ECTS - Basic English for Occupational Purposes I
Basic English for Occupational Purposes I (ENG321) Course Detail
| Course Name | Course Code | Season | Lecture Hours | Application Hours | Lab Hours | Credit | ECTS |
|---|---|---|---|---|---|---|---|
| Basic English for Occupational Purposes I | ENG321 | 5. Semester | 3 | 0 | 0 | 3 | 3 |
| Pre-requisite Course(s) |
|---|
| ENG221 |
| 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, Team/Group, Role Play. |
| Course Lecturer(s) |
|
| Course Objectives | ENG321 is a continuation of ENG221 and ENG222 for the students studying at the Turkish medium departments. The aim of the course is to help the students gain the necessary language skills that will enable them to perform well in professional life after graduation and help them be successful in business-related environments in terms of written and oral communication at 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 describing routines, people and jobs, talking about business gatherings, talking about obligations and permissions, asking for help and giving advice at work, and writing e-mails. |
Weekly Subjects and Releated Preparation Studies
| Week | Subjects | Preparation |
|---|---|---|
| 1 | Orientation | Course memo |
| 2 | UNIT 1: INTRODUCTIONS Introducing oneself orally and in writing Reading and answering the questions related to the topic | Course book: p:6-9 |
| 3 | UNIT 1: INTRODUCTIONS Listening activity related to self-introducing Evaluating job applications | Course book: p:12-13 |
| 4 | UNIT 2: WORK AND LEISURE Listening and writing activities using vocabulary related to dates Reading about daily routines and answering questions Various activities related to present simple tense | Course book: p:14-16 |
| 5 | UNIT 2: WORK AND LEISURE Activities with frequency adverbs Using vocabulary related to work-life balance with various activities Speaking and role-playing about work and life | Course book: p:19-21 |
| 6 | UNIT 3: PROBLEMS Speaking about problems in work life using necessary vocabulary Reading and listening about potential work-related problems Activity on adjectives and their degrees Creating sentences in the present simple tense with question and negative forms | Course book: p:22-26 |
| 7 | UNIT 3: PROBLEMS Responding to negative feedback from customers and finding solutions | Course book: p:27-30 |
| 8 | UNIT 4: TRAVEL Activities using vocabulary related to business travel Activities related to the auxiliary verbs "can" and "can't" General review for the midterm exam | Course book: p:36-38 Course book: p: 32-35 A REVISION |
| 9 | UNIT 4: TRAVEL Reading about business travel and answering related questions Making reservations Organizing and role-playing the needs of different companies in groups | Course book: p:40-43 |
| 10 | UNIT 5: FOOD AND ENTERTAINING Activities using vocabulary related to eating habits in different countries Reading and listening about food cultures and answering questions Activities with "some" and "any" | Course book: p:44-47 |
| 11 | UNIT 5: FOOD AND ENTERTAINMENT Various exercises on countable and uncountable nouns Group presentation on selecting the most suitable restaurant for hosting foreign guests | Course book: p:48-51 |
| 12 | UNIT 6: BUYING AND SELLING Activities using vocabulary related to buying and selling Reading about a successful international company Various activities using past tense | Course book: p:52-55 |
| 13 | UNIT 6: BUYING AND SELLING Activities using vocabulary related to buying and selling Reading about a successful international company Various activities using past tense | Course book: p:56-59 |
| 14 | REVISION B General review for the final exam | Course book: p: 62-65 |
| 15 | 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 hazırlanmış 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 | ||