PROFESSIONAL IN-SERVICE TRAINING PROGRAMME «DEVELOPMENT OF SUBJECT

COMPETENCE OF ENGLISH LANGUAGE TEACHERS "

HANDBOOK FOR TRAINERS

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Contents
1. Introduction...................................................................................................3
2. Methods and approaches to assist English teachers .....................................4
3. Study Plan .....................................................................................................7
4. Session Outlines.......................................................................................... 10
5. Evaluating Teachers.....................................................................................59
6. References and further reading.....................................................................62

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 1. Introduction
This is a practical guide for trainers to refer to prior to the start of the training
and post-training. These training materials are based on subject Programmes,
course plans and assessment model produced by the Centre for Educational
Programmes (CEP)for use in state schools in the Republic of Kazakhstan. The
overall objective of this training is to develop subject competence in the field of
English language teaching aimed to improve the school learning process.
The Handbook for Trainers includes training materials to support training to
English teachers. The handbook includes information about the principles of the
Programme and introduces its aims and outcomes. The resources within the
handbook will help you in planning and carrying out the teacher training.
During your training to be a trainer, you will experience all of the parts of the
teacher’s training Programme. You will also explore some of the principles in
more details and develop some of the skills required to be an effective trainer.
There will also be time to reflect on the training approaches you have
experienced and plan how you will deliver the training to teachers.
There are several documents that you should be familiar with as a trainer. You
should read these before you start your trainer-training course. These include:
1. Documents that the teachers will use to plan lessons and assess learner
• English (Grades 1–11) subject programme
• English (Grades 1 to 11) course plans
• A collection of tasks for Formative Assessment (Grades 1 to 11)
• Methodological recommendations for Summative Assessment (Grades 1
to 11)
• Specifications of Summative Assessment (Grades 1 to 11)
2. Documents that you will use in the training course
• The Course Programme (gives the theoretical background to the program
and its place in the updated curriculum)
• Trainers’ handbook (this document; gives practical advice on how to train
English teachers)
• Teachers’ handbook (gives practical advice for teachers on approaches
they can use to deliver English courses to Grades 1 – 11 students
• The sessions’ outline for the course (this is section 4 of this document)
• PowerPoint Presentations for the course
• Evaluation approach for the course (this is section 5 of this document)
3. Documents that will help you develop as a trainer

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 • Trainers’ programme (gives the theoretical background for the approaches
to training used in the teachers’ course)
• Trainers’ handbook (this document; gives practical advice on how to train
English teachers).
The length of the course is 10 days. Each day is made up of four 1.5 hour sessions.
You should expect to spend some time each day reviewing how the training has
gone and adapting the next day’s training to respond to the needs of the teachers
on your course.
An overview of the session titles for the course you will deliver is in the Study
Plan in section 3. The detailed plans for each session are in section 4.

2. Methods and approaches to assist English teachers.

The current course is designed to provide significant support to ESL teachers in
their on-going professional development. The course can be regarded as a
preparatory stage for building ESL teachers’ competences to pass an
internationally recognized Teacher Knowledge Test (TKT) as the course deals
with building up strategies of teaching four language strands; they are: listening,
speaking, reading, writing.
The course is provided in the form of in-service training. According to Ch. Omar
(2014) “In-service training acts as a catalyst for teacher’s effectiveness. It is also
a way of updating teachers’ skills and knowledge for improving teaching and
learning which lead to better job performance. In-service training is important for
teachers to face new challenges and changes in the education world. In-service
training is also a fundamental aspect to improve teacher professionalism. The
effectiveness of in-service training is important so that teachers can apply the
knowledge acquired in teaching and learning. Few factors that contribute towards
the effectiveness of in-service training are role of administrator, attitudes of
teachers, training needs and strategies in conducting in-service training.”
Teaching adult learners can be very rewarding, but very challenging as well. We
mustn’t forget we’re dealing with individuals who have their own lives outside
of school, some with very busy schedules. But adult learners are also better
equipped for dialogue and exchange. They come to class with a set of tools and
information that can be of great use to us. On the one hand we present the
advantages that come with teaching adult learners and the way you, as a trainer
of ESL teachers, can maximize to increase their potential for teaching. And on
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the other hand, a trainer examines possible challenges teachers might face and
suggest some ways to overcome them.
L. Risley S. McKee (2014) presume that all adults have five purposes for
learning:
1. Voice. To be able to express ideas and opinions with the confidence that
they will be heard and understood.
2. Access to information. To be able to access information so they can orient
themselves in the world.
3. Independent action. To be able to solve problems and make decisions on
their own, acting independently, without having to rely on others.
4. Possibility of applying knowledge in the nearest future.
5. To be able to reflect on their previous teaching experience and apply
insights they had while going through the course.
Maximum learning takes place when the material suits the immediate needs of
the learner. Adults will not evaluate the significanse of the course material unless
it is:
• Practical
• Meaningful
• Related to their experiences
• Has application to their daily lives.
M. Knowles (1980) assures that adults learn most effectively under the following
circumstances:
• The learning is self-directed.
• The learning is experiential and utilizes background knowledge.
• The learning is relevant to current roles.
• The instruction is problem-centered.
• The students are motivated to learn.
According to M. Knowles' theory of andragogy, motivation takes one of the
leading roles in teaching adults successfully and productively. The six
characteristics related to the motivation in teaching adults are:
1. Need to know: Adults need to know the reason for learning something.
2. Foundation: Experience (including error) provides the basis for learning
activities.
3. Self-concept: Adults need to be responsible for their decisions on
education; involvement in the planning and evaluation of their instruction.

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 4. Readiness: Adults are most interested in learning subjects having
immediate relevance to their work and/or personal lives.
5. Orientation: Adult learning is problem-centered rather than content-
oriented.
6. Internal motivation vs external motivation: Adults respond better to
internal versus external motivators.
To sum up the importance of taking into consideration the key concepts of
andragogy in a training process, a trainer should be supportive and sensitive to
learners’ needs through the whole process of training, always referring to their
previous experience and assisting them in building up their future growing
potential. A progressive trainer should be in constant search of effective methods
and strategies to meet learners’ needs.

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3. Study Plan.
The Study Plan shows an overview of the content to be covered during the 10
days of training. train the teacher training. Each day of training consists of 8 hours
which are divided into four 1.5-hour sessions including break time. A summary
of the content to be covered in each session is shown in the tables below.
Following the Study Plan is a session outline for each day of training. The session
shows in more details what will be covered in each 1.5-hour outlines training
session.
№ of Theme of the day Sessions will include № of
Day hour
s

1 Introduction to the 1. Language skills. Common European 8

1 Framework of Reference for Languages
Day course.
U (CEFR)
n 2. PISA functional literacy analysis.
i 3. Functional foreign language literacy.
t Trends in teaching English today.
4. The system of learning objectives.
2 2 Learning and 1. The system of learning objectives:” 8
Day U teaching English Use of English”
n grammar 2. Review of teaching grammar.
i 3. Approaches in teaching English
t grammar.
4. Concept checking questions in teaching
3 grammar.
Day
Principles of learning 1. Teaching English grammar in primary 8
and teaching English school.
grammar and lexis 2. Teaching English grammar in secondary
and high school.
3. Teaching lexis in primary school.
4. Teaching lexis in secondary and high
school.
4 Principles of learning 1. The system of learning objectives in 8
Day 3 and teaching listening skills.
U Listening and 2. Types of listening skills. Extensive and
Intensive listening.
n Speaking skills.
3. Types of activities in listening skills.
i
4. Selection of supplementary resources
t
for developing listening skills.

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5 Principles of learning 1.Teaching listening skills in primary 8
Day and teaching school.
Listening and
Speaking skills. 2.Teaching listening skills in secondary and
high school.

1. The system of learning objectives of

speaking strand in primary school
2. Speaking skill is as a major competence in
primary school. (types of oral speech:
6 monologue, dialogue, types of activities, the
Day selection of supplementary resources)
Principles of learning 1. The system of learning objectives of 8
and teaching speaking strand in secondary school.
Listening and 2. Speaking skill in secondary school.
Speaking skills. (types of oral speech: monologue,
dialogue, types of activities, the
selection of supplementary resources)
3. The system of learning objectives of
speaking strand in high school.
4. Developing speaking skills in high
school.

7 Principles of 1. Functional literacy in reading skill. 8

Day developing reading Intensive and Extensive reading.
and writing skills. Reading subskills.
2. The system of learning objectives of
reading strand.
3. Reading subskills: scanning and
skimming.
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4. Types of texts for developing
8 U functional literacy in primary school.
Day n
i Principles of 1. Principles of developing reading skills 8
t developing reading in primary school.
and writing skills. 2. Principles of developing reading skills
in secondary and high school.
3. The system of learning objectives of
writing strand.
4. Principles of developing writing skill in
primary school: spelling, useful
phrases, word order.

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 Principles of 1. Principles of developing reading skills 8
developing reading in secondary and high school.
9 and writing skills. 2. Types of writing styles: formal and
Day informal writing.
3. Types of essays.
4. Describing charts and graphs.
10 Day Microteaching. 1. Presenting the results of lesson fragments 8
Reflection through micro-teaching.

2. Feedback. Reflection.

3. Conclusion.

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 4. Session Outlines
Day 1
Introduction to the course
DAY 1 Objectives
Introduction
• Introduce to the Programme
Day 1
• Identify the Common European Framework of Reference for Languages (CEFR)
• Analyze Kazakhstani student`s performance in reading according to PISA results
• Identify reading literacy framework
• Analyze the line graphs identifying the language, grammar and lexis
Outcomes
Introduction
• Identify the objectives and outcomes of the course
• Identify the structure of the course
• Introduce to the assessment of the course
Day 1
• Differentiate between all levels of CEFR
• Differentiate the Subject programme requirements within CEFR
• Classify reading literacy framework
• Compare PISA reading literacy framework to Subject programme
• reading related objectives
• Identify PISA reading dimensions of text
• Provide the examples to each dimension
• Analyze Kazakhstani student`s performance in reading according to PISA results
• Analyze the line graphs identifying the language, grammar and lexis

Time Activities Resources

Session 1
Introduction to the course
10 min Lead-in activity
Trainees are invited to introduce themselves. PPT Slide 3-4
A trainer may use any activity for the introduction. For example, a snowball or
introduction may include the questions:
Name
Why are you here?
What do you expect from this programme?

Trainees also invited to develop rules which they are going to follow while taking
80 min the course.

Main part
Lecture
A trainer draws trainees’ attention to the course organization, structure, purpose,
objectives, learning outcomes, study plan and final assessment. It is important to

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 mention that final assessment will include the development of a Portfolio which PPP Slide 5-11
includes activities developed by a teacher during the course towards all strands
within one chosen by a teacher grade and unit. It is preferable to choose the unit
and learning objectives which consider as the most difficult for a teacher.

Trainees are invited to ask questions if there are any.

Session 2
Language skills. Common European Framework of Reference for
Languages (CEFR)
10 min Lead-in
Trainees are introduced to the topics and objectives to cover at Day 1. PPT Slide 14-15

Main
10 min Glossary
A trainer introduces the terms corresponding to Day 1. A trainer may ask trainees
whether they are familiar with such terms as: CEFR, Receptive skills, Productive PPT Slide 16-17
skills, PISA demonstrating either slide or an interactive word cloud.
https://wordart.com/gdzymemo1jz9/word-art%206

Ask trainees to discuss the following question:

What are three broad categories of European Framework of Reference for PPT Slide 18-19
Languages?

15 min Practice

Arrange trainees in small groups and provide with the cards of CEFR level and PPT Side 20
their descriptions. Ask trainees to discuss in groups and match each level of
CEFR with an appropriate description. Handout 1

NB A trainer prepares cards before hand by cutting and mixing the levels
and their description for each group.

