| Course Objectives: |
Improving skills of speaking, writing, listening and reading in English at the basic level. |
| Course Content: |
Grammar and Reading:
Grammar topics include comparison, superlative, present tense, going. In terms of reading and vocabulary, many different topics such as travel adjectives, places, social networking sites, appearance, movie genres are covered.
Writing
The writing section includes a variety of tasks such as checking and correcting vacation information, comparing holiday destinations, commenting on a photo to improve pronoun usage. There are also writing activities such as comparing different travel options and writing a story using conjunctions.
Listening and Speaking:
Listening and speaking activities include travel-oriented topics such as talking about travel preferences, describing parts of a city, watching a video about an itinerary. Different topics such as talking about actors, describing people's appearance, talking about future plans are also covered. In addition, topics such as talking about unusual weather, exchanging information about illnesses and health are also suggested for listening and speaking practice. |
Course Learning Outcomes (CLOs) are those describing the knowledge, skills and competencies that students are expected to achieve upon successful completion of the course. In this context, Course Learning Outcomes defined for this course unit are as follows:
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| Knowledge
(Described as Theoritical and/or Factual Knowledge.)
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1) The students in this course can introduce themselves and their families and talk about their neighbourhood, hobbies, skills and what they like or dislike in English.
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2) The students in this course can talk about their experiences in the past and ask questions in target language.
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3) The students in this course can understand and opine on an A1 level text they read.
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4) The students in this course can understand simple spoken commands in a game or sport and basic factual statements
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5) The students in this course can follow short, simple written directions (e.g. to go from X to Y), understand short written notices, signs and instructions with visual support.
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6) The students in this course can use some very basic words to ask for food and drink; name very common forms of transport; ask for and give a phone number; say their own age and ask someone about their age; ask someone what their job is and establish basic social contacts with simple, polite greetings and farewells.
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| Skills
(Describe as Cognitive and/or Practical Skills.)
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1) The students in this course can understand short, simple messages on postcards, emails and social networks.
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2) The students in this course can follow speech which is very slow and carefully articulated, with long pause and simple, everyday transactions (e.g. shopping and eating out) if carried out slowly and clearly.
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| Competences
(Described as "Ability of the learner to apply knowledge and skills autonomously with responsibility", "Learning to learn"," Communication and social" and "Field specific" competences.)
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| Week |
Subject |
Materials Sharing * |
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Related Preparation |
Further Study |
| 1) |
review of the simple present
understand reasons
understand emergencies
Use a dictionary
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Reflect 2 Reading and Writing
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| 2) |
review of the simple present
think about your responsibility to your community evaluate community projects
Polysemi: Multimeaning words
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Reflect 2 Reading and Writing
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| 3) |
adjectives
suffix - ity
Relate your ideas to your experience
Think about the importance of friends
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Reflect 2 Reading and Writing
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| 4) |
comparatives
Multi-Meaning words
consider different types of friends
connect ideas about friends
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Reflect 2 Reading and Writing
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| 5) |
"*Count and Noncount nouns
Quantifiers"
words that make noise
synonyms
consider how you learn
analyze a type of music
commenting on songs
consider how a different kinds of music make you feel |
Reflect 2 Reading and Writing
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| 6) |
Simple past
Words about weight
Prefixes col- and com-
Think about how you can get involved
connect ideas about citizen science
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Reflect 2 Reading and Writing
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| 7) |
Midterms |
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| 8) |
Models for suggestion
Word rrots: bene, sect, and tract
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Reflect 2 Reading and Writing
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| 9) |
Models for advice
collocations : adjactive + food
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Reflect 2 Reading and Writing
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| 10) |
Discuss your experiences in nature
Rank the benefits of Nature
Infinitives
*Prefix: - re |
Reflect 2 Reading and Writing
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| 11) |
Identify World Heritage Sites
Talk about historical places
Gerunds Suffix: -ing, -ive
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Reflect 2 Reading and Writing
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| 12) |
Define success and failure
Explore ideas about success and failure
Present perfect
Formal and İnformal language
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Reflect 2 Reading and Writing
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| 13) |
Consider how to be successful ina an interview Compare responses
Present continuous
Prefix: pre-
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Reflect 2 Reading and Writing
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| 14) |
Communicate tone in a message
Brainstorm tips for texting
Review of the future tenses collocations : send and make + noun |
Reflect 2 Reading and Writing
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Programme Learning Outcomes |
Contribution Level (from 1 to 5) |
| 1) |
Explain the fundamental concepts, historical development, and theoretical framework of graphic design. |
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| 2) |
Define typography, color theory, and composition principles in visual communication design. |
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| 3) |
Evaluate the social, cultural, and ethical aspects of graphic design to develop an interdisciplinary perspective. |
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| 4) |
Develop original and innovative design solutions using creative problem-solving methods. |
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| 5) |
Apply visual hierarchy, perception psychology, and user experience (UX) principles to design for international markets. |
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| 6) |
Effectively use digital tools and design software to produce professional graphic design work. |
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| 7) |
Take responsibility in international graphic design projects individually or within a team to develop creative solutions. |
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| 8) |
Manage graphic design projects and plan processes while applying a professional work discipline. |
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| 9) |
Continuously improve by following global innovations, technologies, and methodologies in graphic design. |
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| 10) |
Adopt intercultural design principles to create visual solutions for global audiences. |
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| 11) |
Develop design solutions that are culturally sensitive, ethically appropriate, and sustainable. |
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| 12) |
Work independently or participate in teamwork within graphic design processes. |
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| WORKLOAD OF TEACHING & LEARNING ACTIVITIES |
| Teaching & Learning Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Course |
14 |
4 |
56 |
| Laboratory |
0 |
0 |
0 |
| Application |
0 |
0 |
0 |
| Special Course Internship (Work Placement) |
0 |
0 |
0 |
| Field Work |
0 |
0 |
0 |
| Study Hours Out of Class |
10 |
1 |
10 |
| Presentations / Seminar |
0 |
0 |
0 |
| Project |
0 |
0 |
0 |
| Homework Assignments |
28 |
1 |
28 |
| Total Workload of Teaching & Learning Activities |
- |
- |
94 |
| WORKLOAD OF ASSESMENT & EVALUATION ACTIVITIES |
| Assesment & Evaluation Activities |
# of Activities per semester |
Duration (hour) |
Total Workload |
| Quizzes |
2 |
1 |
2 |
| Midterms |
1 |
1 |
1 |
| Semester Final Exam |
1 |
1 |
1 |
| Total Workload of Assesment & Evaluation Activities |
- |
- |
4 |
| TOTAL WORKLOAD (Teaching & Learning + Assesment & Evaluation Activities) |
98 |
| ECTS CREDITS OF THE COURSE (Total Workload/25.5 h) |
4 |
ECTS Information Package / Course Catalogue
