ACADEMIC ENGLISH I/ENG 203 |
Course Title: |
ACADEMIC ENGLISH I |
Credits |
3 |
ECTS |
3 |
Course Semester |
3 |
Type of The Course |
Compulsory |
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COURSE INFORMATION |
-- (CATALOG CONTENT) |
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-- (TEXTBOOK) |
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-- (SUPPLEMENTARY TEXTBOOK) |
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-- (PREREQUISITES AND CO-REQUISITES) |
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-- LANGUAGE OF INSTRUCTION |
English |
-- COURSE OBJECTIVES |
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-- COURSE LEARNING OUTCOMES |
At the end of this course students can:
* make inferences from a text, to evaluate and react to the ideas in a reading
text,
* write an expository paragraph and essay,
*initiate and maintain discussions,
*listen effectively and take notes in during a lecture or seminar, etc.
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-- MODE OF DELIVERY |
The mode of delivery of this course is Face to face |
--WEEKLY SCHEDULE |
1. Week |
INTRODUCTORY UNIT: Views on ‘Change’
While-listening : Resistance to Change
Speaking Task 1: Going One Step Further by speaking
Speaking Task 2: Going One Step Further by speaking
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2. Week |
UNIT 1: CHANGING THE SELF
READING : Reading Text 1: Your Masterpiece –Yourself
*Reading Text 2: Transhumanism
*Previewing, Skimming, Scanning, Identifying points of
reference
LISTENING :
*While-listening 1 : The Morning Show
*While-listening 2: Transhumanism and the Authentic Self
*Liste | 3. Week |
UNIT 1: CHANGING THE SELF
READING : Reading Text 1: Your Masterpiece –Yourself
*Reading Text 2: Transhumanism
*Previewing, Skimming, Scanning, Identifying points of
reference
LISTENING :
*While-listening 1 : The Morning Show
*While-listening 2: Transhumanism and the Authentic Self
*Liste | 4. Week |
UNIT 1: CHANGING THE SELF
READING : Reading Text 1: Your Masterpiece –Yourself
*Reading Text 2: Transhumanism
*Previewing, Skimming, Scanning, Identifying points of
reference
LISTENING :
*While-listening 1 : The Morning Show
*While-listening 2: Transhumanism and the Authentic Self
*Liste | 5. Week |
UNIT 2: CHANGING COMMUNICATIONS
READING :
*Reading Text 1: Online Identities
*Reading Text 2: Social Media: The New Power of the
Public Sphere
*Skimming, scanning, identifying points of reference,
guessing unknown vocabulary, strengthening the use of
dictionaries
LISTENING :
*Wh | 6. Week |
UNIT 2: CHANGING COMMUNICATIONS
READING :
*Reading Text 1: Online Identities
*Reading Text 2: Social Media: The New Power of the
Public Sphere
*Skimming, scanning, identifying points of reference,
guessing unknown vocabulary, strengthening the use of
dictionaries
LISTENING :
*Wh | 7. Week |
MIDTERM | 8. Week |
UNIT 3: CHANGING HABITS
READING :
*Reading Text 1: The Future of Reading in Online
Revolution
*Reading Text 2: The Eyes Have It: Guess Who Controls
the Future of TV?
*Understanding figurative speech, making inferences,
distinguishing between a fact and an opinion, reading
betwee | 9. Week |
UNIT 3: CHANGING HABITS
READING :
*Reading Text 1: The Future of Reading in Online
Revolution
*Reading Text 2: The Eyes Have It: Guess Who Controls
the Future of TV?
*Understanding figurative speech, making inferences,
distinguishing between a fact and an opinion, reading
betwee | 10. Week |
UNIT 3: CHANGING HABITS
READING :
*Reading Text 1: The Future of Reading in Online
Revolution
*Reading Text 2: The Eyes Have It: Guess Who Controls
the Future of TV?
*Understanding figurative speech, making inferences,
distinguishing between a fact and an opinion, reading
betwee | 11. Week |
UNIT 3: CHANGING HABITS
READING :
*Reading Text 1: The Future of Reading in Online
Revolution
*Reading Text 2: The Eyes Have It: Guess Who Controls
the Future of TV?
*Understanding figurative speech, making inferences,
distinguishing between a fact and an opinion, reading
betwee | 12. Week |
UNIT 4: CHANGING GENERATIONS
READING :
*Reading Text: Kids Today
*Reading Text: Boomerang Kids Rely on their Parents: Is it
a positive trend?
*Previewing, identifying points of reference, guessing
unknown vocabulary, identifying the writer’s technique,
identifying main ideas, ide | 13. Week |
UNIT 4: CHANGING GENERATIONS
READING :
*Reading Text: Kids Today
*Reading Text: Boomerang Kids Rely on their Parents: Is it
a positive trend?
*Previewing, identifying points of reference, guessing
unknown vocabulary, identifying the writer’s technique,
identifying main ideas, ide | 14. Week |
UNIT 4: CHANGING GENERATIONS
READING :
*Reading Text: Kids Today
*Reading Text: Boomerang Kids Rely on their Parents: Is it
a positive trend?
