Your score = points gained for:

• active participation in seminars (presenting homework, answering questions, group work, etc.)
• participation in group project
• final exam

The grading scheme ranges from 0 to 100 points

• The final assignment (group project) — 10 points max
• The final exam (case study) – 10 points max
• Participation in seminars — 65 points max
• Peer assessment & reflection — 10 points max
• Attendance — 5 points max

Your grades and points

• 85–100 = Excellent
• 65–84 = Good
• 50–64 = Satisfactory
• < 50 = Failed

Your scores will be available in a special table

The tasks are aimed at sharing your vision for teaching and providing basic information of a course you want to design.

GROUP PROJECTS (December 21)

In the first semester, your practical work will take the form of group projects. As you get to know each other better, you will form 4-6 teams, each of which will carry out project assignments.

The assignment for the final project is available here.

Your score = points gained for:

• active participation in seminars (presenting homework, answering questions, group work, etc.)
• participation in group project
• final exam

The grading scheme ranges from 0 to 100 points

• The final assignment (group project) — 10 points max
• The final exam (case study) – 10 points max
• Participation in seminars — 65 points max
• Peer assessment & reflection — 10 points max
• Attendance — 5 points max

Analyzing a case study and determining the method of teaching.
During the exam, you will randomly take a lesson plan to answer two questions about it:

1 Explain which method of ELT* is being utilized here. Provide at least three indications that this method is used in the described case.
2 Name the main characteristics of this ELT method and its main principles. Give examples of how they might be applied in teaching practice.

* The methods include: CLT; CBLT; CLL; "Hard" CLIL; "Soft" CLIL; TBI; TBLT; the Lexical approach.

EXAMPLE:

Lesson Plan: Creating Future Tourism Scenarios
Objective: To develop speaking skills by creating future tourism scenarios based on different situational factors, focusing on predictions and conditionals.
Level: Intermediate to Upper-Intermediate
Duration: 60 minutes

Materials:

• Whiteboard and markers
• Handouts with prompts for different future tourism situations (IT development, end of globalization, new transportation systems)
• Presentation slides or visual aids depicting relevant future trends

Lesson Outline:

Introduction (5 mins)

1. Engage students by discussing the significance of future scenarios in the tourism industry and their relevance to managerial roles.

Warm-up Activity - Brainstorming (10 mins)

1. Display visual aids or slides illustrating different potential future developments in IT, globalization, and transportation systems.
2. Encourage students to brainstorm individually or in pairs about how each of these factors could impact the future of tourism.
3. Facilitate a brief class discussion to share ideas and insights.

Creating Future Tourism Scenarios (25 mins)

1. Distribute handouts with prompts for different future tourism situations (IT development, end of globalization, new transportation systems).
2. Divide students into groups, assigning each group a specific situation.
3. Task each group with creating a future tourism scenario based on the assigned situation, emphasizing the use of conditionals and predictions in their narratives.
4. Encourage creativity and critical thinking while crafting these scenarios.
5. Circulate among groups to provide guidance and monitor progress.

Group Presentation and Discussion (5 mins)

1. Gather the class for a whole-group discussion.
2. Each group presents their created future tourism scenario, highlighting the impact of the assigned situation on the tourism industry.
3. Encourage discussions among groups by asking questions and facilitating exchanges of ideas.

Language Focus: Conditionals Review (10 mins)

1. Review and reinforce the structure and usage of various conditional sentences (zero, first, second, and third conditionals) through examples related to future predictions in the tourism sector.
2. Provide clear explanations and examples to ensure comprehension.

Conclusion and Feedback (5 mins)

1. Summarize the key points discussed during the lesson, emphasizing the importance of considering various factors in shaping the future of tourism.
2. Invite students to provide feedback on the activity and the language focus.
3. Assign a follow-up task for the next session, such as refining or expanding the scenarios created today.

Notes:

• Stress the importance of collaboration and task completion within the assigned time frame.
• Encourage the use of varied conditional structures to express hypothetical future outcomes.
• Provide constructive feedback on language use and encourage students to explore diverse scenarios and potential impacts on tourism based on the assigned situations.

