Arabic Translation and Interpreting

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
04411003	Reading Skils I	1	Autumn	1	3+0+0	5	5

Course Type	Compulsory
Course Cycle	Bachelor's (First Cycle) (TQF-HE: Level 6 / QF-EHEA: Level 1 / EQF-LLL: Level 6)
Course Language	Turkish
Methods and Techniques	-
Mode of Delivery	Face to Face
Prerequisites	-
Coordinator	-
Instructor(s)	Prof. Mahmut KAFES
Instructor Assistant(s)	-

Name and Surname	Room	E-Mail Address	Internal	Meeting Hours
Prof. Mahmut KAFES	-	[email protected]

Basic Vocational Courses	X
Specialization / Field Courses	X
Support Courses
Transferable Skills Courses	X
Humanities, Communication and Management Skills Courses

Relationship Levels
Lowest	Low	Medium	High	Highest
1	2	3	4	5

#	Program Learning Outcomes	Level
P3	Knowing the rules and cultures of the source and target languages ​​to be used in translation.	5

Upon the successful completion of this course, students will be able to:
No	Learning Outcomes	Outcome Relationship	Measurement Method **
O1	Being able to express cultural elements of foreign languages ​​he/she knows.	P.3.1	1
O2	Ability to translate by combining target language rules and cultural knowledge.	P.3.5	1
** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7

