ANTALYA BİLİM
UNIVERSITY
Course Information Package
| Code | Description |
|---|---|
| LO1 | Defining the basic concepts and principles of economics |
| LO2 | Using subject-specific English terminology in economics accurately and effectively |
| LO3 | Reading academic economics texts and analyzing main ideas and supporting details |
| LO4 | Developing academic writing, summarizing, and note-taking skills in economics |
| LO5 | Improving speaking and listening skills through participation in discussions on economics |
| LO6 | Developing critical thinking and evaluation skills by comparing different academic and data-driven sources |
| LO7 | Constructing structured, logical, and evidence-based arguments on economic topics in both written and spoken forms |
| LO8 | Communicating effectively in academic and professional contexts by using appropriate language, tone, and communication strategies |
| Week | Content |
|---|---|
| 1 | Advanced Economic Themes Kick-off • Orientation to ECON 1116: course structure, expectations, and overview of Units 7–12 • Diagnostic activity: key vocabulary and speaking check Integrated Skills & Activities: • Support Listening: “Retail Banking vs Investment Banking” • Listening: Previewing Unit 7 and predicting content • Speaking: Discussing prior knowledge and sharing ideas Study Skills: • Reviewing economic terminology from ECON 1115 • Organizing and consolidating previously learned economic vocabulary |
| 2 | Unit 7 – Saving, Spending, Borrowing and Lending (Part 1) • Personal and national saving • Interest rates • Banking systems • Borrowing and lending Integrated Skills & Activities: • Support Reading: “The Language of Money: Understanding Banking and Financial Communication” • Reading: Understanding banking and financial discourse and identifying key concepts • Listening: Identifying speaker emphasis in financial explanations • Speaking: Asking for and giving clarification in financial contexts Language Focus: • Vocabulary: Compound nouns and fixed phrases in economics Study Skills: • Organizing financial vocabulary by function |
| 3 | Unit 7 – Saving, Spending, Borrowing and Lending (Part 2) • Banking systems (retail vs. central banking) • Borrowing and lending mechanisms • Credit, loans, and debt • Interest rates in practice Integrated Skills & Activities: • Support Reading & Vocabulary: English for the Financial Sector – “Derivatives” • Reading 1: p. 89 • Exercises 1–2: p. 90 • Listening: Understanding explanations of borrowing and lending processes and identifying key information • Speaking: Explaining how banks operate, describing borrowing and lending scenarios, and asking for/giving clarification Language Focus: • Vocabulary: Loan-related collocations, banking jargon, and fixed phrases from economics and academic English Study Skills: • Matching banking terms with definitions • Organizing vocabulary by function (saving / borrowing / lending) |
| 4 | Unit 8 – The Economics of Agriculture (Part 1) • Price elasticity of demand • Buffer stocks • Food security • Commodity prices Integrated Skills & Activities: • Reading: Understanding academic texts on agriculture and markets; recognizing dependent clauses and passive structures in economic texts • Writing: Paraphrasing key ideas from short academic texts and expanding notes into well-formed sentences Language Focus: • Vocabulary: Synonyms and definitions in agricultural economics; nouns formed from verbs; common “direction” verbs in essay questions (e.g., discuss, analyze, evaluate) Study Skills: • Identifying main ideas and supporting details in a text • Organizing key concepts using definitions and examples |
| 5 | nit 8 – The Economics of Agriculture (Part 2) • Agricultural subsidies • Government intervention in agriculture • Market failure in food production • Global food supply issues Integrated Skills & Activities: • Quiz • Reading: Identifying arguments and supporting evidence; distinguishing main ideas from examples • Writing: Writing a short analytical paragraph (cause–effect) using paraphrased information Language Focus: • Vocabulary: Agriculture-related academic lexis; synonyms and formal equivalents; key collocations related to prices and markets Study Skills: • Evaluating information from texts • Linking ideas using basic academic connectors (e.g., because, therefore, however) ⸻ |
