Учебное пособие предназначено для студентов высших учебных заведений, обучающихся по образовательной программе

69 
(d) silent reading which can be used as a source of information for students, 
first, to speak about, and then for writing. 
In teaching compositions the following exercises may be suggested: 
1) A written reproduction of a story either heard or read. With backward classes 
most of the words that are habitually misspelt must be written on the blackboard. 
2) A description of a picture, an object or a situation. For example: 
- Write not less than three sentences about (the object). 
- Write five sentences about what you usually do after classes. 
- Write four sentences about what you can see in the picture of the room. 
3) A descriptive paragraph about a text, or a number of texts on a certain subject. 
Students may be given concrete assignments. For instance: 
- Describe the place where the action takes place. 
- Write what you have learned about... 
- Write what new and useful information you have found for yourself in this text 
(these texts). 
- Write what the author says about ... using the sentences from the text to prove it. 
4) An annotation on the text read. The following assignments may help students: 
- Pick out sentences which express the main idea (ideas) in the text and then cross out 
those words which are only explanatory in relation to the main idea. 
- Abridge text by writing out only topical sentences. 
- Write the contents of the text in 3 – 5 sentences. 
5) A composition on a suggested topic. For example, “My family” or “Our 
town” or “The sports I like best”. Students should be taught to write a plan first and 
then to write the story to following the plan. 
6) Letter writing. Students are usually given a pattern letter in English, which 
shows the way the English start their letters and end them. The following assignments 
may be suggested: 
- Write a letter to your friend who lives in another town. 
- Write a letter to your parents when you are away from home. 
- Write a letter to a boy (a girl) you do not know but you want to be your pen-friend. 
Testing students’ skills in writing the teacher should use those kinds of work 
students get used to and which they can do because they must be well prepared before 
they are given a test. Every pupil should feel some pride in completing a test and be 
satisfied with the work done. Tests which result in mistakes are very dangerous. They 
do no good at all. They do a very great deal of harm because students lose interest in 
the subject and stop working at their English. Indeed, if the results of the test are poor, 
for example, 50% of the students have received low marks, they testify not only to the 
poor assimilation of the material by the students, but to the poor work of the teacher as 
well. He has given an untimely test. He has not prepared the students for the test yet. 
This is true of all kinds of tests in teaching a foreign language. 
In teaching writing the following tests may be recommended to measure 
students’ achievements in penmanship, spelling, and composition. 
1. The teacher measures his students’ achievement in making English letters in 
the right way by asking individuals to write some letters on the blackboard. Or else 

70 
he may ask the students to write some letters which he names in their exercise-books. 
Then he takes the exercise-books for correction. 
2. The teacher measures the students’ achievement in penmanship and 
spelling by administering dictation tests or spelling test. The teacher dictates a word, 
a phrase, or a sentence standing in front of the class for the students to hear him well. 
If the teacher dictates a sentence, it is not recommended to repeat it more than twice. 
Constant repetition of the sentence prevents students from keeping it in memory. If 
the dictation is based on a text whose sentences are logically connected it is necessary 
to read the whole text first and then dictate it sentence by sentence. When the students 
are ready with writing, the teacher reads the text once more for them to check it. 
The amount of material that might be included in a dictation depends on the 
form, the stage of teaching, and the character of the material itself. 
A spelling test may be given either at the beginning of the lesson, or in the 
second half of it. Thus, if the teacher handles the class well, it makes no difference 
when he gives it. If he does not handle the class well enough to hold his students’ 
attention, it is better to administer a test in the second half of the class-period, the first 
half of the class-period being devoted to some other work. Otherwise he will not 
succeed in making his students work well. They will be excited because of the test. 
3. The teacher measures his students’ achievement in composition: 
- by asking them to write a few questions on the text; 
- by answering questions (the questions are given); 
- by making a few statements on the object-picture or a set of pictures given; 
- by describing a picture illustrating a situation or topic in written form; 
- by writing a few sentences on a suggested topic; 
- by giving a written annotation on the text read; 
- by writing a descriptive paragraph; 
- by writing a letter. 
In conclusion, it should be said that everything a pupil writes as a test must be 
easy for him because he is asked to write only those things which he already knows 
thoroughly. 
It cannot be stressed strongly enough that none of the above types of tasks can 
be used as tests if the students were not taught to do them in the process of learning 
the target language. 
There is one more problem which deals with writing that is the correction of 
mistakes in students’ exercise-books. 
Modern methodologists believe that the essence of correction lies in the fact that 
a pupil must realize what mistake he had made and how he must correct it. That is 
why many teachers and methodologists, hot I) in this country and abroad, consider 
that the teacher should just mark (underline) a wrong letter, or a form, or a word, etc. 
In this way he will make the pupil find the mistake and correct it. Learners must 
acquire the habit of noticing mistakes in their own writing. This habit can be acquired 
if students are properly trained, if teachers will develop these habits in their students. 
The training that will help students to become aware of their mistakes has to be 
gradual and continuous. When a pupil is made to find his mistakes and correct them 
he has to apply his knowledge in spelling, vocabulary, and grammar of the target 

