CORE304 High Intermediate Academic Spoken EnglishIstanbul Okan UniversityDegree Programs Automotive Engineering (English)General Information For StudentsDiploma SupplementErasmus Policy StatementNational Qualifications
Automotive Engineering (English)
Bachelor TR-NQF-HE: Level 6 QF-EHEA: First Cycle EQF-LLL: Level 6

General course introduction information

Course Code: CORE304
Course Name: High Intermediate Academic Spoken English
Course Semester: Spring
Course Credits:
Theoretical Practical Credit ECTS
2 2 3 4
Language of instruction: EN
Course Requisites:
Does the Course Require Work Experience?: No
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: Face to face
Course Coordinator : Öğr.Gör. ZEYNEP GÜLER
Course Lecturer(s): Öğr.Gör. AYKUT GÜLŞAHİN
Course Assistants:

Course Objective and Content

Course Objectives: To improve students' Listening and Speaking skills
Course Content: This upper-intermediate course is a follow-up to CORE 303 and it aims to endow students with progress in their listening ability by providing instruction on active listening including interpretation, comprehension of both lectures and interviews, engagement with student dialogues, interpreting and explaining mind maps, and interacting effectively with diagrams. Expressive skills are enhanced through the study of analogies, participation in debate, paraphrasing and scripting, extended brainstorming techniques, use of persuasive language, and referencing of external materials in their language production process.

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) Students can infer attitude and mood in discussions by using contextual, grammatical and lexical cues. They can give a simple presentation on an academic topic in their field.
2) Students can understand the use of hypothetical situations in a linguistically complex discussion or debate. They can express views clearly and evaluate hypothetical proposals in informal discussions. They can talk about hypothetical events and actions, and their possible consequences.
3) Students can relate information in a presentation to the same information given in graphs, charts and tables. They can interpret the purpose of content of visuals (e.g. diagrams, charts) used to support an academic lecture or presentation.
4) Students can use a variety of linking words efficiently to mark clearly the relationships between ideas. They can recognise that a speaker has paraphrased ideas in a simple presentation or lecture.
5) Students can suggest solutions to problems and explain why they would work. They can identify details that support a point of view when taking part in a general discussion. They can identify personal bias and a speaker's bias in a presentation or lecture. They can shift between formal and informal registers as and when required.
6) Students can summarise information from several simple academic texts. They can carry out a prepared interview, checking and confirming information as necessary. They can carry out an effective, fluent interview, spontaneously following up on interesting replies.
7) Students can recognise cause and effect relationships in a linguistically complex presentation or lecture when signalled by discourse markers. They can construct a chain of reasoned argument. They can develop an argument giving reasons in support of or against a particular point of view. They can develop an argument well enough to be followed without difficulty most of the time.
8) Midterm Week
9) Students can critically evaluate the main points of a straightforward presentation or lecture. They can speculate about causes, consequences or hypothetical situations. They can recognise that a speaker is clarifying points they have made in a linguistically complex presentation or lecture.
10) Students can suggest pros and cons when discussing a topic, using linguistically complex language. They can identify logical flaws in a presentation or lecture. They can effectively chair a debate, managing contributions and reaching a conclusion.
11) Students can recognise that a speaker has paraphrased ideas in a linguistically complex presentation or lecture. They can initiate, maintain and end discourse naturally with effective turn-taking. They can signal a review or revision of assumptions during a discussion, using common discourse markers.
12) Students can introduce a new perspective on the topic of a discussion. They can identify details that support a point of view when taking part in a general discussion. They can give the advantages and disadvantages of various options on a topical issue. They can suggest alternatives to hypothetical proposals in a general discussion.
13) Students can take part in routine formal discussions conducted in clear standard speech in which factual information is exchanged. They can generally follow rapid or extended speech, but may require repetition or clarification.
14) Students can identify the use of clarification language in a linguistically complex presentation or lecture. They can describe an everyday consumer-related problem and request a correction or solution. They can understand the main ideas of complex technical discussions in their field.
15) Students can understand the main points of complex and abstract presentations in their field. They can introduce a new topic during a formal discussion. They can develop an argument on an academic topic, including supporting points and relevant examples.
16) Final Week
Learning Competence
Field Specific Competence
Competence to Work Independently and Take Responsibility