Your score = points gained for:

• active participation in seminars (presenting homework, answering questions, group work, etc.)
• participation in group project
• final exam

The grading scheme ranges from 0 to 80 points

• The final assignment (group project) — 20 points max
• Participation in seminars (or compensatory tasks) — 45 points max
• Attendance — 10 points max
• Reflection sheet — 5 points max

Your grades and points

• 50+ = Passed
• < 50 = Failed

Your scores will be available in a special table

The main assignment is to present your materials aimed at your peers (your classmates) to demonstrate how principles of ELT work in practice.

🧑🏻‍🎨 Phase 1: Develop your masterpiece (by the end of May)

• Work in teams to design a worksheet that:
• Aligns with course criteria (details upcoming!).
• Integrates systems & skills .
• Uses authentic resources (e.g., podcasts, films).
• Think: "Would I pay to use this?"

🖥️ Phase 2: Launch on the marketplace

• Upload to our custom platform:
• Worksheet + "Pitch" (purpose, target learners, "why it’s awesome").
• Include a teacher’s commentary (rationale for design choices).

😍 Phase 3: Voting = Power of the crowd

• Study peers’ projects individually (like a teacher browsing resources!).
• Vote via Google Forms using YOUR COURSE POINTS (1 point = 1,000 roubles)🫰

Rules:

• Spend 1–6 points TOTAL.
• Allocate as you like:
• Bet big (6k on 1 worksheet!) or spread (e.g., 1k here, 2k there…).
• Minimal bid: 500 roubles (0.5 points).
• Example: "I’ll invest 3k in Team A’s podcast lesson and 2.5k in Team B’s grammar game!"

💯 Phase 4: Results & glory

• Points = Votes = "Revenue."
• The teams will add the “revenue” to their scores + receive feedback from peers.
• Key twist: The points you spend impact your final course score—choose wisely!

March 15 — The purpose and context of your worksheet:
A 1-page proposal outlining the course, need, method, and rationale based on this template:
"We are developing a worksheet for [COURSE NAME]
to address [SPECIFIC NEED/PAIN POINT]
by [HOW THE WORKSHEET HELPS].
This aligns with [ELT METHODS] to ensure [BENEFIT]."

April 10 — A syllabus outline + unit plan:
1 Course structure
2 Chosen unit’s objectives and alignment with ELT methods:

• Define specific learning outcomes for the worksheet (e.g., "By the end, learners can structure a formal email using appropriate tone and vocabulary").
• Identify subskills/systems covered (e.g., grammar: formal vs. informal register; writing: coherence).

May 25 — A prototype of your worksheet:
1 Design a draft worksheet that includes:
Clear instructions.
Tasks integrating skills (e.g., writing) and systems (e.g., grammar).
Authentic materials (e.g., real email examples).
Visual appeal (e.g., icons, formatting).
2 Ensure alignment with your defined objectives and ELT methods.

By rotating roles as Teachers, Observers, and Learners, you will gain hands-on experience in planning, delivering, and reflecting on lessons while fostering collaborative learning.

December: Mock lesson (60 minutes per group).
Roles per session:

• 1 Group as Teachers: Deliver the lesson.
• 1 Group as Observers: Evaluate using the Observation of Teaching sheet.
• Other groups as learners: Participate as "students."
• Roles rotate each session until all groups have taught.

Observation Pairings: Group 1 observes Group 2, Group 2 observes Group 3, and etc.

Teachers submit their lesson plan. Ensure the plan fits 60 minutes and includes:

• Method of ELT (e.g., Task-Based Learning, CLIL).
• Format of instruction (e.g., flipped classroom, blended learning).
• Terminal & Enabling Objectives (aligned with course aims).
• Link to materials (e.g., Google Drive folder).
• Use the Lesson Planning & Reflection template.

Observers prepare to give specific, evidence-based feedback based on the Observation of Teaching Sheet

👀 During the mock lesson
Teachers:

• Start by stating objectives clearly (verbally/written).
• Follow your plan but adapt if needed (e.g., shorten an activity).
• Encourage participation and monitor time.

