The students who have succeeded in this course;
| Learning Outcomes |
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| 1 - Knowledge |
| Theoretical - Conceptual |
1) We can now give tips for learning languages.
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2) Students can talk about strong desire, suggestion, importance, past.
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| 2 - Skills |
| Cognitive - Practical |
1) Greeting someone and saying goodbye, reading a business card and filling out a form, asking about a person on the phone, understanding simple information, asking about a word: What is that called in German?, naming quantities, saying: I like to eat/drink that. My favorite food is pizza.
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2) We can now say: This is what I'm doing: I'm tidying up the kitchen
Ask the time and say the time: “What time is it now?”
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3) We can now say: When do I do something? I play football from five to six.
We can understand and give information at the time of day: mid-afternoon, mid-afternoon, etc.
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4) We can now talk about our day: I'm learning German in the morning.
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5) We can now talk about the weather and understand the weather report
We can now also have simple conversations at the snack bar.
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6) The students can say: I did that yesterday/earlier/...: I worked yesterday.
Students learn auxiliary verbs: “have” and “be.”
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| 3 - Competences |
| Communication and Social Competence |
1) To raise self-confident and competent scientists in their field: They have the necessary skills and equipment to participate in a conversation. They listen carefully and respectfully to different perspectives put forward by others, and make their own evaluations and questions openly by relating them to the views of others.
They prepare, organize and perform the presentations and demonstrations requested from them when necessary. When they are asked for a scientific study or research, they present their written and oral presentations or assumptions. They know how to analyze, explain and evaluate literary discourse and texts.
As people who have developed empathy skills and have internalized universal values, they can look at issues from different perspectives. Students who graduate from the department have the necessary knowledge and equipment in the grammar, speaking, writing, listening, transfer and communication skills required of them in the field of education and training. When teaching the foreign language or languages they have learned to others, they know their goals, choices, appropriate teaching strategies and methods within the framework of the education they receive, they give examples and they are well versed in their subjects. Creating active readers who read and follow different cultures and their works: Students create their interpretations thanks to their learning and acquisitions, write their thoughts and feelings in detail, and speak effectively. They become passionate about language and literature, giving importance to literature, language and imagination. They are aware of how important writing is in expressing emotions and training and developing the imagination. They develop their capacities in judging aesthetic and ethical value.
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2) We can now count to a million: a thousand, ten thousand, etc.
Understanding apartment ads.
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3) We can now understand opening hours on signs and telephone announcements and a website
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4) The students can now understand portraits of people and so they can understand a travel brochure
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5) The students can say: I'm (not) good at that.
You can also say: This is what I want to do: I want to sleep for a long time
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| Learning Competence |
1) Name rooms, describe houses and apartments: The house is very narrow.
say: I don't like that. The chairs are not nice. etc.
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2) We can now agree and deny: Aren't you hungry? - But!
We can now also talk about leisure time.
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| Field Specific Competence |
| Competence to Work Independently and Take Responsibility |
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| Week |
Subject |
Related Preparation |
| 1) |
Understanding apartment advertisements, reading a text and writing furniture
1)definite article,
2) personal pronouns,
3) negation |
Schritte International Course Book |
| 1) |
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| 1) |
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| 1) |
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| 2) |
Separable verbs, Separable verbs in a sentence, Temporal prepositions, Verb: conjugation, Verb: position in the main sentence
Learning goals:
1) say: I'll do that...
2) ask for the time and tell them the time
3) Understand and give information about the time of day |
Schritte International Deutsch Als Fremdsprache Kurs und Arbeitsbuch |
| 3) |
Temporal preposition and verb conjugation: start, work, watch TV, sleep
Learning goals:
1) say: When do I do something?
2) Understand and give information about the time of day |
Schritte International Deutsch Als Fremsprache Kursbuch |
| 4) |
Personal pronouns
Learning goals:
1) say: I (don't) like that
2) count to a million
3) Understand opening times on signs and telephone announcements
4) understand a website |
Schritte International Als Fremsprache Kursbuch |
| 5) |
Accusative: Negative article
Yes/No question: yes, no, yes
Learning goals:
1) agree, deny (Aren't you hungry? - Yes ./ No.
2) talk about you free time. (I like playing football and I chat a lot.) |
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| 5) |
Accusative: definite article
Accusative: indefinite article
Learning goals:
1) have simple conversations at the snack bar
2) talk about the weather (How is the weather? - Good, the sun is shining.), understand the weather report |
Schritte International Als Fremsprache Kursbuch und DUDEN |
| 6) |
Verb conjugation: read, meet, take, drive, would like
Learning goals:
1) Understand people portraits
2) understand a travel brochure |
Schritte International Als Fremsprache Deutsch Kursbuch und Übungen zur Deutschen Grammatik |
| 7) |
Modal verbs: can and want
Conjugation: can and want, should, must
Learning goals:
1) say: I'm (not) good at that: I'm good at skiing.
2) say: This is what I want to do: I want to sleep for a long time.
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Schritte International Als Fremsprache Deutsch Kursbuch und Übungen zur Deutschen Grammatik |
| 8) |
Modal verbs in the sentence
Variant: vertical, horizontal and diagonal
Who can do what and how well?
What do you want to do on vacation? |
Schritte International Als Fremsprache Deutsch Kursbuch und Übungen zur Deutschen Grammatik |
| 9) |
Perfect to have with you
Learning goals:
1) say: I did that yesterday/ earlier/ ....: I worked yesterday.