Ask them to discuss the flowing questions:

• What are the differences between A 1 and A 2? Identify key words
• What are the differences between B1 and B 2? Identify key words
• What are the differences between C1 and C2? Identify key words

15 min Subject Programme Requirements

PPT Slide 21
Have trainees think about the requirements of Updating Subject programmes.
Introduce a list of requirements according to each grade.

Reading literacy framework

PPT Slide 22
Introduce to trainees important issue about the intension of foreign language
skills being assessed as an optional component of the international PISA
evaluation of education systems, beginning in 2025.
Tests will be developed by Cambridge Assessment English.

Invite trainees to discuss the following questions: PPT Slide 23-25

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 Why is it important to know about PISA reading literacy?
What are the connections between CEFR and PISA?

PISA Literacy Framework 2018 PPT slide 26

Present trainees the frame of PISA reading literacy and ask them to read text
processing in Teacher`s handbook (Locate information, understands, reflect and
evaluate)
Practice
PPT slide 27
15 min Put trainees in groups of 4-5 to read and identify learning objectives (Subject Handout 2
programme) corresponding to reading literacy framework (locate, understand Handout 2
reflect and evaluate) (keys)
15 min Ask trainees to present their work and discuss with the whole group.

Session 3
Reading literacy framework(continued)
Dimensions of texts
10 min Lead-in Slide 29
To set the context, ask the trainees if they know what can be the dimensions of
the texts?

Jigsaw practice PPT 30-31

15 min Arrange trainees to 4 “home” groups (better even number of people in each
group) and ask each group to read in Teacher`s handbook one of text
dimensions.
For example:
Group 1 reads about the source
Group 2 reads about organization and navigation
Group 3 reads about format
Group 4 reads about type
25 min Rearrange trainees to 4 other groups and ask them share the information read and
discussed in “home” groups.
Handout 3
25 min Ask trainees to be back to “home” groups and share the information they have
learnt and discuss the classification of a given text scenario example.
Groups 1, 2 Scenario about Cow`s milk
Groups 3, 4 Scenario about Galapagos Islands off the coast of Ecuador
Groups 5, 6 Scenario about Chicken forum

15 min NB In case the level of trainees below B2 it is recommended to ask all groups
to discuss only one Scenario (Cow`s milk)
Keys:
Group 1,2 (Cow`s milk) The text is classified as: multiple text; static; continuous;
and argumentative.
Group 3,4 (Galapagos Islands off the coast of Ecuador) The text is classified as:
multiple; dynamic; mixed; and expository.
Group 5, 6 (Chicken forum)
The text is classified as: multiple; static; continuous; and transactional
(Discuss the results with the whole group

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 Session 4
Student`s Performance in Reading. PISA 2018
15 min Lead-in
Present a line graph to the trainees and invite them to discuss the question: PPT Slide 33
What trends in reading performance have you noticed?

Practice
30 min Get trainees to work in mini groups of 4-5. Assign each group with Handouts in
the following way: PPT Slide 34
• Group 1. Underline key verbs describing the line graphs, think about Handout 4
synonyms of these verbs and fill in the provided table
• Group 2. Underline key adverbs and adjectives describing the line
graphs, think about their synonyms and fill in the provided table
• Group 3. Identify grammar structure used in the description of line
graph and fill in the provided table
• Group 4. Underline linking words describing the line graphs, think
about their synonyms and fill in the provided table

Group presentation and discussion.

20 min NB It is important to emphasize that during this course the trainees will PPT Slide 35
cover all these things and concentrate on developing reading literacy
together with all strands.

25 min Reflection
Ask trainees to reflect.
• How can you use this experience in your classroom? PPT Slides 36
• What has been the most valuable thing for you today?

Day 2
Learning and teaching English grammar

DAY 2 Objectives
• Distinguish implicit and explicit instruction
• Identify the key notions in grammar teaching
• Identify the approaches to teaching grammar
• Explore grammatical meaning through the use of CCQs
• Recognize grammar structures (verbs patterns, reported speech, conditionals, passive
voice)
• Distinguish and unpack grammar-related learning objectives

Outcomes
• Differentiate between implicit and explicit instruction

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 • Compare and contrast different approaches to teaching grammar
• Classify the key notions in grammar teaching
• Create CCQs to check understanding of grammar structures
• Compare and contrast the use and meanings of the following grammar structures
(verbs patterns, reported speech, conditionals, passive voice)
• Unpack and formulate grammar-related objectives
Time Activities Resources

Session 1
Implicit & Explicit Instruction & Approaches to Teaching Grammar
10 min Lead-in activity
Trainees are invited to discuss the following questions in pairs: PPT Slide 4
1. Why do we need to teach grammar?
2. What can be a problem of teaching grammar to your students?

Monitor the discussion and then conduct feedback. Point out that often the
explanation of grammar involves a lot of terminology that students don`t know
or find difficult to understand.

70 min Main part

Implicit & Explicit Instruction
To provide a holistic picture of grammar teaching, get the trainees to read a Handouts 1 and 2
short extract from Ron Cowan`s The Teacher`s Grammar of English and The materials are
complete the table. retrieved and
adapted from The
Get them to compare their answers. Provide the answer key if needed. Provide Teacher`s
feedback. Highlight the main features of each grammar teaching instruction. Grammar of
Discuss possible disadvantages/limitations of each approach. English by Ron
Cowan, CUP
Possible answers: According to Norris and Ortega, explicit teaching produces 2008 pp.31-32
better and longer-lasting learning than implicit teaching. Traditional PPP
model doesn`t result in learning and doesn`t present a realistic model of
language. Misleading impression that learners have learned everything after
they have completed the chapter on a certain grammar structure.

As a reflection activity, go through the table. Highlight that the explicit PPT Slide 5
grammar instruction is important but, it should be always connected to a
meaningful, challenging task and a communicative scenario. Elicit their
answers on why the eclectic approach is effective?
Draw their attention to the fact that teachers should strive for “enlightened
eclecticism” in language teaching.
PPT Slide 6
Draw their attention to the quote and ask them if they agree with this statement.
Inform them that you`re going to review some common approaches to grammar
teaching in this session.

Different approaches – different stages

Inform trainees that they are going to look at 3 different approaches to teaching
grammar. Get trainees to work in groups. Provide each group with a set of cards
for one approach and ask them to order the stages. As each group finishes give
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 them another approach to order, until each group has ordered all three
approaches.

Ask each group if they can name each approach. Provide trainees with the Handout 3 ex.1
answer key, so they can check their answers. Provide feedback and point out
that all approaches need a context for the grammar and checking meaning
should come before checking form.
Handout 3 ex. 2
Identifying the stages
Get trainees work independently and complete the table. Conduct feedback and
address any questions.

Evaluating approaches Handout 3 ex. 3

Put trainees in small groups to discuss the statements in task 3a and decide PPT Slides 7-8
which approach is being talked about. Then they need to choose a suitable
approach for the situation in 3b. Next, ask them what context they would use
for each situation and why. Conduct feedback.

Drilling issues
Give each trainee a copy of this task. Ask them to do these tasks alone, and Handout 3 ex. 4
then check their answers in pairs. Ask them why drilling is important?
Conduct feedback.
Role play
Explain to the trainees that they are going to have a discussion about a lesson
they are planning. Before they have a discussion, they are going to brainstorm Handout 3 ex. 5
ideas in groups. Give half the trainees role card A, half the trainees role card
B. Put them in groups with the trainees who have the same card to prepare
what they will say in the role play. The materials are
retrieved and
Put trainees in A and B pairs to do the role play and get them discuss their adapted from
ideas for the grammar clarification lesson. Conduct feedback. Teacher Training
Essentials by
10 min Wrap-up Craig Thaine,
As a closing and reflection activity, ask trainees to answer the question CUP 2010
Are all grammar practice tasks effective at practicing the language they aim to pp.28-31, 112,
practice? Why/ why not? 113

Session 2
Key notions in grammar teaching & concept checking questions
10 min Lead-in
To activate trainee`s background knowledge, ask them to think-pair-share the PPT Slide 9
following question: The materials are
retrieved and
How do students get to that point when they can use language adapted from
competently, fluently and accurately? Learning
Teaching
Monitor the discussion and then conduct feedback. Make sure trainees (Learning
understand that students need to have exposure to the language; they need to Teaching 3rd
notice and understand items being used; they need to try using language Edition) by Jim
themselves and remember the things they have learned. Scrivener,

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 Macmillan 2011
and Teaching
70 min Main English Grammar
What students need to do to learn a language item by Jim Scrivener,
To provide a holistic picture of the main stages in grammar teaching, provide Macmillan 2008
each trainee with a table. Explain that the suggestions in the second column are
jumbled. They need to match the information in the first column to the
corresponding suggestions in the second. Handout 1
Get them to check their answers with each other. Conduct feedback. Tell them
that the table presents most common stages in grammar teaching.

Key notions in presentation and practice

Provide each trainee with a list of key notions in presentation and practice and
ask them to match each notion with the corresponding stage from the previous Handout 2
task. Conduct feedback and address trainees` questions.

CCQs
CCQs are a vital notion in grammar teaching. To activate trainee`s schemata,
ask them to discuss the quote with their partners. Conduct feedback. Point out PPT Slide 10
that explanations often involve a lot of language and exacerbate a
comprehension problem.

Main
Have trainees watch the video PPT Slide 11
https://www.youtube.com/watch?v=RHiNMAK4Rro and answer the
questions:

• What are CCQs?

• Why are they important?
• What are some examples of ineffective questions?
• What are the rules for CCQs?
• What are some types of CCQs?

Key grammatical concepts

Ask trainees to do ex. 4 alone, and then check their answers in pairs. Handout 3 ex.4
Reinforce the idea of working out the key concept for each structure. Conduct
feedback.

The irrelevant one Handout 3 ex.5

Put trainees in small groups to do the task in ex.5. Emphasize the importance
of saying why one of the questions is irrelevant. Conduct feedback.

Practice Handout 3
Get each trainee to choose a grammar structure and write 3-4 CCQs. Then get The materials are
them to work in mini groups to try and use their CCQs. Monitor their work retrieved and
and make notes for delayed feedback. adapted from
Teacher Training
Wrap-up Essentials by
Conduct feedback on CCQs presented by the trainees. Address any issues and Craig Thaine,
questions. CUP 2010

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10 min Ask trainees to answer the following reflection question: pp.55,57

Why it is sometimes hard to include CCQs in your lessons?

Session 3
Grammar review
NB Depending on the needs and interests of your trainees you can choose
any topic and approach from the ones presented below.

Passive Voice
NB In this lesson trainees will review passive and will see how text-based
approach works.

10 min Lead-in
To set the context, ask the trainees if they know how chocolate is produced.

Main
70 min Provide each trainee with a short text about chocolate production. Trainees read
the text and check their answers from the previous task. Handout 1
Then ask a couple of comprehension questions (What are the main stages?
What materials are used? etc.)

To make trainees notice the target language and provide models of the target
language, nominate someone to name the words/structures used to describe the
process. Elicit is grown, are removed, are harvested etc. Write down the TL
on the board. Elicit the meaning of the structure by asking CCQs like: Do we
know who makes chocolate? Is it important?

To clarify the meaning and form of the target language, to allow trainees to test
their understanding of the target language, get them to complete the guided
discovery worksheet. You might need to focus on pronunciation here. Elicit
that auxiliary verbs are pronounced with weak forms.
Handout 2
To concept check and prepare trainees for more meaningful practice, get them
to covert the sentences into the passive voice.
1. The waiters brewed the tea.
2. The chef carefully prepared the dishes.
3. Workers roast the bean…etc.

To provide trainees with free practice of the target language, ask them to share
the recipe of their favorite dishes with other trainees.

Reflection
Ask trainees to reflect on the lesson presented and name the stages used by the
trainer.

Reported Speech
NB In this lesson trainees will review Reported speech and will see how TTT
approach works.