71 
language and this is far more useful for him than the corrections made by the teacher. 
The effect of the teacher's corrections on the students is usually very small. Therefore 
students should be trained to correct mistakes that have been made. The better the 
teacher trains his students, the less work he will have to do in the marking. 
In carrying out the training the following techniques may be recommended. 
1. Students should read through their own written work before handing it in, and 
correct any mistakes they can find. The habit of revising written work is a useful one, 
and every pupil has to acquire it. 
2. Students can correct the sentences themselves looking at the blackboard 
where the correct answers to exercises are written. 
3. Whenever students are writing, the teacher can walk round looking through 
the work they have done and putting a dot at the end of those lines which contain a 
mistake. The pupil has to find the mistake and correct it. When the teacher comes 
round again, he crosses out the dot if the mistake has been corrected, if not, he leaves 
the dot. This takes very little time, because teachers are usually quick in finding 
mistakes. With small classes (he teacher can get an exercise almost completely 
corrected. 
4. When written work has to be handed in, the teacher asks his students to read 
through their work and count up the mistakes. They should put down the number at 
the bottom of the page. Then they correct the mistakes. The teacher might give the 
class three to five minutes for this work. The exercise-books are then collected and 
the teacher corrects the mistakes. He puts the number of mistakes he finds at the 
bottom of the page. 
5. The teacher can ask his students to change exercise-books with their 
neighbors. The latter look through the work and try to find the mistakes which have 
been missed by their friends. They put the new number at the bottom of the page. 
Thus the teacher varies the procedure keeping the class guessing about what he 
will want them to do. With the techniques described above the teacher stimulates his 
students to keep a sharp eye for mistakes and, in this way, develops their ability to 
notice their mistakes and correct them. 
Since writing is a mighty means in learning a foreign language students should 
write both in class and at home. For this they need (1) two exercise-books for class 
and homework (the teacher collects the exercise-books regularly for correcting 
mistakes and assigns marks for students' work in the exercise-books); (2) a notebook 
for tests (the teacher keeps the notebooks in class and gives them to the students for a 
test and corrections). 
The exercise-books must meet the general school requirements established by 
unified spelling standards. 
Lecture 12 
Planning lessons 
1.
The necessity of planning. 
2.
Unit planning. 
3.
Planning a class period. 

