| PSYCHOLOGICAL COUNSELING AND GUIDANCE | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| GEP0428 | Arabic ıv | Fall Spring |
3 | 0 | 3 | 5 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | GE-Elective |
| Course Level: | Bachelor |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. BURCU ALARSLAN ULUDAŞ |
| Course Objectives: | Understand spoken modern standard Arabic in basic situations of immediate relevance. - Read familiar material, and understand the gist of a more complicated text. -Be able to write dictated material accurately. -Have more in-depth background about daily life issues and endow them with proficiency and mastery of the language skills critical to realistic pursuits of life. -Reinforces and develops knowledge of Arabic fundamentals and the basic skills of speaking, listening, reading and writing. |
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The students who have succeeded in this course; The students who succeeded in this course; How to speak fluently. Could speak and understand everyday language. How to speak about interesting events using the superlative construction, as well as the future tense. How to speak about success and failure in terms of career and life in general, using the past tense negation, and the verbs. We will also expand our dictionary skills by learning verb forms How to speak about relationships and items of clothing. We will also learn how to express the conditional and how to use definite relative pronouns. " اوزان الفعل" " والاعراب" how to write letters and We will be integrating some technology and introduced to some new application that you will be required to submit your work. |
| The aim of this course is to make students, users in the scope of Common European Framework of Reference, achieve intermediate level. |
| Week | Subject | Related Preparation | |
| 1) | Orientation/ Introducing Arabic III program to students/ Having a general idea about Some Arab countries and Arab culture with the slide prepared (PowerPoint 1). General Revision of some of the topics of the pervious level. | Al-Kitaab fii Taᶜallum al-ᶜArabiyya /Worksheets | |
| 2) | Reading: İbin Battuta Listening part Vocabulary Grammar: tenses Exercises | Al-Kitaab fii Taᶜallum al-ᶜArabiyya /Worksheets | |
| 3) | Reading: İbin Battuta Listening part Vocabulary Grammar: tenses Exercises | Al-Kitaab fii Taᶜallum al-ᶜArabiyya /Worksheets | |
| 4) | Reading: Culture and Damascus Listening part Vocabulary Grammar: pronouns Exercises/ Writing | Modern Arapça 1 Doğu Dilleri Enstitüsü / İstanbul-Türkiye | |
| 5) | Reading: Culture and Damascus Listening part Vocabulary Grammar: pronouns Exercises/ Writing | Al-Kitaab fii Taᶜallum al-ᶜArabiyya / Listening (Quiz 1) | |
| 6) | Reading: Festivals and Celebrations | Al-Kitaab fii Taᶜallum al-ᶜArabiyya | |
| 7) | Reading: Festivals and Celebrations Listening part | Al-Kitaab fii Taᶜallum al-ᶜArabiyya | |
| 8) | General review. MIDTERM | ||
| 9) | Reading: The Ottoman Empire and the Arab countries Listening part Vocabulary Grammar: Translation Exercises. | Al-Kitaab fii Taᶜallum al-ᶜArabiyya | |
| 10) | Reading: The Ottoman Empire and the Arab countries Listening part Vocabulary Grammar: Translation Exercises | Arabic Course, Fono Open Education Inst. Publications, Book 1, Istanbul, 1998 / Worksheets | |
| 11) | Reading: The fist Arab Press Listening part Vocabulary Grammar: Models Exercises/Writing | Al-Kitaab fii Taᶜallum al-ᶜArabiyya Quiz II | |
| 12) | Oral and listening activities. | ||
| 13) | Reading: The fist Arab Press Listening part Vocabulary Grammar: Models Exercises/Writing | Teaching Arabic for non Arabic Speaker / Grammar and dialogues/ Modern Arabic 1 Eastern Languages Int. / Istanbul-Turkey | |
| 14) | Oral Exam | Al-Kitaab fii Taᶜallum al-ᶜArabiyya | |
| Course Notes: | Title: Al-Kitaab fii Taᶜallum al-ᶜArabiyya: A Textbook for Arabic (Part 2) Author: Brustad, Kristen, Mahmoud Al-Batal & Abbas Al-Tonsi ISBN (13-digit) / product code: 978-1-58901-747-4 Publisher: Georgetown University Press Edition: Third Copyright year: 2011 Status for each title and/or package component: Comes with DVDs Required Hans Weher Dictionary of Modern written Arabic |
| References: | - Modern Arabic 1 Eastern Languages Int. / Istanbul-Turkey - Teaching Arabic for non Arabic Speaker / Grammar and Modern Arabic 1 Eastern Languages Int. / Istanbul-Turkey dialogues/ Modern Arabic 1 Eastern Languages Int. / Istanbul-Turkey |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 1 | % 10 |
| Laboratory | % 0 | |
| Application | % 0 | |
| Field Work | % 0 | |
| Special Course Internship (Work Placement) | % 0 | |
| Quizzes | 2 | % 25 |
| Homework Assignments | % 0 | |
| Presentation | 1 | % 5 |
| Project | % 0 | |
| Seminar | % 0 | |
| Midterms | 1 | % 25 |
