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

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out new teaching practices, thus developing your teaching ability. In other words, 
answering one of the questions may help us to answer the other question as well. 
As far as knowledge is concerned there seem to be different ways in which 
teachers can develop confidence and improve their general teaching ability: 

The subject matter – Above all, teachers should aim to develop their 
knowledge of the subject matter they teach. If this is English, teachers can study the 
language to further their understanding of how it works, they can enroll in language 
development courses, and they can seek opportunities to practise and develop their 
ability to listen to, read, speak and write in English, for example, by not missing the 
opportunities they have to interact orally with native speakers, subscribing to 
EFL/ESL magazines, and participating in synchronic or asynchronic discussions on 
the Web.

Theories about learning and teaching – Teachers should also aim at 
deepening their understanding of the theories underpinning learning and teaching 
practices. This can be achieved by reading about teaching and learning, attending 
seminars and workshops regularly, and enrolling on methodology courses which will 
enable them to reconstruct their knowledge of the background to language learning 
and teaching. 

The students – The more teachers know their students, the more effective 
their teaching will be. Teachers can get to know students better by giving them 
opportunities to talk about themselves, really listening to what they have to say, 
encouraging them to give teachers feedback on anything and everything that happens 
in the classroom, showing a real interest in them and above all, by teachers just 
“being themselves,” i.e. not pretending to be somebody they are not. 

The workplace – Finally, it is important that teachers know the context in 
which they work very well. This involves academic aspects such as syllabuses, 
assessment procedures, and knowledge of the supplementary materials they can count 
on, as well as more practical concerns like the use of audio, video or computer 
equipment. 
Self-confidence, teaching ability and SKILLS 
In addition to knowing about the subject matter, theories of learning and 
teaching, the students, and the workplace, teachers should aim at improving their 
ability to put all this knowledge into practice and becoming more skilful at teaching. 
This can be achieved by having a daring and exploratory attitude towards 
teaching which involves trying out different methods, techniques and activities again 
and again, reflecting on their effectiveness, and capitalizing on these experiences in 
order to make the necessary changes to their teaching habits. 
Trying out new ideas in the classroom has the additional benefit of making the 
activity of teaching much more interesting. Having an exploratory attitude towards 
teaching helps to prevent the feeling of being stuck in a rut, i.e. working on the same 
teaching points in the same way year after year. 
Becoming more skillful at a certain activity has a lot to do with being aware of 
one’s own strengths and weaknesses. 
Self-confidence, teaching ability and AWARENESS 

88 
Teachers can develop further by increasing their self-awareness. What kind of 
teachers are they? How are they perceived by their students and colleagues? What are 
the strengths they should capitalize on and the weaknesses they should be working 
on? Self-awareness can be raised in a number of ways: 

Teachers can make audio or video recordings of their lessons and watch, 
analyze and reflect on the recordings afterwards. 

They can invite a colleague to sit in while they teach and ask them for 
feedback after the lesson. 

Observing other teachers teach can be very enlightening. It helps teachers to 
compare different teaching styles, practices, etc. and become more aware of what 
kind of teachers they are, or they are not. 

The students themselves can provide teachers with very valuable feedback on 
their performance. Implementing instances for the collection of this kind of feedback 
regularly can be very valuable. 

Teachers can benefit from whatever evaluation system is implemented at their 
workplace if they regard it as an awareness-raising opportunity leading to 
professional development. 
Self-confidence, teaching ability and ATTITUDE 
Finally, teacher development has much to do with developing and sustaining a 
positive attitude towards the activity of teaching and oneself as a teacher. Teachers 
must plan their lessons regularly, aim at being better informed about their profession, 
obtain a teaching certificate, diploma or degree, and respect themselves, their 
colleagues and their students. 
In addition, teachers should try not to allow personal problems to affect their 
teaching or feel discouraged when facing new challenges which at first may seem 
insurmountable. They should enjoy themselves when teaching, treat themselves to 
something nice when they achieve their aims, and take a well-deserved rest when 
they have the opportunity to do so. 

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PRACTICAL TASKS 
Practical Task 1 (2 hours) 
Theme: The Teaching Process 
Aim: To become aware of the main components of the process of teaching a foreign 
language: Presentation – Practice – Production – Testing. 
Equipment: white interactive board/computer, projector. 
Content and tasks: 
1.
Reading about presenting new phonetic material, grammar and vocabulary. 
2.
Reading about the functions of practice and its effective techniques leading to 
production. 
3.
Reading about testing. 
4.
Making-up presentations in groups. 
Procedure: 
Stage 1 (Theoretical). Assignments for discussions: 
1.
Discuss in small groups the necessity for presentation. Define the features of an 
effective presentation, effective explanations and instructions. 
2.
Discuss in small groups the function of practice. Give characteristics of a good 
practice activity. Sequencing practice activities. 
3.
What are tests for? 
Stage 2 (Practical). Group Presentations. Discussion and Feedback. 
In small groups prepare a presentation of practice activities, a test. 
Questions for self-control: 

What types of lesson structure do you know? 

