ECTS - Basic English for Occupational Purposes II
Basic English for Occupational Purposes II (ENG322) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Basic English for Occupational Purposes II | ENG322 | 6. Semester | 3 | 0 | 0 | 3 | 3 |
| Pre-requisite Course(s) |
|---|
| ENG222 |
| Course Language | English |
|---|---|
| Course Type | Compulsory Departmental Courses |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Face To Face |
| Learning and Teaching Strategies | Lecture, Demonstration, Discussion, Question and Answer, Drill and Practice, Problem Solving, Team/Group, Role Play, Project Design/Management. |
| Course Lecturer(s) |
|
| Course Objectives | The aim of the course is to help students gain the basic, active language skills that will enable them to perform sufficiently in professional life after graduation. The students who complete ENG322 can be successful in business-related environments in terms of written and oral communication in level A2+ (Basic User) as stated in Common European Framework of Reference. |
| Course Learning Outcomes |
The students who succeeded in this course;
|
| Course Content | Academic and job-related commucation skills; functions such as pressure at work, budget, schedules and deadlines, interview techniques, discussing on academic qualifications, job skills, career development, making arrangements and writing e-mails. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Orientation | Course Memo |
| 2 | UNIT 7: PEOPLE Learning adjectives related to personality traits and discussing these traits Engaging in activities related to the past tense and ask and answering questions about past events Reading an article about businesspeople and answering related questions Giving advice and suggestions using certain expressions and writing a paragraph using these expressions. | Course Book p: 66-71 |
| 3 | UNIT 7 PEOPLE Moodle Writing Task I Using expressions related to expressing problems, suggesting solutions, and creating a dialogue using these expressions Discussing and finding solutions to problems related to business life | Course Book 107 Language Focus Course Book pp. 72-73 |
| 4 | UNIT 8: ADVERTISING Using vocabulary related to advertising and marketing in conversations Reading an article containing words related to advertising, marketing and answering related questions Doing activities with comparative adverbs and adjectives Listening to related content and answering questions | Course Book p:74-78 |
| 5 | UNIT 8: ADVERTISING Creating dialogues using advertising-related expressions Listening to content about launching a new product, discussing the topic using relevant vocabulary and expressions Discussing and talking about workforce, company policies, and products Developing and presenting strategies for launching a new product. | Course Book p: 80-81 & 82-83 |
| 6 | UNIT 9: COMPANIES Listening to a recording about leadership and answering related questions Reading an article about a business field and answering related questions Doing activities related to the present simple and present continuous tenses | Course Book p:84-87 |
| 7 | UNIT 9: COMPANIES Working on presentation skills and necessary vocabulary and expressions for presentations Simulating a presentation about a company that students assume to own Listening to content about different countries' perspectives on business life and preparing group discussions. | Course Book s:88-91 |
| 8 | UNIT 9: COMPANIES C REVISION Completing review materials for midterm exams, covering Unit 7, 8, and writing topics. | Course Book p:92-95 |
| 9 | UNIT 10: COMMUNICATION Using necessary vocabulary for office communication with activities, listening to content related to the content, taking notes, and reading articles Participating in activities related to future tense usage | Course Book p:96-101 |
| 10 | UNIT 10: COMMUNICATION Using future tense expressions in dialogues and role-plays Writing emails addressed to employees | Course Book p:102-103 |
| 11 | UNIT 11: CULTURES Writing Task II Engaging in activities using words related to different company cultures, listening to related content, and answering questions Writing an email to postpone or cancel a meeting | Course Book p:104-106 Course Book p: 110 |
| 12 | UNIT 12: JOBS Reading about different countries' attitudes towards business and answering related questions Using modal verbs to make requests and suggestions Writing meeting minutes | Course Book p:108-111 |
| 13 | UNIT 12: JOBS Filling out a job advertisement using the necessary vocabulary Participating in activities related to present perfect and past perfect tenses Listening to a conversation offering advice on business life and answering questions | Course Book p:112-115 |
| 14 | UNIT 12: JOBS Reading about professional networking Listening to tips for job interviews and performing role-plays using necessary expressions Writing an email to the most successful job interview candidate | Course Book p: 116-121 |
| 15 | D REVISION Completing revision materials | Course Book p: 122-125 D REVISION |
| 16 | FINAL EXAM |
Sources
| Course Book | 1. Market Leader Elementary A2+ David Cotton, David Falvey, Simon Kent (Pearson) |
|---|---|
| Other Sources | 2. MDB öğretim görevlileri tarafından hazırlanan ek materyaller/ supplementary materials prepared by DML instructors |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 1 | 20 |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 40 |
| Final Exam/Final Jury | 1 | 40 |
| Toplam | 3 | 100 |
| Percentage of Semester Work | 60 |
|---|---|
| Percentage of Final Work | 40 |
| Total | 100 |
Course Category
| Core Courses | X |
|---|---|
| Major Area Courses | |
| Supportive Courses | |
| Media and Managment Skills Courses | |
| Transferable Skill Courses |
The Relation Between Course Learning Competencies and Program Qualifications
| # | Program Qualifications / Competencies | Level of Contribution | ||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | ||
| 1 | Gains basic theoretical knowledge about the field within the scope of health, education and support services, organizational structure and systematics. | |||||
| 2 | Acquires basic concepts, approaches and theories related to the field of child development and relates them to current experiences and national and international developments. | |||||
| 3 | It effectively uses sciences such as health, education and psychology by adding them to the basic knowledge and skills of the child development discipline. | |||||
| 4 | Gains the ability to identify problems and develop solutions based on the knowledge and skills required by the discipline of child development. | |||||
| 5 | Gain the ability to independently carry out the necessary work and take responsibility as an individual and as a team member in practices related to child development education in preschool education institutions, private education institutions and health institutions. Can independently carry out and take responsibility for the necessary work as an individual or as a team member in practices related to child development education in preschool education institutions, private education institutions and health institutions. | |||||
| 6 | Have the basic knowledge required for applications in preschool education institutions, private education institutions and health institutions regarding child development education. | |||||
| 7 | Identify learning needs related to lifelong learning regarding child development and education and provide necessary guidance. | |||||
| 8 | Acts in accordance with professional ethics and social responsibility in all professional field practices and social relations. | |||||
| 9 | It carries out studies to raise awareness of society and other professional groups on child development. | |||||
| 10 | She/He can track information in her field and communicate with colleagues using a universal foreign language. | |||||
| 11 | Gains the ability to conduct resource research to access information and to use databases, numerical values and other information sources. | |||||
| 12 | To be able to communicate effectively with the family and the child in accordance with the cultural structure, and to work in cooperation in child development studies. | |||||
| 13 | To be able to act in accordance with social, scientific, cultural and ethical values in all studies in the field of child development. | |||||
| 14 | In the field of child development, it is sensitive to the universality of social rights, the protection of quality cultural values, and occupational health and safety. | |||||
| 15 | Evaluates, prepares and uses materials required by the field of child development (educational toys, educational books and brochures, game materials) in line with educational purposes. | |||||
| 16 | To be able to determine the developmental differences of 0-18 year old children at an early stage, to prepare and implement appropriate education programs. | |||||
ECTS/Workload Table
| Activities | Number | Duration (Hours) | Total Workload |
|---|---|---|---|
| Course Hours (Including Exam Week: 16 x Total Hours) | 16 | 3 | 48 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 16 | 1 | 16 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | 1 | 2 | 2 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 4 | 4 |
| Prepration of Final Exams/Final Jury | 1 | 5 | 5 |
| Total Workload | 75 | ||