| Week |
Subject |
Related Preparation |
| 1) |
Introduction to the Course, Nouns |
Unit 1 |
| 2) |
Possessive ‘sPossessive with ‘s or of?Personal pronouns |
Unit 1 |
| 3) |
Impersonal and indefinite pronouns; Articles; Fixed common uses |
Unit 1, Unit 2 |
| 4) |
Quantifiers and demonstratives; Prepositions and prepositional phrases; Prepositions of place and movement |
Unit 2, Unit 3 |
| 5) |
Prepositions of time; other meanings; Adjective patterns; Groups of adjectives |
Unit 3, Unit 4 |
| 6) |
Comparative and superlative adjectives; Other comparative patterns; Gradable and ungradable adjectives |
Unit 4 |
| 7) |
Adverb form and use; Adverb Position;Adverb form and use; Adverb Position; Review |
Unit 4 |
| 8) |
Auxiliaries and have got; Present simple or continuous? Past simple and continuous; used to and would |
Unit 5 |
| 9) |
Past perfect simple and continuous; Present perfect simple; Present perfect continuous |
Unit 5 |
| 10) |
State verbs; Predictions; Decisions, intentions and arrangements |
Unit 5, Unit 6 |
| 11) |
Other ways of expressing the future; Future in the past |
Unit 6, Unit 7 |
| 12) |
Ability, Possibility, Speculation and expectation, Obligation and necessity |
Unit 7 |
| 13) |
Prohibition and criticism; Certainty, habits and willingness; Other uses of modals |
Unit 7 |
| 14) |
Revision |
|
| Course Notes / Textbooks: |
- Azar, B. S., & Stacy, A. H. (2005). Understanding and Using English Grammar. (4th ed.). Pearson-Longman.
- Foley, M. & Hall, D. (2008). Advanced Learners’ Grammar. Pearson-Longman.
- Foley, M., & Hall, D. (2012). MyGrammarLab: Advanced C1/C2. Pearson. |
| References: |
- Azar, B. S., & Stacy, A. H. (2005). Understanding and Using English Grammar. (4th ed.). Pearson-Longman.
- Foley, M. & Hall, D. (2008). Advanced Learners’ Grammar. Pearson-Longman.
- Foley, M., & Hall, D. (2012). MyGrammarLab: Advanced C1/C2. Pearson. |
| |
Program Outcomes |
Level of Contribution |
| 1) |
To have the sufficient background in the field of translation and to use the theoretical and applied knowledge in translation |
5 |
| 2) |
To find, define, formulate and solve the possible problems in translation and interpreting |
4 |
| 3) |
To select and use the technical equipment in the applications of translation and interpreting; to be able to use simultaneous interpreting booth equipment |
1 |
| 4) |
To analyse, criticize and comment on translated texts |
4 |
| 5) |
To access information and to do research in line with that; to use databases, translation programs and other information resources |
3 |
| 6) |
To develop efficient individual and group working skills; to take responsibility |
4 |
| 7) |
To build efficient verbal and spoken communication skills; to establish fluency in English and to acquire at least one foreign language |
5 |
| 8) |
To build the awareness for life-long learning; to catch the developments in science and technology and to sustain continuous personal development |
3 |
| 9) |
To gain the awareness of professional and ethical responsibility |
2 |
| 10) |
To build awareness about project management and the rights of employees and the legal consequences of translation and interpreting applications |
1 |
| 11) |
To build awareness about the universal and societal dimensions of translation and interpreting applications and to be informed about the problems of the contemporary world |
2 |
Istanbul Health and Technology University INFORMATION PACKAGE / COURSE CATALOGUE