| 6 | Support Unit – Exchange Rates Integrated Skills & Activities: • Support Reading & Vocabulary: English for Business Studies – “Exchange Rates” • Reading: pp. 128–129 • Comprehension & Vocabulary: p. 129 • Reading: Understanding texts on exchange rates and identifying main ideas and supporting details • Comprehension: Interpreting factual information and answering text-based questions accurately Language Focus: • Vocabulary: Exchange rate terminology and key collocations related to currency and markets Study Skills: • Extracting relevant information from reading passages • Using context to infer meaning |
| 7 | Unit 9 – The Economics of Health Care (Part 1) • Welfare economics • Health care systems • Equity in health care • Health care indicators Integrated Skills & Activities: • Listening: Understanding lectures on health care economics; identifying main ideas and supporting details; recognizing digressions in spoken academic texts • Speaking: Making effective contributions in seminars; referring to others’ ideas; expressing agreement and disagreement politely Language Focus: • Vocabulary: Health economics terminology and fixed phrases from academic English Study Skills: • Taking notes using the Cornell note-taking system • Selecting relevant information from listening texts |
| 8 | Midterm Exam Assessment: • Assessment of integrated skills (Reading, Listening, Writing) through discipline-specific tasks |
| 9 | Unit 9 – The Economics of Health Care (Part 2) • Health care provision • Public vs. private health care • Efficiency and equity in health systems • Measuring health outcomes Integrated Skills & Activities: • Support Unit • Listening: Understanding extended explanations of health care systems; identifying speaker stance and emphasis • Speaking: Participating in seminar-style discussions; building on other speakers’ ideas; presenting short, supported arguments Language Focus: • Vocabulary: Health care–related academic terminology; fixed phrases used in economic discussions; English for Mathematics in Economics Study Skills: • Organizing notes from listening texts • Distinguishing facts from opinions in spoken input |
| 10 | Unit 10 – The Economics of Sports (Part 1) • Funding of sport • Economic impact of sporting events • Investment in sport • Costs and benefits of major sports events Integrated Skills & Activities: • Support Listening: “How Do the Olympics Make Money? The Olympics Business Model, Explained | WSJ The Economics Of” • Reading: Identifying the writer’s stance and key arguments; recognizing confidence vs. tentativeness in academic texts • Listening: Identifying main ideas, supporting details, and speaker purpose Writing: • Structuring a situation–problem–solution paragraph • Using appropriate academic tone Language Focus: • Vocabulary: Sport economics terminology; formal vs. informal language distinctions Study Skills: • Inferring meaning from context • Linking ideas logically within a paragraph |
| 11 | Unit 10 – The Economics of Sports (Part 2) • Staging major sporting events • Legacy effects of mega-events • Derived demand in sport • Complementary products and services Integrated Skills & Activities: • Reading: Identifying implicit ideas and assumptions; evaluating arguments in academic texts Writing: • Using quotations and paraphrases appropriately • Compiling a short reference list Language Focus: • Vocabulary: Sport-related academic collocations; formal expressions in analytical writing Study Skills: • Integrating sources into writing • Distinguishing strong and weak evidence |
| 12 | Unit 11 – Labour Markets (Part 1) • Labour market trends • Employment and unemployment • Migration and labour mobility • Demographic factors in labour markets Integrated Skills & Activities: • Listening: Recognizing the speaker’s stance and key claims; writing up notes from spoken input • Speaking: Building arguments in a seminar; agreeing and disagreeing politely Language Focus: • Vocabulary: Labour market terminology; linking words and phrases for argumentation Study Skills: • Distinguishing facts from opinions • Supporting claims with evidence |
| 13 | Unit 11 – Labour Markets (Part 2) • Labour market policies • Minimum wage and wage determination • Unemployment and underemployment • Labour market challenges (automation, informality) Integrated Skills & Activities: • Support Reading & Vocabulary: English for Business Studies – “The Business Cycle” • Vocabulary 1: p. 114 • Reading 1: What causes the business cycle? (pp. 114–115) • Comprehension & Discussion: pp. 115–116 • Listening: Identifying policy arguments and supporting examples; recognizing implications in spoken texts • Speaking: Participating in structured discussions; presenting policy-related viewpoints Language Focus: • Vocabulary: Work- and employment-related collocations; formal expressions used in policy discussions Study Skills: • Evaluating arguments • Organizing ideas for short spoken and written responses |
