Social Service

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
99900013	Foreign Language (English) II	1	Spring	2	2+0+0	2	2

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	Anlatım, Soru-Cevap
Mode of Delivery	Face to Face
Prerequisites	Yok
Coordinator	-
Instructor(s)	Lect. İsmail PİŞER
Instructor Assistant(s)	-

Name and Surname	Room	E-Mail Address	Internal	Meeting Hours
Lect. İsmail PİŞER	K-Z02	[email protected]	7820	Friday 10.10-12.10

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

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

#	Program Learning Outcomes	Level
P14	Uses a foreign language at the general level A1-A1+ of the European Language Portfolio.	5

Upon the successful completion of this course, students will be able to:
No	Learning Outcomes	Outcome Relationship	Measurement Method **
O1	To be able to read short and simple texts, to comprehend simple content in written texts such as advertisements and posters.	P.14.6	1
O2	To be able to use basic expressions at a simple level for everyday life.	P.14.1	1
O3	To be able to comprehend frequently used expressions and sentences in listening and reading texts	P.14.2	1
O4	To be able to introduce oneself in social environments, to ask and answer questions about personal information.	P.14.3	1
O5	To be able to express his/her own past, his/her immediate environment and events at a basic level in written and oral form.	P.14.4	1
O6	To be able to fill out simple forms encountered in daily life, to create short and simple notes.	P.14.5	1
** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7

Week	Topics
1	Acquaintance and introduction; brief information about language and culture; the objectives of the lesson; Behaviors, materials, discipline, absenteeism, exam types and weeks are discussed and if the alphabet of the language is different, letters and numbers are introduced.
2	The teacher presents the following text to the student. My name is Ali Yigit. I am from Ardahan, Posof. I am 19 years old and studying engineering at university. This year is my first year. I'm so excited. We are a big family. I have three sisters and two brothers. All my siblings are younger than me. My father is a teacher and my mother is a housewife. I went to primary school in Posof and then at Posof High School. I finished high school last year. I won Karatay University in the university exam. I love Civil Engineering department. In my spare time, I play football and volleyball. I also like to read novels. I finish one book a month. Life is Beautiful! The teacher reads this passage and becomes aware of how much has been understood. Students identify unknown words and rules. These are learned separately.
3	Last week's text is distributed to the student as follows. My name is ……………. / I am from ………………………. I am …… years old and studying ………… at university. This year is my ……… year. I'm so excited. We are ………… a family. I have …… sister and …… brother. All my siblings are from me………. Father and mother …………. I went to primary school at ……… and then at ……… High school. I finished high school last year. I won Karatay University in the university exam. I love ………………… In my spare time, I play ……… and …………. I also like to read …………. I finish ……… once a month. Life is Beautiful! Students are asked to fill in the blanks using a dictionary. The student is asked to read this text by humming and then hum it without looking. He tells the students what to do next week. The activity from last week is repeated with changes. Writing activity is done in different alphabets. Students try to read each other's writing.
4	Even though they have the text that they fill in the blanks according to themselves, the students are removed from the row and asked to draw a circle. Students are asked to talk about their school and their future as much as possible without looking at the paper, with one partner for each student and evenly spaced between them. The listening student is asked to help the speaker when he gets stuck. Then the listener begins to speak. The partners are changed and the same is repeated. Talking is continued until the paper is no longer needed.
5	He asks them to write the text studied in the previous week in the notebook. After the writing process is finished, they are asked to make a comparison with the first text. The teacher determines what the differences are. He retells the subjects. Then they are asked to rewrite.
6	Self-promotion continues mainly verbally. Matches are made and one spouse introduces himself, and the other spouse tries to understand his friend. The teacher asks questions that measure understanding, such as how many brothers does your friend have. Mutual promotion is repeated 3 more times. Exercises are given for the exam. Information about the exam is provided. The sample exam is shown in class.
7	Midterm
8	The course is taught in a way that the text studied until the midterm will be constructed in the form of questions and answers. What is your name, how old are you, do you study, where are you studying, in which department are you studying? The questions of the escape year are taught in the faculty. After they are written on the board, the students take a circle to ask these questions and get their answers. The teacher hovers around to make sure everyone is asking questions and getting answers.
9	How many siblings do you have, are your siblings older or younger than you, what does your father do, what does your mother do, when did you finish high school, do you like your department? Students are asked to be prepared to answer these questions. If the teacher wants, he can write it in the notebook. He raises the students to their feet, asking these questions to the partners in the circle and asking the other to answer.
10	The question-answer style conversation learned in the eighth and ninth weeks is done together. This application will allow them to speak a foreign language for close to 5 minutes.
11	Are the lessons difficult, what do you do in your spare time, do you read books, the questions are taught like other questions.
12	This week, students are asked for their opinions on which questions they would like to ask, and they are told which answers would be appropriate according to these questions. This week, after the questions and average answers are determined, the conversation in the form of a circle starts.
13	What was done at 8 and 9 weeks is repeated.
14	What was done at 11 and 12 weeks is repeated. Students are asked to make a dialogue about all the subjects learned after the visa. Information about the final exam is given. Introduce yourself

Resources

ÇELİK M. (2018). Progress English Elementary Student's Book A1. KTO Karatay Yayınları.

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

	Quantity	Duration	Total Work Load
Course Week Number and Time	14	2	28
Out-of-Class Study Time (Pre-study, Library, Reinforcement)	14	1	14
Midterms	1	6	6
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	12	12
Other	0	0	0
Total Work Load:			60
Total Work Load / 30			2
Course ECTS Credits:			2

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

#	Learning Outcomes	P14
O1	To be able to use basic expressions at a simple level for everyday life.	5
O2	To be able to comprehend frequently used expressions and sentences in listening and reading texts	5
O3	To be able to introduce oneself in social environments, to ask and answer questions about personal information.	5
O4	To be able to express his/her own past, his/her immediate environment and events at a basic level in written and oral form.	5
O5	To be able to fill out simple forms encountered in daily life, to create short and simple notes.	5
O6	To be able to read short and simple texts, to comprehend simple content in written texts such as advertisements and posters.	5