| Week |
Subject |
Related Preparation |
| 1) |
General information about the course (Course objectives, materials and classroom rules will be shared with students.) Meet and greet phrases. |
Greeting expressions in the Basic Book (Aula-1) Unit-0. |
| 2) |
Numbers and Alphabet study. Pronunciation exercises on words. |
Unit-0 listening exercises for numbers and alphabet study. |
| 3) |
Introducing people. Verbs and sentence structures that can be used when talking about yourself and a character next to you. Using basic verbs (Ser- Tener - Llamarse), mentioning your name, profession, nationality, possessions or not. |
Studying the basic verbs in Unit-1 and trying to make sentences to introduce yourself. |
| 4) |
Prepositions (Los Artículos) and their usage. Professions and gender differences. |
Table showing the prepositions and their usage forms at the end of Unit-1. Worksheets on gender differences. |
| 5) |
Verbs ending with -ar, -er, -ir and Numbers. Personal pronouns (Pronombres Personales) and verb conjugation exercises with personal pronouns. Conjugation of the verb QUERER. |
Unit-2 Representation of the verb QUERER with conjugation table and personal pronouns. |
| 6) |
Places and forms of use of the expressions "POR-PARA-PORQUE". Present Tense (Presente de Indicativo) regular verb conjugation practice and creating sample sentences. |
Working on the regular verbs table in Unit-2 and experimenting with sentences in the present tense. |
| 7) |
Text reading and comprehension exercise. Practice present tense by answering questions. Singularity-plural practice with sample singular and plural words. |
Singular-plural change exercise in the Unit-2 exercise book. |
| 8) |
MIDTERM |
The topics and exercises covered for seven weeks should be repeated. |
| 9) |
Asking and answering questions about countries and cities. Usage differences between the verbs ESTAR AND HAY. Element usage difference between Muy-Mucho expressions. |
The texts in Unit-3 should be read and the usage of the verbs used should be examined. |
| 10) |
SER-ESTAR-HAY usage differences and creating sample sentences. Solving exercises on the subject and distinguishing their use in sentences. |
The text in the Unit-3 student workbook should be examined and the grammatical differences of the verbs used should be investigated. |
| 11) |
Usage differences between QUÉ- CUÁL- CUÁLES expressions and using them in sentences. Doing exercises on these expressions. Superlativo sentence exercises. Weather terms and example sentence types. |
Exercises related to the subject in Unit 3 should be examined. Sample sentence studies related to the subject of Superlativo should be done. |
| 12) |
Shopping using the verbs of buying and selling and the word groups to be used in this field. Creating dialogue within a store. |
The table related to Unit-4 clothing and accessories should be studied and the word groups should be memorized. |
| 13) |
Colors and gender change study. Asking the price of the product and creating a shopping dialogue during a purchase. |
Unit 4 shopping texts should be examined and unknown word groups should be studied. A sample shopping dialogue should be created. |
| 14) |
Pleasures and pursuits are learned in line with the act of loving. The verb GUSTAR and other verbs studied in their own grammatical rule are recognized. |
The text in Unit 5 is read and the usage of the verb Gustar is studied. |
| 15) |
Exercises to review previous topics. Review of all topics seen throughout the semester. |
The self-examination test at the end of the book must be solved. Incomprehensible words should be examined. |
| 16) |
FINAL EXAM |
All subjects studied and all exercises performed throughout the semester are repeated. The exercise file given by the teacher is examined before the exam. |
| |
Program Outcomes |
Level of Contribution |
| 1) |
Have basic up-to-date theoretical and applied knowledge in English language, literature and culture. |
|
| 2) |
Have basic up-to-date theoretical and applied knowledge in literary genres, aesthetic movements, literary terminology, and concepts in English literature. |
|
| 3) |
Have a thorough understanding and capability of analizing historical, social, cultural, economic and political backgrounds of different genres of English literature. |
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| 4) |
Have advanced knowledge of English language, its morphology and function in written and spoken forms, and capability of using it effectively in academic and professional environments. |
|
| 5) |
Have theoretical and practical knowledge and ability required for the translation of various texts from English to Turkish and vice versa. |
|
| 6) |
Have critical, creative and analytical thinking skills. |
|
| 7) |
Develop a broad historical and cross-cultural perspective, and an unbiased and respectful attitude to both his/her own society, literature and culture and literatures of different cultures by studying English literature and culture. |
|
| 8) |
Have upper-intermediate (B2) knowledge of another foreign language (Spanish), and be able to use it confidently in everyday life |
|
| 9) |
Have a high ethical awareness and responsibility in personal, professional, and social life. |
|
| 10) |
Be able to collect and interpret data to do research independently or in groups, define/solve problems in the process, and express the outcomes effectively in national, international academic, social and professional environments by using critical, creative, and analytical skills. |
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| 11) |
Have knowledge of using up-to-date information technologies and research methods in the field of literature, and humanities in general. |
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| 12) |
Be able to undertake responsibility in team work as a leader or a member. |
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| 13) |
Develop an appreciation and a positive attitude toward life-long learning. |
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| 14) |
Develop a higher awareness about universal values, such as democracy, human rights, social justice, cultural heritages, and environmental issues. |
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BİLGİ PAKETİ / DERS KATALOĞU