Lesson Plan

Week Subject Related Preparation
1) Focus on Listening: p. 5 / Listening 1: Choosing the Right Path p. 2-14 / Listening 3 (Video): One day in the Life: Six jobs p. 21-26 Course Book
2) Focus on Speaking: p. 19-20 / Warm-up Assignment: p.21 / Academic Survival Skill p. 13-14 Course Book
3) Focus on Listening: p. 31 / Listening 1: The Best Way to Learn p. 28-36 / Listening 3 (Video): Harnessing the Power of Brain Plasticity p. 42- 46 Course Book
4) Academic Survival Skill p. 40-41 / Focus on Speaking: p. 46-47 / Warm-up Assignment: p. 42 Course Book
5) Focus on Listening: p. 53 / Listening 1: Understanding Propaganda p. 50-59 / Listening 3: (Video) p. 66-69 Course Book
6) Focus on Speaking: p. 64-65 / Warm-up Assignment: p. 65 / Academic Survival Skill: p. 70-71 Course Book
7) Focus on Listening: p. 77 / Listening 1: Creating Your Brand p. 78- 83 / Listening 3: Fake Online Reviews (Video): p. 91-94 / Focus on Speaking: p. 88-90 Course Book
8) Midterm Week
9) Focus on Critical Thinking: p. 77-78 / Focus on Accuracy: p. 83-84 / Academic Survival Skill: p. 94-96 / Warm-up Assignment: p. 90 Course Book
10) Focus on Listening: p. 122-123 / Listening 1: The Scientific Method p. 101-104 / Listening 3: One on One: Bob McDonald (Video): p .114-118 / Focus on Speaking: p. 111-112 Course Book
11) Focus on Accuracy: p. 104-106 / Focus on Critical Thinking: p. 106-107 / Warm-up Assignment: p. 112-113 / Academic Survival Skill: p. 113-114 Course Book
12) Focus on Listening: p. 122-123 / Listening 1: Prime Secrets p. 125-128 / Listening 3: Too Much Math, Too Little History (Video): p. 137-140 / Focus on Speaking: p. 134-136 Course Book
13) Focus on Critical Thinking: p. 123-124 / Focus on Accuracy: p. 128- 130 / Academic Survival Skill: p. 141-142 / Warm-up Assignment: p. 136 Course Book
14) Focus on Listening: p. 147 / Listening 1: Your AI Future p. 149-153 / Listening 3 (Video): AI on the Brink p. 160-165 / Focus on Speaking: p. 165-166 / Focus on Accuracy: p. 158-159 / Academic Survival Skill: p. 153-154 / Warm-up Assignment: p. 160 Course Book
15) Focus on Listening: p. 171 / Listening 1: Food Security, World Security p. 172-176 / Listening 3 (Video): Agriculture and Africa's Promise p. 183-187 / Focus on Speaking: p. 181-182 / Focus on Accuracy: p. 176-178 / Academic Survival Skill: p. 187-188 / Warm-up Assignment: p. 183 Course Book
16) Final Week

Sources

Course Notes / Textbooks: Pearson LEAP 3 Upper-intermediate Academic Listening and Speaking
References: Online materials and worksheets

Course-Program Learning Outcome Relationship

Learning Outcomes

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Program Outcomes
1) Sufficient knowledge in mathematics, science and engineering related to their branches; and the ability to apply theoretical and practical knowledge in these areas to model and solve engineering problems.
2) The ability to identify, formulate, and solve complex engineering problems; selecting and applying appropriate analysis and modeling methods for this purpose.
3) The ability to design a complex system, process, device or product under realistic constraints and conditions to meet specific requirements; the ability to apply modern design methods for this purpose. (Realistic constraints and conditions include such issues as economy, environmental issues, sustainability, manufacturability, ethics, health, safety, social and political issues, according to the nature of design.)
4) Ability to develop, select and use modern techniques and tools necessary for engineering applications; ability to use information technologies effectively.
5) Ability to design experiments, conduct experiments, collect data, analyze and interpret results to examine engineering problems or discipline-specific research topics.
6) The ability to work effectively in disciplinary and multidisciplinary teams; individual work skill.
7) Effective communication skills in Turkish oral and written communication; at least one foreign language knowledge; ability to write effective reports and understand written reports, to prepare design and production reports, to make effective presentations, to give and receive clear and understandable instructions.
8) Awareness of the need for lifelong learning; access to knowledge, ability to follow developments in science and technology, and constant self-renewal.
9) Conform to ethical principles, and standards of professional and ethical responsibility; be informed about the standards used in engineering applications.
10) Awareness of applications in business, such as project management, risk management and change management; awareness of entrepreneurship, and innovation; information about sustainable development.
11) Information about the universal and social health, environmental and safety effects of engineering applications and the ways in which contemporary problems are reflected in the engineering field; awareness of the legal consequences of engineering solutions.
12) Knowledge on advanced calculus, including differential equations applicable to automotive engineering; familiarity with statistics and linear algebra; knowledge on chemistry, calculus-based physics, dynamics, structural mechanics, structure and properties of materials, fluid dynamics, heat transfer, manufacturing processes, electronics and control, design of vehicle elements, vehicle dynamics, vehicle power train systems, automotive related regulations and vehicle validation/verification tests; ability to integrate and apply this knowledge to solve multidisciplinary automotive problems; ability to apply theoretical, experimental and simulation methods and, computer aided design techniques in the field of automotive engineering; ability to work in the field of vehicle design and manufacturing.

