Pre-School Education
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

General course introduction information

Course Code:

EENG101

Course Name:

Basic English I

Course Semester:

Fall

Course Credits:

Theoretical	Practical	Credit	ECTS
2	0	2	3

Language of instruction:

TR-EN

Course Requisites:

Does the Course Require Work Experience?:

Type of course:

Foreign Language Elective

Course Level:

Bachelor

TR-NQF-HE:6. Master`s Degree

QF-EHEA:First Cycle

EQF-LLL:6. Master`s Degree

Mode of Delivery:

E-Learning

Course Coordinator :

Öğr.Gör. ZEYNEP GÜLER

Course Lecturer(s):

Öğr.Gör. BURÇİN YAŞAR PAKKAN
Öğr.Gör. CEM AKSİNER
Öğr.Gör. B.Öğretim Elemanı

Course Assistants:

Course Objective and Content

Course Objectives:

To improve the students' basic English abilities.

Course Content:

This course is conducted online. It aims to help students develop their General English skills at Elementary level. All four skill areas- Reading, Writing, Listening and Speaking- will be covered. Particular attention will be given to further expanding students’ vocabulary and to consolidating their grammar. At the end of this course, students will be able to introduce themselves, talk about daily routines, free time activities, and their abilities. In addition, they will be able to express quantities, to describe a place and to talk about past events.

Learning Outcomes

The students who have succeeded in this course;

Learning Outcomes

1 - Knowledge
Theoretical - Conceptual
2 - Skills
Cognitive - Practical
3 - Competences
Communication and Social Competence
1) Listening:Can follow speech that is very slow and carefully articulated, with long pauses for them to assimilate meaning. "Speaking:Can make an introduction and use basic greeting and leave-taking expressions. Can ask how people are and react to news. Can understand everyday expressions aimed at the satisfaction of simple needs of a concrete type, delivered directly to them in clear, slow, and repeated speech by a sympathetic speaker. Can follow short, simple directions. Can ask and answer questions about themselves and other people, where they live, people they know, and things they have. Can indicate time by such phrases as next week, last Friday, in November, and three o‘clock."
2) "Communicative Language Competence:Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. Shows limited control of a few simple grammatical structures and sentence patterns in a learned repertoire. Pronunciation of learned words and phrases can be understood by expert speakers used to dealing with speakers of their language group. Can establish basic social contact by using the simplest everyday polite forms of greetings and farewells, introductions, saying please, thank you, sorry, etc."
3) "Listening: Can follow speech that is very slow and carefully articulated, with long pauses for them to assimilate meaning. Can understand instructions addressed carefully and slowly to them and follow short, simple directions." "Speaking: Can follow short, simple directions. Can ask and answer questions about themselves and other people, where they live, people they know, and things they have. Can indicate time by such phrases as next week, last Friday, in November, and three o‘clock."
4) "Commucative Language Competence:Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations.Shows limited control of a few simple grammatical structures and sentence patterns in a learned repertoire. Pronunciation of learned words and phrases can be understood by expert speakers used to dealing with speakers of their language group. Can establish basic social contact by using the simplest everyday polite forms of greetings and farewells, introductions, saying please, thank you, sorry, etc."
5) Listening: Can follow speech that is very slow and carefully articulated, with long pauses for them to assimilate meaning. "Speaking: Can ask people for things and give people things. Can handle numbers, quantities, cost, and time. Can follow short, simple directions. Can ask and answer questions about themselves and other people, where they live, people they know, and things they have. Can indicate time by such phrases as next week, last Friday, in November, and three o‘clock. Can describe themselves, what they do, and where they live."
6) "Communicative Language Competence: Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. Shows limited control of a few simple grammatical structures and sentence patterns in a learned repertoire. Pronunciation of learned words and phrases can be understood by expert speakers used to dealing with speakers of their language group. Can establish basic social contact by using the simplest everyday polite forms of greetings and farewells, introductions, saying please, thank you, sorry, etc."
7) "Listening: Can follow speech that is very slow and carefully articulated, with long pauses for them to assimilate meaning. Can understand instructions addressed carefully and slowly to them and follow short, simple directions." Reading: Can get an idea of the content of simpler informational material and short, simple descriptions, especially if there is visual support.
8) "Speaking: Can follow short, simple directions. Can ask and answer questions about themselves and other people, where they live, people they know, and things they have. Can indicate time by such phrases as next week, last Friday, in November, and three o‘clock. Can reply in an interview to simple, direct questions spoken very slowly and clearly in non-idiomatic speech about personal details. Can describe themselves, what they do, and where they live."Communcative Language Competence:Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. Shows limited control of a few simple grammatical structures and sentence patterns in a learned repertoire. Pronunciation of learned words and phrases can be understood by expert speakers used to dealing with speakers of their language group."
9) Listening:Can follow speech that is very slow and carefully articulated, with long pauses for them to assimilate meaning. "Reading: Can understand short, simple postcards, emails, etc. Can get an idea of the content of simpler informational material and short, simple descriptions, especially if there is visual support."
10) "Speaking: Can follow short, simple directions.Can reply in an interview to simple, direct questions spoken very slowly and clearly in non-idiomatic speech about personal details. Can ask and answer questions about themselves and other people, where they live, people they know, and things they have. Can indicate time by such phrases as next week, last Friday, in November, and three o‘clock." "Communicative Language Competence: Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations. Shows limited control of a few simple grammatical structures and sentence patterns in a learned repertoire. Pronunciation of learned words and phrases can be understood by expert speakers used to dealing with speakers of their language group."
11) "Listening: Can follow speech that is very slow and carefully articulated, with long pauses for them to assimilate meaning. Can understand instructions addressed carefully and slowly to them and follow short, simple directions." "Reading: Can recognize familiar names, words, and very basic phrases on simple notices in the most common everyday situations. Can get an idea of the content of simpler informational material and short, simple descriptions, especially if there is visual support."
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week	Subject	Related Preparation
1)
2)	Verb to be: I, you and we, statements with ' be' / Question and short forms with I, you and We Giving personal information about yourself/Pron: Letters Asking for and giving personal information	Preparation for 1A-1B
3)	Asking questions with 'what' Asking for personal information/ Giving personal information about yourself / pron: numbers Listening for personal information, listening for detailed information Different types of ID cards and documents	Preparation for 1C-1D
4)	The verb be (he,she, they) / Yes -No questions and short ansers/ Articles a/an and the Ask for help in the classroom Listen to a classtroom conversation and say where the students are/ following instructions	Preparation for 2A-2B
5)	This and these / noun plurlas/ Asking questions with 'where'/ Possessive ' and s' Respond to Thank you and I'm sorry Recognize classroom instructions Classroom conversations	Preparation for 2C-2D
6)	Possesive adjectives/ The verb'be' in statements, yes-no questions and short answers Show interest by repeating information and asking questions/ say people's ages Listen to people's description of friends and fill in missing words/ listening for specific information	Preparation for 3A-3B
7)	Information questions with 'be' Use 'really' to show surprise and interest/ Talk about family members	Preparation for 3C-3D
8)
9)	Simple present statements ( Affirmative and negatice)Writ / verb endings : he-she-it / Describe a typical morning using the simple present / describe weekly routines/ ask and answer Yes-No questions about your week Listening to morning routines and weekly rountines	Preparation for 4A-4B
10)	Giving detailed responses in conversations/ Using the filler 'well' in conversations Listen to an interview with a teenager Reading for specific information: Read an article and Americanhabits	Preparation for 4C-4D
11)	Simple present information questions Asking questions in two to be clear and not too direct Listen and guess the questions people answer	Preparation for 5A-5B
12)	Frequency adverbs Using ' I mean' to repeat your ideas or to say more Listen to how people use their phone Reading and article about technology addicts	Preparation for 5C-5D
13)	There's & There are / Quantifiers / Adjectives before nous	Preparation for 6A-6B
14)	Listening to a radio show for several times and places of events	Preparation for 6C-6D
15)
16)

