CONTENTS 24(#% 6JKU RWDNKECÄ1. Preface (page 3) VKQP KU VJG RTQFWEV QH LQKP XGPVWTG EQÄQRGTCVKQP DGVYGGP2. 10 Top things in teaching / learning English VJTGG UEJQQNU VCMKPI RCTV KP(page 4) %QOGPKWU 2TQITCOOG KP Ä 3.Working with songs on English lessons(page 6) 6JG[ CTG )KOPCLWO Y 2TQUQYKECEJ KO 4.Working with texts on English $T[ICF[ GUCPVQYQ 5VWTOQYGL IGPlessons (page 7) (55QUCDQYUMKGIQ KP 2TQUQYKEG 2QNCPF5.Working with CLIL (page 9) #NK (WCV -CFKTDG[QINW #PCFQNW .KUUKG KP )WOWUJCPG 6WTMG[6.Working with British and Ameri- +PUVKVWVQ FG PUGPCPC 5GEWPFCTKC 8KNNCÄcan Culture (page 12) LWPEQ KP 5CPVCPFGT 5RCKP7.Using Information and Com- 1WT CKO YCU VQ YQTM QWV YKVJ UVWÄputer Technology (page 18) FGPVU QH CNN VJTGG EQWPVTKGU VJG OGVJQFU HQT UWEÄ EGUUHWN NGCTPKPI PINKUJ NCPIWCIG 6JG VGCEJGTU8.Other ideas (page 19) VQIGVJGT YKVJ UVWFGPVU GZCOKPGF VJG V[RGU QH GZGTÄ EKUGU VJG[ NKMG CPF FQ PQV NKMG UQ OWEJ DWV UVKNN VJG[9.Students’ comments JCXG VQ FQ(page 20) 9G CNUQ YQTMGF QWV VJG KFGCU HQT RCKPNGUU HQTÄ GKIP NCPIWCIG CESWKUKVKQP10.Gallery (page 24) 9G JQRG VJCV CP[DQF[ YJQ VGCEJGU CPF QT UVWFKGU PINKUJ YKNN HKPF QWT YQTM WUGHWN CPF RQUUKDNG VQ KORNGOGPV +CDGNNC -4;9-195-# 5GTFCT 5GTJCV 5#.#0674 /CTKC .WKUC #.1051
3. CREATIVE Boredom and repetitiveness is what stu- dents really hate, what’s more this is also what teach- ers hate, at least most of them . Unfortunately, most leading textbooks offer units with the same layout – reading, grammar exercises, listening, speaking and writing sections. Students understand that these are indispensable language skills they have to practice, still this fact introduces routine we all dread. Stu- dents love new, unusual ideas, a great way to break the still pattern of a lesson is to use one of many warm-up and ice-breaking activities. These will give some new perspective to language teaching. 4. MODERN Students are sometimes better at modern technologies than their teachers. This involves the10 TOP THINGS whole range of digital devices, IT technologies, working with computer, downloading things from IN TEACHING internet, using net chat-rooms and countless other LEARNING ENGLISH things. If language teaching is going to be fascinat- ing it also should be modern and somehow connect- ed to digital equipment. This not only gives students1. INTERESTING AND UP-TO-DATE the feeling that they are in modern environment but also gives the teacher credit for being knowledge- The topic of what we study should be inter- able and keeping pace with modern technologies.esting and up-to-date. There are so called “universal This may involve using audio and video materialstopics” like generation gap, ecology or sport, fashion, during the lesson, using computers with Internet ac-teenage bullying and so on. Majority of students cess to browse web pages or u-tube recordings. Thefind them somehow related to their lives. However latest device is of course the Smart Board with thethe teen interests and icons change so quickly and right programming for language teaching. Studentswhen there in a story in the text book about Star love this kind of classes as they can use the latestWars or Harry Potter and the main role model is technologies in the course of hands-on experience.Frodo – topics which were on some years ago – itis boring and most of students consider them as 5. USEFUL AND MEANINGFUL“passé”. According to the students taking part in A good thing is to follow the teen fashion our programme, they do not particularly like ex-in entertainment – as this area is probably closest to ercises or tasks which are far from being useful intheir lives – music, movies, books and fashion. their everyday lives. Only too often the teachers can hear the otherwise obvious question: “why do Why not ask your students what ‘s on these we have to do this, Ms?” If you, as a teacher wantdays and prepare a song or an excerpt from the latest to answer: “because I say so”, maybe it’s time forbestseller for reading comprehension. Be careful you to look for a less stressful job . But jokes aside,though - some of the lyrics can be not suitable for students like the idea of their effort having someschool use. meaning. It transfers into the idea of usefulness in the further course of studies, but more importantly2. CHALLENGING in the real-life situations. The trick is that without boring drill tasks like using