Course - Learning Outcome Relationship

No Effect 1 Lowest 2 Low 3 Average 4 High 5 Highest
           
Program Outcomes Level of Contribution
1) Sufficient knowledge in mathematics, science and engineering related to their branches; and the ability to apply theoretical and practical knowledge in these areas to model and solve engineering problems.
2) The ability to identify, formulate, and solve complex engineering problems; selecting and applying appropriate analysis and modeling methods for this purpose.
3) The ability to design a complex system, process, device or product under realistic constraints and conditions to meet specific requirements; the ability to apply modern design methods for this purpose. (Realistic constraints and conditions include such issues as economy, environmental issues, sustainability, manufacturability, ethics, health, safety, social and political issues, according to the nature of design.)
4) Ability to develop, select and use modern techniques and tools necessary for engineering applications; ability to use information technologies effectively.
5) Ability to design experiments, conduct experiments, collect data, analyze and interpret results to examine engineering problems or discipline-specific research topics.
6) The ability to work effectively in disciplinary and multidisciplinary teams; individual work skill.
7) Effective communication skills in Turkish oral and written communication; at least one foreign language knowledge; ability to write effective reports and understand written reports, to prepare design and production reports, to make effective presentations, to give and receive clear and understandable instructions.
8) Awareness of the need for lifelong learning; access to knowledge, ability to follow developments in science and technology, and constant self-renewal.
9) Conform to ethical principles, and standards of professional and ethical responsibility; be informed about the standards used in engineering applications.
10) Awareness of applications in business, such as project management, risk management and change management; awareness of entrepreneurship, and innovation; information about sustainable development.
11) Information about the universal and social health, environmental and safety effects of engineering applications and the ways in which contemporary problems are reflected in the engineering field; awareness of the legal consequences of engineering solutions.
12) Knowledge on advanced calculus, including differential equations applicable to automotive engineering; familiarity with statistics and linear algebra; knowledge on chemistry, calculus-based physics, dynamics, structural mechanics, structure and properties of materials, fluid dynamics, heat transfer, manufacturing processes, electronics and control, design of vehicle elements, vehicle dynamics, vehicle power train systems, automotive related regulations and vehicle validation/verification tests; ability to integrate and apply this knowledge to solve multidisciplinary automotive problems; ability to apply theoretical, experimental and simulation methods and, computer aided design techniques in the field of automotive engineering; ability to work in the field of vehicle design and manufacturing.

Learning Activity and Teaching Methods

Expression
Brainstorming/ Six tihnking hats
Individual study and homework
Lesson
Group study and homework
Reading
Homework
Project preparation
Q&A / Discussion
Web Based Learning

Assessment & Grading Methods and Criteria

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

Assessment & Grading

Semester Requirements Number of Activities Level of Contribution
Homework Assignments 5 % 20
Project 1 % 20
Midterms 1 % 20
Final 1 % 40
total % 100
PERCENTAGE OF SEMESTER WORK % 60
PERCENTAGE OF FINAL WORK % 40
total % 100

Workload and ECTS Credit Grading

Activities Number of Activities Workload
Course Hours 16 64
Study Hours Out of Class 16 16
Homework Assignments 16 16
Midterms 16 16
Final 16 16
Total Workload 128