Sources

Course Notes / Textbooks:	Touchstone 1
References:	Online materials and worksheets

Course-Program Learning Outcome Relationship

Learning Outcomes	1	2	3	4	5	6	7	8	9	10	11
Program Outcomes
1) P1.Having the ability to use the native language correctly and effectively
2) P2. Being aware of personal differences.
3) P3. Having an understanding of the personal development characteristics and development process in early childhood.
4) P4. Being able to read, interpret and discuss academic studies on their field.
5) P5. Following progressive sources about the field, and using said sources on resolving the possible problems.
6) P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development.
7) P7. Knowing a foreign language at least on a basic level.
8) P8. Being able to develop a positive attitude towards lifelong learning.
9) P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment.
10) P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary.
11) P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken.
12) P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children.
13) P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation.
14) P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments.
15) P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose.
16) P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions.
17) P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based.

Course - Learning Outcome Relationship

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	P1.Having the ability to use the native language correctly and effectively
2)	P2. Being aware of personal differences.
3)	P3. Having an understanding of the personal development characteristics and development process in early childhood.
4)	P4. Being able to read, interpret and discuss academic studies on their field.
5)	P5. Following progressive sources about the field, and using said sources on resolving the possible problems.
6)	P6. Having the necessary knowledge about the written materials on early childhood and being able to evaluate these materials on their conformity with early childhood development.
7)	P7. Knowing a foreign language at least on a basic level.
8)	P8. Being able to develop a positive attitude towards lifelong learning.
9)	P9. Being open to new developments in personal progress and in the field, being innovative about themselves and their environment.
10)	P10. Being able to work efficiently with individuals and in groups in the ongoing projects, and being able to fulfil their responsibilities and to use initiative if necessary.
11)	P11. Complying with the legislation describing the duties, rights and responsibilities attributed to them in accordance with the status to be assumed / undertaken.
12)	P12. Being able to use information communication technologies and to plan and implement them by considering the developmental characteristics of preschool children.
13)	P13. Being aware of the importance of family participation in the pre-school period and being able to plan and implement activities that encourage family participation.
14)	P14. Having knowledge about approaches in classroom management and being able to apply them effectively to educational environments.
15)	P15. Being able to choose the appropriate tools or materials to be used for the related subject and activity and to develop them according to their purpose.
16)	P16. Being able to observe various measurement and evaluation methods in the field, and to follow the individual development with the method that is best suited to its conditions.
17)	P17. Being able to apply the approaches, aims, targets and techniques of special education programs directed to the field with the basic values and principles on which the education system is based.

Learning Activity and Teaching Methods

Expression
Lesson
Reading
Homework

Assessment & Grading Methods and Criteria

Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing)
Homework

Assessment & Grading

Semester Requirements	Number of Activities	Level of Contribution
Quizzes	6	% 30
Homework Assignments	2	% 20
Final	1	% 50
total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
total		% 100

Workload and ECTS Credit Grading

Activities	Number of Activities	Workload
Course Hours	14	28
Application	13	52
Homework Assignments	2	4
Quizzes	6	6
Final	1	1
Total Workload		91