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1. The necessity for planning 
Lesson planning is at the heart of being an effective teacher. It is a creative 
process that allows teachers to synthesize the understanding of second language 
acquisition and language teaching pedagogy with the knowledge of learners, the 
curriculum, and the teaching context. It is a time when a teacher envisions the 
learning he/she wants to occur and analyze how all the pieces of the learning 
experience should fit together to make that vision a classroom reality.
There are a number of benefits to writing a lesson plan. First, lesson planning 
produces more unified lessons (Jensen, 2001). It gives teachers the opportunity to 
think deliberately about their choice of lesson objectives, the types of activities that 
will meet these objectives, the sequence of those activities, the materials needed, how 
long each activity might take, and how students should be grouped. Teachers can 
reflect on the links between one activity and the next, the relationship between the 
current lesson and any past or future lessons, and the correlation between learning 
activities and assessment practices. Because the teacher has considered these 
connections and can now make the connections explicit to learners, the lesson will be 
more meaningful to them. The lesson planning process allows teachers to evaluate 
their own knowledge with regards to the content to be taught (Reed & Michaud, 
2010). If a teacher has to teach, for example, a complex grammatical structure and is 
not sure of the rules, the teacher would become aware of this during lesson planning 
and can take steps to acquire the necessary information. Similarly, if a teacher is not 
sure how to pronounce a new vocabulary word, this can be remedied during the 
lesson planning process. The opportunity that lesson planning presents to evaluate 
one’s own knowledge is particularly advantageous for teachers of English for specific 
purposes, because these teachers have to be not only language experts, but also 
familiar with different disciplines like business, engineering, or law – fields that use 
language in specialized ways. A teacher with a plan, then, is a more confident teacher 
(Jensen, 2001). The teacher is clear on what needs to be done, how, and when. The 
lesson will tend to flow more smoothly because all the information has been gathered 
and the details have been decided upon beforehand. The teacher will not waste class 
time flipping through the textbook, thinking of what to do next, or running to make 
photocopies. The teacher’s confidence will inspire more respect from the learners, 
thereby reducing discipline problems and helping the learners to feel more relaxed 
and open to learning. Some teachers feel that lesson planning takes too much time. 
Yet lesson plans can be used again, in whole or in part, in other lessons months or 
years in the future (Jensen, 2001). Many teachers keep files of previous lessons they 
have taught, which they then draw on to facilitate planning for their current classes. 
In other words, lesson planning now can save time later. Lesson plans can be useful 
for other people as well (Jensen, 2001). Substitute teachers face the challenge of 
teaching another teacher’s class and appreciate receiving a detailed lesson plan to 
follow. Knowing that the substitute is following the plan also gives the regular 
classroom teacher confidence that the class time is being used productively in his or 
her absence. In addition, lesson plans can also document for administrators the 
instruction that is occurring. If a supervisor wants to know what was done in class 

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two weeks ago, the teacher only has to refer to that day’s lesson plan. Finally, lesson 
plans can serve as evidence of a teacher’s professional performance. Teachers are 
sometimes asked to include lesson plans, along with other materials, as part of a 
portfolio to support their annual performance evaluation. Teachers applying for new 
jobs might be asked to submit lesson plans as part of their job application so that 
employers can get a sense of their organizational skills and teaching style.
2. Unit planning 
The teacher needs two kinds of plans to work successfully: the plan of a series of 
class-periods for a lesson or unit of the textbook or a unit plan, and the daily plan or 
the lesson plan for a particular class-period. 
In compiling a unit plan, i. e., in planning the lesson of the textbook, the teacher 
determines the difficulties of the lesson, namely, phonetic difficulties (sounds, stress, 
intonation); grammar difficulties (grammar items, their character and amount), and 
vocabulary difficulties (the amount of new words, their character). 
He then distributes these difficulties evenly over the number of class-periods 
allotted to the lesson in the calendar plan. 
1.
The teacher starts by stating the objective or objectives of each class-period, 
that is, what can be achieved in a classroom lesson. Of course the long-term aims of 
the course help the teacher to ensure that every particular lesson is pulling in the right 
direction and is another step towards gaining the ultimate goals of the course. “To 
help the class to speak English better”, “To teach students to and” or “To develop 
students' proficiency in reading” cannot be the objectives of the lesson because they 
are too abstract to be clear to the learners. The lesson objectives should be stated as 
precisely as possible. 
Students coming to the lesson should know what they are to do during the 
lesson, what performance level is required of them, and how it can be achieved. There 
are a few examples: 
- Teach students to understand the following words … when hearing and to use 
them in sentences orally. 
- Teach students to form new words with the help of the following suffixes … 
and to use them in the situations given. 
- Teach students to consult a dictionary to look up the meaning of the following 
words ... . 
- Teach students to recognize the international words ... when hearing (or 
reading). 
- Teach students to guess the meaning of unfamiliar words from the context 
while reading text " ...". 
- Teach students to understand the statements in the Present Perfect and to use 
them in the following situations ... ... . 
- Teach students to ask and answer questions in the Present Perfect and to make 
up dialogues following the models ... ... . 
- Teach students to find the logical predicate in the sentences ... while reading 
following the structural signals. 

