Rapor Tarihi: 15.01.2026 09:33
| Course Title | Code | Language | Type | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|---|---|
| Foreign Language II | ING102 | Turkish | Compulsory | 2. Semester | 2 + 0 | 2.0 | 2.0 |
| Prerequisite Courses | |
| Course Level | Undergraduate |
| Mode of delivery | Face to face |
| Course Coordinator | |
| Instructor(s) | |
| 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 |
| # | Öğrenme Kazanımı |
| 1 | Students will be able to perform simple daily dialogues. |
| 2 | Students will be able to talk about everyday subjects with simple structures and vocabulary. |
| 3 | Students will be able to understand the main ideas of short, simple foreign language texts. |
| 4 | Students will be able to understand authentic texts (eg forms, instructions, brochures, advertisements). |
| 5 | Students will be able to write and answer postcards and personal letters with a dictionary. |
| Week | Topics/Applications | Method |
|---|---|---|
| 1. Week | Past Time second episode negatives and "ago" structure | Presentation (Preparation) |
| 2. Week | Past Time Expressions: on + day / weekday and dayparts in + days specific time zones / month / seasons / year / century at + clocks | Presentation (Preparation) |
| 3. Week | Food and drink Countable and uncountable names | Presentation (Preparation) |
| 4. Week | "I love" and "I like" things: I like and I'd like | Presentation (Preparation) |
| 5. Week | some / any, much / many uses | Presentation (Preparation) |
| 6. Week | Gentle requests and requests Can / Could I. . . ? or Can / Could you. . . ? structures Adjectives of comparison | Presentation (Preparation) |
| 7. Week | Use of "have got" and "have" structures Adverbial adjectives | Presentation (Preparation) |
| 8. Week | Use of "have got" and "have" structures Adverbial adjectives | Presentation (Preparation) |
| 9. Week | City and country related words Location-direction recipes | Presentation (Preparation) |
| 10. Week | Human orientation Present (continuous) Time | Presentation (Preparation) |
| 11. Week | Whose? (Whose is it?) Question and possession pronouns | Presentation (Preparation) |
| 12. Week | Shopping dialogue at the clothing store Goal plans: I'm going to Brazil and I went to Brazil. | Presentation (Preparation) |
| 13. Week | The second use of the "going to" structure to report accuracy is to go with it, you, I, etc. use of | Presentation (Preparation) |
| 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 | Presentation (Preparation) |
| No | Program Requirements | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Utilizes knowledge of natural sciences and mathematics in developing various processes in their field. | ✔ | |||||
| 2 | Demonstrates adherence to ethical and deontological principles in decision-making and implementation processes. | ✔ | |||||
| 3 | Utilizes scientific and technological developments in the applications within their field. | ✔ | |||||
| 4 | Combines fundamental engineering knowledge with technical tools to solve engineering problems in their field using an analytical approach. | ✔ | |||||
| 5 | Designs all technical systems, system components, and production processes relevant to their field. | ✔ | |||||
| 6 | Implements plant and animal production processes in accordance with scientific and technical principles. | ✔ | |||||
| 7 | Utilizes data-driven core technologies in agricultural production processes. | ✔ | |||||
| 8 | Applies sustainability principles and approaches to agricultural processes. | ✔ | |||||
| 9 | Utilizes managerial and institutional knowledge related to agriculture, while considering (or observing) global and local developments. | ✔ | |||||
| 10 | Manages soil and water resources and agricultural waste sustainably by integrating scientifically based irrigation, drainage, and soil conservation systems with precision agriculture and digital water management technologies. | ✔ | |||||
| 11 | Designs agricultural machinery and equipment for agricultural production and post-harvest processes, evaluates their performance, and enhances their efficiency through automation. | ✔ | |||||
| 12 | Develops functional and environmentally sensitive solutions in the design of agricultural structures (such as greenhouses, barns, and pens) by utilizing modern engineering and construction technologies. | ✔ | |||||
| 13 | Analyzes energy efficiency for agriculture and develops effective systems by integrating biofuel production and other sustainable energy sources | ✔ | |||||
| 14 | Analyzes precision agriculture data (such as satellite imagery, unmanned aerial vehicles (UAVs), and handheld radiometers) to develop and implement systems that optimize resource management. | ✔ | |||||
| 15 | Executes entrepreneurial projects developed based on legal and ethical boundaries by following current developments, manages them through interdisciplinary collaboration, and transfers the acquired knowledge to stakeholders. | ✔ | |||||
| Program Requirements | DK1 | DK2 | DK3 | DK4 | DK5 |
|---|---|---|---|---|---|
| PY1 | 1 | 1 | 1 | 1 | 1 |
| PY2 | 1 | 1 | 1 | 1 | 1 |
| PY3 | 1 | 1 | 1 | 1 | 1 |
| PY4 | 1 | 1 | 1 | 1 | 1 |
| PY5 | 1 | 1 | 1 | 1 | 1 |
| PY6 | 1 | 1 | 1 | 1 | 1 |
| PY7 | 1 | 1 | 1 | 1 | 1 |
| PY8 | 1 | 1 | 1 | 1 | 1 |
| PY9 | 1 | 1 | 1 | 1 | 1 |
| PY10 | 1 | 1 | 1 | 1 | 1 |
| PY11 | 1 | 1 | 1 | 1 | 1 |
| PY12 | 1 | 1 | 1 | 1 | 1 |
| PY13 | 1 | 1 | 1 | 1 | 1 |
| PY14 | 1 | 1 | 1 | 1 | 1 |
| PY15 | 1 | 1 | 1 | 1 | 1 |
| Ders Kitabı veya Notu | Ders Kitabı veya Ders Notu bulunmamaktadır. |
|---|---|
| Diğer Kaynaklar |
|
| ECTS credits and course workload | Quantity | Duration (Hour) | Total Workload (Hour) | |
|---|---|---|---|---|
|
Sınavlar |
Midterm 1 | 1 | 11.5 | 11.5 |
| Final | 1 | 11.5 | 11.5 | |
| Classroom Activities | 14 | 2 | 28 | |
| Total Workload | 51 | |||
| *AKTS = (Total Workload) / 25,5 | ECTS Credit of the Course | 2.0 | ||
