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Participants' contribution to the project 

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Participants' contribution to the project 

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Contribution to the project_ participants

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- for adult students
- groups of 8-10 students
- preferably face to face, but distance learning is also possible
(the textbook should contain links to online platforms with exercises)
- synchronous mode

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Unit 7.pdf

Unit 7.pdf

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Based on the formulated learning outcomes, it turns out that the students are faced with the primary goal of preparing for the CAE exam.
However, we've got the Task-Based approach that we need to incorporate into our course. As developers, we faced the unusual challenge of implementing this approach into the exam preparation course.
First, we studied the features of the Task-Based approach.
Then we analyzed the textbooks for preparing for the CAE exam and textbooks based on the Task-Based approach.
And as a result, we determined the structure for units and the syllabus grid.

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We are brainstorming survey question ideas to make THREE needs analysis. Write your questions below each post. They will be sorted on zoom session on Wednesday.
At the end we'll make Google forms for peers.

Feel free to be creative and share your experience)

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1. general questionnairy/ needs analysis/ interview questions?

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1. general questionnairy/ needs analysis/ interview questions?

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Hello dear colleagues! This survey will help us create an up-to-date CAE exam preparation course. Please answer a few questions. It will take about 10 minutes :)

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results

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описание учителей на курсы по CAE

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results of  foreign colleagues (collected just for curiosity)

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results of  foreign colleagues (collected just for curiosity)

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Questionnaire for colleagues_  CAE course  (Ответы)

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The unit has been divided into three sections:input, output, extension.

Each section has a main goal for student; e.g. Unit7: ‘Can talk about remote and on-site work in format in the format required for the CAE exam’

First two sections follow the principle of a task cycle. Pre-tasks serve to prepare students for main tasks, which focus on meaningful communication, and have a non-linguistic outcome. Post-tasks then allow students to review and consolidate the language that they have used in the tasks.

At the same time, the whole unit also follows the principle of the task cycle but at the external level. Unit 7 begins with a discussion of the presented pictures, where students show their initial knowledge and realize the need for new words and immersion in the topic. Gradually, the student is immersed in the topic through reading, speaking with partners and writing. At the end, the cycle closes with a similar task in speaking, discussing remote and on-site work, already applying the acquired knowledge.( see presented diagram)

Nevertheless, we were faced with the task of developing a course to prepare for the CAE exam. Thus, tasks that are encountered in the exam were developed and implemented in the unit so that students get used to the exam format.

As a result of the work, we got a course for preparing for the CAE exam with the Task-based approach