*Previewing, identifying points of reference, guessing
unknown vocabulary, identifying the writer’s technique,
identifying main ideas, ide | 15. Week |
UNIT 4: CHANGING GENERATIONS
READING :
*Reading Text: Kids Today
*Reading Text: Boomerang Kids Rely on their Parents: Is it
a positive trend?
*Previewing, identifying points of reference, guessing
unknown vocabulary, identifying the writer’s technique,
identifying main ideas, ide | 16. Week |
FINAL EXAM |
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-- TEACHING and LEARNING METHODS |
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-- ASSESSMENT CRITERIA |
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Quantity |
Total Weighting (%) |
Midterm Exams |
1 |
40 |
Assignment |
0 |
0 |
Application |
0 |
0 |
Projects |
0 |
0 |
Practice |
0 |
0 |
Quiz |
0 |
0 |
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Percent of In-term Studies |
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40 |
Percentage of Final Exam to Total Score |
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60 |
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-- WORKLOAD |
Activity |
Total Number of Weeks |
Duration (weekly hour) |
Total Period Work Load |
Weekly Theoretical Course Hours |
14 |
3 |
42 |
Weekly Tutorial Hours |
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0 |
Reading Tasks |
14 |
1 |
14 |
Searching in Internet and Library |
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0 |
Material Design and Implementation |
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0 |
Report Preparing |
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0 |
Preparing a Presentation |
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0 |
Presentation |
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0 |
Midterm Exam and Preperation for Midterm Exam |
1 |
20 |
20 |
Final Exam and Preperation for Final Exam |
1 |
10 |
10 |
Other (should be emphasized) |
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0 |
TOTAL WORKLOAD: |
86 |
TOTAL WORKLOAD / 25: |
3.44 |
Course Credit (ECTS): |
3 |
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-- COURSE'S CONTRIBUTION TO PROGRAM |
NO |
PROGRAM LEARNING OUTCOMES |
1
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2 |
3 |
4 |
5 |
1 | Has a multi-dimensional knowledge and comprehension of the economic, social and environmental sustainability principles and the historical, geographical, social and cultural issues in the field of City and Regional Planning. | X | | | | |
2 | Has the intellectual and theoretical knowledge and comprehension about the issues on planning / design / research methods that are human and community oriented and sensitive to natural and built environment in the field of City and Regional Planning. | X | | | | |
3 | Has a knowledge and comprehension about the principles, ethics, laws, regulations and standards related to the field of City and Regional Planning. | X | | | | |
4 | Has the skills to identify facts, potential and problems and research necessary for them, make analysis and use quantitative and qualitative research methods and techniques required for evaluation and to translate them in written, oral and visual formats, in the field of planning. | X | | | | |
5 | Has the necessary sensitivity on the issues related to public interest, social justice and quality of life and the field of legal frameworks and ethical principles, by being aware of that this profession generates social services and beneficial in terms of human rights and community. | X | | | | |
6 | Has the self-confidence and competence to execute independently and in teams, negotiate and become a moderator and director when it’s necessary, in the studies in the field of City and Regional Planning. | X | | | | |
7 | Has the foreign language level, to follow the international developments in this field and to communicate effectively with colleagues. | X | | | | |
8 | Has the capacity to follow the developments in IT (information, geographic information and communication) technologies related to the field and use them interactively in various stages of planning and design. | X | | | | |
9 | Have the necessary scientific and technical qualifications to produce flexible solutions for problems and opportunities in the field, and to propose alternatives and to evaluate these alternatives. | X | | | | |
10 | Has the ability to think urban planning in macro-micro scales and planning-design integrity. | X | | | | |
11 | Has the ability to think creatively which is necessary to develop creative solutions to tangible and intangible problems and has the technical qualifications and knowledge to express those visually. | X | | | | |
12 | Has the intellectual and theoretical knowledge and comprehension in sustainable energy and ecological issues in rural and urban planning. | X | | | | |
13 | Capable of being aware of economic, social, environmental and political changes and examine the impact of these and identify place with visual, administrative and financial aspects. | X | | | | |
14 | Has the knowledge and skills to put forth plans and policies that take into account social, economic and cultural needs, in order to create liveable and sustainable spaces and preserve historical heritage for future generations. | X | | | | |
15 | Have the necessary qualifications to create resilient cities by considering natural, economic and social risks together and taking precautions in urban planning. | X | | | | |
16 | Has comprehensive knowledge about the use of participatory methods in decision-making, policy development and management processes in spatial planning. | X | | | | |
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-- NAME OF LECTURER(S) |
(Instructor H. Eda Kaya) |
-- WEB SITE(S) OF LECTURER(S) |
(https://websitem.gazi.edu.tr/site/egebenliler)
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-- EMAIL(S) OF LECTURER(S) |
(egebenliler@gazi.edu.tr)
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