Week	Topics
1	FASLU'R-RABI Students were asked questions about the content of the pictures in the piece Faslu'r-rabî about the spring season, they were asked to describe each picture in at least three sentences and to read the sentences they wrote. Incorrect sentences were corrected. Then, students were asked to arrange the sentences given in a mixed form to form a unity of meaning and to read the sentences they had arranged. All students in the class were asked to do this. Each student read the sentences they had sorted and the wrong ones were corrected. Then they were asked to complete the incomplete sentences with appropriate structures and each student was asked to read the completed sentences. Finally, filling in the gaps in the sentences with words that complement the meaning, giving a sentence and following it with different sentences to form a paragraph, question sentences about different situations such as a tourist asking for a place, describing the spring season with sentences consisting of at least fifty words, and other similar exercises were solved in class and students' mistakes were corrected.
2	Students were asked to describe the pictures related to the subject titled al-'Iyd (Eid), form sentences about the figures in the pictures, read the sentences they formed, and proofread the sentences. Then they were asked to sort the mixed sentences into a meaningful paragraph and read the sentences they sorted. The wrong ones were corrected. Afterwards, they were asked to complete the incomplete sentences and reconstruct the sentences formed in the masculine form by changing them to the feminine form. Afterwards, exercises related to completing the missing parts of the sentence and forming a paragraph by continuing the given sentence were solved, and the students were asked to read the sentences they wrote in turn, and the mistakes were corrected. They were also asked to write the corrected versions of the sentences in their notebooks.
3	ES-SIHHA The topic related to health (es-sihha) was covered, the students described the pictures given on the subject in a few sentences, the sentences given in mixed form were arranged to form a paragraph, each student read the sentences he/she formed and corrected the incorrect parts and completed the missing sentences. In another exercise, the mufred words in the sentences were converted to triniyyah and the sentences were reconstructed. In another exercise, sentences were added to the continuation of the given sentence to form a paragraph. Finally, in some of the sentences, the students were asked to give possible answers about the points they wanted to explain and the answers were written down by the students. The students read what they wrote in class and the mistakes in the sentences were corrected under the supervision of the teacher.
4	ES-SEKEN The topic on dwellings (es-Seken) was covered and students were asked to compose a text consisting of at least three sentences about the given pictures. The sentences were used to describe the pictures. These sentences were read by the students in class and the mistakes in the sentences were corrected. In the second exercise, the six sentences were arranged in a paragraph and each student read the sentences he/she arranged. In the third exercise, the sentences were continued to form a text consisting of at least three sentences. In the fourth exercise, the missing sentences were completed, and in the fifth exercise, one sentence was given and students were asked to form sentences related to the situation described in these sentences. The students were asked to read the sentences and the mistakes were corrected by the students under the supervision of the teacher.
5	ET-TAAWUN Describe the pictures given on the subject of cooperation (al-taawun) and form sentences describing the pictures, correcting the mistakes in the sentences. In the second exercise, the mixed sentences were sorted to form a whole. In the third exercise, the incomplete sentences were completed by the students with sentences appropriate to the meaning, creating a unity of meaning, and the mistakes in the sentences were corrected. In the fourth exercise, the sentences given in plural form were converted into singular form by making the necessary changes. In the fifth exercise, the gaps in the sentences were filled with words appropriate to the meaning. In the sixth exercise, a paragraph was formed by adding appropriate sentences to the continuation of the given sentence. In the seventh exercise, what should be done in the face of the situation described in the given sentences was explained with appropriate sentences, and the students verbally explained this situation. In the last exercise, each student formed at least five sentences on the subject of ta'awun (cooperation) and read their sentences, and the mistakes in the sentences were corrected together in the class.
6	UHIBBU'T-TESEVVUKA Students described the objects in the pictures related to the topic of Uhibbu't-tesawvuka (I like shopping), some students were asked to describe the objects in the pictures verbally, and incorrect sentences were corrected. In the second exercise, the sentences that were given in a jumbled form were properly ordered to form a paragraph. In the third exercise, the sentences that were left incomplete were completed with other sentences to form a whole and read in class. In the fourth exercise, the sentences were reconstructed by replacing the third person pronouns (gâib/gâibe) with second person pronouns (muhatapap/muhataba), and the missing or misused pronouns were completed and replaced with the correct ones. In the fifth exercise, the gaps in the sentences were filled with appropriate words. In the sixth exercise, a paragraph was formed by adding sentences appropriate to the meaning of the given sentences. In the seventh exercise, the situation expressed in the given sentence was verbally explained by the students, and the incorrect sentences were corrected.
7	The content of the pictures related to the topic of hivāyatī al-riyādiyyah (my hobby sport) was described by the students, and they were asked questions about the pictures and asked for answers. The sentences in the second exercise were arranged to form a meaningful paragraph. Incomplete sentences in the third exercise were completed. In the fourth exercise, the first person pronouns in the sentences were replaced with third person pronouns and the sentences were reconstructed, written and read by the students in class. In the next exercise, expressions that could be said about the sentences given to describe any situation were put into sentences and the students were made to read what they wrote and their mistakes were corrected. Efforts were made to ensure that students read with the minimum number of errors.
8	Al-Hayâtu bayna'l-ems wa'l-yawm (life between yesterday and today), the students took turns in the classroom to explain what is shown in the given pictures, correcting misused expressions and completing the missing ones. Then, the sentences were sorted and written to form a meaningful passage. Then, the incomplete sentences were completed with sentences appropriate to the meaning. In the next exercise, the missing words in the given sentences were filled with words appropriate to the meaning, so that each of them became a meaningful sentence. Sentences containing expressions that can be said in the face of the specified situations were formed and the students were asked to read the sentences they formed, the mistakes were corrected and the missing ones were completed.
9	Al-Wasf The texts related to al-wasf (characterization, description), which is the first topic of the second book, were read by the students in the classroom, corrected the mistakes in the gestures, the meanings of the texts were given, various questions were asked to the students about their content, the students were asked to describe the pictures given about the texts in meaningful sentences to form a paragraph and to read the sentences they wrote. The mistakes in the sentences were corrected. The exercises related to the texts were solved in class. Some explanations were given to the students on how to describe something and sample descriptions were made verbally and in writing.
10	KITABET AL-MAWĀDI The texts related to the second topic of the second book, Kitabet al-mawādi (subject writing), were read by the students in the classroom, their spelling mistakes were corrected, the text was translated, the root words from which some of the words in the text derive and the plurals of some of them, especially those made plural with irregular plural, were specified. Exercises related to the texts were solved, and students were also given different topics and asked to make sentences related to them both orally and in writing. Students were asked questions about the content of the texts and the wrong answers were corrected. Some students were asked to explain the content of the texts in Arabic and to describe the pictures given in the exercises.
11	EL-KISSA The texts of the third topic of the second book, titled al-Kissa (story), were read by the students in class, misreadings were corrected, and translations of the pieces were made. The students were asked questions about the topics of the passages and the answers were corrected. Students were asked to write a short paragraph (around 5 lines) on the topic of each passage. The short text was read by some students in class. Then the other text was read by the students in the class and the wrong readings were corrected. Some students were asked to summarize the content of the passages in a few sentences and questions were asked. They were also asked to form sentences related to the topics given in the exercise. Each student read the sentences in class and the wrong parts were corrected.
12	ET-TAKRÎR ET-TAKRÎR (report) was read by the students in turn, mistakes were corrected, and the texts were translated. Students were asked to summarize the content of the texts in at least five sentences each and then read them in class. Incorrectly written sentences were corrected. In addition, students were asked questions about the topics of the texts and the mistakes in the answers were corrected. They were asked to form at least five sentences about the given topics. Students were asked to write down their impressions and observations about a trip they had made, and the sentences were corrected. In addition, a few students were asked to ask each other questions about the content of the passages, review the answers given and correct them together.
13	The texts of the topic titled al-Resā'il gayru'r-resmiyya (unofficial; private letters) and the texts titled risāla min waladin ilā wālidihi (letter from a son to his father) and risāla min sādikin ilā sadīkihi (letter from a friend to a friend) were read by the students in class, and the incorrect readings were corrected. Examples of letters written to different people, such as letters written by siblings to siblings, by children to their mothers, uncles and uncles, were given, students were asked to write similar examples of letters, some of the letters were read in class and corrections were made. Exercises, which usually involve writing letters, were practiced in class using the given vocabulary, and mistakes were corrected. Students were asked to write in their notebooks the expressions and forms of address used in letter writing and to repeat them over time.
14	ER-RESAİLU'R-RESMİYYE ER-RESAİLU'R-RESMİYYE The texts titled al-taleb (petition), letter of thanks and appreciation, and petition of complaint of the topic titled ER-RESAİLU'R-RESMİYYA (official letters, petitions) were read by the students in the classroom in turn, mistakes were corrected, and translations of the texts were made. The classical expressions used in petitions were dictated to the students and they were asked to use these expressions in their petitions to different institutions. Exercises on petitions to official authorities were solved in class using the given vocabulary, some students were asked to read the petitions they had written and the mistakes were corrected. As it was the last lesson of the semester, the students were wished success in the exams and wished to see each other in the second semester.

