| Week |
Subject |
Related Preparation |
| 1) |
Greetings. Explanation of course content and procedure, syllabus.
Practice of greetings and introducing yourselves to other classmates, asking questions and saying what is your major, what do you do, what are your hobbies, where do you live?
Fundamental syntactical issues in Persian language covered basically in Persian I & II class and further.
|
Compiled Material |
| 2) |
Suffixed possessive pronouns or pronominal enclitics |
Compiled Material |
| 3) |
Reflexive pronoun self and ezafe construction of self with independent pronouns |
Compiled Material |
| 4) |
Comparative adjectives; superlative adjective |
Compiled Material |
| 5) |
Infinitive forms in Persian, past and present stems
List of most common Persian infinitives/verbs, with their stems; reading together in class and study them
|
Compiled Material |
| 6) |
Possessives, self, adjectives, past and present stems/tenses in class |
Compiled Material |
| 7) |
Revision |
Compiled Material |
| 8) |
Midterm Exam |
|
| 9) |
Present indicative in Persian and its varying meanings and expressions; two forms of verb ‘to be’ in Persian in the present and past tense |
Compiled Material |
| 10) |
Specific marker of direct object in Persian; question words of quantity; word of counting a unit, item, piece, part etc; propositions in Persian & expressions using propositions |
Compiled Material |
| 11) |
Interrogative formal and colloquial words/expressions
Adverbial words/expressions of situation, time and location
|
Compiled Material |
| 12) |
The present perfect tense in Persian called ‘relational past’ |
Compiled Material |
| 13) |
The past perfect tense
The present subjunctive
The past progressive
|
Compiled Material |
| 14) |
Pronominal [possessive] suffixes or pronominal enclitics used with some common verbs
Sensation words and verbs
|
Compiled Material |
| |
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. |
5 |
| 10) |
To use health information technologies for research in the field of child development. |
4 |
| 11) |
To be able to monitor occupational information using at least one foreign language, to collaborate and communicate with colleagues at international level. |
5 |
| 12) |
To become a good example for colleagues and society, and represent efficiently the professional identity using advanced knowledge about child development. |
5 |