IN-SERVICE TRAINING EDUCATIONAL PROGRAMME

  "THE ENGLISH LESSON AT SCHOOL: FOCUSES AND STRATEGIES

FOR IMPROVEMENT"
 TRAINER INTRODUCTION

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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

1 Инклюзивті білім берудің негіздері

2 Инклюзивті ортада педагогикалық қолдау жасау
3 Инклюзивті білім берудегі педагогикалық дизайн
Бағалауға арналған тапсырмаларды әзірлеу және саралау
4-5 Оқу нәтижесін жиынтық бағалау ерекшеліктері.
Рефлексия. Оқу нәтижесін бағалау.
 Assessment

• Development of a Lesson plan

• Peer-assessment
• Presentation
Questions?
Session 1
 DAY 1
1. Language skills. Common European
Framework of Reference for Languages (CEFR)
2. Functional foreign language literacy
3. Principles of teaching English. Teaching for
ALL
4. Criteria for effective lesson planning 
 Objectives

• 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
 Glossary

Link to interactive word cloud https://wordart.com/gdzymemo1jz9/word-art%206

 Glossary
PISA is a triennial survey of 15year old students around the world that assesses the extent to 
which they have acquired key knowledge and skills essential for full participation in social 
and economic life. 
Receptive skills is a term used for reading and listening, skills where meaning is extracted 
from the discourse. Reading and Listening are called receptive skills because when we listen 
and read something we receive the language, understand it and decode the meaning.
Productive skills is the term for speaking and writing, skills where students actually have  
to produce language themselves. Speaking and writing are called productive skills because 
we use the language to produce a message through speech or written text.                                
                                       
The Common European Framework of Reference for Languages (CEFR) 
presents a comprehensive descriptive scheme of language proficiency and a set of 
Common Reference Levels (A1 to C2) defined in illustrative descriptor scales,
  plus, options for curriculum design  promoting plurilingual and intercultural education. 
    Whole Group Discussion
What are three broad categories of European Framework
of Reference for Languages?
    Three Broad Categories of CEFR
 
• Basic user (А1 and А 2)
• Independent user (B1 and B2)
• Proficient user (C1 and C2)
    Let`s have some practice (Handout 1)
• 10 minutes
• Group work of 4-5
• Match each level of CEFR with its appropriate definition
• 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

Session 1 Нandout 1  

 Subject Programme Requirements
Grades Level Description of CEFR level
PRIMARY Can understand and use familiar everyday expressions and very basic phrases
SCHOOL aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and
others and can ask and answer questions about personal details such as where
A1 he/she lives, people he/she knows and things he/she has. Can interact in a simple
way provided the other person talks slowly and clearly and is prepared to help.

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 

What do you think is

meant by  
"Inclusive education"? 
 True or  False 
• All children have the right to an education

• It is good to have different groups of children in a school (e.g.

children with disabilities, children who speak different
languages, children from different backgrounds)
• Inclusive education means more work for teachers
 True or  False 
• All children have the right to an education
True. Under international law, all children have the right to education
• It is good to have different groups of children in a school (e.g. children
with disabilities, children who speak different languages, children from
different backgrounds)
True. It is good for children to meet children from other backgrounds and learn
from them. It makes schools more interesting places

• Inclusive education means more work for teachers

True and false. This is probably true in the short term. However, it becomes
easier over time as teachers gain new skills and put them into practice
 Teaching for ALL
“Inclusive education means the presence, full participation and achievement
of all learners in the general education system. It is directed to the full
development of human potential, sense of dignity and self-worth. Inclusive
education is every child’s right and should be free, compulsory, good quality
and available in local communities.” 

• ‘Participation’ means all children should be able to participate actively in

classroom activities.
•  ‘Achievement’ means that all children make good progress and achieve
their potential. 

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 

Answer the following questions:

• What is differentiation?
• In what ways can teachers ‘differentiate’ learning?

Session 3 Handout 5 
Session 4 
 What is the purpose of planning?

Have you ever got in your

car  without knowing where you
were going ?

Have you ever organized a

wedding/celebration without
planning ?
 Subject programme:
Subject programme:learning objectives
learning andand
objectives long-term planplan
long-term

Describes the subject concept at the level of

education, the number of hours, the assessment
system, etc. Curriculum

Denotes subject units in all grades by level of Long-term plan

education and determines their general rules

In details presents resource support and actions of

the teacher, the purposes and tasks of subject units Mid-term plan
on a certain class

Sample of a subject programme Short-term plan

 Group work 

• What is neccesary to take into account in the lesson planning? 

• What are the possible assessment criteria for lesson planning?
• Make a list of possible assessment criteria  
 Аssessment criteria for lesson planning
• defines appropriate learning objectives from the course plan or subject program; 
• defines the lesson objectives according to SMART structure  corresponding to
learning objectives and learners` needs; 
• develops assessment criteria for the lesson;
• develops the lesson procedure implementing active learning methods
corresponding to the achievement of learning objectives;
• develops descriptors for the task corresponding to the achievement of developed
criteria and learning objectives;
• develops different types of differentiation within the lesson plan according to
learners` needs; 
• develops different methods of organizing formative assessment within the lesson
(Inside the black box);
• includes the resources within the lesson plan according to learning objectives and
learners` needs. Session 4 Handout 6 
Reflection
To what extent do you feel prepared to
develop effective lesson plan?
 Feedback

• How can you use this experience in your classroom?

• What has been the most valuable thing for you today?