| Week |
Subject |
Related Preparation |
| 1) |
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) |
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) |
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) |
Defines, recognizes and uses the necessary equipment to evaluate language, speech, voice and swallowing disorders. Makes the necessary applications for language and speech disorders. |
|
| 2) |
Makes the necessary evaluations, definitions and planning by using theoretical and applied concepts and principles related to the field of speech and language therapy. |
|
| 3) |
It considers and respects individual differences, beliefs, customs and traditions. |
|
| 4) |
Applies the knowledge and skills learned in the field of speech and language therapy within the framework of ethical principles, changes the practice when necessary and ends the process. |
|
| 5) |
It contributes to the production of health policies in accordance with the changing and diversifying health needs of the society in the field of language and speech therapy, and takes initiatives to protect public health. |
|
| 6) |
It organizes services in the field of speech and language therapy effectively and adequately, manages and analyzes the business processes necessary for the continuity and development of quality and organizational function, and produces solutions in line with information and evidence against problems. |
|
| 7) |
It carries out professional and academic studies independently by using its knowledge and works in cooperation with other professional groups working in this field and takes responsibility. |
|
| 8) |
Participates in research and project applications in the field of speech and language therapy by following technological developments. |
|
| 9) |
It determines the differences and needs of individuals in daily life, the ways of meeting these needs and their daily activities and determines the practices that will increase the quality of life in this direction and takes part in the regulations. |
|
| 10) |
It fulfills all the responsibilities required by its professional performance, combines and integrates its knowledge and practices in the field of language and speech therapy and adopts lifelong learning. |
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BİLGİ PAKETİ / DERS KATALOĞU
