ANTALYA BİLİM
UNIVERSITY
Course Information Package
| Code | Description |
|---|---|
| LO1 | Read and analyze upper-intermediate level texts from both general and tourism-specific contexts, identifying main arguments, supporting details, and key vocabulary. |
| LO2 | Write coherent and well-structured texts such as formal emails, reports, and professional correspondence using appropriate language for academic and workplace settings. |
| LO3 | Deliver effective presentations and engage in structured debates on tourism-related and general interest topics, using clear, fluent, and context-appropriate English. |
| LO4 | Interact confidently in spoken English in a variety of situations, including everyday conversations and workplace communication in the tourism and hospitality industry. |
| LO5 | Use a wide range of general and professional vocabulary accurately and appropriately in both spoken and written communication. |
| Week | Content |
|---|---|
| 1 | Introduction to the Course Course Components & Course Content Requirements & Assessments |
| 2 | Tourism in the Post-Pandemic World Focus topic: Change & recovery Academic skills: Defining concepts Grammar: Present Simple vs Present Perfect |
| 3 | Tourist Types & Travel Motivations Academic skills: Classification Grammar: Relative clauses |
| 4 | Destination Image & Branding Academic skills: Cause–effect Grammar: Cause–effect linkers |
| 5 | Persuasive Partner Presentations (10%) |
| 6 | Tourism Marketing & Consumer Behavior Academic skills: Argument structure Grammar: Modal verbs |
| 7 | Ethics, Power & Inequality in Tourism Focus topic: Ethical issues and power relations in tourism Academic skills: Evaluating arguments Grammar: Linkers of contrast and concession |
| 8 | Midterm Week (no classes) (30%) |
| 9 | Smart Tourism & Technology Focus topic: Technology and digital transformation in tourism Academic skills: Describing processes Grammar: Passive voice |
| 10 | Crisis Management in Tourism Focus topic: Tourism responses to crises Academic skills: Case study analysis Grammar: Past Simple vs Past Perfect |
| 11 | Dark Tourism & Ethical Dilemmas Focus topic: Controversial tourism practices Academic skills: Argument evaluation Grammar: Modals for obligation and criticism |
| 12 | Experience Economy & Creative Tourism Focus topic: Tourism as experience rather than product Academic skills: Explaining abstract concepts Grammar: Noun phrases and academic style |
| 13 | DEBATE (%10) |
| 14 | Future of Tourism & Emerging Trends Focus topic: Virtual tourism, AI, space tourism Academic skills: Making predictions Grammar: Future forms and hedging language |
| 15 | Revision Focus topic: Course review and consolidation Academic skills: Integrated academic writing |
| Activity | Count | Duration (Hours) | Total |
|---|---|---|---|
| Attendance | 14 | 3.00 | 42.00 |
| Pre-Class Individual Study | 10 | 1.00 | 10.00 |
| Midterm Exam/Preparation | 10 | 1.00 | 10.00 |
| Final Exam/Preparation | 1 | 10.00 | 10.00 |
| Homework | 12 | 1.00 | 12.00 |
| Research Presentation | 1 | 3.00 | 3.00 |
| Other | 1 | 3.00 | 3.00 |
| Total Workload (Hours) | 90 | ||
| ECTS Credit (Workload / 25) | 3 | ||
| # | Assessment Type | Contribution (%) |
|---|---|---|
| 1 | %10 | |
| 2 | Midterm Exam | %30 |
| 3 | Quiz | %5 |
| 4 | Other | %10 |
| 5 | Attendance | %5 |
| 6 | Final Exam | %40 |
| TOTAL | %100 | |
| PO \ LO |
LO1
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LO2
|
LO3
|
LO4
|
LO5
|
|---|---|---|---|---|---|
| PO-1 | |||||
| PO-2 | |||||
| PO-3 | |||||
| PO-4 | |||||
| PO-5 | |||||
| PO-6 | |||||
| PO-7 | |||||
| PO-8 | |||||
| PO-9 |
| # | 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 | Role-Playing / Drama | Pre-planned specific skills | Standard classroom technologies, special equipment |
| 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 | 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 |
| 8 | Homework | Solving and analyzing homework questions using a computer and Excel. | Computer |
| 9 | Oral | Research – lifelong learning, processing situations, developing questions, interpreting, presenting |
