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

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to select instructional material, methods, techniques and strategies.
Reading: 
1. Design in Foreign Language teaching (lectures). 
2. Rogova, G.V. (1983). Methods of Teaching English. Leningrad: Vysshaya Shkola. 
3. Программы средней школы. Иностранные языки. 
Practical Task 13 (2 hours) 
Theme: Using digital tools and mobile applications in teaching English 
Sub-theme:
Aims: To practice using digital tools and mobile applications in teaching speaking, 
grammar, listening. 
Equipment: white interactive board/computer, laptops, projector. 
Content and tasks: 
1.
Reading about platforms for online lesson streaming; Google classroom, 
Google forms and Google docs. 
2.
Presenting an episode of a lesson using a digital tool or mobile application. 
Procedure: 
Stage 1 (Practical). Present an episode of a lesson using a digital tool or mobile 
application. 
Stage 2 (Theoretical and Practical). Discussion questions and feedback on 
presentations. 
Questions for discussion: 
A) 
1.
What was the students' age group? Was the presentation age appropriate? 
2.
What digital tool or application was used?
3.
What are the benefits and drawbacks of the application?
4.
Did the students enjoy the lesson? 
5.
Were the activities/exercises effective? 
6.
How did the teacher group activities? 
7.
What recommendations can you give? 
B) 
1. What is the role of an online teacher?
2. Can online teaching replace traditional classroom teaching?
3. Is it better to study online or in a regular classroom?
4. What are advantages and disadvantages of online learning? 
Readings: 
1.
https://www.prodigygame.com/main-en/blog/online-learning-platforms/
2.
https://www.youtube.com/watch?v=rKfrokBhzNo
Google forms: teacher 
training
3.
www.learnenglish.org.uk 
4.
www.teachingenglish.org.uk

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Practical Task 14 (2 hours) 
Theme: Assessment in teaching and learning 
Aims: 1. To define the functions and role of summative and formative assessment in 
teaching and learning.
2. To learn how to use strategies for developing self and peer assessment. 
3. To learn how to develop assessment criteria for different tasks. 
Equipment: white interactive board/computer, projector, speakers 
Content and tasks:
1. Reading available literature about the assessment. 
2. Analysing different methods of summative and formative assessment. 
3. Making up rubrics for different tasks.
Stage 1 (Theoretical). Assignments for discussion (70 min): 
1.
Connection between formative and summative assessment.
2.
Connection between success criteria, learning goals, feedback, self-assessment. 
3.
Make up rubrics for oral presentations, retelling, essay.
Stage 2 (Practical). Group Presentations of rubrics for diferent tasks. Discussion and 
Feedback (30 min). 
Questions for self-control: 
1.
What are aims of formative and summative assessment? 
2.
What are positive aspects of summative assessment? 
3.
Give 2 examples of formative assessment. 
4.
How are success criteria helpful in doing the task? 
5.
Why is it so important that students be engaged in the development of success 
criteria?
6.
How are success criteria connected to learning goals, feedback, self-
assessment? 
7.
Think of some rules for peer assessment.
8.
Think of advantages and disadvantages of peer assessment. Fill in the chart.
Peer assessment 
advantages 
disadvantages 
Encourages student involvement and 
responsibility. 
Additional briefing time can increase a 
lecturer’s workload. 
Students may be reluctant to make 
judgements regarding their peers. 
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Reading: 
1.
http://sydney.edu.au
 

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2.
https://www.nfer.ac.uk/
The National Foundation for Educational Research, A 
series of leaflets for teachers and others interested in assessment.
3.
Jim Scrivener. Learning Teaching. The Essential Guide to English Language 
Teaching. Macmillan Publishers Limited, 2011. 
4.
Brookhart, S. M. How to give effective feedback to your students. Alexandria, VA: 
Association for Supervision and Curriculum Development, 2008.
Practical Task 15 (2 hours) 
Theme: Teacher professional development
Aims: 1. To know about dimensions and stages of teacher professional 
development.
2. To learn how to develop a professional development action plan. 
Equipment: white interactive board/computer, projector. 
Content and tasks:
1. Reading available literature about professional development of teachers. 
2.
Analysing the stages of professional development. 
3.
Making up a table showing the progress of learners’ achievement from level to 
level. 
Procedure: 
Stage 1 (Theoretical). Assignments for discussion (70 min): 
4.
Connection between approach, method and syllabus. Different types of 
syllabus: grammatical-lexical, situational, topic-based, notional, notional-
functional, task-based.
5.
Connection between the type of syllabus and its content choice and 
organization. 
6.
Make up a professional development action plan for the next five years.
Stage 2 (Practical). Discussion in small groups and Feedback (30 min). 
Questions for self-control: 
1.
What is teacher professional development? 
2.
What are the main dimensions of teacher development? Which aspects do you 
think are the most important? Why? 
3.
What is the difference between teacher education and teacher training? 
4.
Speak about various ways of professional development. Which specific 
improvements can they lead to?
5.
Think about an “ideal” teacher you would like to become one day. What are the 
main qualities this teacher has? 
E.g.

knowledge of English 

knowledge of learning/teaching theories 

effective use of methods and techniques 

…... 

…... 

….... 

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Now evaluate yourself on each of the qualities on the scale from 0 to 10 
E.g.

knowledge of English - 8 

knowledge of learning/teaching theories - 6 

effective use of methods and techniques - 3 

…... 

…... 

….... 
Next, think of ways to improve each of the aspects:
E.g.

knowledge of English: watch movies, use every opportunity to communicate 

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