Week |
Subject |
Related Preparation |
1) |
Introduction to the course |
None |
2) |
Unit 7: Fit for Life
Grammar: Can & Can’t / Adverbs of manner |
None |
3) |
Unit 7: Fit for Life
Grammar: Can & Can’t / Adverbs of manner |
None |
4) |
Unit 8: Foodie?
Grammar: Countable and uncountable nouns / This, that, these, those |
None |
5) |
Unit 8: Foodie?
Grammar: Countable and uncountable nouns / This, that, these, those |
None |
6) |
Unit 9: Seeing the World
Grammar: Verb + infinitive vs. gerund / Should, could for advice and possibility |
None |
7) |
Unit 9: Seeing the World
Grammar: Verb + infinitive vs. gerund / Should, could for advice and possibility |
None |
8) |
Mid Term Exams |
None |
9) |
Unit 10: Life Stories
Grammar: Simple past (affirmative statements / negative statements and questions) |
None |
10) |
Unit 10: Life Stories
Grammar: Simple past (affirmative statements / negative statements and questions) |
None |
11) |
Unit 11: Planning Ahead
Grammar: Going to / direct and indirect objects |
None |
12) |
Unit 11: Planning Ahead
Grammar: Going to / direct and indirect objects |
None |
13) |
Unit 12: The Great Outdoors
Grammar: Comparative adjectives / review of tenses |
None |
14) |
Unit 12: The Great Outdoors
Grammar: Comparative adjectives / review of tenses |
None |
15) |
Subject Review |
None |
|
Program Outcomes |
Level of Contribution |
1) |
To have advanced theoretical and applied knowledge supported by textbooks, application tools and other resources containing up-to-date information in the field. |
3 |
2) |
To be able to use advanced theoretical and applied knowledge gained in the field. |
3 |
3) |
To be able to interpret and evaluate data, to define and analyze problems, to develop solutions based on research and evidence by using advanced knowledge and skills in the field. |
3 |
4) |
To be able to inform the relevant persons and institutions on the issues related to the field; to be able to convey their thoughts and suggestions for solutions to problems verbally and in writing. |
3 |
5) |
To be able to share with experts and non-experts, by supporting with quantitative and qualitative data, thoughts and solution suggestions for problems related to the field. |
3 |
6) |
Being able to organize and implement projects and activities for the social environment in which they live with the awareness of social responsibility. |
3 |
7) |
Being able to critically evaluate the advanced knowledge and skills acquired in the field |
3 |
8) |
Ability to identify learning needs and direct learning |
3 |
9) |
Developing a positive attitude towards lifelong learning |
3 |
10) |
To act in accordance with social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the results of the data related to the field. |
3 |
11) |
To have sufficient awareness of the universality of social rights, social justice, quality culture and protection of cultural values, environmental protection, occupational health and safety. |
3 |
12) |
Being able to carry out an advanced study in the field independently |
3 |
13) |
To be able to take responsibility individually and as a team member in order to solve unforeseen complex problems encountered in applications related to the field. |
3 |