| Ders Adı | Kodu | Yarıyıl | T+U Saat | Kredi | AKTS |
|---|---|---|---|---|---|
| İngilizce Iv | ING 352 | 6 | 3 + 0 | 3 | 3 |
| Ön Koşul Dersleri | |
| Önerilen Seçmeli Dersler | |
| Dersin Dili | Türkçe |
| Dersin Seviyesi | Lisans |
| Dersin Türü | Zorunlu |
| Dersin Koordinatörü | Öğr.Gör. UMUT KAYA |
| Dersi Verenler | Öğr.Gör.Dr. ZAFER ÇAMLIBEL, Öğr.Gör. MAHMUT BİRLİK, Öğr.Gör. TUBA PELİN ÖRS, Öğr.Gör. SEMİHA KOZ, Öğr.Gör. ZEHRA ÖZARFAT, Öğr.Gör. ÖMER İLHAN, |
| Dersin Yardımcıları | |
| Dersin Kategorisi | Diğer |
| Dersin Amacı | By the end of the course, learners will be able to acquire B2-level English language skills, in accordance with the Common European Framework of Reference for Languages (CEFR), that they may need in their education, professional life, and everyday activities.” |
| Dersin İçeriği | The course content comprises printed and/or electronic materials and activities designed to develop students’ B2-level English language skills, in accordance with the Common European Framework of Reference for Languages (CEFR), for use in educational, professional, and everyday contexts. |
| Kalkınma Amaçları |
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| # | Ders Öğrenme Çıktıları | Öğretim Yöntemleri | Ölçme Yöntemleri |
|---|---|---|---|
| 1 | R1. The learner can obtain information, ideas and opinions from highly specialised sources within their field, and understand specialised articles outside their field, provided they use a dictionary occasionally to confirm their interpretation of terminology.. | Soru-Cevap, Beyin Fırtınası, | Doğru Yanlış Testleri, |
| 2 | R2. The learner can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively, and has a broad active reading vocabulary, but may experience some difficulty with low-frequency idioms.. | Soru-Cevap, Beyin Fırtınası, | Çoktan Seçmeli Testler, |
| 3 | L1. The learner can understand standard language or a familiar variety, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life. Only extreme background noise, inadequate discourse structure and/or idiomatic usage influence the ability to understand. | Soru-Cevap, | Doğru Yanlış Testleri, Çoktan Seçmeli Testler, |
| 4 | L1. The learner can understand the main ideas of propositionally and linguistically complex discourse on both concrete and abstract topics delivered in standard language or a familiar variety, including technical discussions in their field of specialisation. | Soru-Cevap, Beyin Fırtınası, | Çoktan Seçmeli Testler, |
| 5 | S1. The learner can give clear, detailed descriptions and presentations on a wide range of subjects related to their field of interest and develop meaningful conversations or monologues on them, expanding and supporting ideas with subsidiary points and relevant examples. | Gösterip Yaptırma, | Çoktan Seçmeli Testler, |
| 6 | W1. The learner can produce clear, detailed texts on a variety of subjects related to their field of interest, synthesising and evaluating information and arguments from a number of sources; have no difficulty employing a wide range of grammatical structures . | Gösterip Yaptırma, | Çoktan Seçmeli Testler, |
| 7 | V1. The learner can maintain a generally high level of lexical accuracy; understand and use much of the specialist vocabulary of their field. | Soru-Cevap, | Çoktan Seçmeli Testler, |
| 8 | G1. The learner can show a relatively high degree of grammatical control without making mistakes which lead to misunderstanding. | Gösterip Yaptırma, | Çoktan Seçmeli Testler, |
| Hafta | Ders Konuları | Ön Hazırlık |
|---|---|---|
| 1 | Modals for advice, permission, and obligation; Modals in the past and present; have got to; Polite requests and offers; Using sequencers in instructions. | Int. - Unit 5 |