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- Teach students to speak about the following objects ... ... on utterance level (in 
a few sentences). 
- Teach students to use the words and grammar covered in speaking about the 
places of interest in our town. 
- Teach students to find topical sentences while reading text "..." silently. 
- Teach students to get the main information while reading text "...". 
The teacher can state no more than three concrete objectives for a particular 
class-period depending on the stage of instruction, the material of the lesson, and 
some other factors. 
2.
The teacher distributes the linguistic material (sounds, words, grammar, etc.) 
throughout the class-periods according to the objectives of each period, trying to 
teach new vocabulary on the grammatical material familiar to students, and to teach a 
new grammar item within the vocabulary assimilated by students; or he first teaches 
students hearing and speaking on the new material presented, and then students use 
this in reading and writing. 
3.
The teacher selects and distributes exercises for class and homework using 
various teaching aids and teaching materials depending on the objectives of each 
class-period. For example, for developing his students' skill in dialogic speech within 
the material covered the teacher needs a record with a pattern dialogue, word cards 
for changing the semantic meaning of the pattern dialogue to make the structure of 
the dialogue fit new situations. 
In distributing exercises throughout the class-periods the teacher should involve 
his students in oral practice and speech, in oral and silent reading, and in writing. 
Exercises which are difficult for students should be done under the teacher's 
supervision, i. e., in class. Those exercises which students can easily perform 
independently are left for homework. In other words, new techniques, exercises, and 
skills should be practiced in class before the pupil attempts them at home. The 
homework done, the students return to class for perfecting, polishing, expanding, and 
varying what they have practiced at home, they learn to use the new words, the new 
structures in varied situations. 
When the teacher determines the pupil's homework he should take into account 
that the subject he is teaching though important and difficult is not the only one the 
pupil learns at school. The realities of schools militate against more than 20-30 
minutes of every day homework in a foreign language. This requires the teacher to 
teach in class rather than test. Practice proves that students do their homework 
provided they know exactly what to do, how it should be done, and that their work 
will be evaluated. Besides, students should know that six twenty-minutes' work at 
their English on consecutive days is more effective than two hours at a stretch.
The unit plan, therefore, involves everything the teacher needs for the detailed 
planning of a lesson (class-period), namely: the objective (objectives) of each lesson, 
the material to work at, and the exercises which should be done both during the class-
period and at home to develop students’ habits and skills in the target language. 
A unit plan usually consists of: 
1. The number of class-periods. 
2. The objectives. 

75 
3. Language material. 
4 – 7. Language skills. 
8. Accessories. 
9. Homework. 
The importance of unit plans cannot be overestimated since unit planning 
permits the teacher to direct the development of all language skills on the basis of the 
new linguistic material the lesson involves. He can lead his students from reception 
through pattern practice to creative exercises, and in this way perfect their proficiency 
in hearing, speaking, reading, and writing. He can vary teaching aids and teaching 
materials within the class-periods allotted to the lesson. Unit planning allows the 
teacher to concentrate students’ attention on one or two language skills during the 
lesson; in this case the class hour is divided into two main parts: a period of 20 – 25 
minutes, during which he takes his students through a series of structural drills or 
other exercises supplied by the textbook, and a period of 20 – 25 minutes during 
which the teacher engages the class in creative exercises when they use the target 
language as a means of communication.
The teacher should bear in mind that students lose all interest in a language that 
is presented to them by means of endless repetitions, pattern practices, substitutions, 
and so on, and which they cannot use in its main function of exchange of information 
through hearing or reading. That is why, whenever possible, the teacher should make 
his students values of his students aware of the immediate values of his lesson if he 
hopes to keep and stimulate their interest in language learning which is very 
important in itself. When a pupil is convinced that learning is vital, he is usually 
willing to work hard to acquire a good knowledge of the target language. It is well 
known that some students see little value in much of their school work in a foreign 
language and feel no enthusiasm for their work at the language. Careful unit planning 
helps the teacher to keep students’ progress in language learning under constant 
control and use teaching aids and teaching materials more effectively and, in this way, 
make his classes worthwhile to all of his students. 
All this should be done by the teacher if there are no teacher’s books to the 
textbooks. If there are such books the teacher’s planning should deal with
(1) the study of the author’s recommendations;
(2) the development of these recommendations according to his students’ 
abilities.
The teacher tries to adapt the plan to his students. He may either take it as it is 
and strictly follow the authors’ recommendations, or he may change it a bit. For 
instance, if he has a group of bright students who can easily assimilate the material, 
the teacher utilizes all the exercises involved in Pupil's Book and include some 
additional material or stimuli pictures, objects for the students’ speaking within the 
same class-periods. If the teacher has a group of slow students, he needs at least one 
more period to cover the material, he also omits some exercises in Pupil's Book with 
asterisk designed for those students who want to have more practice in the target 
language. The teacher may also increase the number of oral exercises and give 
students special cards to work on individually and in pairs. 