Test (restricted output)

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To gauge students' prior knowledge of the target language, give each group of
three trainees one of the stories in Handout 3. Tell them not to show it or discuss
it with any of the other group. Make sure you only give out one copy of each
story. The materials are
retrieved and
Tell each group that what they need to do is change four of the details in the adapted from The
story. They can only change details that have been highlighted. One of the Grammar Activity
group members should then prepare to read/retell the amended story to the rest Book by Bob
of the class. Obee, CUP 1991,
p.113
The aim of the game is to spot as many inaccuracies or inconsistencies in other
groups` stories as possible. Monitor and make notes on good language used and ISLcollective.com
areas for improvement.
Handout 3
When a group has read its story, each of the other group should say which four
details they think have been changes. For example, you said they lived on a
ship. That wasn`t true.

When each of the groups has done this, the group that told the story then reports
to the class what they had changed: We told you that they were vegetarians.
They were not. They were cannibals.

Teach (clarification)
NB depending on the level of your group choose how to organize this stage
(teacher-lead or learner-centered)

To clarify areas of the target language where students had difficulty in the first
test stage, take a look at your notes from the previous phase and write some of
them on board. Write direct speech sentences so that you can ask CCQs and
clarify their meaning.
Here are some CCQs for reported sentences. Are these sentences your own
sentences? No. Are you reporting someone's sentences? Yes. SS may have
problem with tenses in reported speech.
Tell them to go one step backwards to that past to form the reported speech
sentences and write some of their mistakes on WB. There are some questions
that Ss should move to reported speech. If they have problem with this part.
Probably can/ will/ have will be a problem for them. Write some of the
sentences that you heard during first test on WB and clarify them. What is the
answer to this question? (showing a yes/no question) What is the answer for
this question? (showing a wh- question) Tell them that tenses change exactly
the same way as in sentences. eg present to past, past to past perfect. They may
have problems with the words tell, say, ask. here are some CCQs for them. Do
you say someone something? no. Do you tell something to someone? no and
write ''say something'', ''tell someone something'' on WB.

Test 2 (restricted output)

Check students' use of the target language again, use the dialogue cards and get
them to summarize the dialogues.

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To provide students with free practice of the target language, nominate
volunteers to improvise a short dialogue. Ask students to write or say a report
of the conversations.

Reflection Handout 4
Ask trainees to reflect on the lesson presented and name the stages used by the
trainer.

Conditionals
NB In this lesson trainees will review conditionals and will see how context-
build approach works.

Lead-in
Write the word if on the board and ask trainees to think of a wish they have.
Get them to write it on a sticky note and put into a box/hat or stick them to the The materials are
board/wall. Put out some wishes and read them aloud. Everyone has to guess retrieved and
whose wish it is. adapted from
Teacher Training
Complete the story Essentials by
Give each trainee a copy of Handout 5 ex.1. Ask them to do the task alone, and Craig Thaine,
then check their answers in pairs. Conduct feedback, writing up sentences on CUP 2010
the board. Explain that if sentences are known as conditional sentences. pp.67-68,122

What` s the meaning

Put trainees in in pairs to complete the grid. Conduct feedback. Handout 5 ex.1

How does the form work?

Put trainees in small groups to complete the task in 3. Then ask the following
questions:
• Which clause shows the condition?
• Which clause shows the result?
• What other verbs can be used in the main clause of all three conditional
sentences to make the outcome seem a little less certain? Handout 5 ex.2
Conduct feedback.

Two conditionals -many functions Handout 5 ex.3

Ask trainees to do this task alone, and then check their answers in pairs.
Conduct feedback. Point out that it is important to know the functional meaning
of these structures. Also, it is important to contextualize this language carefully.

Some alternatives
Put trainees in small groups to do these tasks. Conduct feedback pointing out
that beyond the three basic forms, there are many variations in terms of form.
It is better to teach these variations when learners have a clear grasp of the three
core conditional structures. Handout 5 ex.4

Mix and match

Give 1 sentence half to each trainee from the table in ex.5. Ask trainees to find
the person with the other half. Conduct feedback, asking the trainees to mark
the sentences that matched on their worksheets. Handout 5 ex.5

19
 Ask them to discuss these questions. With stronger groups, it might be useful
to analyze the verb form in each clause.
10 min
Wrap-up
As a closing and reflection activity, ask trainees to imagine they are going to
teach the third conditional to young teenagers. What context would they Handout 5 ex.6
choose?

Session 4

10 min Lead-in
Provide each trainee with the list of unpacked learning objectives (Use of
English).
Ask the following questions to check comprehension.
1. What are the levels presented in the document?
2. How are the learning objectives presented in this document?
3. What buzzwords are used to present the objectives in a differentiated
way?
You might need to point out/remind them that the lessons should be objective-
driven; grammar-related lesson objectives should be contextualized and can be
integrated with any skill-related objective.

70 min Main
Get trainees to work in mini groups or individually. Assign each group/trainee
the learning objectives aimed at learning verb patterns in different grades.
E.g., Group 1- 6. UE15; Group 2 - 7.UE15 … Trainees are to develop a lesson
plan aimed at teaching this grammar structure. Trainers can assign the
approaches to apply or trainees can choose them on their own.

Organize peer-assessment. Encourage each group to provide constructive

feedback to their peers.

Reflection
10 min Ask trainees to write a 6-word memoir to reflect on effective approaches to PPT Slide 12
teaching grammar.
e.g., Do incorporate several grammar teaching approaches.

Day 3
Features of studying grammar and vocabulary of the English language

Objectives
• Identifying differences in presenting target grammar and vocabulary to young learners and
secondary school learners taking into account age differentiation

20
 • Being able to make changes in individual teaching practice according to the age-differentiated
approaches presented in Sessions 1-4
Outcomes
• Devising a practical activity based on the Text Based Approach
• Devising a practical activity based on Context Clues Approach for primary and /or secondary
school students
• Devising a practical activity based on Total Physical Response Method for primary school
students

Time Activities Resources

Session 1
10 1.Lead-in: PPT “Day
min. - age differentiation in teaching grammar: teachers present their understanding 3”
about difference in presenting target language to elementary school students and (slides
secondary school students; a trainer writes down their ideas on a flipchart (N.B. №№ 1-8)
the ideas will be recurred at a closing stage of Session 4) SLIDE 7

Main part

2. “Sharing views and experiences”:

50 min. - a trainer organizes a discussion about approaches of introducing grammar and
vocabulary (teachers are encouraged to refer to the previous day information about
presenting grammar:Text-Based approach, Test-Teach-Test, Context-Based)
- matching task: teachers do the task to recall some characteristics of two approaches
of mastering grammar SLIDES 6-7
- in groups: teachers brainstorm approaches which they’ve been using in their
teaching practice (the goal is to compare their practice to the approaches which have
been presented earlier: which of them teachers are familiar\unfamiliar with;
advantages and possible barriers for implementation, emphasizing possible age
differentiations in teaching grammar;
- a presenter from each group announce a summary of a group discussion to the
whole group (N.B.: a trainer might suggest to make posters which would hold
groups’ discussion results)
3. Text Based Approach: review of Day 2
- a trainer announces that during Session 1 and Session 2 teachers will study more
closely 1 way of introducing grammar and vocabulary: Text Based Approach.
- teachers review the stages of Text Based Approach
30 min. - teachers review theory about each stage of this approach (this task is based on the
knowledge teachers received the previous day) SLIDE 8

Session 2
PPT “Day
45 min. 1. Text Based Approach: going into details 3”
(slide № 9)

21
 - teachers read the article “How to Teach Grammar Text Based”: the text can be
used to clarify the features of each stage of Text Based Approach Article
- while reading the article, teachers make notes which later may be used in the “How to
following up discussion about the key features of Text Based Approach Teach
- a trainer organizers a discussion of the article in order to help teachers adjust Grammar
new knowledge to their own practice on the suggested topics: Text
• What are the main characteristics of the text through which you are going to Based”
apply Text Based Approach?
• What might be possible mistakes of presenting a text to students? Text “The
• What is the correct way of presenting the text to students? Story of the
• What are possible questions a teacher may ask students to check their Skyscraper
comprehension of a presented text? ”
• What are the key characteristics of the stage called “Analysis example of the
text”?
• What is the main purpose of this stage?
• What are possible options of conducting this stage?
45 min.

2. Text Based Approach: practice

- teachers read the text “The Story of the Skyscraper” and apply the stages of Text
Based Approach to the text (the example of practicing usage of articles is given
below the text)
- in groups teachers think of other activities which can be used for practicing
grammar and vocabulary by using this text (the list of words suggested for practice
is given below the text)
SLIDE 9
- groups organize their ideas as PPP and present their ideas to the whole group
- each presentation is followed up by a trainer’s and peers’ feedback
- a trainer may ask teachers to use other texts (e.g. from textbooks they use with
their students) to organize text based activities and present their activities to their
colleagues
(N. B.: a trainer can suggest to organize their ideas as a digital stock of activities
for Text Based Approach)
Session 3
PPT “Day
40 min. Other approaches for presenting vocabulary: Context Clues 3”
(slides №
- as a lead-in, a trainer may ask teachers about their suggestions what might
10-11)
this approach be based on
Article
- teachers read the material “Context Clues”, paying special attention to
“Context
different types of Context Clues (Definition\Description Clues, Example
Clues”
Clues, etc)
Task
- to check teachers’ comprehension of Context Clue types, a trainer may ask
“Examples
them to give characteristics and examples to each Context Clue type
of Context
Clues”

22
50 min. - a trainer organizes a discussion “How can this approach be adapted to Video
primary/secondary school?” (teachers may share their teaching experience “Action
if they’re familiar to this approach) Stories”
https://www.you
SLIDE 10 tube.com/watch
?v=1Mk6RRf4kKs
&ab_channel=He
- Context Clues: practice lblingEnglish
- teachers do a matching task “Examples of Context Clues”, identifying types
of Context Clues
- a trainer may organize a peer check
- a trainer suggests to think of tasks for practicing Context Clues for
primary/secondary school SLIDE 11
- teachers work in groups designing a task based on Context Clues approach:
group 1 – primary school task, group 2 – low secondary school task, group
3 - high secondary school task
- a trainer organizers group presentations followed by feedback

Session 4
PPT “Day
30 min. 1. Teaching grammar and vocabulary to very young learners: Total Physical 3”
Response Method (slides №
- Teachers brainstorm in groups, giving suggestions about possible features 12-14)
of this method (if there are teachers who are familiar to it, they may describe Article
it to other participants) “Total
- Teachers read the material “Total Physical Response” and compare their Physical
suggestions to the features described in the article SLIDE 12 Response”
2. “Action Stories” Handout
- A trainer demonstrates the video resource
30 min. https://www.youtube.com/watch?v=1Mk6RRf4kKs&ab_channel=Helbling “Reflection
English ”
- In groups or pairs teachers devise similar tasks of using TPR method with
very young learners SLIDE 13
3. Summing up
20 min. - a trainer comes back to the flipchart composed at the beginning of Session
1 (difference in presenting target language to elementary school students
and secondary school students)

- teachers may make additions to the content of the flipchart SLIDE 14

Reflection
As a reflection activity, a trainer may ask trainees to fill in the following table
Approach What I’ve What I’m What else I’d
learnt going to like to discuss
10 min. implement

23
 into my
practice
Text-Based
Context Clues
Total Physical
Response
(Action
Stories)

Day 4
Principles of learning and teaching Listening and Speaking skills
DAY 4 Objectives:
• Understanding the system of listening learning objectives.
• Understanding the systematic classification of the listening text comprehension,
intensive and extensive listening.
• Applying types and forms of listening skills to create tasks/activities.
• Selecting specific resources for the development of listening skills.

Outcomes:
• Understand the system of listening learning objectives;
• Identify types and forms of listening skill;
• Create tasks according to the types and learning objectives of listening skills using
academic vocabulary;
• Select specific resources for the development of listening skills.

Time Activities Resources

Session 1
1.Lead-in:
10 min
- listen and do activity: teachers listen to a trainer and do the task (a
trainer can give complicated or easy instructions/tasks, it depends on
LLO level (elementary/secondary/high) which trainer wish to discuss
further). E.g:

A trainer:
listen to the instructions till the end.

