1. Дизайн модуля: примерные этапы разработки и построения  Цель данной презентации: представить возможные этапы построения модульной системы в обучении английскому языку  Презентация является обобщением некоторого опыта пилотирования модульного подхода творческим коллективом и не является законченной экспертизой по данному вопросу  Основное содержание:  - возможные этапы в разработке модульного подхода  - краткое описание содержания и системы оценивания  - структура и планирование внутри модуля

2. Module design: structure and content Touchstone@MISiS 2010-2014

3. What is a module? a self-contained and independent learning sequence with its own objectives Jack C. Richards  flexible organisation of a course  objectives are more immediate and specific  assessment is carried out at the end of each module  a sense of achievement for learners

4. Some Steps to Module Design Attainment of language proficiency levels according to Common European Framework of Reference (CEFR)  define the descriptors for the level  adapt them to the relevant context (the materials chosen)  describe the blend scheme(s) (face to face+online)  develop the plan for students’ self-study learning (online learning + students’ projects)  develop assessment criteria for the level

5. Can Do descriptors for A1 and A2 level (CEFR) ListeningReadingSpoken interaction Spoken production Writing A1 Recognize familiar words when people speak slowly and clearly A1 Understand familiar names, words and very simple sentences (notices,posters, catalogues) A1 Interact in a simple way provided the other person is prepared to repeat things at a slower rate of speech A1 Use simple phrases and sentences to describe where he/she lives, people he/she knows A1 Write a short, simple postcard/fill in forms with personal details (name, nationality) A2 Understand phrases/Catch the main point in short, clear, simple messages and announcements A2 Read very short, simple texts/find specific, predictable information in simple everyday materials (adv, menus, timetables, etc) A2 Communicate in simple and routine tasks requiring a simple and direct exchange of info on familiar topics A2 Use a series of phrases and sentences to describe in simple terms the family and other people, living conditions, educational background, etc. A2 Write a short, simple note and messages, a very simple personal letter

6. A2 Descriptors/Touchstone Book 2 Listening comprehension  Can understand phrases and expressions related to areas of most immediate priority (e.g. very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated (1A,5A,7D,11D)  Can understand and extract the essential information from short, recorded passages dealing with predictable everyday matters which are delivered slowly and clearly (1C,2A,9D) Oral production  Can give a simple description or presentation of people, living or working conditions, daily routines, likes/dislikes, etc. as a short series of simple phrases and sentences linked into a list (1A,10B)  Can describe plans and arrangements, habits and routines, past activities and personal experiences (4A,4B,5A,5C,7A)  Can discuss what to do in the evening, at the weekend (4C,7A,12C)  Can exchange relevant information and give his/her opinion on practical problems when asked directly, provided he/she receives some help with formulation and can ask for repetition of key points if necessary (3A,3B,12C)  Can ask and answer questions about what they do at work and in free time (2C)  Can ask for and give directions referring to a map or plan (6A,6B) Written Production  Can write about everyday aspects of his/her environment, e.g. people, places, a job or study experience in linked sentences (9A,10A)  Can write very short, basic descriptions of events, past activities and personal experiences (5D,9D) Reading comprehension  Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language (5D,11D)  Can find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus, reference lists and timetables (8D)

7. Module structure  1 module/semester = 170 hours (102+68), 17 weeks  6 face to face hours + 4 self-study hours a week = 10 hours a week (except the 8 th semester – 4 + 2, 13 weeks)  2 introduction classes (the first week)  Students’ projects (8 and 16 week)  Preparation and taking mock exams (KET - A2), (PET - B1+), (FCE - B2+) 12 modules (5 possible ways to start/continue learning English) 1. А1 - IELTS 6. B2+ 11. С2 12. Exam module 2. А2 - IELTS 7. B2++ (78 hours) 3. B1 – IELTS 8. C1 4. B1+ - IELTS 9. C1+ 5. B2 - IELTS 10. C1++

8. Module content  A1, A2, B1 - EGP (TS book per semester: Book 1, Book 2, Book 3)  B1+ - EGP + EAP (TS Book 4 per two semesters + EAP materials)  B2 - EGP + EAP + ESP (TS Book 5 per three semesters +EAP/ESP materials)

9. Blended learning model  face to face 60% (6h) 1 Book = 12 units 1 Unit = 4 lessons  online self-study (LMS) 20% (2h)  online learning + students’ projects 20% (2h) This year model (only TS used) 1. A (2h) 3. B (2h) 5. C (2h) 7. D (2h) 9.Quiz (2h) 2.LMS (A) 4.LMS (B) 6.LMS (C) 8.LMS (D) 10 hours in class per 1 Unit New blend model 2.B (2h) 4.C (2 h) 6.Consolidation (Quiz, SP) (2h) 1.LMS (A) 3.LMS (A,B) 5.LMS (C,D) 6 hours in class per 1 Unit

10. Weekly Plan (A1, A2, B1 Modules) Week number ContentHours in class 1Testing and intro classes6 2-7Units 1-636 8Students’ projects/KET (A2)8 9Test 1 (written and oral)4 10-15Units 7-1236 16Students’ projects/KET (A2)8 17Test 2 (written and oral)/KET(A2)4 102

11. Self-study learning  Work with collaborative tools on the platform (blog, chat, forum, wiki, voice tools)  Use of announcement system (recommendations what to learn and how to learn)  Use of all additional resources (dictionaries, grammar references, etc.)  Students’ projects (topics, procedure, materials)  Self assessment (can do statements)

12. Assessment (written and oral)  Placement test  Final tests (at the end of each module)  Mock exams (KET, PET, FCE)  IELTS

13. Assessment format of students’ progress A2KET (Key English Test) B1+PET (Preliminary English Test) B2+FCE (First Certificate in English) C1+IELTS (International English Language Testing System) C1++IELTS (International English Language Testing System)

14. Speaking assessment criteria (A2, B1) LevelCriteriaDescriptors A2 Interaction Adequate answers, pauses conversation strategies Grammar Grammatically correct sentences, a range of structures Vocabulary A range of words /accurate use of common collocations Pronunciation Impede/doesn’t impede communication (clear/not clear) B1 Interaction Conversation strategies Turn-taking strategies Fluency Hesitations, length of utterances linkers Grammar Range, accuracy Vocabulary Range, accuracy Pronunciation Clarity, naturalness