | 1 | 1 |
| Total Workload | 83 | ||