Week |
Subject |
Related Preparation |
1) |
Introduction speaking |
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2) |
Subject: lifelong learning; Helping verb “können” / speaking: learning German |
Schritte International 1 Lektion 7 |
3) |
Helping verb “wollen”, “haben” with past tense |
Lektion 7 |
4) |
“sein”with past tense; noun building; subject: business and jobs / speaking: unusual jobs |
Lektion 7 / Schritte International 2 Lektion 8 |
5) |
State preposition “als”; adverb of time; preposition “vor”, “seit”, “sein” and “haben” with past tense / Ouiz I |
Lektion 8 |
6) |
“für” preposition; months / subject: foreign countries / speaking: hotel reception |
Lektion 8 / 9 |
7) |
Helping verb “müssen”; pronoun “man”; imperative |
Lektion 9 |
8) |
Helping verb “dürfen” |
Lektion 9 |
9) |
Subject: health / speaking: appointment / Human body and function; possessive pronoun |
Lektion 10 |
10) |
Helping verb: “sollen” |
Lektion 10 |
11) |
Subject: city trip / speaking: information with terminal / “mit” preposition |
Lektion 11 |
12) |
Variable prepositions “an, auf, hinter, in, neben, über, unter, vor, zwischen” / Quiz II |
Lektion 11 |
13) |
Adverb of place preposition “zu, nach, bei, in” |
Lektion 11 |
14) |
Revision |
Lektion 11 |
Course Notes / Textbooks: |
Schritte International 1 (Lektion 1, 2, 3, PONS, Wörterbuch4, 5, 6) Kursbuch und Arbeitsbuch, Hueber Verlag + CD, Türkisch Deutsch / Deutsch – Türkisch,
Schritte International 1 (Lektion 1, 2, 3, 4, 5, 6) Kursbuch und Arbeitsbuch, Hueber Verlag + CD, PONS, Wörterbuch Türkisch Deutsch / Deutsch – Türkisch, |
References: |
Übungsgrammatik für Anfänger, Renate Schritte Übungsgrammatik, S. Kalender/B. G. Schramm/F.Luscher, Hueber Verlag, Langenscheidt – Wörterbuch TürkischSpecht/B. Duckstein, Hueber Verlag, PONS Wörterbuch Englisch Deutsch / Deutsch –Deutsch / Deutsch – Türkisch, Englisch
Übungsgrammatik für Anfänger, Renate Luscher, Hueber Verlag, Schritte Übungsgrammatik, S. Kalender/B. G. Schramm/F. Specht/B. Duckstein, Hueber Verlag, Langenscheidt – Wörterbuch Türkisch Deutsch / Deutsch – Türkisch, PONS Wörterbuch Englisch Deutsch / Deutsch – Englisch |
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Program Outcomes |
Level of Contribution |
1) |
1.Being able to describe the issues related with the scientific resources in the field of teaching, English language teaching and educational technologies within the national and international standards. |
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2) |
2.Proficient in the phonology, semantics, grammar and the vocabulary of the language, use the language effectively. |
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3) |
3. Apply theories and research in language acquisition and development to provide optimal learning environments in English language teaching. |
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4) |
4. develop English language teaching materials according to the needs of the learners with a critical perspective. |
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5) |
5. Use appropriate software and technology resources for language teaching effectively in and out of classroom by locating and selecting them. |
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6) |
6. To improve students' reading, writing, listening and speaking skills, make use of various methods and techniques. |
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7) |
7. Design English language teaching curriculum and lesson plans. |
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8) |
8. Organize effective classrooms that promote English language learning. |
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9) |
9. assess students’ knowledge using multiple measures and alternative assessment techniques in order to evaluate language knowledge and skills in an effective way by using and generating measurement and assessment instruments. |
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10) |
10. Apply major concepts, principles, theories, and research related to the nature and role of culture and cultural groups to construct supportive learning environments and to promote inter-cultural effective communication and pragmatics skills. |
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11) |
11. Take on responsibility in individual and group projects by working cooperatively and meeting the requirements |
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12) |
12. Take into consideration professional and ethical rules and principles. |
4 |
13) |
13. Apply the pedagogical implications of the research in the field of English language teaching for his/her personal and professional development, by keeping up with the recent studies. |
4 |
14) |
14. Use reflective thinking and reflective teaching to examine his/her teaching skills and professional competencies. |
5 |
15) |
15. Transfer the knowledge and skills necessary for life-long learning to students by using metacognitive techniques with the knowledge of how to obtain information effectively. |
5 |
16) |
16. utilize learning strategies and technology resources by evaluating their relevance to K-12 students’ interests, needs, individual differences, and developmental characteristics. |
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