1) Put your right hand on your neighbor’s head.

24
 2) Pat your neighbor’s head and Say ‘How nice you are!’
3) Shout out your name three times.
4) If you are doing all the instructions first than others, then shout out
‘I am the first’ and raise left hand, if you are the second then shout
out ‘I am the second’ and raise right hand, so on….

5) Turn around, clap your hands twice, count to 10 loudly

6) Do the instruction which you like most or remembered))

5 min - introducing the topic, objectives, outcomes of the day: after the 1-2 slides
task teachers sum up the activity, identify the topic, training objectives
and concluding all answers a trainer introduces teachers with the topic
and objectives, outcomes of the day.
15 min - 1st sessions outcomes: teachers in small groups 2 slide

find appropriate LOs for the ‘listen and do activity’.

Questions for discussion: Why do you think that the activity is for
this LLO? How did you understand it? What are the clues?
(teachers should say key words from the LLO which reveal the
activity, age differentiating factors etc)

- A trainer sums up and announces the topic and objectives of the 1st
session

15 min
- Expectations: In the small groups teachers make lists of
difficulties/barriers which they want to improve in working with LLO
and creating tasks corresponding to the LLO.

- What are difficulties/ barriers to work with LLOs and to create

tasks corresponding to the chosen LLO. What do you want to improve
?

Teachers introduce others with their lists (… We have ….

difficulties/barriers, so we want to improve this, this, that ….). A trainer
writes common difficulties/ barriers on a flipchart, announces teachers’
expectations. At reflection stage of the 4th session expectations will be
discussed and concluded.

15 min - sharing views and experiences: Hand-out 1.,

3 Slide
- in small groups teachers analyze Listening Learning Objectives (works
with Subject Programs) to determine similarities and differences, in order
to understand LLO deeper/better and systematize meanings of LLO itself.

25
 A Trainer delivers Hand-out 1 and gives instructions how to do it (N.B.: a
trainer might suggest to make posters which would hold groups’
discussion results) before start, need to write descriptors to the task to
assess further.

- speakers from small groups present their works to the whole group,
others give feedback according to their written descriptors.

- a trainer presents slide 3, summarizes teachers’ discussion. At the end of

the discussion teachers need to understand the system of the LLO (based
on Bloom’s Taxonomy level, spiral- like, meanings of the LLO), come to
the conclusion that first of all they need understand LLO, then start
thinking about resources, tasks, methods…

- conclusion of the 1st session.

Session 2
15 min -theory time- levels and types of listening: teachers in small groups work
on listening theory to enlarge, deepen their knowledge, understanding https://www.
listening skill and practice them to use in their teaching. Teachers choose managements
how to present groupwork results (posters, presentations etc) and share tudyhq.com/l
with findings with others. evels-and-
A trainer can divide teachers by the types, levels of listening e.g: types-of-
intensive and extensive, discriminative, precise listening, non-listening, listening.html
passive and active listening etc., also a trainer can give suggested links, https://hmhub
resources or teachers can find information themselves or a trainer gives .me/levels-
his/her own suitable resources. types-
-At the end of the sharing a trainer asks questions to reflect on their listening/
leaning: What’s new? What will you use in your practice? Why? Any https://www.s
questions? Doubts?? killsyouneed.
com/ips/listen
ing-
types.html
https://blog.li
stenwise.com/
2017/03/teach
ing-levels-
listening/
articles,
laptops,
posters,
markers….
Resource 1,
2,3,4

26
11.30- - practice time - time for examples: after concluding the theory, teachers
12.15 continue working with previous small groups, with the same types and
levels of listening, but this time to understand better, teachers need give
examples for their types of listening and show them in practice (How they
work in realia), if it is possible)
- as a result, teachers need give some advice how to work with non and
passive listeners, how to select resources for LLO)
-reflection of the 2nd session, a trainer makes conclusion

13.15- Session 3
14.45
13.15- - an individual work: in order to see types of listening and identify their Cambridge
14.00 level of listening skills teachers are suggested to do IELTS listening test. IELTS 8,
A trainer explains the rules, delivers listening materials (Cambridge TEST 2,
IELTS 8 test 2, but a trainer can take any IELTS test) and provides IELTS
listening test. Teachers check their results, identify their levels of listening
skills, language knowledge (content, grammar, spelling etc )

14.00- - group work: teachers in small groups identify types of listening Resource 5 -
14.15 activities (Resources 5-6) in IELTS listening 4 sections and find Listening
appropriate LLOs to the tasks/sections from high school (can be 9th, 8th activities 23-
grades). 25pp
Resource 6 –
Listening
Activities
188-205pp
14.15- - pair work: using all that teachers took from the sessions in pairs create Hand-out 2
14.45 tasks according to the LLO. Before creating task teachers choose types of
listening skill and determine grade, LLO, topic for the chosen type. But,
before the start, it is suggested that teachers need to make up descriptors
for their work in order to give feedback to each other.
- pairs share with their works with others, receive feedbacks according
created descriptors. Conclusion.
- reflection of the 3rd session
15.00- Session 4
16.30
15.00- - sharing points of view and experiences: teachers brainstorm in groups Hand-out 3
15.20 on how to select specific resources for the development of listening skills,
as it is also an important part in teaching listening. Introduce their results
to the whole groups.
15.20- - theory part: teachers in groups enlarge their knowledge about selecting
15.50 resources by working with the theory. ‘Evaluation and selection of Resource 7 -
learning resources’ or ‘TKT’ materials are suggested but a trainer can use TKT

27
 other suitable resources. Also a trainer can divide teachers by the Coursebook,
elementary, secondary or high schools. Groups present their results with p
others, compares them. Conclusion. 106,110,114,
119,
Resource 8 -
Evaluation
and selection
of learning
resources
15.50- - practical part: teachers come back to the Hand-out 3, add from the Hand-out 3
16.20 previous theory and check, analyze their resources which they use in
creating tasks by Hand -out 3. Conclusion.

16.20- - summing up:

16.30 a trainer comes back to the teacher expectations composed at the
beginning of Session 1. Reflection of the day. General conclusion.

Day 5
Principles of learning and teaching Listening and Speaking skills
DAY 5 Objectives
• Considering the system of learning objectives in subject program for developing
listening skill in the primary, secondary and high school.
• Understanding the essence of listening skill as one of the main types of speech
activity.
• Considering the methods and tasks, which help to develop listening skills in
primary school.
• Considering the system of learning objectives in subject program for developing
speaking skill in the primary school
• Selecting resources that support the development of speaking skills appropriate to
the age of students.

Outcomes
Participants will be able to:
• To develop tasks based on language content aimed at the development of listening
skills
• To select resources in accordance with the content of the learning objectives, the
age characteristics of children, cross-curricular themes in order to improve
listening
• To reflect, about strengths and weaknesses of using the subject content of their
own teaching practice of the listening skill development

Time Activities Resources

28
 Session 1
Theme: 1. Peculiarities of development of listening skills in the primary school
5 min Warm-up.
The trainer starts the session by greeting the audience, asking questions Questions
about the beginning of classes, whether there are questions about the
previous day, to clarify unclear points.

Then the trainer reviews today’s sessions: PPT

5 min Session 1 : Peculiarities of development of listening skills in the primary
school
Session 2: Peculiarities of development of listening skills in the secondary
and high schools
Session 3 : The system of learning objectives for developing speaking
skill in primary school.
Session 4: Development of speaking skill in the secondary school:
monologue, dialogue, types of tasks, selection of resources.

Introduce the learning objectives and expected outcomes of the day,

discuss with the trainees PPT
Whole group discussion
5 min 1. What is listening?
2. What type of skill listening is? Why?
3. What does listening involve?

Pair work
10 min
In pairs, teachers answer the question “What differences can you think of
between spoken and written language?” and make a list with their partner

Group work
5 min Teachers share their lists in a group and discuss the differences between
spoken and written language

Whole group discussion

Teachers compare their answers with the table, discuss and ask questions
to clarify some points

Handout 1
Trainees discuss about listening and discuss the listening subskills, what
are differences between them
Listening subskills:
-listen for gist /global understanding
5-7 min -listening for specific information
-listening for detail or infer attitude
-listen intensively and extensively.

29
 Whole group activity. True or False?
Teachers should decide if the sentence True or False and give their
arguments
1. Listening is one of the main communicative skill in the primary
school.
2. Teaching to the listening should be realized in accordance with
level of knowledge, interests, and necessity of students.
3. In primary school the length of the text should be approximately 2
minute, the amount of listening — 1–2 times.
4. The age of the students of primary school is not connected with
imitation, learning the material by heart or the reproduction the
material close to the material.
5. At early school age mechanical memory works to the utmost,
specific and creative thinking with bright emotional coloring is
prevalent.
6. Learners develop their listening skills through instructions.
PPT
3 min Discussing the expected outcomes on listening from the Subject
Programme for 1-4 grades
The work with the system of learning objectives in listening

Group work
10 min The task is to unpack the learning objectives of listening skill
1 group –the learning objectives of the 1 grade PPT
2 group –the learning objectives of the 2 grade
3 group –the learning objectives of the 3 grade
4 group –the learning objectives of the 4 grade
10 min
Then talking about peculiarities of developing listening skills in primary
school:
• preparatory exercises for the recognition of phonetical units;
• preparatory exercises for the recognition of lexical units;
• preparatory exercises for development of abilities of probabilistic
20 min forecasting;
• exercises for recognition of grammar elements, speaking exercises,
accomplished in the process of listening, speaking exercises,
accomplished after listening of the text.
On the presentation is given full information about each aspects and then
given the activities for developing listening in primary school. May be Subject
teachers can add their own effectives activities and share with their Programme
experiences. 1-4
Reflection
5 min PPT
Session 2
Theme: 2. Peculiarities of development of listening skills in the secondary
and high schools

30
 Warming –up
5 min Discussion of the statement of (Bueno, Madrid and McLaren, PPT
2006:282).
Listening is a psychological phenomenon, which takes place on a
cognitive level inside people’s heads, and a social phenomenon, which
develops interactively between people and the environment surrounding
them. It considers listening as a complex process, which needs to be
understood in order to teach it, and subsequently, evaluate it before
integrating it with phonological aspects and with the skill of speaking.
Do you agree or not? Why?
What can you say or add?

Whole group discussion:

5 min What is the peculiarity of developing listening skills in secondary and PPT
high school?
What is active listening?
Why is active listening important?

What are the peculiarities of developing listening skills in secondary and

high school?
PPT
20 min The work with the presentation
Discussing what is active listening, its importance, main steps and
activities for active listening.

Whole group discussion

Discussing the expected outcomes on listening for secondary and high
5 min school from Subject programme
Subject
The work with the learning objectives of listening skills Programme
Group work. The task is to unpack the learning objectives. 5-9, 10-11
1 group –the learning objectives of the 5 grade grades
2 group –the learning objectives of the 6 grade
30 min 3 group –the learning objectives of the 7 grade
4 group –the learning objectives of the 8 grade
5 group –the learning objectives of the 9 grade
6 group –the learning objectives of the 10 grade
7 group –the learning objectives of the 11 grade

Discussion and make the conclusion about peculiarities

Think.Pair.Share
Try to answer to the next questions:
10 min - How is listening skill assessed?
- What subskills of listening is assessed?
Share with your ideas with your groupmates.

31
 Group work.
The task is to make up the criterion for assessing listening skills
20 min 1,3 groups – listening skills of primary learners PPT
2,4 groups – listening skills of secondary learners
Then teachers will be introduced with the table from the Common
European Framework how to assess listening skills and discuss what
points are included in their criterion.

5 min Reflection.
Session 3
Theme: 3. The system of learning objectives for developing speaking skill in
primary school.
5 min Warming up. Discussion
What is speaking? PPT
What is the system of learning objectives?
What is the role of the system of learning objectives in the Subject
Programme?
What are the peculiarities of developing speaking skills in primary school?