Present Perfect SimpleStudents do not like to be treated like children, they vs Past Simple or inserting the right articles in thelike challenging tasks which they have to sweat on. gaps and hundreds of others their language accuracyEven if they realize the task involves a lot of effort, will be impaired and even if they can communicate,they look forward to finishing it as a kind of reward. they will sound at least funny, if not impossible. Stu-They realize that in life there is nothing for free so if dents have to understand and accept the fact thatthey want to be able to be fluent one day they have the so called “dead boring” exercises will lead themto work hard on it. For many students language to proper use of the language. Not many kids realizecompetitions on various levels serve the purpose of that language learning is not a subject to study butchallenge. To be successful in any language contest it is rather the whole process of acquiring new per-one has to work very hard. Memorising thousands of sonality that goes with the new language. Teachers’collocations, grammar rules, sophisticated vocabu- task is to make this process as painless as possible butlary is hard but still many students feel this is the we have to remind our students that we cannot havebest way of gaining the right language skills. fun at discussing the latest spoof comedy if we can
7. FLEXIBLE AND FLUENT EXPERT The process of teaching should be dynamic which means that the teacher should be open to new ideas coming from students, their questions, problems ect. Students should be sure that every lesson potentially can be different, bringing some new excitement. At the same time it is important that the teacher is a clear expert and the student can completely depend on teacher’s explanations and knowledge. 8. ACTIVE AND SOCIALLY ORIENTED The kind of exercises students like a lot are these which have elements of social interaction. Sure, for some students who like working alone it is less important, still for majority all kinds of active involvement is very stimulating. As favourite stu-not express our basic thoughts in English. Another dents mentioned:point to be made is what is meaningful for some is * projects where you work with other studentsnot necessarily for others. During our exchange pro-gramme in Turkey, we took part in English lesson * role-playingwhere students worked on religious parable, using * games involving teaming up against another teamall skills –reading comprehension, speaking, vo-cabulary work and the content of the story was very * guessing / detective lg gamesimportant for them, which showed in discussion. * projects with PBL ideas6. ACCURATE FOR STUDENTS’ LEVEL ANDPOSSIBLE These exercises give students not only a leg –stretch and some excitement in the lesson but We need to differentiate between chal- they also teach them how to co-operate and learnlenging yet doable tasks and impossible therefore compromise while working together.discouraging ones. If we make students undertakethe tasks which are too difficult for them we will putthem off the whole idea of language learning. Theywill probably assume that they are either too dumbto learn all this, or the teacher is a sadist and his sub-ject is repulsive all the same. Either way we will lose.On the other hand it is also a bad idea to give themtasks which are too simple as this is simply boring.Another important thing is to make the learningpossible by giving students hints on techniques howto memorise or understand certain language issues.Students themselves may have different ideas whattricks they use to get better results and improvetheir language performance. The best solutions formemorizing things are: • writing things to remember on colorful scraps of paper and sticking them in different places around the house • repeating things out loud, often walking • coming back to the same thing at least four times • memorizing through associations – imagining the word or phrase to remember in colours, different settings ect. • using vocabulary, idioms and grammar struc- tures in sentences, not alone out of the context • teaching others – apparently explaining things to others, puts your knowledge in order, moreover if you want to explain something to others you need to know what you are talking about. It can be an incentive to organize your knowledge.