Resources	Kitâbu'l-Kırâa (1-4), Yazar: Süleyman Kaplan ve diğerleri
	Lugatuna'l-Cemîle. Yazar: Dr. İbrahim Nemr Musa ve diğerleri

In-Term Studies	Quantity	Percentage
Attendance	-	-
Laboratory	-	-
Practice	-	-
Field Study	-	-
Course Specific Internship (If Any)	-	-
Homework	-	-
Presentation	-	-
Projects	-	-
Quiz	-	-
Listening	-	-
Midterms	1	40 (%)
Final Exam	1	60 (%)
Total		100 (%)

	Quantity	Duration	Total Work Load
Course Week Number and Time	14	3	42
Out-of-Class Study Time (Pre-study, Library, Reinforcement)	14	6	84
Midterms	1	10	10
Quiz	0	0	0
Homework	0	0	0
Practice	0	0	0
Laboratory	0	0	0
Project	0	0	0
Workshop	0	0	0
Presentation/Seminar Preparation	0	0	0
Fieldwork	0	0	0
Final Exam	1	14	14
Other	0	0	0
Total Work Load:			150
Total Work Load / 30			5
Course ECTS Credits:			5

Relationship Levels
Lowest	Low	Medium	High	Highest
1	2	3	4	5

#	Learning Outcomes	P3
O1	Being able to express cultural elements of foreign languages ​​he/she knows.	5
O2	Ability to translate by combining target language rules and cultural knowledge.	3