What is PPP? Talk about advantages and possible disadvantages of this method.

What is TBL? Talk about advantages and possible disadvantages of this method.

What is Test – teach – test? Guided participatory approach? 
Reading: 
1.
Design in Foreign Language teaching. Scrivener J. (2011). Learning Teaching: 
The Essential Guide to English Language Teaching. 3rd edition – MacMillan. 
1.
Программы средней школы. Иностранные языки.
2.
www.learnenglish.org.uk 
3.
www.languageassistant.co.uk 
4.
www.teachingenglish.org.uk
Practical Task 2-3 (4 hours) 
Theme: The Teaching Process (continuation of practical task 1). 
Aim: To learn how to promote presentation, practice and testing by the use of 
appropriate teaching acts. 
Equipment: white interactive board/computer, projector. 
Content and tasks:

90 
1.
Discussion in mixed up groups their presentations, practice activities and tests, 
prepared at the previous session. 
2.
Preparing presentations of the teaching process in larger groups. 
Procedure: 
Stage 1 (Theoretical). Assignments for discussions: 
1.
Form different groups and discuss your presentations, practice activities and 
tests prepared at the previous session. 
2.
Form larger groups (3) and prepare presentation of new language material, 
practice activities and a test (one task for one group). 
Stage 2 (Practical). Group Presentations. Discussion and Feedback. 
1.
presentation of new language material 
2.
practice activities 
3.
test 
Feedback on presentations: 
What was the aim of presentation? 
How successful do you think this presentation was, or would be, in getting 
students to attend to, perceive, understand and remember the target material? 
How explicit and effective were the explanations and instructions? 
Feedback on practice activities: 
their validity 
their volume 
their success-orientation 
interest 
teacher assistance 
Criticizing the test: 
How valid is it? 
How reliable is it? 
What is its backwash effect? 
Readings: 
1.
Teaching grammar (lecture) 
2.
Teaching pronunciation (lecture) 
3.
Teaching vocabulary (lecture) 
4.
Гальскова. Современная методика обучения ИЯ. М., 2000 г. 
5.
Практическая методика обучения ИЯ. Я.М. Колкнер, Е.С. Устинова, Т.М. 
Еналиева. М., 2001 г. 
6.
Forum. TESOL Journal, 2005-2014
7.
www.teachingenglish.org.uk
Practical Task 4 (2 hours) 
Theme: Typology of exercises.
Aim: To study different types 
of exercises for teaching purposes.
Equipment: white interactive board/computer, projector. 
Content and tasks:

91 
1. Reading about different types of tests and training activities for developing 
language skills.
2. Discussion in mixed up groups the main types of vocabulary and grammar tests 
and practice exercises for different ages.
3. Preparing presentations of grammar and vocabulary exercises in larger groups. 
Procedure: 
Stage 1 (Theoretical). Assignments for discussions: 
3.
Form different groups and discuss advantages of practice activities and tests in 
learning languages.
4.
Form larger groups (2) and prepare presentation of vocabulary/grammar 
activities and tests. 
Stage 2 (Practical). Discussion and Feedback in groups.
4.
presentation of different types of vocabulary/grammar exercises 
5.
practice activities 
6.
test 
Feedback on presentations: 
What was the aim of presentation? 
How successful do you think this presentation was, or would be, in getting 
students to attend to, perceive, understand and remember the target material? 
How explicit and effective were the explanations and instructions? 
Feedback on practice activities: 
their validity 
their volume 
their success-orientation 
interest 
teacher assistance 
Readings: 
1.
Teaching grammar (lecture) 
2.
Teaching pronunciation (lecture) 
3.
Teaching vocabulary (lecture) 
4.
Гальскова. Современная методика обучения ИЯ. М., 2000 г. 
5.
Практическая методика обучения ИЯ. Я.М. Колкнер, Е.С. Устинова, Т.М. 
Еналиева. М., 2001 г. 
6.
Forum. TESOL Journal, 2005-2014
7.
www.teachingenglish.org.uk
Practical Task 5A (1 hour) 
Theme: Teaching Language Aspects 
Sub-theme: Teaching pronunciation of sounds 
Aim: To develop various techniques for presenting and practicing individual 
phonemes at different stages of teaching. 
Equipment: white interactive board/computer, projector. 
Content and tasks:

92 
1.
Reading about teaching individual sounds. 
2.
Watching and discussing a British Council video on teaching pronunciation: 
individual sounds. 
3.
Presenting an episode of a lesson. 
4.
Evaluate your groupmates’ lesson episodes using the observation form 
(Appendix 1) 
Procedure: 

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