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Kazygulova Gaukhar Yasynovna
Trainer of the Center of Excellence
Getting to know each other
1. Tell about your name
2. Tell about your teaching experience
3. Why are you here?
4. What do you expect from this programme?
5. What is your dream?
6. What is your favorite family vacation?
7. What really makes you angry?
8. What motivates you to work hard?
9. What is your favorite thing about your career?
10. What is your biggest complaint about your job?
11. What is your favorite book to read?
12. What makes you laugh the most?
13. What was the last movie you went to? What did you think?
How is the course organized?
• 2 weeks –offline learning
• 1 week – online learning
• Self-assessment knowledge tests
• Trainer`s support
• Microteaching
• Peer-assessment
• Final summative assessment: Lesson plan + presentation
Course Structure
Course duration is 2 weeks (offline) + 1 week (online) - 120 hours Course Structure
Course duration is 3 weeks - 120 hours of online training
Week
1 Everyday face-to-face
sessions
Group discussions
Individual tasks
Teacher's handbook
3 Assessment
Week Lesson planning
2 Everyday face-to-face sessions Peer assessment
Group discussions Presentation
Individual tasks
Development a lesson plan
.
Goals and objectives of the Programme
to improve the professional competencies of English teachers in the areas of
subject knowledge, assessment and creating an inclusive environment.
to provide knowledge and understanding of the methodological framework of the
content and structure of English;
to deepen teachers' subject content knowledge with preparation for practical
activities in teaching English, to expand knowledge of the four types of language
skills: speaking, listening, reading, and writing.
to provide vocabulary enhancement for teachers on certain units and cross-
curricular topics, to develop skills to select resources and task development
taking into account content of learning objectives, age peculiarities of learners,
cross-curricular topics.
to develop trainees' skills in creating an inclusive learning environment;
to improve skills in developing tasks for assessment.
Learning outcomes
Attendees will be able to:
deepen and use subject content at the level of curriculum
requirements
apply the four types of language skills: speaking, listening, reading,
and writing in the context of the subject content in their own
practice;
teach pupils how to use grammatical constructions and do grammar
and vocabulary tasks, searching for resources;
will consider the needs of children with special educational needs
while planning a lesson
will develop different types of tasks for assessment and make
descriptors for them.
Study plan (for 2 weeks) offline
Day Theme of day
1 Trends in modern English language teaching
2 Formative Assessment in the context of English teaching
3 Learning and teaching English grammar
4 Principles of learning and teaching English grammar and lexis
5 Principles of learning and teaching Listening. Primary, Secondary and High
school.
6 Principles of learning and teaching Speaking skills. Secondary/High school
7 Principles of developing Reading skills. Primary, Secondary and High school.
8 Principles of developing Writing skills. Primary, Secondary and High school.
9 Principles of developing Writing skills. Types of essays.
10 Assessment types of tasks.
Study plan (for 1 week) online
Күн Инклюзивті білім беруді іске асырудың практикалық
шешімдері, негіздері, құралдары
SECONDARY Can understand the main points of clear standard input on familiar matters regularly
SCHOOL encountered in work, school, leisure, etc. Can deal with most situations likely to arise
whilst travelling in an area where the language is spoken. Can produce simple
B1 connected text on topics which are familiar or of personal interest. Can describe
experiences and events, dreams, hopes and ambitions and briefly give reasons and
explanations for opinions and plans.
HIGH Can understand the main ideas of complex text on both concrete and abstract
SCHOOL topics, including technical discussions in his/her field of specialization. Can interact
with a degree of fluency and spontaneity that makes regular interaction with
B2 native speakers quite possible without strain for either party. Can produce clear,
detailed text on a wide range of subjects and explain a viewpoint on a topical issue
giving the advantages and Independent disadvantages of various options.
IMPORTANT!
Foreign language skills will be assessed as an optional
component of the international
PISA evaluation of education systems, beginning in 2025.
Tests will be developed by Cambridge Assessment English
Why is it important to know about reading
literacy?
• Reading in today's world is very different from what it was just 20
years ago.
• Reading and writing are even replacing speech in some everyday
communication acts, such as using chat systems rather than
telephoning help desks.
Find some connections between CEFR and PISA
CEFR PISA
Find some connections between CEFR and PISA
HIGH Can understand the main ideas of complex text on both
SCHOOL concrete and abstract topics, including technical
B2
discussions in his/her field of specialization. Can
interact with a degree of fluency and spontaneity that
makes regular interaction with native speakers quite
possible without strain for either party. Can produce
clear, detailed text on a wide range of subjects and
explain a viewpoint on a topical issue giving the
advantages and Independent disadvantages of various
options.
PISA Reading literacy framework
Group work (Handout 2)
• 15 minutes
• Group work of 4-5
• Read the abstract about reading literacy framework (Teacher`s handbook)
• Identify from the subject programme learning objectives corresponding to
reading literacy framework
• Discussion 10 minutes
Session 1 Handout 2
Dimensions of texts
• source (single, multiple);
• organization and navigation (static, dynamic);
• format (continuous, on-continuous, mixed);
• type (description, narration, exposition, argumentation,
instruction, interaction, transaction).
Jigsaw (Handout 3)
• 10 minutes in “home” groups
• Group work of 4-5
• Each “home” group reads its piece of text
• Rearranging the groups to share
• Back to “home group”
• Identify four dimensions of a given text
Handout 3
Session 2
Jigsaw (continued)
• 10 minutes in “home” groups
• Group work of 4-5
• Each “home” group reads its piece of text
• Rearranging the groups to share
• Back to “home group”
• Identify four dimensions of a given text
Session 2 Handout 3
Jigsaw. Discussion
• Group 1, 2
The text is classified as: multiple text; static; continuous; and
argumentative.
• Group 3,4
The text is classified as: multiple; dynamic; mixed; and expository.
• Group 5, 6
The text is classified as: multiple; static; continuous; and
transactional
Student`s Performance in Reading. PISA 2018
Look at the line graph. What trends in reading performance have you noticed?
Group work (Handout 4)
• 10 minutes
• Group work of 4-5
• Discuss with your colleagues the results in reading performance.
• Group 1.Underline key verbs describing the line graphs, think about
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
Session 2 Handout 4
Group presentation
Session 3
Work in pairs
Adapted from Article 24, UN Convention on the Rights of Persons with Disabilities and UNESCO Guidelines for Inclusion.
Whole group discussion
Read individually Handout 5
Session 3 Handout 5
Session 4
What is the purpose of planning?