| 2 | Present Perfect (Simple, continuous, passive & Time expressions); Verbs and adverbs that go together; Adverbs without -ly; Have you ever … ?, How long … ?; Numbers; Using adverbs in descriptive writing. | Int. - Unit 6 |
| 3 | Present Perfect (Simple, continuous, passive & Time expressions); Verbs and adverbs that go together; Adverbs without -ly; Have you ever … ?, How long … ?; Numbers; Using adverbs in descriptive writing. | Int. - Unit 6 |
| 4 | Verb patterns: Verb + -ing, Verb + infinitive, Adjectives and prepositions; Idioms using parts of the body; The reduced infinitive; Exclamations. | Int. - Unit 7 |
| 5 | Future forms: will, going to or Present Continuous; may, might, could for future possibility; Prefixes, Suffixes; Making arrangements. | Int. - Unit 8 |
| 6 | Future forms: will, going to or Present Continuous; may, might, could for future possibility; Prefixes, Suffixes; Making arrangements. | Int. - Unit 8 |
| 7 | Conditionals: Second and third conditionals; might have / could have / should have; Words that are similar in meaning and words that are very different in meaning; the use of 'just'; Everyday English: Money matters; Relative pronouns and participles. | Int. - Unit 9 |
| 8 | Conditionals: Second and third conditionals; might have / could have / should have; Words that are similar in meaning and words that are very different in meaning; the use of 'just'; Everyday English: Money matters; Relative pronouns and participles. | Int. - Unit 9 |
| 9 | Modals of probability: must be / can’t be / looks like; must have been / can’t have been; Phrasal verbs with out and up; Expressing attitude. | Int. - Unit 10 |
| 10 | Modals of probability: must be / can’t be / looks like; must have been / can’t have been; Phrasal verbs with out and up; Expressing attitude. | Int. - Unit 10 |
| 11 | Noun phrases: Articles, possessives, all / everything, pronouns, reflexive pronouns; compound nouns; also, as well, and too; Everyday English: I need one of those things. | Int. - Unit 11 |
| 12 | Noun phrases: Articles, possessives, all / everything, pronouns, reflexive pronouns; compound nouns; also, as well, and too; Everyday English: I need one of those things. | Int. - Unit 11 |
| 13 | Reported speech: Reported statements, questions, commands, requests; Indirect questions; Reporting verbs; Verbs + prepositions; Asking questions politely; Talking in clichés. | Int. - Unit 12 |
| 14 | Reported speech: Reported statements, questions, commands, requests; Indirect questions; Reporting verbs; Verbs + prepositions; Asking questions politely; Talking in clichés. | Int. - Unit 12 |
| Kaynaklar | |
|---|---|
| Ders Notu | |
| Ders Kaynakları | Coursebook Workbook Handout Worksheet |
| Hafta | Dokümanlar | Açıklama | Boyut |
|---|---|---|---|
| 0 | INTERMEDIATE UNIT 5 VOCABULARY.docx | 0 MB | |
| 0 | INTERMEDIATE UNIT 5 GRAMMAR.docx | 0 MB | |
| 0 | INTERMEDIATE UNIT 5 GRAMMAR - KEY.docx | 0 MB | |
| 0 | INTERMEDIATE UNIT 5 SPEAKING.docx | 0 MB | |
| 0 | Wordlist (Intermediate) .pdf | 0 MB | |
| 0 | (Unit 5 & 6) VOCABULARY.docx | 0 MB | |
| 0 | (Unit 5 & 6) VOCABULARY - KEY.docx | 0 MB | |
| 0 | Phrasal Verbs.doc | 0 MB | |
| 0 | PHRASAL VERBS - KEY.docx | 0 MB |
| Sıra | Program Çıktıları | Katkı Düzeyi | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Veri Biliminde matematik konusunda yeterli bilgi birikimine ve bu alandaki kuramsal ve uygulamalı bilgileri, karmaşık veri bilimi problemlerinin çözümünde kullanabilme becerisine sahiptir. | ||||||
| 2 | Bilimsel araştırma yapabilme yeteneği ile elde edilen bilgiyi derinlemesine analiz edebilir ve yorumlayabilir | ||||||
| 3 | Analitik, modelleme ve deneysel araştırmaların tasarlanması ve uygulanması konusunda yetkinliğe; karmaşık veri setlerini analiz etme ve yorumlama yeteneğine sahiptir | ||||||
| 4 | Eksik veya kısıtlı veri setleriyle çalışarak bilgiyi tamamlayabilir ve farklı disiplinlerden gelen bilgileri entegre edebilir | ||||||