Pair work. Teachers will work in pairs to unpack several learning Subject
20 min objectives on speaking in primary school. The task is to unpack and to Programme
construct appropriate tasks for each learning objective.

Work in small groups. Teachers share with their works in a small group
10 min and discuss the results together. PPT

Whole group discussion

- How is speaking skill assessed?
5 min - What subskills of speaking is assessed?

Think. Pair. Share.

15 min
Here is a list of titles for speaking activities. What aspects of speaking (A-
Handout 2
F) do they focus on? Some focus on more than one aspect. First work
individually, then pair with your neighbor and after that share with your
works in small groups.
A. Accuracy
B. Connected speech
C. Appropriacy
D. Fluency
E. Functions
F. Interaction

1. Word and sentence stress

2. 2. Language for asking for clarification politely

32
 3. Informal language for greeting
4. Language for suggesting and recommending
5. Using conjunctions and past tenses in stories
6. Distinguishing minimal pairs of sounds
7. Using intonation to show doubt
8. Taking part in discussions
9. Getting your partner to agree with you
10. Telling stories
11. Intonation in tag questions
12. Interrupting politely

PPT
Answers
Accurac Connecte Appropriac Fluenc Function Interaction
y d speech y y s

1,5,6,7,1 1,6,7,11 2,3,12 8,10 2,3,4,9,1 2,3,4,8,9,1,1

1 2 2
5 min
Summing up. Reflection

Session 4
Theme: 4.Development of speaking skill in the secondary school: monologue,
dialogue, types of tasks, selection of resources.
5 min 1. Warming up
- What effective activities of developing speaking skills do you
use?
- Why do you think that they are effective?
- What subskills do they develop?
- How do you assess your learners’ achievements?
PPT

10 min
What is drilling?
Drills
They are suitable to learn grammar structures and vocabulary because they
are repetitive exercises easier than typical grammar exercises where
students practice and repeat the same thing several times.
Using drills, the teacher has a lot of control over what the learners say -
they must respond to the teacher or each other- the learners must answer
Handout 3
correctly and according to a precise pattern.
Individual work. Work with the handout.
Teachers should read the theoretical material about three types of drills
and discuss material in small groups.

Group work.
15 min
1 group –make up substitution drills
2 group – make up transformation drills

33
 3 group – make up functional-situational drills. Each group should prepare the
task and present their work to the whole group.

Information gap activities: In this activity, students are supposed to be working in

pairs. One student will have the information that the other partner does not have
and the partners will share the information.
This kind of activity serves many purposes. Each partner plays an important role
10 min
because the task cannot be completed if the partners do not provide the
information the others need.
These activities are effective because everybody has the opportunity to talk.
There are different types of information gap activities such as:

Describe Describe and Find the differences Asking for Asking and
and draw arrange information giving
directions
Handout 4
one students have to a funny activity one learner has one learner has
student arrange objects where students have the certain places
has a according to to find some information marked on a
picture instructions from a differences and the other map and the
and has to partner. describing a picture. needs to go other has
describe it from X to Y different
to a - Describe and and asks the places marked.
partner identify: students partner for the one learner has
who tries have to identify necessary certain places
to draw which picture their information. marked on a
what he partner is map and the
or she is describing. other has
describing different
- Find places marked.

Group work. PPT

Task is to make up the task
1 group- Describe and draw
15 min 2 group-Describe and arrange
3 group- Find the differences
4 group -Asking for information
5 group -Asking and giving directions

Summing up. Reflection

5 min A trainer comes back to the teacher expectations composed at the
beginning of Session 1. Reflection of the day. General conclusion.

Day 6
Principles of learning and teaching Listening and Speaking skills
DAY 6 Theme of the day 6: Peculiarities of listening and speaking skills development
Objectives
• Considering the system of learning objectives in subject program for developing speaking
skill in the secondary and high school.
• Understanding the essence of speaking skill as one of the main types of speech activity.

34
 • Considering the methods and tasks, which help to develop speaking skills.
• Selecting resources that support the development of speaking skills appropriate to the age
of students.

Outcomes
Participants will be able to:
• To develop tasks based on language content aimed at the development of speaking skills
• To select resources in accordance with the content of the learning objectives, the age
characteristics of children, cross-cutting themes in order to improve speaking
• To reflect, about strengths and weaknesses of using the subject content of their own
teaching practice of the speaking skill development

Time Activities Resources

Session 1
Theme: The system of learning objectives for developing speaking skill in the secondary school.
7 min Warm-up.
Walk around the room and talk to as many different people as possible. Ask
questions to find three people that you have at least three things in common
with. You can only count things that you do not already know. For example,
We are both female is not valid for this activity.
Group discussion. Answer the questions.
10 min 1 What assumptions does this activity make about language level and Questions
learners?
2 What skills does this activity practice?
3 What is the teacher's role here?
4 Would this activity be appropriate for the learners of the secondary
school? Why YES/NO?
5 If you used this activity, how would you round it off?
One speaker from each group present group`s ideas.
5 min
Trainer introduces the theme and aims of day 6
3 min PPT
Individual work.
5 min
Trainees tick the things on the given list which people often do when
they speak

Pronounce words Ask for and give Table for each

information trainee
Answer questions Smile
Use intonation Use grammar and
vocabulary
Ask for clarification and/or Use word and sentence
explanation stress
Monitor and correct ourselves Start speaking when
someone else stops
Take part in conversation Tell stories
Use an appropriate register Use language accurately

35
 Take part in discussion Paraphrase, i.e. find other
ways of saying things
Greet people Interrupt other speakers
Plan what we will say Hesitate

5 min Discuss in pairs (make a conclusion)

Group discussion. Give an example from own experience for developing

15 min speaking subskills. Firstly, trainer shows the list with several speaking
subskills, which teachers should develop in secondary school, with
examples.
• Making use of grammar, vocabulary and functions
• Making use of register to speak appropriately
• Using features of connected speech
• Using body language
• Producing different text types
• Oral fluency (speaking at a normal speed, with little hesitation,
repetition or self-correction, and with smooth use of connected
speech)
• Using interactive strategies (ways of keeping people interested and
involved in what we are saying)

20 min Pair work. Work with the system of learning objectives for developing
speaking skill in the secondary school.
(matching LO + descriptions of LO + Tasks)

Peer assessment
15 min
Reflection
5 min
Session 2
Theme: Development of speaking skill in the secondary school:
monologue, dialogue, types of tasks, selection of resources.
15 min Group discussion. Discuss the questions for the speaking activities 1- Resource 1
5.Then complete the given table Speaking
1. Is it practical? Consider how easy the activity is to set up and activities.
manage. For example, does it need any materials? Do the learners Resource 2
need time to prepare? Table
2. Is it purposeful? Do the learners have a purpose for doing the
15 min activity? Is there an outcome?
3. Is it productive? How much speaking will it generate?
4. Is it predictable? How easy is it to predict the language that the
learners will need in order to do the activity? For example, what
vocabulary and grammar are they likely to need?
5. Is it adaptable? How versatile is the activity type? For example,
'could you adapt it for a higher or lower level?
Assessment Show your table with answers for other groups. Give feedback
15 min for each other

36
 Work in pairs. Choose one of the exercises from previous activity. Decide
20 min how you would set it up in class. Write down the instructions you would
use.
Demonstrate your instructions for other pairs
15 min
Reflection
10 min
Session 3
Theme: The system of learning objectives for developing speaking skill
in a high school.

15 min Activity: «120 seconds» Papers

In the middle of the paper, teachers write 1 word (for ex.: SPEAKING),
within 1 minute, they need to write 12 ideas corresponding to the main
word.
Work in pairs. Each member of the pair speaks for 2 minutes about
each idea previously recorded Hourglass or
15 min Whole group discussion. Trainer`s questions: timer
• What was difficult or easy in this task?
• What is the teacher's role here?
• Would this activity be appropriate for the learners of the high
school? Why YES/NO?
• If you used this activity, how would you round it off?
• What is the difference between secondary and high school learning
objectives?

What types of conversation we need to develop in high school?

Think-Pair-Share Resource The

7 min 1) Teachers work individually (look throw the resource The Four Types Four Types of
of Conversations) Conversations
8 min 2) Discuss in pairs each type
15 min 3) Discuss in the groups the tasks for these 4 types of Conversations:
Discourse, Debate, Dialogue, Diatribe

30 min
Debate is a competitive, two-way conversation. The goal is to win an Algorithm of a
argument or convince someone, such as the other participant or third-party debate
observers. Sticky notes
Papers
Five steps for preparing a debate Microphones

Divide the teachers into four groups

Give each of the four groups one side of one of the topics to prepare
Give each member of the groups some sticky notes to write on
Follow the five steps
Step 1: Brainstorm ideas
Individual brainstorm – allow five minutes silent time for individual
brainstorming – the teachers should write one point on each of the sticky
notes. Tell them to use key words rather than full sentences.

37
Group brainstorm – each group needs a sheet of paper and a “chair”. The
chair should go around the group hearing all the ideas and sticking them on
the paper. Duplicated ideas get stuck on together.
Step 2: Organize ideas
The group then need another sheet of paper on which they write 1-9 down
the side. From the brainstorm they need to identify between 7 and 9
arguments. They may have more than these so to get them down they can:
Scrap small or insignificant arguments
Join together similar arguments to make larger ones
On their sheet they need to write the names of the arguments. EACH NAME
SHOULD BE NO LONGER THAN THREE WORDS.
They then need to divide the arguments between the first three speakers. The
first speaker should have three arguments. The second and third speaker
should have two or three arguments. The fourth speaker does not have any
new arguments.
Step 3: Structure the speeches
Introduce the idea of the speech structure on the board:
Introduction – who are you and what do you stand for?
Preview – What are the names of the points you are going to cover?
Rebuttal – unless you are the first speaker, you’d say “first lets take a look at
what we heard from the previous speaker” and disagree with their points.
Point One – “Now onto my points”
Name
Explanation (the reasoning – why is your point true and why does it mean
your overall position is right?
Evidence (facts, analogies, examples, imagery or authority to support your
reasoning)
Point Two – Name, Explanation, Evidence
Point Three – Name, Explanation, Evidence
Reminder – remind the audience of the three points you have covered
Vote for Us
Step 4: Prepare your speeches
Introduce the Idea of developing your arguments by “Making Them REAL”:
Reason/Evidence/Analysis/Link
Choose the first speakers in each group and allow them some time to think
about how to make each of their points REAL. Only allow them to write
down six words for each point (in addition to the name)– it’s speaking and
listening not reading out!
Choose the summary speaker and either a chair or timekeeper from each
group
Step 5: Prepare the rest of the groups
Whilst the first three speakers are preparing their speeches:
The summary speakers need to think what they think the biggest issues in
the debate will be. Their speech will focus on three big issues and show why
their side has won those issues.
The chairs, timekeepers and any other pupils should try to think what the
other side might say and come up with rebuttal.
Session 4
Theme: Development of speaking skills in high school.

38
10 min Activity `Agree or disagree`
Read 8 sentences and determine to what level of agreement or disagreement
they belong.
a) Strong agreement
b) Neither complete agreement nor complete disagreement
c) Complete disagreement
1. Well, I agree up to a point
2. I think that`s a really valid point
3. Well I`m not so sure about it
4. I think you are absolutely right
5. Hmm, that`s a bit hard to believe
6. I think that`s highly unlikely
7. That seems doubtful
8. I`ve to admit I don`t like the sound of that at all
Keys (1B, 2A, 3B, 4A, 5B, 6C, 7B, 8C)
Which type of conversation can we develop using such words?
Diatribe is a competitive, one-way conversation. The goal is to express
emotions, browbeat those that disagree with you, and/or inspires those that
share the same perspective.
HW. Before watching. Preparation task
10 min Put the phrases (a–h) in the correct group (1–2).
Groups Phrases
1. Agreeing
………………………………
2. Disagreeing
………………………………
a. I think I disagree.
b. I’m not so sure.
c. Maybe you’ve got a point there.
d. Don’t get me wrong, but I don’t think so.
e. I agree.
f. I’m not convinced.
g. I think you’re right.
h. Yes, definitely. !!!!!
15 min While watching task
1. Listen the dialogue and write down useful language for agreeing or https://learnengli
disagreeing. sh.britishcouncil.
I'm not convinced by that idea. org/skills/speaki
I'm not so sure. ng/intermediate-
I think I disagree. b1/agreeing-
Don't get me wrong, but I don't think they fit. disagreeing
I see what you mean, but it looks a bit empty.
OK, maybe you've got a point there.
I think you're right.
Yes, definitely.
I agree.
2. Decide which sentence gives the best summary of the video.
a. Emir and Paul discuss the design but can’t agree on any changes.
b. Emir and Paul disagree on the design, but they make some changes and
finally agree.

