Week |
Subject |
Related Preparation |
1) |
Scanning for Numbers
Understanding key vocabulary
Reading for main ideas
Reading for detail
Scanning to find information
Scanning to predict content
Working out meaning from context
Making inferences
Synthesizing |
Unlock Reading & Writing 2 Unit 1 |
2) |
Vocabulary to describe places
Adjectives
Countable and uncountable nouns
Articles
Quantifiers
There is / There are
Evaluating positives and negatives
Capital letters and punctuation
Writing descriptive sentences
Describing the place where you live, writing about its positives and negatives |
Unlock Reading & Writing 2 Unit 1 |
3) |
Previewing a text
Understanding key vocabulary
Reading for main ideas
Reading for detail
Recognizing text type
Scanning to predict content
Synthesizing |
Unlock Reading & Writing 2 Unit 1 |
4) |
Vocabulary to describe festivals
Prepositions of time and place
Adverbs of frequency
Objects and extra information
Prepositional Phrases
Identifying important information
Organizing sentences into a paragraph
Write a descriptive paragraph
Describe a festival or special event |
Unlock Reading&Writing 2 Unit 2 |
5) |
Reading for main ideas
Making inferences
Understanding key vocabulary
Scanning to predict content
Reading for main ideas
Reading for detail
Using your knowledge
Recognizing text type
Synthesizing |
Unlock Reading&Writing 2 Unit 3 |
6) |
Vocabulary to describe the internet and technology
Compound Nouns
Giving opinions
Connecting ideas: and, also, too and however
Compound sentences
Identifying appropriate answers
Topic sentences
Write a one-sided opinion paragraph |
Unlock Reading&Writing 2 Unit 3 |
7) |
Reading for detail
Using your knowledge to predict content
Understanding key vocabulary
Reading for main ideas
Recognizing text type
Synthesizing |
Unlock Reading&Writing 2 Unit 4 |
8) |
Midterm Exam Week |
|
9) |
Collocations with temperature
Vocabulary to describe a graph
Comparative and superlative adjectives
Analyzing graphs
Writing a compare and contrast paragraph using information from a graph |
Unlock Reading&Writing 2 Unit 4 |
10) |
Scanning to predict content
Understanding key vocabulary
Previewing
Reading for main ideas
Reading for detail
Recognizing text type
Understanding discourse
Working out meaning from context
Synthesizing |
Unlock Reading&Writing 2 Unit 5 |
11) |
Vocabulary to describe sports
Prepositions of movement
Subject and verb agreement
Analyzing a diagram
Ordering events in a process
Removing unrelated information
Writing a process paragraph |
Unlock Reading&Writing 2 Unit 5 |
12) |
Working out meaning from context
Annotating a text
Understanding key vocabulary
Skimming
Scanning to predict content
Reading for main ideas
Reading for detail
Identifying audience
Making inferences
Synthesizing |
Unlock Reading&Writing 2 Unit 6 |
13) |
Business vocabulary
The Present Simple and The Past Simple
Time clauses with when to describe past events
Organizing events in time order
Adding details to main facts
Writing a narrative paragraph |
Unlock Reading&Writing 2 Unit 6 |
14) |
Skimming
Understanding key vocabulary
Reading for main ideas
Reading for detail
Working out meaning from context
Identifying audience
Making inferences
Synthesizing
Adjectives to describe people |
Unlock Reading&Writing 2 Unit 7 |
15) |
Final Exam Week |
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16) |
Final Exam Week |
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|
Program Outcomes |
Level of Contribution |
1) |
Have the basic theoretical knowledge about health, education and support services, organizational structure and systematic. |
1 |
2) |
Uses the sciences such as health, education and psychology in addition to the basic knowledge and skills of the Child Development discipline and uses these sciences effectively. |
1 |
3) |
To express himself/herself as an individual and a team member in the education, justice, culture, health and other related institutions related to Child Development, he/she carries out the necessary professional work independently and takes responsibility. |
1 |
4) |
To understand the basic concepts, approaches and theories related to the field of child development, relate the current experiences with national and international developments. |
1 |
5) |
Acts in accordance with social, scientific, cultural and ethical values in all studies in the field of Child Development. |
1 |
6) |
Defines the problems encountered based on the knowledge and skills required by the discipline of Child Development and develops solutions. |
1 |
7) |
Determines the learning needs of lifelong learning related to Child Development and makes the necessary guidance. |
1 |
8) |
Works in collaboration with the family and the child and social, cultural structure and works in cooperation with the area of Child Development. |
1 |
9) |
Plans, prepares and evaluates the materials (books, information notes, booklets, toys, educational instructional tools etc.) required by the field of Child Development and uses the materials in accordance with the best interests of the child and the family. |
1 |
10) |
Knows the basic knowledge necessary for professional practices in education, justice, culture, health and other related institutions about child development. |
1 |
11) |
Acts in accordance with professional ethics and social responsibility in all social practices and professional practices. |
1 |
12) |
Participate the society and other professional groups about child development. |
1 |
13) |
Have the ability to use advanced computer skills in terms of European computer use license. |
1 |
14) |
Have the ability to use advanced computer skills in terms of European computer use license. |
1 |
15) |
They are sensitive regarding the universality of social rights and quality and protection of cultural values and occupational health and safety issues in the field of Child Development. |
1 |