| 5 | Veri bilimi ve analitiği problemlerini tanımlama ve çözme becerisi için gerekli programlama becerisine sahiptir | ||||||
| 6 | Çok disiplinli takımlarda liderlik yapabilme, karmaşık problemlere yönelik çözüm stratejileri geliştirebilme, sorumluluk alma ve takım çalışmasına katkı sağlama becerisine sahiptir | ||||||
| 7 | Yenilikçi fikirler ve yöntemler geliştirme kabiliyetine; veri bilimi ve analitiği alanında veri işleme süreçlerinde yeni yaklaşımlar ortaya koyabilme becerisine sahiptir | ||||||
| 8 | Gereksinim duyulan veri ve bilgileri tanımlama, erişme ve değerlendirme, veri yönetimi ve analitiği alanında yetkindir. | ||||||
| 9 | Veri bilimi ve analitiği alanındaki güncel gelişmeleri takip edebilir, öğrenme ve yeni teknolojileri hızlı bir şekilde adapte edebilir | ||||||
| 10 | Yapılan çalışmaların sonuçlarını etkili bir şekilde aktarabilir ve teknik ve karmaşık konuları anlaşılır bir şekilde sunabilir | ||||||
| 11 | Veri bilimi ve analitiği uygulamalarının sosyal ve çevresel etkilerinin farkındadır ve bu bağlamda uyum sağlayabilir | ||||||
| 12 | Veri toplama, analiz etme ve raporlama süreçlerinde toplumsal, bilimsel ve etik değerler hakkında bilgi sahibidir; etik ilkeleri gözetir ve toplumun faydasını ön planda tutar | ||||||
| # | Ders Öğrenme Çıktılarının Program Çıktılarına Katkısı | PÇ 1 | PÇ 2 | PÇ 3 | PÇ 4 | PÇ 5 | PÇ 6 | PÇ 7 | PÇ 8 | PÇ 9 | PÇ 10 | PÇ 11 | PÇ 12 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | R1. The learner can obtain information, ideas and opinions from highly specialised sources within their field, and understand specialised articles outside their field, provided they use a dictionary occasionally to confirm their interpretation of terminology.. | ||||||||||||
| 2 | R2. The learner can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively, and has a broad active reading vocabulary, but may experience some difficulty with low-frequency idioms.. | ||||||||||||
| 3 | L1. The learner can understand standard language or a familiar variety, live or broadcast, on both familiar and unfamiliar topics normally encountered in personal, social, academic or vocational life. Only extreme background noise, inadequate discourse structure and/or idiomatic usage influence the ability to understand. | ||||||||||||
| 4 | L1. The learner can understand the main ideas of propositionally and linguistically complex discourse on both concrete and abstract topics delivered in standard language or a familiar variety, including technical discussions in their field of specialisation. | ||||||||||||
| 5 | S1. The learner can give clear, detailed descriptions and presentations on a wide range of subjects related to their field of interest and develop meaningful conversations or monologues on them, expanding and supporting ideas with subsidiary points and relevant examples. | ||||||||||||
| 6 | W1. The learner can produce clear, detailed texts on a variety of subjects related to their field of interest, synthesising and evaluating information and arguments from a number of sources; have no difficulty employing a wide range of grammatical structures . | ||||||||||||
| 7 | V1. The learner can maintain a generally high level of lexical accuracy; understand and use much of the specialist vocabulary of their field. | ||||||||||||
| 8 | G1. The learner can show a relatively high degree of grammatical control without making mistakes which lead to misunderstanding. |
| Değerlendirme Sistemi | |
|---|---|
| Yarıyıl Çalışmaları | Katkı Oranı |
| 1. Kısa Sınav | 15 |
| 2. Kısa Sınav | 15 |
| 1. Ara Sınav | 70 |
| Toplam | 100 |
| 1. Final | 50 |
| 1. Yıl İçinin Başarıya | 50 |
| Toplam | 100 |
| AKTS - İş Yükü Etkinlik | Sayı | Süre (Saat) | Toplam İş Yükü (Saat) |
|---|