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 | 3 | 0 | 0 | 3 | 3 |
| Pre-requisite Course(s) |
|---|
| ENG121, ENG122,ENG221 and ENG222 |
| Course Language | English |
|---|---|
| Course Type | N/A |
| Course Level | Bachelor’s Degree (First Cycle) |
| Mode of Delivery | Distance |
| 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 | ENG322 is designed for the students studying at the Turkish medium departments of School of Management (except for Political Sciences and Public Administration), School of Fine Arts, Design and Architecture and School of Law. 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 | An Introduction to ENG322 –orientation- Course syllabus and course book | Course Memo |
| 2 | UNIT 7 Moodle Writing Task I-Describing People | Course Book p: 66-71 |
| 3 | UNIT 7 PEOPLE Moodle Writing Task II | Course Book 107 Language Focus : 72-73 |
| 4 | UNIT 8: ADVERTISING | Course Book p:74-78 |
| 5 | UNIT 8: ADVERTISING Moodle-Promotional Video Input Moodle-Task III-IN-CLASS PRACTICE | Course Book p:78-80 |
| 6 | UNIT 9: COMPANIES Moodle Task IV- Business Project Outline Sample | Course Book p:82-84 |
| 7 | UNIT 9: COMPANIES | Course Book s:84-87 |
| 8 | UNIT 9: COMPANIES Moodle Writing Task V-Speech Script Input & Speech Script Sample | Course Book p:88-89 |
| 9 | UNIT 10: COMMUNICATION | Course Book p:90 Working Across Cultures p:92-95 C REVISION p: 96-97 |
| 10 | UNIT 10: COMMUNICATION Moodle- Writing Task VI Choosing a Proper Venue | Course Book p:98-102 |
| 11 | UNIT 11: CULTURES | Course Book p:104-106 p: 110 |
| 12 | UNIT 12: JOBS (13-14.05.2021 No Class) | Course Book p:112-115 |
| 13 | UNIT 12: JOBS | Course Book p:115-118 |
| 14 | UNIT 12: JOBS Moodle- Writing Task VII | Course Book p: 119 Case Study |
| 15 | REVISION | 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 |
Evaluation System
| Requirements | Number | Percentage of Grade |
|---|---|---|
| Attendance/Participation | - | - |
| Laboratory | - | - |
| Application | - | - |
| Field Work | - | - |
| Special Course Internship | - | - |
| Quizzes/Studio Critics | - | - |
| Homework Assignments | 1 | 15 |
| Presentation | - | - |
| Project | - | - |
| Report | - | - |
| Seminar | - | - |
| Midterms Exams/Midterms Jury | 1 | 40 |
| Final Exam/Final Jury | 1 | 45 |
| Toplam | 3 | 100 |
| Percentage of Semester Work | 55 |
|---|---|
| Percentage of Final Work | 45 |
| 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 | To have basic theoretical knowledge about the field within the scope of health, education and support services, organizational structure and systematics. | |||||
| 2 | To be able to understand the basic concepts, approaches and theories in the field of child development, to associate them with current life, national and international developments. | |||||
| 3 | To be able to use sciences such as health, education, and psychology along with the basic knowledge and skills of the discipline of child development. | |||||
| 4 | To be able to identify the problems encountered and develop solutions based on the knowledge and skills required by the discipline of child development. | |||||
| 5 | To be able to independently carry out the necessary work as an individual and as a team member, and take responsibility in the practices related to child development education in preschool education institutions, private education institutions and health institutions | |||||
| 6 | To be able to have the necessary basic knowledge for applications in preschool education institution, private education institution and health institutions related to child development education. | |||||
| 7 | To be able to determine the learning needs associated to lifelong learning related to child development and education and to make the necessary guidance. | |||||
| 8 | To be able to act in accordance with professional ethics and social-responsibility-understanding in all field practices and social relations of the profession | |||||
| 9 | To be able to carry out studies on child development to raise awareness of society and other professional groups . | |||||
| 10 | To be able to follow the information in the field and communicate with colleagues by using a universal foreign language. | |||||
| 11 | To be able to do resource research for the purpose of accessing information, 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 | To be able to show sensitivity to the universality of social rights in the field of child development, protection of quality cultural values, occupational health and safety. | |||||
| 15 | To be able to evaluate and prepare the materials required by the field of child development (educational toys, educational books and brochures, game material) and to use them for 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) | 14 | 3 | 42 |
| Laboratory | |||
| Application | |||
| Special Course Internship | |||
| Field Work | |||
| Study Hours Out of Class | 16 | 1 | 16 |
| Presentation/Seminar Prepration | |||
| Project | |||
| Report | |||
| Homework Assignments | 1 | 5 | 5 |
| Quizzes/Studio Critics | |||
| Prepration of Midterm Exams/Midterm Jury | 1 | 6 | 6 |
| Prepration of Final Exams/Final Jury | 1 | 6 | 6 |
| Total Workload | 75 | ||