39
25 min c. Emir and Paul both agree on the design and decide no changes are
needed.
Pair work. Post watching task
1. Put the words in the correct order.
1. by not idea. I’m that convinced
2. so not I’m sure.
3. disagree I think I
4. they fit get me think that wrong, but I don’t Don’t
5. what a bit empty. you mean, I see but it looks
6. there point a got OK, maybe you’ve
7. you’re I right. think
8. we like So agree! looks it
2. Complete the dialogue.
convinced definitely get me wrong got a point
I disagree not so sure right what you mean
A: Here’s my design for the new advertising campaign. What do you think?
B: I’m not (1)……………………………… that this is what the client wants.
A: But they asked for bright colours.
B: I think (2)……………………………… . They said they wanted the design
to be fresh and fun.
A: But this design is fresh and fun.
B: I’m (3)……………………………… .
A: Really?
B: Don’t (4)……………………………… , I like your design but it doesn’t fit
the brief.
A: I see (5)……………………………… . I guess it’s a bit too flashy.
B: What about changing the red and the stars?
A: Maybe you’ve (6)……………………………… there. I think you’re
(7)……………………………… . Is that better?
B: Yes, (8)……………………………… .
20 min
3.Pair work. Prepare a dialogue using these phrases

Discourse is a cooperative, one-way conversation. The goal to deliver

information from the speaker/writer to the listeners/readers.

Work in pairs. 1- speaker; 1- expert

Card 1. Describe an interesting story that you heard or read about in the
news. You should say: when you heard or read about the story; what the
story was about; why the story was in the news and explain why you thought
the story was interesting.

Card 2. Describe an interesting place that you have visited as a tourist. You
should say: Where is this place is; why you went there; what you did there
and explain why you thought this place was so interesting.

40
 Card 3. Describe a popular teacher that you know. You should say: what this
teacher looks like; what sort of person this teacher is; what this teacher
helped you learn and explain why this teacher is popular.
10 min
Card 4. Describe a restaurant you enjoyed going to. You should say: where
the restaurant was; who you went with; what food you ate in this restaurant
and explain why you thought the restaurant was good.

Card 5. Describe a television program that you watch. You should say:
which kind of television program it is; what usually happens in the
television program; why you enjoy watching the television program and
explain why you would recommend the television program to other people.

Reflection

Day 7
Principles of developing reading and writing skills
DAY 7 Objectives
Focusing on how to teach reading skills.
Exploring and creating new ideas of how to motivate learners to read, taking into consideration age
differences.
Describing the procedures, techniques, and strategies used before, while, and after the students read the
text.

Outcomes
Participants will be able to:

• recognize a range of skills for effective reading

• identify activities that can be used to practise these specific skills
• explore other techniques for improving reading skills.

Time Activities Resources

Session 1
5 minutes 1. Warm-up activity “Read the colors” Day 7 session
Trainer asks some volunteers to name the colors of the words written on the slide. 1_WU, PPP 2
But not the words! slide

10 minutes 2. Pre-task. Feel in the first column of the table. What do you already know PPP 3 slide
about teaching students how to read? Feel in the second column and write
down your ideas of what you want to know more about the topic.

41
 K (Know) W (Want to Know) L (Learned)

… … …
… … …

… … …

15 minutes
3. “What do we read” activity
Trainer asks teachers to brainstorm ideas on what we read every day. Encourage Day 7 session
teachers to think widely and to name at least 20 different text-types one usually 1-1
comes across in every-day life. PPP 4-5 slides
- Teachers brainstorm in small groups of 4-5
- They present their ideas to the whole group
- Trainer presents the handout to check and add new ideas to the list
- Whole group discussion: which text-type is more easy\difficult to read?
Why? What text types are rare? Why do we read this or that type of texts?
Do we do it voluntarily or do we need motivation to start reading it?

4. Metaphorical game «non-laughing princess»

60 minutes
The group is divided into 4 smaller groups (1-3 Princes and 4 - Princess). The
trainer reads a fairy tale. Once upon a time there lived a princess who never
laughed or even smiled. Her father, the King, announced a competition, the prince
who would make his daughter laugh would marry her and get half of the kingdom.
There were 3 finalists – the best princes out there.
Task: Dear princes on the poster you need to draw any ideas of how you can make
the princess laugh or smile. You can’t use any words or letters, pictures only.
Princess, you should do the same. Draw your own ideas of what can make you
smile.
- Teachers listen to the story (5 minutes)
- In four groups teachers draw their ideas (at least 7 ideas from one group)
on the poster (10 minutes)
- Each group presents their ideas (princess the last) (2 minutes for each
presentation = 8 minutes)
- Trainer helps to compare and find similar ideas and praises the original
ones (3 minutes)
- Princess chooses the best Prince (1 minute)
- Groups exchange the posters and get the new task: interpret each picture as
if it represents an idea of how to motivate students to read. For example,
the picture of a clown may be interpreted as “give students entertaining
texts”. (10 minutes)
- Presentation from the groups (2*4=8 minutes)
- Follow up questions and summary from the trainer. (15 minutes)

5. Reflection
Why is reading important for learning new language?
10 minutes How will I motivate my students to read?
Session 2

10 minutes 1. Mind map

Read short information on intensive and extensive reading.

42
 Draw a mind map. Two groups – intensive the other two – extensive reading. Session
2_extensive and
2. Aims intensive
PPP 6-8
Our main aims should not be too general. The aim such as 'to develop learners'
reading skills' does not say enough about the purpose of
the lesson. More specific (or exact) aims might be ‘to give learners practice in
predicting content, scanning for specific information and deducing meaning from
context'.

For younger learners the aims of a lesson can be described in very simple language,
focusing on the things they will do in the lesson and the language knowledge they
will take away from it: for example, 'Today we're going to read a story and learn how
to describe people in English'
Developing Reading Skills F. Grellet Cambridge University Press, 1999

20 minutes Purpose activity

In the classroom there may be various tasks on developing reading skills. Match the
task with the purpose. The first was done for you.

40 minutes Read the text “motivating kids to read”, create 10 different tasks for the text with
the purpose
Session
2_reading test

Session 3
Lecture with practice:
(The trainer is recommended to practice one of the strategies with teachers after
presenting theoretical part for each stage)
There are many different activities that teachers can use to make reading more
effective for students.

30 minutes Reading involves 3 main stages

Pre-reading PPP 9-17 slides
• Brainstorming
• Discussions
• Pictures
• Pictionary
• Predicting
• KWL chart (Know, Want to Know, Learned)
• Cloud of words
• Videos
PPP 18-26
While-reading
30 minutes
• Skimming
• Scanning
• Comprehension questions
• Graphic organizers
• Cohesion
PPP 27-32
30 minutes Post-reading.
• What I learned
• Discussion
• Summarizing

43
 • Retelling the story
• Think-Pair-Share
• Drawing
• Search quest
• Videos
• Presentations
• Vocabulary work
• Peer testing

Session 4
Group work.
30 minutes
On three different pages, draw three figures of a child. On one piece – a small one,
the second – middle and on the third – large.
On the left-hand side write at least 5 characteristics of this learners. What is special
about them and how they learn. On the right side write at least 5 things on how they
read and what they usually read. At the bottom, write the most effective ways of
implementing reading into their everyday life.

Topic: teaching younger learners to read. (primary school)

Think-pair-share
Read the text “10 simple steps to teach your child to read” individually (15 minutes),
discuss with the partner what advice you find most interesting (5 minutes). Work in
a group, add at least five more tips of how to teach young learners to read. (10
40 minutes minutes). Each group presents their ideas. (10 minutes).

Reflection of the day. (1-4 sessions)

Look through what you wrote at the beginning of the first session. Now add your
ideas to the third column. What did you learn today? Look at your second column,
was everything covered today? Are there any other topics that should be studied?

K (Know) W (Want to Know) L (Learned)

… … …
20 minutes … … …

… … …

Day 8
Principles of developing reading and writing skills

44
 DAY 8 Objectives
Overview of the reading skill, planning of the lesson with the new strategies,
learn about developing writing skills of younger learners.

Outcomes
Participants will be introduced to the concept of PISA exam and will practice
different types of texts.
Participants will be able to recognize, develop and use:
- writing two types of essay skills (opinion essay, argument essay);
- analyzing and describing various charts skill (a pie chart, a bar chart, a graph, etc.)

Time Activities Resources

Session 1
20 minutes 1. PISA short intro to the structure PPP

30 minutes Day 8_session 1_Pisa

2. Practice PISA text (non-continuous)
text
35 minutes
3. Graphic organizers Day 8_session
1_graphic organizers
Group work.

Teachers work in four groups. They read a story

(continuous text) and organize the main event one of the
following ways (15 minutes):
• Venn-Diagrams
Used to compare or contrast information from two
sources. For example, comparing two Dr. Seuss books.
• Storyboard/Chain of Events
Used to order or sequence events within a text. For
example, listing the steps for brushing your teeth.
• Story Map
Used to chart the story structure. These can be organized
into fiction and nonfiction text structures. For example,
defining characters, setting, events, problem, resolution in
a fiction story; however, in a nonfiction story, main idea
and details would be identified.
• Cause/Effect
Used to illustrate the cause and effects told within a text.
For example, staying in the sun too long may lead to a
painful sunburn.

Jigsaw. (20 minutes) Trainer mixes up the teachers so that

in one group there are four teachers with different graphic

45
 organizer. They discuss what are the pros and cons of the
each.