76 
3. Planning a class period 
The unit plan completed the teacher may move into planning a class-period or a 
daily plan which, in addition to what has been determined by the unit plan, indicates 
the ways the teacher will follow to organize his class to work during the lesson. 
Therefore the daily plan includes
(1) what should be achieved during this particular lesson;
(2) what material is used for achieving the objectives; 
(3) how the objectives should be achieved. 
Since almost every teacher has several classes of one level he usually makes 
preparations for each level although, ideally, a separate plan is needed for each class 
because classes proceed at different speed, thus he must make adaptations in his plans 
to compensate for varying speeds of progress in the classes of the same level. 
The teacher should write his daily plans if he strives for effective and reasonable 
use of time allotted to his students’ learning a foreign language. However some 
teachers, including novice teachers, do not prepare written plans. They claim that they 
can teach “off the top of their heads”, and they really can, but their teaching usually 
results in poor students’ language skills because in this case we have, “teacher-
dominated” classes when the teacher works hard during the lesson while his students 
remain mere “observers” of the procedure. Indeed, when the teacher is standing in 
front of students he does not have much time to think how to organize his students’ 
activity. This should be done before the lesson for the teacher to be able to stimulate 
and direct students’ learning the language.
We may state that the effectiveness of students’ desired learning is fully 
dependent on the teacher’s preparation for the lessons. If the teacher is talking, 
reading, and writing a great deal himself during the lesson, he is not ready for it. And 
vice versa, if the teacher gets his students to talk or read with communicative 
assignments while he listens, or to write while he moves about the class, giving a 
helping hand to everyone who needs it, he has thoroughly thought over the plan of the 
lesson beforehand. Therefore we may conclude: to provide necessary conditions for 
students’ learning a foreign language, the teacher should thoroughly plan their work 
during the lesson which is possible if he writes his daily plan in advance.
There are teachers who strictly follow the textbook and accept plans that others 
have made for them without any changing. In doing this they overlook the unique 
capacities of their particular classes. They race through the textbook covering the 
ground regardless of whether students master each section. 
Some experienced teachers assume that the content of foreign language teaching 
is constant and as they have worked for many years they do not need daily plans; they 
have them in their minds. In reality, however, the content changes continuously as 
well as the methods and techniques of teaching. Moreover, the old plans which are in 
their minds may not suit the needs of a particular class, since each group of students 
is unique, or they may no longer be applicable because better and more effective 
teaching aids and teaching materials have appeared. Consequently, proceeding from 
these considerations the teacher needs a daily plan to provide a high level of language 
learning of his students. 