| Preliminary Jury | % 0 | |
| Final | 1 | % 35 |
| Paper Submission | % 0 | |
| Jury | % 0 | |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 65 | |
| PERCENTAGE OF FINAL WORK | % 35 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 3 | 42 |
| Laboratory | 0 | 0 | 0 |
| Application | 0 | 0 | 0 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 0 | 0 | 0 |
| Study Hours Out of Class | 14 | 2 | 28 |
| Presentations / Seminar | 1 | 1 | 1 |
| Project | 0 | 0 | 0 |
| Homework Assignments | 10 | 1 | 10 |
| Quizzes | 2 | 3 | 6 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 1 | 3 | 3 |
| Paper Submission | 0 | 0 | 0 |
| Jury | 0 | 0 | 0 |
| Final | 1 | 3 | 3 |
| Total Workload | 93 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | School counselors know and utilize appropriate assessment and evaluation methods in order to support the development of students and clients, to reveal their potential and provide services according the needs of the schools, differentiate different types of the assessment and know basic concepts of standardized and non-standardized measure. | 2 |
| 2) | School counselors have a principle of lifelong learning and development by supporting the well-being of an individual, and reflect this principles to all kinds of professional applications, personal life, philosophy of life, and the point of view of people. | 4 |
| 3) | School counselors develop new skills by using technology and IT skills, and use technology to development and prepare a comprehensive school counseling programs,to review literature, to keep records, to do a research, and data analysis. | 2 |
| 4) | School counselors know developmental theories (cognitive, emotional, physical, moral and spiritual) and concepts in life cycle and deeply aware of the impact of psychosocial and cultural factors on human development, propose solutions about developmental crises. | 2 |
| 5) | School counselors know the concept of multiculturality and realize the cultural needs of special groups (religion, ethnicity, political position, socioeconomic status, language, sexual preference, age group, individuals with special needs), make for all individuals to access easily to the school counseling program, and respond with interventions that are appropriate to cultural needs. | 4 |
| 6) | School counselors know the stages of change process withing the framework of counseling theories, exhibit effective counseling skills in determining proper purpose to the client and increasing their capacity to cope with life situations. | 1 |
| 7) | School counselors committed to the rules of professional ethics and legal obligations, and acts accordingly, inform people about ethical dilemmas, and continue professional development and competence according the ethics. | 2 |
| 8) | School counselors design, implement and direct a comprehensive and developmental school counseling programs, and present group guidance and group counseling activities and individual counseling services. | 1 |
| 9) | School counselors know strengths, limitations and personal characteristics of themselves in personal and professional fields, has the knowledge, skills and personal characteristic to be an effective professional staff, refresh professional knowledge continuously, take a supervision if it is necessary, provides support for the development of profession and advocate profession. | 2 |
| 10) | School counselors develops, implements, and evaluates crisis intervention programs in schools in crisis situations such as natural disasters and suicide, takes place in the interdisciplinary disaster works and provide psychological first aid services. | 1 |
| 11) | School counselors prepare consultation activities about guidance, developmental needs, problems, programs and school activities to individuals, parents, teachers, administrators, develop programs for groups and reach information resources. | 1 |
| 12) | School counselors know and apply research methods and statistical analysis; share research results with stakeholders and interpret them, benefit from the results of research while evaluating the program | 1 |
| 13) | School counselors keep records related to their implementations, introduces reference institutions to the parents and school staffs and helps the stakeholders to get support from these institutions. | 1 |
| 14) | School counselors recognize the current legal issues about special education, identify and directs individuals who need special education. | 1 |
| 15) | School counselors know education systems, learning approaches, factors that affect learning, develop critical thinking approach to the problems associated with education, include problem-oriented solutions in counseling program in order to improve students' development. | 1 |