2) Exercises about perfect with have |
Schritte International Als Fremsprache Deutsch Kursbuch und Übungen zur Deutschen Grammatik |
| 10) |
To be perfect with"
say: I did this yesterday/earlier/......:
I rode my bike at the weekend. |
Schritte International Als Fremsprache Deutsch Kursbuch und Übungen zur Deutschen Grammatik |
| 11) |
The perfect in the sentence: I went into town today.
Learning goals:
1) Give tips for learning languages: You can learn vocabulary on the bus. |
Schritte International Als Fremsprache Deutsch Kursbuch und Übungen zur Deutschen Grammatik |
| 12) |
say: I don't think that's important:
I think this tip is important.
I think learning vocabulary is very important.
I don't think listening to the radio is that important. (etc) |
Schritte International Als Fremsprache Deutsch Kursbuch und Übungen zur Deutschen Grammatik |
| 13) |
The perfect and verb conjugation in the perfect:
practiced, done, drove, came, gone, bought, loved, learned, written, met, found |
Schritte International Als Fremsprache Deutsch Kursbuch und Übungen zur Deutschen Grammatik |
| 14) |
Past participle of regular verbs: buy, ask, answer, learn, etc.
Separable verbs in the perfect tense: do the shopping, to call, to gett up, etc.
Verbs that end in -ieren in the perfect: study, control, etc. |
Schritte International Als Fremsprache Deutsch Kursbuch und Übungen zur Deutschen Grammatik |
| 15) |
-be, -ent,- er, -ge, -ver, -zer, verbs that begin with the prefixes be, -ent,-er, -ge, -ver, -zer and inseparable verbs in the perfect: visit, discover , understand, hurt.
Past participle of irregular verbs |
Schritte International Als Fremsprache Deutsch Kursbuch und Übungen zur Deutschen Grammatik |
| 16) |
Auxiliary verb in the perfect tense
Verbs that require the auxiliary verb “have” in the perfect tense:
Transitive verbs
Reflexive verbs
modal verbs
Verbs with unknown subject
Intransitive verbs
Verbs that require the auxiliary verb "to be" in the perfect tense:
1) the verbs: be, become, remain
2) Motion verbs:
And other subject is "Which exclamations do you already know?"
a) Intransitive verbs that express a change in the current situation
(change of state verbs)
b) Intransitive verbs that express a change of place
(with verbs of change of place)
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Schritte International Als Fremsprache Deutsch Kursbuch und Übungen zur Deutschen Grammatik |
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Program Outcomes |
Level of Contribution |
| 1) |
Engineering Knowledge: Knowledge in mathematics, science, basic engineering, computer computing. |
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| 2) |
Engineering Knowledge: Knowledge in subjects specific to the discipline of industrial engineering. |
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| 3) |
Engineering Knowledge: Ability to use this knowledge in solving complex engineering problems. |
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| 4) |
Problem Analysis: Ability to define, formulate and analyze complex engineering problems using basic science, mathematics and engineering knowledge and considering the UN Sustainable Development Goals* |
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| 5) |
Engineering Design: Ability to design creative solutions to complex engineering problems. |
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| 6) |
Engineering Design: Ability to design complex systems, processes, devices or products to meet current and future needs, considering realistic constraints and conditions*. |
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| 7) |
Use of Techniques and Tools: Ability to select and use appropriate techniques, resources, and modern engineering and computing tools, including estimation and modeling, for the analysis and solution of complex engineering problems, while being aware of their limitations. |
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| 8) |
Research and Review: Ability to conduct literature research for the investigation of complex engineering problems. |
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| 9) |
Research and Review: Ability to design experiments for the investigation of complex engineering problems. |
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| 10) |
Research and Review: Ability to conduct experiments for the investigation of complex engineering problems. |
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| 11) |
Research and Investigation: Ability to collect data to investigate complex engineering problems. |
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| 12) |
Research and Review: Ability to analyze and interpret results for the investigation of complex engineering problems. |
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| 13) |
Research and Review: Ability to use research methods for the investigation of complex engineering problems. |
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| 14) |
Global Impact of Engineering Practices: Knowledge of the impacts of engineering practices on society, health and safety, economy, sustainability and the environment within the scope of the UN Sustainable |
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| 15) |
Global Impact of Engineering Practices: Awareness of the legal implications of engineering solutions. |
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| 16) |
Ethical Behavior: Acting in accordance with the principles of the engineering profession*, knowledge of ethical responsibility. |
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| 17) |
Ethical Behavior: Awareness of being impartial, non-discriminatory and inclusive of diversity. |
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| 18) |
Individual and Teamwork: Ability to work individually (face-to-face, remotely or mixed). |
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| 19) |
Individual and Teamwork: Ability to work effectively as a team member or leader in intra-disciplinary teams (face-to-face, remotely or mixed). |
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| 20) |
Individual and Teamwork: Ability to work effectively as a team member or leader in multi-disciplinary teams (face-to-face, remotely or mixed). |
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| 21) |
Oral and Written Communication: Ability to communicate effectively in technical matters, both verbally and in writing, taking into account the various differences of the target audience (such as education, language,profession). |
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| 22) |
Project Management: Knowledge of business practices such as project management and economic feasibility analysis. |
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| 23) |
Project Management: Awareness of entrepreneurship and innovation. |
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| 24) |
Lifelong Learning: Lifelong learning skills that include independent and continuous learning, adapting to new and developing technologies, and questioning thinking about technological changes. |
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BİLGİ PAKETİ / DERS KATALOĞU