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To involve all students in the work done in the classroom the teacher should 
compile a kind of scenario in which every pupil has his role, while the teacher only 
stimulates and directs his students’ role-playing. In any case, a workable form for a 
daily plan should state the objectives, specify the activities, include evaluation 
techniques, indicate the assignment, and determine teaching aids and teaching 
materials. The plan itself should: 
(1) be brief, but with sufficient detail to be precise; 
(2) assign a definite number of minutes to each activity; 
(3) indicate exactly what words, phrases, facts, items are to be learnt and how; 
(4) make use of a variety of classroom activity for every pupil. 
In the organization and conduct of a foreign language lesson there is always a 
wide range of possibilities. No two teachers will treat the same topic in the same way. 
There are, however, certain basic principles of teaching and learning which should be 
observed: 
1.
Every lesson should begin with a greeting in the foreign language and a brief 
talk between the teacher and the students. Through this conversation the lesson may 
be motivated. The conversation may take place between: 
Teacher – Class 
Teacher – Pupil on duty 
Pupil on duty – Class 
Two Students on duty 
The foreign language should be used for all common classroom activities; the 
teacher manages the class activities by giving directions in the foreign language. He 
stimulates students’ participation by asking questions, praises and encourages 
students from time to time, and he may also criticize the behavior of a pupil or a class 
if necessary. 
2.
There should be a variety of activities at every lesson, including 
pronunciation drill, oral activities, reading, and writing. The success of activity is 
measured by attention, enthusiasm, and involvement on the part of the students. 
3.
The lesson should be conducted at a high speed when oral drill exercises are 
performed. Students should not stand up to say a word, a phrase, or a sentence. 
4.
The lesson should provide a certain sequence in students’ assimilating 
language material and developing habits and skills from perception, comprehension, 
and memorizing, through the usage in a similar situation following a model, to the 
usage of the material received in new situations that require thinking on the part of 
the learner. 
5.
The lesson should provide time, for the activity of every pupil in the class. 
They must be active participants of the procedure and not the teacher as is often the 
case when the teacher talks more than all the students. 
6.
The lesson should provide conditions for students to learn. “Language is a 
skill so it must be learnt, it cannot be taught” (M. West). A certain amount of time 
should be devoted to seatwork as opposed to activities involving the class as a whole. 
During seatwork and other forms of solitary study students learn to learn for 
themselves. The use of language laboratories, teaching machines, and programmed 
instruction creates conditions for each pupil to learn for himself. 

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7.
The work done during the lesson should prepare students for their 
independent work at home. It is generally accepted as good practice not to assign 
exercises that have not been covered in class; this especially refers to early stages of 
language learning. 
8.
The lesson should be well equipped with teaching aids and teaching materials 
which allow the teacher to create natural situations for developing students’ hearing 
and speaking skills in a foreign language. 
In Teacher’s Book the teacher can find daily plans which differ greatly in form 
from conventional plans. For example, the author A. P. Starkov and his coauthors do 
not determine the objectives of each class-period and the points of the lesson 
(session) in a traditional way when the object of planning was rather teacher’s work 
than students’ activity. They plan students’ work for each particular class-period. 
Students should pass through a number of “steps”, each designed for forming a 
particular habit or involving them in a certain language activity. Since there are a lot 
of habits and skills to be formed and developed in students, a daily plan comprises a 
great number of “steps”. 
Lecture 13 
Using digital tools and mobile applications in teaching a foreign language 
1.
Hybrid and blended learning.
2.
Digital tools and mobile applications. 
1.
Hybrid and blended learning.
Currently, Kazakhstan is undergoing significant changes in the national 
educational policy. This is due to the transition to the position of personality-oriented 
pedagogy. One of the tasks of modern schools is to reveal the potential of all 
participants in the pedagogical process, providing them with opportunities to display 
their creative abilities. Using mobile applications and online learning instruments 
can solve this task as well as speed up the process of learning communication skills, 
grammar patterns and lexical material. 
In the education realm, many are researching new learning models that work for 
fully remote or hybrid learning environments. Blended learning and hybrid learning 
are popular terms often used interchangeably to discuss the mix of in-person and 
online learning. While similar, these two terms describe different learning models.
The key differentiator between blended learning and hybrid learning is the 
relationship between in-person and online learning. In a blended learning 
environment, online learning is meant to complement in-person class. Additional 
resources like videos, articles, podcasts, and more are meant to enhance in-person 
classes and create an enriched learning experience. On the other hand, in a hybrid 
learning environment, online learning is meant to replace an element of in-person 
class. Material shared asynchronously is considered part of the main lesson plan. The 
online material is an alternative to in-person material and is meant to create a flexible 
learning experience. 

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What is hybrid learning? 

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