Session 2
30 minutes 1. Group work Day8_session 2_4mat
Generalize all your ideas on the topic Reading in the 4mat.
Share with others.
60 minutes
2. Individual work
Teachers plan their own piece of lesson where the reading
skills are used and/or developed (40 minutes)

Peer review of the plans. Formative assessment. (20

minutes)

Session 3
1-2 min The main theme of the session is “The system of learning PPT “Day 8” (slide №
objectives of writing strand.” 1)

3-5 min Introduction of the objectives and outcomes. PPT “Day 8” (slide №
2)

2-3 min A trainer introduces terms concerning the theme discussed PPT “Day 8” (slide №
in session 3. 3)

Day 9
Principles of developing reading and writing skills
Time Content Resources
Objectives:
Overview of the writing skill, planning of the lesson with the new
principles and types of writing styles in secondary and high
school.
Trainees will be able to identify the stages required for process
writing (pre-writing, drafting, reviewing and revising, rewriting);
Trainees will be able to differentiate the types of essays (opinion
essay, problem and solution essay)
Trainees will be able to describe line graphs, pie charts;
Trainees will be able to demonstrate their practical knowledge in
writing essays.
Outcomes:
Trainees will be able to recognize, develop and use formal and
informal writing styles;
Trainees identify the stages of process writing (pre-writing,
drafting, reviewing and revising, rewriting);

46
 Trainees differentiate the types of essays (opinion (agree/disagree)
essay, problem and solution essay);
Trainees describe line graphs, pie charts.
Session 1
5 min The main theme of the session is “Principles of developing PPT “Day 9”
writing skills in secondary and high school.”
(slide №1-3)

20 min Questions related to issues in this session PPT “Day 9”

Whole group discussion (slide №4-19 )
-Why is Writing Important? Handout1-Why
is Writing
- How to improve writing skills
Important?
60 min Pair work PPT “Day 9”
Choose one activity and think about alternative/additional (slide №20 )
resources for the activity
Learning objective Activity

Teachers share in a group and give feedback

5 min Reflection. PPT “Day 9”
Write your ideas in Padlet: (slide №21)
What one thing you will take from this session which helps
you to organize writing tasks in your class?
Session 2

1-2 min The main theme of the session is “Types of writing PPT “Day 9”
styles:
(slide №22)
formal and informal writing”
3-5 min Discussion PPT “Day 9”
Formal and informal writing (slide №23 )
13-15 Questions related to issues in this session PPT “Day 9”
min
Whole group discussion (slide №24-30)
Formal and informal writing. Handout1-
Handout2-
Why Is It Important?
7-10 min Individual work PPT “Day 9”
Informal and Formal Writing (slide №31-47)

47
 Handout3-
informal_and_fo
rmal_writing
35-40 Group work PPT “Day 9”
min
Develop two tasks for formal and informal writing (slide №48)
Reflection. PPT “Day 9”
(slide №49)
Time Activities Resources

Session 3

Lead-in:
20 min Activating prior knowledge of participants about writing Slide 52, 53
process: Glossary
Trainees work in pairs where they have to match each
word with the definition. Then, the trainer and the trainees
Slide 54
discuss the results of this activity.
The six steps of the writing process:
1. Pre-writing stage (Step 1. Choose a topic; Step 2. Gather
ideas; Step 3. Organise); Slides 55,56
2. Drafting stage (Step 4. Write);
3. Reviewing and revising (Step 5. Review structure and
content); Rewriting (Step 6. Revise structure and content;
Proofread; Make final corrections).
Activity “Match the steps of the writing process with their
descriptions”:
Handout 1
Trainees can work in groups of three or four. Trainer
distributes the cards with the names of the stages and steps,
and their descriptions jumbled. Trainees are offered to
unjumble them and match the descriptions of these six
steps. Slide 57

Types of essays: Opinion essay, A problem/solution essay.

Trainees are offered to share their ideas about these essays
(the main purpose of these essays, the possible structures,
etc.)
Slide 58
Trainees have to fill in the gaps with the missing words to
make a right definition of the Opinion essay. Info graphic
50 min
(Pre-writing
An opinion essay is a formal piece of writing which strategies:
requires your opinion on a topic. Your opinion should be instructions)
stated clearly. Throughout the essay you will give various

48
 arguments on the topic and these will be supported by Handout 2
examples.
Trainees start working with Opinion essay. The sample of
the opinion essay is taken from the course plan of the
Middle school (Grade 9) “Is it better to watch sporting Slide 59
events live or on TV?”
Pre-writing strategies (brainstorming): making a list,
freewriting, clustering (mapping), “Journalist’s questions”.
The definition and description of these techniques is given
on the slide.
Pre-writing stage (discussing) “Journalist’s questions”:
(pair or group work) Slide 60

Trainees discuss the questions: Handout 2

1. Is your lifestyle active? If not, in what ways could you

become more active?
2. Do people of your age generally exercise? If not, why?
3. What do you think some of the benefits of doing Physical
Education at school are?

Writing: Trainees work with the Opinion essay. They

should read the text, answer the questions based on the Slide 61
structure of the text. Trainees answer them in pairs.

1. What is the writer’s opinion on the topic? Underline the

parts of the essay that indicate this.
2. What idea does the writer come up with?
3. Which of the highlighted linking words /phrases does the
writer use to introduce the ideas mentioned?
4. Does the writer give any examples? If yes, how does he/she
introduce the examples?
5. What purpose do you think examples serve in an essay?
6. Can you find other linking words/phrases (which are not
highlighted) in the essay and identify their function?

While working with the types of essays inductive approach

is used as it is much more student-centered and it requires Handout 3
trainees to identify the rules of writing essays, its structure,
and stages of writing.
Linking words:
Why are linking words important in writing? – They are
used to show relationships between ideas, paragraphs.

49
 They can be used to give a result, add information, Slides 62,63
summarize, give illustrations, emphasize a point, sequence
information, compare, contrast ideas.
Activity 1: Trainees have to put the highlighted
words/phrases from the essay in the correct categories in
the table. They can work individually or in pairs, then
share their works with others in the group.

Info graphics
Structuring and sequencing Firstly, to begin/start with,
your ideas in the first place, secondly, Opinion essay
thirdly, finally, last but not structure
least
Adding ideas Also, moreover,
furthermore, what is more,
Handout 4
in addition, apart from this,
besides, another point
worth mentioning is.
Giving your own opinion In my opinion, I personally
feel that, the way I see it, I
believe that
Giving an example For instance, such as,
particularly, especially, for
example, that is, in Slide 64
particular, to illustrate
Expressing cause/reason As, since, because of, due
to (the fact), owing to
Contrasting two ideas On the one hand, on the
other hand, in comparison,
in contrast, alternatively

Option 2: Trainees are offered linking words and

phrases, which they have to put in the correct groups
according to their function in an opinion essay.
Opinion essay structure: Having worked with the text
Slide 65
(reading), linking words in the essay, discussing the
writer’s opinion, ideas introduced by the writer, examples
trainees have to induce the structure of this type.
1. Introduction (introduce the subject of your essay and state
your opinion. What is the central issue being discussed?)
- Paraphrase the question;
- Thesis statement (it tells the reader what the essay will be
about, it may also give your opinion if the question asks for
this);
Handout 5
- Outline sentence.
2. Main part (2 paragraphs):

50
 Paragraph 1. Use the first idea in the notes to present your
argument.
- Topic sentence;
- Explain topic sentence;
- Example.
Paragraph 2. Use the second idea in the notes to present
your argument. Slides 66,67,68

- Topic sentence;
- Explain topic sentence;
- Example.
3. Conclusion(restate your opinion by summarizing your
points and make a general comment on the issue).
- Sentence 1 (summary of main points);
- Sentence 2 (your opinion).
Handout 6
- Don’t write any new ideas in this paragraph. Restate your
thesis statement and your main supporting points.
“Think, pair, share” activity:
Info graphics
Each trainee works individually. Next, in pairs they
compare and discuss the answers. Finally, there may be a Problem/solutio
short plenary of some answers. n essay

They can work in pairs to induce the structure as

introduction, main part, conclusion OR they may be given Slides 69, 70,
the structure without description of each paragraph. They 71, 72
have to match them first, then find them in the essay and
justify their ideas with evidence from it.
Problem/ solution essay.
Trainees are to fill in the gaps with the words to make up a
right definition of the Problem/solution essay.
A problem/solution essay is an essay in which you are
required to present solutions for a problem.
4. The problem/solution essay is taken from the course plan of
the high school (Grade 10). The topic is “There are many
hidden dangers involved in using the Internet. Can
something be done to protect children from these dangers?”
Pre-writing stage “Discussing questions”:
Trainees have to discuss the answers to questions in pairs Slide 73
or groups (from time to time they can change pairs). They
can discuss orally, or use “Mapping” technique as a pre-
writing stage. (types/definition
Discussing questions: s) PDF

1. How often do you use the Internet? What do you use it for?
2. What are some of the dangers of using the Internet?

51
 3. What can we do to protect ourselves from these dangers?
Then, trainer and trainees discuss them in the whole group.
Handout 7
Writing stage:
Trainees are given the samples of a problem/solution essay
on the topic “There are many hidden dangers involved in
using the Internet. Can something be done to protect Line graph
children from these dangers?” essay pdf
Activity “Unjumble the essay”:
The sample is divided into 5 paragraphs, each of which
contains separate information according to the structure of
such type.
Participants have to unjumble the essay, trying to guess the
constituent parts of the problem/solution essay. Slide 74
Synchronically, they may be given the jumbled structure of
the essay which they also have to unjumble. PDF Vocabulary
of trends in Line
Trainer and trainees discuss the results and induce the graph
structure of the essay. Then, trainer can show the slide with
the right option.
Problem/solution essay:
1. Introduction (introduce the subject of your essay and state
your opinion). What is the problem being discussed? What Slide 75
is your opinion?
2. Main part: (2-3 paragraphs):
- Use the 1st idea in the notes to present a solution;
- Use the 2nd idea in the notes to present a solution;
- Use your own idea to present a solution.
What solutions can you think of that elaborate on the ideas
you have been given?
50 min What information can you provide to justify the solutions
you are proposing?
Is there any example which you can use to prove your
Handout 8 PDF
point?
What additional idea can you come up with?
What information can you provide to support this idea?
3. Conclusion (restate your opinion by summarizing your
points and make a general comment on the issue). What is
your overall opinion? Is there something which you would Slide 76
like to stress?
Session 4

52
 Writing “Line graph” essay:
Trainees are shown the slide with types of diagrams as “pie Slide 77
chart, bar chart, line graph and others”. They have to name
these types and say why. They can work in pairs or
individually.
A pie chart is a circular chart divided into sectors,
illustrating numerical proportion. In a pie chart, the arc
length of each sector (and consequently its central angle
and area), is proportional to the quantity it represents.
A bar chart or bar graph is a chart that uses either
horizontal or vertical bars to show comparisons among
categories.
A table is a means of arranging data in rows and columns.
A line graph or line chart is a type of graph, which displays
information as a series of data points connected by straight Handout 9
line segments.
Trainees are given Line graph essay sample which they
have to read and analyze according to the cut parts of the Slide 77
essay’s structure.
Option 2. They can be offered cut parts of the essay and the
parts of its structure which they have to match.
“The graph below shows radio and television audiences
throughout the day in 1992. Summarise the information by
selecting and reporting the main features, and make PDF Pie chart
comparisons where relevant”. structure
Line graph essay structure:
1. Introduction
2. Overview
3. Paragraph 1 – 1st main feature
4. Paragraph 2 – 2nd main feature
1. Introduction
- For the introduction you need simply to paraphrase the
information from your topic (make sure you that you mention
what your graph shows and for what period of time). You can
do this by using the synonyms and changing the sentence
structure. It shouldn't be longer that 2 sentences.
2. Overview
- You should report the main features you can see in the
graph, giving only general information. Form these ideas
into two or three sentences. State the information simply
using synonyms where possible. Use the appropriate words
and correct verb tenses.

53
 3. Paragraph 3 Slide
- Include more detailed information about the data in the line 78,79,80,81
graph. Give evidence to support your first key feature. Don’t
forget to make comparisons where relevant.
4. Paragraph 4
- Include more detailed information about the data in the line
graph. Give evidence to support your second key feature.
Don’t forget to make comparisons where relevant.
Do not forget, that you should never write a conclusion as Slide 82
you are not giving your opinion as you are just describing
the data. Vocabulary of trends in Line graph
PDF
Assessment
Pie chart essay. Trainees are to fill in the gaps with the criteria
words to make up a right definition of the essay. Slide 83
Writing a “Pie chart” essay “Time spent on smartphones
and tablets, by category”
Trainer distributes the sample essay “Time spent on
smartphones and tablets, by category”. They can work
individually or in pairs, analyzing its structure.
40 min
Activity “True or False”:
After reading and analyzing the essay and its peculiar
features, trainees can be offered some statements related to
the essay where they have to agree with them or disagree.
Are the following statements true or false?
When describing a chart or graph, start by immediately
giving figures and numbers.

1. When you report data from the chart, there’s no need to add
too much detail about what it refers to.
2. You should describe every single figure in the charts.
3. It’s a good idea to repeat useful phrases (e.g. The first chart
shows …) many times.
4. We should try to compare and contrast the charts, rather than
talk about each one separately.
5. We can use however, in contrast, but, while or instead to
show similarities.

