| Course Title | Code | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|
| Foreign Language II | ING102 | 2. Semester | 2 + 0 | 2.0 | 2.0 |
| Prerequisites | None |
| Language of Instruction | Turkish |
| Course Level | Undergraduate |
| Course Type | |
| Mode of delivery | Face to face |
| Course Coordinator | |
| Instructors |
Ahmet AKMEHMETOĞLU |
| Assistants | |
| Goals | Developing the basic language skills of the learners through reading, writing, listening and speaking. |
| Course Content | Past Time second episode negatives and "ago" structure Past Time Expressions: on + day / weekday and dayparts in + days specific time zones / month / seasons / year / century at + clocks Food and drink Countable and uncountable names "I love" and "I like" things: I like and I'd like some / any, much / many uses Gentle requests and requests Can / Could I. . . ? or Can / Could you. . . ? structures Adjectives of comparison Use of "have got" and "have" structures Adverbial adjective City and country related words Location-direction recipes Human orientation Present (continuous) Time Whose? (Whose is it?) Question and possession pronouns Shopping dialogue at the clothing store Goal plans: I'm going to Brazil and I went to Brazil. The second use of the "going to" structure to report accuracy is to go with it, you, I, etc. use of Why? The use of infinitive in answer to (Why ...?) Next, the envelopes (first, then, next, after that, finally). and why and when questionnaires (Why and When?) "What is the weather like?" Offer and offer Good weather related activities (go for a walk, play tennis, gardening, etc |
| Learning Outcomes |
- Students will be able to perform simple daily dialogues. - Students will be able to talk about everyday subjects with simple structures and vocabulary. - Students will be able to understand the main ideas of short, simple foreign language texts. - Students will be able to understand authentic texts (eg forms, instructions, brochures, advertisements). - Students will be able to write and answer postcards and personal letters with a dictionary. |
| Week | Topics | Learning Methods |
|---|---|---|
| 1. Week | Past Time second episode negatives and "ago" structure | Verbal Expression Visual Presentation |
| 2. Week | Past Time Expressions: on + day / weekday and dayparts in + days specific time zones / month / seasons / year / century at + clocks | Visual Presentation Verbal Expression |
| 3. Week | Food and drink Countable and uncountable names | Verbal Expression Visual Presentation |
| 4. Week | "I love" and "I like" things: I like and I'd like | Verbal Expression Visual Presentation |
| 5. Week | some / any, much / many uses | Verbal Expression Visual Presentation |
| 6. Week | Gentle requests and requests Can / Could I. . . ? or Can / Could you. . . ? structures Adjectives of comparison | Verbal Expression Visual Presentation |
| 7. Week | Use of "have got" and "have" structures Adverbial adjectives | Visual Presentation Verbal Expression |
| 8. Week | Midterm | Course Hours |
| 9. Week | City and country related words Location-direction recipes | Verbal Expression Visual Presentation |
| 10. Week | Human orientation Present (continuous) Time | Verbal Expression Visual Presentation |
| 11. Week | Whose? (Whose is it?) Question and possession pronouns | Verbal Expression Visual Presentation |
| 12. Week | Shopping dialogue at the clothing store Goal plans: I'm going to Brazil and I went to Brazil. | Verbal Expression Visual Presentation |
| 13. Week | The second use of the "going to" structure to report accuracy is to go with it, you, I, etc. use of | Verbal Expression Visual Presentation |
| 14. Week | Why? The use of infinitive in answer to (Why ...?) Next, the envelopes (first, then, next, after that, finally). and why and when questionnaires (Why and When?) "What is the weather like?", Offer and offer Good weather related activities (go for a walk, play tennis, gardening, etc | Visual Presentation Verbal Expression |
| 1) English grammar in Use, Raymond Murphy, Cambridge. 2) English for Life Student’s Book&Workbook Tom Hutchinson. 3) New Headway Elementary Student’s Book&Workbook, Liz and John Soars, third edition. |
| Program Requirements | Contribution Level | DK1 | DK2 | DK3 | DK4 | DK5 | Measurement Method |
|---|---|---|---|---|---|---|---|
| PY1 | 4 | 4 | 4 | 4 | 4 | 4 | 40,60 |
| PY2 | 4 | 4 | 4 | 4 | 4 | 4 | 40,60 |
| PY3 | 5 | 5 | 5 | 5 | 5 | 5 | 40,60 |
| PY4 | 5 | 5 | 5 | 5 | 5 | 5 | 40,60 |
| PY5 | 4 | 4 | 4 | 4 | 4 | 4 | 40,60 |
| PY6 | 3 | 3 | 3 | 3 | 3 | 3 | 40,60 |
| PY7 | 4 | 4 | 4 | 4 | 4 | 4 | 40,60 |
| PY8 | 4 | 0 | 0 | 0 | 0 | 0 | 40,60 |
| PY9 | 5 | 5 | 5 | 5 | 5 | 5 | - |
| PY10 | 4 | 4 | 4 | 4 | 4 | 4 | 40,60 |
| PY11 | 3 | 3 | 3 | 3 | 3 | 3 | 40,60 |
| 0 | 1 | 2 | 3 | 4 | 5 | |
|---|---|---|---|---|---|---|
| Course's Level of contribution | None | Very Low | Low | Fair | High | Very High |
| Method of assessment/evaluation | Written exam | Oral Exams | Assignment/Project | Laboratory work | Presentation/Seminar |
| Event | Quantity | Duration (Hour) | Total Workload (Hour) |
|---|---|---|---|
| Midterm 1 | 1 | 11.5 | 11.5 |
| Final | 1 | 11.5 | 11.5 |
| Classroom Activities | 14 | 2 | 28 |
| Total Workload | 51 | ||
| ECTS Credit of the Course | 2.0 | ||