Observers:

• Take detailed notes during the lesson (e.g., timestamps for key moments).
• Use the rating scale consistently.

Learners:

• Engage authentically (e.g., respond to questions, pretend to struggle if needed).

The tasks are designed to put course theory into practice:

Project 1: Mock lessons (Group project) — March 2025, 8 points

Project 2: Observation (Group project) — March 2025, 5 points

Project 3: Planning for a specific age group (Group Project) — May 2025, 5 points
• Theme: Teaching skills and systems
Collaboratively create worksheets for effective teaching of language skills (listening, speaking, reading, and writing) and systems (grammar and vocabulary), addressing diverse age groups and proficiency levels in group lesson planning.

Project 4: Authentic resources and technology integration (Group project) — June 2025 (14.06), 10 points
• Theme: Authentic resources and technology
Explore and utilize authentic resources and technology to develop materials and corresponding lesson plans.

The main assignment is to explore and utilize authentic resources and technology to develop materials and corresponding lesson plans

Project Components:

I. Resource selection:
• Choose one type of authentic resource (e.g., podcasts, videos, music) for language teaching.

II. Principles of selection and adaptation:
• Investigate and articulate the main principles guiding the selection and adaptation of the chosen resource.
• Provide a rationale for how these principles enhance language learning.

III. Contextualization (Project 3):
• Define the context for which the instructional materials were developed.
• Consider learner characteristics, learning outcomes, and the format of instruction.

IV. Instructional material development:
• Collaboratively create instructional materials based on the chosen resource for a 45/60/90-minute language lesson.
• Ensure materials reflect principles of selection, address teaching systems and skills, and incorporate key learning events.
• Explore and incorporate relevant technologies that aid in adapting and implementing the chosen resources.

V. Presentation:
• Present your materials during the last class of the course.
• Include the following aspects in the presentation:
1 Characteristics of the chosen resource (e.g., podcasts).
2 Principles of its selection and adaptation.
3 Context for developing materials: learner characteristics, learning outcomes, format of instruction.
4 Showcase instructional materials and explain how they reflect:
– Outlined principles of selection and adaptation.
– Teaching systems and skills.
– Main learning events.
– Technology integration: discuss how existing tools might enhance the language learning experience.

Submission Requirements:
• Group submission of instructional materials.
• Group presentation slides (to be shared in advance).

The face-to-face exam is aimed at the revision of the main theoretical themes of the course combined with your own examples taken from presentations, literature, and your own projects.

Examples of examination questions:

• What is a learning event (an event of instruction)? How does the concept of "learning events" influence your approach to lesson planning? Provide specific examples from the lesson plan you created for this course.
• What are common methods of needs analysis? How did you apply derived and contrived needs analysis while working on your own project?
• What are the essential characteristics of learning outcomes? How do they affect instructional materials and lesson plans? Give examples of specific learning outcomes that you used in your projects.
• What current methodologies did you rely on while working on your projects? What are their main principles? How are these principles reflected in your project?
• What target audience/s your projects were aimed at? What learner characteristic did you need to take into account? How does your lesson plan reflect the age and proficiency level of students? Name other characteristics that may come into play.
• What skills and systems are your projects supposed to teach? What rules and principles the teacher must follow? Provide specific examples from the lesson plan and/or materials you developed for this course.

To give examples for the exam questions you can use
– group projecs you developed throughout the course
– an optional individual project developed for the course you are interested in

Your score = points gained for:

• active participation in seminars (presenting homework, answering questions, group work, etc.)
• dealing with group projects
• final assessment

The grading scheme ranges from 0 to 100 points
— Compulsory part = 65 points max
• Participation in seminars = 42 points max
• Projects & assignments = 23 points max
— Final assessment = 20 points max
• Project 5 & Presentation = 10 points max
• Project 6 & Exam = 10 points max
— Additional part = 15 points max
• Final test (in June) = 10 points max
• Attendance (more than 60 %) = 5 points max

4-point scale and the grading scheme:
less than 50 points = Fail
50—64 points = Satisfactory
65—84 points = Good
85—100 points = Excellent