Activity “Linking words showing similarities and

differences ”
Trainees should put the linking words offered into two
categories: showing similarities and differences. They can

54
 have some practice using these linking words in the
sentences from the essay.
in the same way in contrast instead but also

however as well in addition similarly while

Showing similarities Showing differences

1. Both tablet usage and smartphone usage are growing.

………, they are used in very different ways.
2. Fewer people watch television in the evenings now.
…………, for entertainment, they use their tablets.
3. Over a quarter of time spent on smartphones is on social
networking sites. In ………, only 15% of tablet time is used
for social media.
4. Younger people like shopping on their tablets, but they often
use their smartphones to buy things ………… .
5. Tablet users spend the majority of their time on the device
playing games. ……, gaming is the top use for smartphones.
6. People use smartphones more for communication, … tablets
are preferred for entertainment.

At the end of the work, they have to induce the structure of

this type.
Pie chart structure
1. Introduction
2. Overview
3. Paragraph 1 – 1st main feature
4. Paragraph 2 – 2nd main feature

40 min
1. Introduction
- For the introduction you need simply to paraphrase the
information from your topic (make sure you that you mention
what your graph shows and for what period of time). You can
do this by using the synonyms and changing the sentence
structure. It shouldn't be longer that 2 sentences.
2. Overview
- You should report the main features you can see in the pie
charts, giving only general information. Form these ideas
20 min into two or three sentences. State the information simply
using synonyms where possible. Use the appropriate words
and correct verb tenses.
3. Paragraph 3

55
 - Include more detailed information about the data in the pie
charts. Give evidence to support your first key feature. Don’t
forget to make comparisons where relevant.
4. Paragraph 4
- Include more detailed information about the data in the pie
charts. Give evidence to support your second key feature.
Don’t forget to make comparisons where relevant.
Assessment criteria:

• Task Achievement (25%): Have you answered the question?

It marks whether you have covered all requirements of the
task sufficiently and whether you presented, highlighted and
illustrate the key points appropriately.
• Coherence & Cohesion (25%): Is it logically ordered?
Cohesion is how your writing fits together. Does your
writing with its ideas and content flow logically? Coherence
is how you are making yourself understood and whether the
reader of your writing understands what you are saying.
• Lexical Resource (25%): the right words,
the good words. It marks whether the right words are used
and whether they are used at the right time in the right place
and in the right way. To get a good mark here, the word
choice should not only be accurate but wide ranging, natural
and sophisticated.
• Grammatical Range and Accuracy (25%): it marks your
appropriate, flexible and accurate use of grammatical
20 min structures.

Writing lesson framework

Trainees are offered a writing lesson framework to be used for

preparing the lesson:

- Pre-text discussion;
- Reading for gist;
- Noticing tasks;
- Productive task preparation;
- Task performance;
- Feedback.

Note: this framework can be found in resources for Day 9.

References

Reflection

56
 As a reflection activity, a trainer may ask trainees to fill in
the following table
Type of essay What I’ve What I’m What else I’d
learnt going to like to discuss
implement
into my
practice
Opinion essay
Problem/soluti
on essay
Line graph
essay
Pie chart essay

Day 10
Microteaching. Reflection
DAY 10 Day 10 Microteaching. Reflection.
Objectives
• Conduct and observe developed fragments of the lessons through micro-teaching
• Provide feedback to observed lessons based on lesson frameworks (receptive and
productive skills)
• Reflect to the results of the course
Outcomes
• Conduct developed fragments of the lessons through micro-teaching
• Observe colleagues` developed fragments of lessons according to the criteria and
lesson frameworks
• Provide feedback to observed fragments of lessons based on lesson frameworks
(receptive and productive skills, grammar/functions and vocabulary)
• Reflect to the developed fragments of lessons
• Reflect to the results of the course
Time Activities Resources

Session 1 -2
Presenting the results of lesson fragments through micro-teaching

57
5 min Lead-in activity
Trainees are introduced to the objectives of Day 10. PPP Slide 1-4

Main part PPP Slide 5

Microteaching procedure

A trainer draws trainees’ attention to the microteaching procedure:

• Work in groups of 4-5
10 min • Identify the fragment of the lesson from Portfolio of any strand
• Each teacher conducts fragment of the lesson for 20 minutes
• Reflect upon the lesson and get feedback from peers

Trainees are invited to remind lesson frameworks of Productive and Receptive PPP Slide 6-10
skills, grammar/function and vocabulary.

165 min Microteaching.

A trainer may go round all groups, observe fragments of lessons and make PPP Slide 11
some notes in order to provide feedback to the trainees.

Session 3
Feedback to observed lessons
5 min Lead-in
Trainees are reminded the rules for providing constructive feedback: PPP Slide 12-13

• Identify what meets the criteria and requirements of the frameworks

• Identify what needs to be developed
• Suggest the best way to develop criteria and requirement that have not
been me

70 min Peer-feedback
A trainer encourages the trainees to provide feedback to observed fragments Handout 1
of lessons from 3 perspectives (a student, a colleague and a teacher) based on
lesson frameworks (receptive and productive skills, grammar/functions and
vocabulary)

Trainer`s feedback
10 min
A trainer provides feedback to the whole process of observed microteaching
process.

Session 4
Reflection to the course

90 min Sharing circle PPP Slide 14-15

Trainees are invited to make a round circle to reflect on the course. Each trainee
one by one is given 1 minute to provide the answer to one of the recommended
questions:

58
 • How can you use this experience gained at the course in your
classroom?
• What has been the most valuable thing for you?
• What questions do you still have?

A trainer is free to ask other questions for feedback. A trainer may also
use a ball which trainees may pass while reflecting.

5. Evaluating teachers
As part of the training course, a trainer will use formative assessment to
assess and evaluate the teachers on the training.
Formative assessment is composed through practical tasks which will be
carried out by participants according to a trainer’s recommendations and
instructions. Practical tasks are included into each unit; their content and goal are
based on the content of the respective unit.
Practical tasks are to be formed as a teacher portfolio, which will be an
outcome of teacher training.
The grid presented below contains an overview of formative assessment
within each day of training.
№ of Theme of the day Formative assessment
Day

1 Introduction to the Trainer's formative assessment of teachers’ check

Day course. lists.

1Unit

2 2Unit Learning and Trainer's formative assessment of an

Day teaching English activity/activities developed by teachers according
grammar to a trainer’s instructions and aimed to teaching
grammar

59
3 Principles of Trainer's formative assessment of an
Day learning and activity/activities developed by teachers according
teaching English to a trainer’s instructions and aimed to teaching
grammar and lexis grammar and lexis

4 Principles of Trainer's formative assessment of an

Day learning and activity/activities developed by teachers according
teaching listening to a trainer’s instructions and aimed to teaching
and speaking skills. listening and speaking skills.

Principles of Trainer's formative assessment of an

5 learning and activity/activities developed by teachers according
Day teaching listening to a trainer’s instructions and aimed to teaching
3 and speaking skills. listening and speaking skills.
Unit
Principles of Trainer's formative assessment of an
learning and activity/activities developed by teachers according
teaching listening to a trainer’s instructions and aimed to teaching
and speaking skills. listening and speaking skills.

6
Day

7 Principles of Trainer's formative assessment of an

Day developing reading activity/activities developed by teachers according
and writing skills. to a trainer’s instructions and aimed to teaching
reading and writing skills.

4
8 Principles of Trainer's formative assessment of an
Unit
Day developing reading activity/activities developed by teachers according
and writing skills. to a trainer’s instructions and aimed to teaching
reading and writing skills.

60
 Principles of Trainer's formative assessment of an
developing reading activity/activities developed by teachers according
and writing skills. to a trainer’s instructions and aimed to teaching
reading and writing skills.
9
Day

10 Day Microteaching. Trainer's formative assessment of an

Reflection activity/activities through micro-teaching. The
activity presented through mictro-teaching is
based on teaching one of the four speaking skills.

61
6. References and further reading
1. 21st Century skills: Ancient, ubiquitous, enigmatic? Suto I. 2013
2. Applying Cognitive Linguistics to Second Language Learning and Teaching Littlemore
J. Palgrave Macmillan 2009
3. Burkill, B. and Eaton, R. (2011). Developing teaching and learning: The textbook for
the Cambridge International Certificate for teachers and trainers. Cambridge:
Cambridge University Press
4. Cambridge International Examinations (2014). Handbook for Cambridge trainers: A
practical guide on policies and procedures. Cambridge: Cambridge International
Examinations
5. Ch. Omar “The Need for In-Service Training for Teachers and It’s Effectiveness In
School”; Sultan Idris Education University, Faculty of Management and Economics,
Malaysia, archived from the original (PDF),
https://ijier.net/ijier/article/download/261/181/524#:~:text=In%2Dservice%20training
%20is%20a,motivation%20in%20their%20professional%20work.&text=The%20pri
mary%20purpose%20of%20in,new%20understanding%20and%20instructional%20sk
ills, 9 pp. (2014)
6. CLIL: Content and Language Integrated Learning Doyle D., Hood P., Marsh D. CUP
2010
7. English L2 Reading: Getting to the Bottom Birch B. Routledge 2006
8. Hayes, D. (2000). Cascade training and teachers’ professional development. ELT
Journal 54(2), 135-145.
9. Introducing Second Language Acquisition Saville-Troike M. CUP 2012
10. Kazakh Context : Multilingual Curriculum Teaching and Learning Scaffolding
Language Scaffolding Learning: Teaching Second Language Learners in the
Mainstream Classroom Gibbons P. Heinemann 2002
11. Knowles, M.S. (1990). The Adult Learner: a neglected species (4th edition) Houston:
Gulf Publishing
12. Knowles, M.S. (1980) “The modern practice of adult education: From pedagogy to
andragogy; Cambridge, the Edult Education Company, 393 pp.
13. L. Risley S. McKee (2014) "Andragogical Methods Applied to Adult Learning
Environments: Adult Education for Adult Learners in and out of the Traditional
Classroom"; archived from the original (PDF).
http://lindenwood.edu/r2p/docs/RisleyMcKee1.pdf, 13 pp. (2014)
14. L2 Writing in Secondary Classrooms: Student Experiences, Academic Issues, and
Teacher Education De Oliveira L., Silva T. Routledge 2013
15. Learning Teaching Scrivener J. Macmillan 2011 Teacher Training Essentials Thaine
C. CUP 2010 Models and Metaphors in Language Teacher Training: Loop Input and
Other Strategies Woodward T. CUP 1991
16. Listening in the Language Classroom Field J. CUP 2009
17. Mentor Courses: A Resource Book for Trainer-Trainers Malderez A., Bodsczky C.
CUP 1999
18. Planning Lessons and Courses: Designing Sequences of Work for the Language
Classroom Woodward T. CUP 2001
19. Research Matters: A Cambridge Assessment Publication

62
20. Second Language Learning Theories Mitchell R., Myles F., Marsden E., Routledge
2013
21. Second Language Acquisition and the Younger Learner: Child's play Philip J., Oliver
R., Mackey A. John Benjamins Publishing Company 2008
22. Skehan P., Swain M. Taylor & Francis 2001 Vocabulary: Description, Acquisition and
Pedagogy Schmitt N., McCarthy M. CUP 1997
23. Supporting teacher competence development European Commission, Education and
Training 2013
24. Teaching and Learning in the Language Classroom: A guide to current ideas about the
theory and practice of English language teaching Hedge T., OUP 2008
25. Teaching and Learning Second Language Listening: Metacognition in Action
Vandergriff L., Goh C.M. Routledge 2012
26. Teaching Grammar in Second Language Classrooms: Integrating Form-Focused
Instruction in Communicative Context Nassaji H., Fotos S. Routledge 2011
27. Teaching Speaking : A Holistic Approach Goh C. M., Burns A. CUP 2012
28. The Multilingual Turn in Languages Education: Opportunities and Challenges (New
Perspectives on Language and Education) Conteh J., Meier G. Multi-lingual Matters
2014
29. Vocabulary: Description, Acquisition and Pedagogy Schmitt N., McCarthy M. CUP
1997
30. Why Children Can't Read: And What We Can Do About it McGuinness D. Penguin
1998

63