Week |
Subject |
Related Preparation |
1) |
Introduction to Japanese language Introduction of Hiragana |
Minna No Nihongo 1Kaite oboeru 1Minna no NihongoListening CdsPractisingHiragana and Katakana |
2) |
Introduction of Katakana / Reading and writing exercises |
Minna No Nihongo 1Kaite oboeru 1Minna no NihongoListening CdsPractisingHiragana and Katakana |
3) |
Talking about one’s occupation and nationality / Introducing oneself |
Minna No Nihongo 1Kaite oboeru 1Minna no NihongoListening CdsPractisingHiragana and Katakana |
4) |
Identifying objects (kore/sore/are) |
Minna No Nihongo 1Kaite oboeru 1Minna no NihongoListening CdsPractisingHiragana and Katakana |
5) |
Identifying and personalizing objects ( usage of NO) / Reading and writing exercises in writing systems |
Minna No Nihongo 1Kaite oboeru 1Minna no NihongoListening CdsPractisingHiragana and Katakana |
6) |
Practising numbers until 10,000 |
Minna No Nihongo 1Kaite oboeru 1Minna no NihongoListening CdsPractisingHiragana and Katakana |
7) |
Asking and telling prices (counting floors (kai) / Telling the time / Practising numbers 10,000 and above |
Minna No Nihongo 1Kaite oboeru 1Minna no NihongoListening CdsPractisingHiragana and Katakana |
8) |
Introduction of present tense and past tense |
Minna No Nihongo 1Kaite oboeru 1Minna no NihongoListening CdsPractisingHiragana and Katakana |
9) |
Practising past tense along with expressions of time (ashita, ototoi, kinou and etc.) |
Minna No Nihongo 1Kaite oboeru 1Minna no NihongoListening CdsPractisingHiragana and Katakana |
10) |
Talking about periods of time ( kara –made...) Talking about the time in different places in the world |
Minna No Nihongo 1Kaite oboeru 1Minna no NihongoListening CdsPractisingHiragana and Katakana |
11) |
Introduction of future tense (ashita, rai, asatte) Days of the week |
Minna No Nihongo 1Kaite oboeru 1Minna no NihongoListening CdsPractisingHiragana and Katakana |
12) |
Prepositions of place (ni , de, he) ; time (ni) and vehicles (de) , with (to) Asking about someone’s phone number |
Minna No Nihongo 1Kaite oboeru 1Minna no NihongoListening CdsPractisingHiragana and Katakana |
13) |
Asking and telling the date/asking about specific dates and someone’s birthday (nangatsu nan nichi desu ka) |
Minna No Nihongo 1Kaite oboeru 1Minna no NihongoListening CdsPractisingHiragana and Katakana |
14) |
Planning a day of oneself combining the vocabulary of means of transportation using all tenses learnt |
Minna No Nihongo 1Kaite oboeru 1Minna no NihongoListening CdsPractisingHiragana and Katakana |
15) |
Final exam |
|
16) |
Final Exam |
|
|
Program Outcomes |
Level of Contribution |
1) |
Being familiar to the main concepts and methods of the social sciences and the fine arts devoted to understanding the world and the society |
4 |
2) |
Having comprehensive knowledge regarding different media and branches of art |
3 |
3) |
Knowing the historical background of audio-visual moving images in the world and in Turkey and keeping pace with the new developments in the area |
1 |
4) |
Having a good command of the language and the aesthetics of audio-visual moving images in the world and in Turkey |
1 |
5) |
Being able to create a narrative that could be used in a fiction or a non-fiction audio-visual moving image product |
2 |
6) |
Being able to write a script ready to be shot |
2 |
7) |
Having the skills to produce the photoboard of a script in hand and to shoot the film using the camera, the lights and other necessary equipment |
|
8) |
Being able to transfer the footage of a film to the digital medium, to edit and do other post-production operations |
|
9) |
Being able to create a documentary audio visual moving image from the preliminary sketch stage to shooting, editing and post-production stages |
|
10) |
Being able to produce an audio visual moving image for television and audio products for radio from preliminary stages through shooting and editing to the post-production stage |
|
11) |
Being culturally and theoretically equipped to make sense of an audio-visual moving image, to approach it critically with regard to its language and narration and being able to express his/her approach in black and white |
3 |
12) |
Having ethical values and a sense of social responsibility |
5 |