Course Name Code Semester T+U Hours Credit ECTS
English Preparation YAB 010 9 20 + 0 0 0
Precondition Courses <p>---</p>
Recommended Optional Courses
Course Language Turkish
Course Level Bachelor's Degree
Course Type Optional
Course Coordinator Öğr.Gör. ERKAN ÖZDEN
Course Lecturers Öğr.Gör. MAHMUT BİRLİK, Öğr.Gör. SEDA İLHAN, Öğr.Gör. ERKAN ÖZDEN, Öğr.Gör. UĞUR TOPCU, Öğr.Gör. EBRU AÇIKALIN, Öğr.Gör. METE TEKİN, Öğr.Gör. SEMİHA KOZ, Öğr.Gör. NAİL ABALI, Öğr.Gör. ZEKİ KÜP, Öğr.Gör. ARZU ÖZKAN, Öğr.Gör. ZEHRA ÖZARFAT, Öğr.Gör. MESUT BARIŞ ÖVÜN, Öğr.Gör. MUSTAFA NEHRİ, Öğr.Gör. ÖMER İLHAN, Öğr.Gör. GÖKHAN YILMAZ, Öğr.Gör. FAZIL AHMET GÜLTEKİN, Öğr.Gör. HALİL İBRAHİM GÜNDÜZ,
Course Assistants

Lecturers of the Foreign Language Education Department

Course Category
Course Objective

This course aims to equip students, “European Language Portfolio Global Scale” B1, in English with;
- Basic grammar,
- Understanding oral production,
- Speaking interactively,
- Reading,
- Expressing themselves in written form.

Course Content

English grammar, vocabulary, reading comprehension, oral production and writing skills in order to help students follow occupational English courses in next years and prepare them for learning English further after university and in professional life.

# Course Learning Outcomes Teaching Methods Assessment Methods
1 Having attended this course, students will have a sufficient level of English (“European Language Portfolio Global Scale”, Level B1) for their field of study; in other words, they Lecture, Question-Answer, Drilland Practice, Self Study, Testing, Oral Exam, Homework,
2 can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options. Lecture, Question-Answer, Drilland Practice, Self Study, Testing, Oral Exam, Homework,
3 can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Lecture, Question-Answer, Drilland Practice, Self Study, Testing, Oral Exam, Homework,
4 can understand the main ideas of complex text on both concrete and abstract topics, Lecture, Question-Answer, Drilland Practice, Self Study, Testing, Oral Exam, Homework,
5 can participate in technical discussions in his/her field of specialization. Lecture, Question-Answer, Drilland Practice, Self Study, Testing, Oral Exam, Homework,
Week Course Topics Preliminary Preparation
1 Present simple- To Be / This-that those -these / Making Requests Speakout Course Book
2 Present Simple / Asking for information Speakout Course Book
3 have-has got / Adverbs of frequency / Making arrangements Speakout Course Book
4 there is-are / can (possibility) / shopping / countable -uncountable / how much - how many / Ordering in a restaurant Speakout Course Book
5 Past simple was-were-did / Asking follow-up questions Speakout Course Book
6 Comparatives / superlatives / giving directions Speakout Course Book
7 Present Continuous / Present Simple - Present Cont. / Asking for recommendation Speakout Course Book
8 can-can't have to- don't have to / Articles a-an-the / Apologizing Speakout Course Book
9 Be going to future / will-might-won't / Making suggestions / should-shouldn't / adverbs / Offering help Speakout Course Book
10 Present perfect / Present perfect-Past simple / Present Continuous / Be going to for future / Questions without auxiliaries / Making a phone call Speakout Course Book
11 Past Simple vs Past Continuous / Verb Patterns / Asking and Giving Directions / may / might / will / Seeing the Doctor Speakout Course Book
12 Used to / Purpose / cause result / Finding out information / Relative clauses / Quantifiers toomuch/many enough / very / Buying things Speakout Course Book
13 Uses of "Like" / Present-past passive / Complaining Speakout Course Book
14 Real conditions, Reported Speech Speakout Course Book
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Resources
Course Notes <p>Speak Out Books and My English Lab</p> <p>Northstar Books</p>
Course Resources

Study Papers, Lecture Notes

Order Program Outcomes Level of Contribution
1 2 3 4 5
1 • They are aware of the existing social structure and cultural dynamics while providing guidance and counseling services.
2 • They use the terminology of guidance and counseling by adhering to grammar rules of the native language
3 • They have a linguistic interaction with which they express their feelings thoughts and facts related to the field of guidance and psychological counseling in all kinds of cultural and social contexts.
4 • They have a linguistic interaction that can identify the needs of clients with different cultural contexts from the current culture.
5 • They have knowledge of foreign language with which they can follow recent scientific developments such as new therapy techniques, theories, symposiums) about the field.
6 • They communicate with clients with different cultural contexts from current culture on the basis of positive acceptance.
7 • They list and describe the competences to conduct research in the field of Counseling and Psychological Counseling.
8 They list and describe vocational counseling lists and discloses measuring instruments to be used in aid process.
9 • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services.
10 • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services.
11 • They appropriately analyze scientific data obtained during conducting guidance and psychological counseling services.
12 • They effectively express their knowledge, opinions and suggestions in the field of guidance and psychological counseling by using various communication tools.
13 • They plan individual and group counseling sessions by deciding on the needs of their clients.
14 • They take into account the consultant and situation-specific conditions while planning the psychological counseling process.
15 • They provide preventive guidance and psychological counseling services tailored to the changing needs of the institution they serve.
16 • They manage and adjourn individual and group counseling sessions by deciding on the needs of their clients.
17 • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications.
18 • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications.
19 • They know the scope of school guidance and psychological services and serve school stakeholders within this context.
20 • They frame the problems of their clients with a scientific outlook by referencing to development, learning and personality theories.
21 • They are aware of their social resources to solve problems that are encountered and unpredictable in their field related applications.
22 • They request support from their social resources to solve problems that are encountered and unpredictable in their field related applications.
23 • They offer psychological counseling assistance after traumatic events that may occur at the national or local level.
24 • They take into consideration spiritual and universal values while conducting the psychological aid process.
25 • They establish effective communication and business alliance with students, colleagues, family and other stakeholders in education to effectively conduct guidance services.
26 • They perform the process of identifying students with various adjustment disorders, developing the intervention plan, implementing and monitoring.
27 • They plan appropriate counseling sessions specific to each individual by taking into account individual and social circumstances of the ability to make individual and group psychological counseling.
28 • They initiate, maintain and adjourn individual counseling sessions that are specific to individual, taking into account the individual and social circumstances of the ability to make psychological counseling with individual and group.
29 • They implement a guidance program for treatment of developmental crises that may arise during life span.
30 They acquire an ethical understanding of the positive acceptance framework by being loyal to the ethical principles of the field of guidance and psychological counseling.
31 • They develop professional attitudes in accordance with the basic principles of human relations and communication.
Evaluation System
Semester Studies Contribution Rate
Total 0
Total 0
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
Total Workload 0
Total Workload / 25 (Hours) 0
dersAKTSKredisi 0