| 14 | Unit 12 – Strategy, Policy and Economic Change (Part 1) • Economic strategy and policy • Structural economic change • Corporate Social Responsibility (CSR) • Economics and sustainability Integrated Skills & Activities: • Support Reading: “The Dynamics of Global Trade in the Modern Economy” • Support Vocabulary: English for Business Studies – “International Trade” • Vocabulary: p. 132 • Vocabulary: p. 134 • Reading: Understanding how ideas are linked across a text; identifying cause–effect and comparison structures Writing: • Deciding when to quote or paraphrase • Integrating sources into a paragraph Language Focus: • Vocabulary: Policy- and strategy-related academic terminology; formal collocations used in economic analysis Study Skills: • Tracing arguments across paragraphs • Summarizing key points accurately |
| 15 | Unit 12 – Strategy, Policy and Economic Change (Part 2) • Policy evaluation and economic outcomes • Long-term economic change • Strategy in public and private sectors • Review of key concepts (Units 7–12) Integrated Skills & Activities: • Speaking Task: Explaining financial concepts • Final Exam Preparation • Speaking: Participating in a final discussion task; presenting and defending ideas clearly Writing: • Writing a summary and response paragraph • Reviewing academic writing conventions Language Focus: • Vocabulary: Consolidation of key academic and economic terminology; revision of collocations Study Skills: • Self-evaluation and exam strategies • Final Q&A and revision activities |
| 16 | Final Exam Weeks (No classes – there is a written exam) |
| 17 | Final Exam Weeks (No classes – there is a written exam) |
| Activity | Count | Duration (Hours) | Total |
|---|---|---|---|
| Attendance | 14 | 3.00 | 42.00 |
| Pre-Class Individual Study | 14 | 2.00 | 28.00 |
| Post-Prectice Individual Study | 5 | 2.00 | 10.00 |
| Midterm Exam/Preparation | 1 | 15.00 | 15.00 |
| Final Exam/Preparation | 1 | 25.00 | 25.00 |
| Quiz Preparation | 5 | 2.00 | 10.00 |
| Homework | 10 | 2.00 | 20.00 |
| Total Workload (Hours) | 150 | ||
| ECTS Credit (Workload / 25) | 5 | ||
| # | Assessment Type | Contribution (%) |
|---|---|---|
| 1 | Quiz | %15 |
| 2 | Midterm Exam | %30 |
| 3 | Project | %15 |
| 4 | Final Exam | %40 |
| TOTAL | %100 | |
| PO \ LO |
LO1
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LO2
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LO3
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LO4
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LO5
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LO6
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LO7
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LO8
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| PO-12 |
| # | Method Name | Description | Tools |
|---|---|---|---|
| 1 | Lecture (expository teaching), interactive discussion | Listening and taking notes. | Standard classroom technologies, multimedia tools (projector, computer, digital presentations) |
| 2 | Controversial Course | Listening and comprehension, critical thinking | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
| 3 | Special Support / Structural Examples | Pre-planned specific skills | |
| 4 | Problem Solving | * Analyzing physical and physiological problems using problem-solving techniques and developing appropriate solutions. | |
| 5 | Brainstorming | The purpose of forming pairs is to ensure that they are open to innovation during the idea generation phase | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
| 6 | Small Group Discussion | Listening and comprehension, processing observations/situations, critical thinking, question development | Standard classroom technologies, multimedia tools, projector, computer, overhead projector |
| 7 | Seminar | Research – lifelong learning, writing, reading, IT, listening and comprehension, managerial skills | Standard classroom technologies, multimedia tools, projector, computer, overhead projector, special equipment |
| 8 | Group Work | Students determine the slope and cross-sectional geometric characteristics of a parabolic irrigation canal on campus, plot the flow rate curve at different sections of the canal, and submit a report. | Land surveying instruments |
| 9 | Oral | Research – lifelong learning, processing situations, developing questions, interpreting, presenting | |
| 10 | Panel | Students are sharing their project outputs through the Gastronomy Fair. | Standard classroom technologies, multimedia tools, projector, computer, overhead projector, special equipment |
