| CHILD DEVELOPMENT (TURKISH) | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ENG1064 | English IV | Spring | 2 | 0 | 2 | 2 |
| Language of instruction: | English |
| Type of course: | Must Course |
| Course Level: | Bachelor’s Degree (First Cycle) |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Instructor ELİF CANAN ONAT |
| Course Lecturer(s): |
Instructor NURGÜL ERAKMAN |
| Recommended Optional Program Components: | None |
| Course Objectives: | I. transfer the rules of English grammar and communication skills II. demonstrate the forms of English words III. construct an accurate use of vocabulary IV. illustrate organization in composition writing |
|
The students who have succeeded in this course; I. apply grammar rules II. establish vocabulary learning methods III. generate questions and answers IV. practice communication skills V. take notes for specific purposes VI. write a composition |
| Language skills based on the definition of CEFR A2 Level of English |
| Week | Subject | Related Preparation |
| 1) | Introduction to the course requirements, syllabus, evaluation system, and materials; Revision | |
| 2) | Indirect speech | |
| 3) | Gerund | |
| 4) | Infinitives | |
| 5) | Phrasal verbs I | |
| 6) | Phrasal verbs II | |
| 7) | Revision | |
| 8) | Prefixes and suffixes | |
| 9) | Collocations | |
| 10) | Phrases | |
| 11) | Communication skills | |
| 12) | Presentations | |
| 13) | Revision | |
| 14) | Composition writing |
| Course Notes / Textbooks: | Basic English Grammar, Third Edition by Betty Schrampfer Azar, Stacy A. Hagen Pearson Longman |
| References: | OUP & CUP materyalleri ve Internetten kaynaklar OUP & CUP Materials and Internet Sources |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 28 | % 5 |
| Quizzes | 2 | % 5 |
| Presentation | 1 | % 5 |
| Midterms | 3 | % 45 |
| Final | 1 | % 40 |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 60 | |
| PERCENTAGE OF FINAL WORK | % 40 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| Study Hours Out of Class | 14 | 1 | 14 |
| Presentations / Seminar | 1 | 1 | 1 |
| Quizzes | 2 | 1 | 2 |
| Midterms | 3 | 1 | 3 |
| Final | 1 | 2 | 2 |
| Total Workload | 50 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | To gain both theoretical and practical knowledge about physical, cognitive, social-emotional aspects of child development. | 5 |
| 2) | To display actions in professional practice based on ethical principles and values. | 5 |
| 3) | To adopt the principle of lifelong learning, using efficient ways for accessing information. | 5 |
| 4) | To know the stages of child development and to be able to use models / theories efficiently for supporting children's cognitive, affective and psycho-motor development. | 5 |
| 5) | To plan, implement and evaluate professional projects, research and events with a sense of social responsibility, | 5 |
| 6) | To be able to use effective communication methods in counseling and child and family-based guidance. | 5 |
| 7) | To be sensitive to the child and family-related issues taking into account the child's stages of development, and to implement strategies for personal development of child and education methods which are vital for leading effective and productive life. | 5 |
| 8) | To use the education and communication materials according to the child development stage, and to create proper educational environment. | 5 |
| 9) | To take responsibilities in the field of child development and education using interdisciplinary approach, and to use information technologies, and to engage in projects and activities. | 4 |
| 10) | To use health information technologies for research in the field of child development. | 5 |
| 11) | To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. | 4 |
| 12) | To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. | 4 |