9. EVALUATED BY THE TEACHER 10. PASSIONATE As everybody else, students like to be evalu- The last but not least is the style of lessonated and appreciated. There was the heated discus- or maybe more accurately – the style of the teacher.sion concerning the way teachers evaluate students’ Students like the teacher to like what he or she does.work – the remarks from our students were as fol- Passion the teacher presents during the lesson islows: usually contagious, it easily transmits from teach- ers to students and in this way positive learning •checking papers and tests on time - if the teach- environment is created. Many other features wereers takes too much time to give the tests back, the mentioned like tolerance, spontaneity and friendlystudents forget what the test was about, not mention attitude to wards studentsthe mistakes they made The least favourite teachers’ behavior in the class is: •giving students detailed information on good • unjustified anger “What is he on about thisand bad sides of the paper / test / speech ect. It is time?!?”not enough to give B or C with almost no comment. • despise towards students “ You don’t knowThey want to know what they did well and what THAT !!! What a shame!!!”needs correction. • idea-killers “Cut is off and get back to your •giving students the second chance to do better, book, please”re-sit the exam or test if they fail • dull, monotonous way of lecturing “Pinch me – I’m falling asleep” •construct test or exam papers in such a way that • pretending to be “ a cool dude” – the studentsthey cover the information and topics of the lan- actually like the teacher to be someone they canguage course. Inserting extra – curricular material admire, someone to look up to, and not their body.into the test for “brighter” students to show off, is • wasting time on different meaningless thingsunfair according to majority of our respondents. during the lesson Above all, all our students like to be ap- The Top 10 were worked out by the studentspreciated even for small things. Good word giving and teachers working together for two years on thehope is sometimes a better motivator than a critical project. Apart from theoretical approach we alsoremark. have some suggestions for class activities.
,, :RUNLQJ ZLWK WH[WV I didn’t want to be too early to school, but I couldn’t stay in the house anymore. I donned my jacket -- which hadRQ (QJOLVK OHVVRQV the feel of a biohazard suit -- and headed out into the rain. It was just drizzling still, not enough to soak me through immediately as I reached for the house key that was always hidden under the eaves by the door, and locked up. The slosh- Why not include even large excerpts of books or ing of my new waterproof boots was unnerving. I missed themagazine articles popular among teenagers. A lot of mate- normal crunch of gravel as I walked. I couldn’t pause and admire my truck again as I wanted; I was in a hurry to get outrial can be downloaded from Internet. of the misty wet that swirled around my head and clung to my hair under my hood.Twilight by Stephany Meyer - excerpt Inside the truck, it was nice and dry. Either Billy or Charlie had obviously cleaned it up, but the tan upholstered seats still smelled faintly of tobacco, gasoline, and pepper-excerpt from 1. FIRST SIGHT mint. The engine started quickly, to my relief, but loudly, Forks High School had a frightening total of only roaring to life and then idling at top volume. Well, a truckthree hundred and fifty-seven -- now fifty-eight -- students; this old was bound to have a flaw. The antique radio worked, athere were more than seven hundred people in my junior class plus that I hadn’t expected.alone back home. All of the kids here had grown up together- Finding the school wasn’t difficult, though I’d never-their grandparents had been toddlers together. I would be been there before. The school was, like most other things, justthe new girl from the big city, a curiosity, a freak. off the highway. It was not obvious that it was a school; only Maybe, if I looked like a girl from Phoenix should, the sign, which declared it to be the Forks High School, madeI could work this to my advantage. But physically, I’d never me stop. It looked like a collection of matching houses, builtfit in anywhere. I should be tan, sporty, blond -- a volleyball with maroon-colored bricks. There were so many trees andplayer, or a cheerleader, perhaps -- all the things that go with shrubs I couldn’t see its size at first. Where was the feel of theliving in the valley of the sun. institution? I wondered nostalgically. Where were the chain- Instead, I was ivory-skinned, without even the link fences, the metal detectors?excuse of blue eyes or red hair, despite the constant sunshine. I parked in front of the first building, which hadI had always been slender, but soft somehow, obviously not an a small sign over the door reading FRONT OFFICE. Noathlete; I didn’t have the necessary hand-eye coordination to one else was parked there, so I was sure it was off limits, butplay sports without humiliating myself -- and harming both I decided I would get directions inside instead of circlingmyself and anyone else who stood too close. around in the rain like an idiot. I stepped unwillingly out of When I finished putting my clothes in the old pine the toasty truck cab and walked down a little stone path lineddresser, I took my bag of bathroom necessities and went to with dark hedges. I took a deep breath before opening thethe communal bathroom to clean myself up after the day of door.travel. I looked at my face in the mirror as I brushed through Inside, it was brightly lit, and warmer than I’d hoped.my tangled, damp hair. Maybe it was the light, but already I The office was small; a little waiting area with padded foldinglooked sallower, unhealthy. My skin could be pretty -- it was chairs, orange-flecked commercial carpet, notices and awardsvery clear, almost translucent-looking -- but it all depended cluttering the walls, a big clock ticking loudly. Plants grewon color. I had no color here. everywhere in large plastic pots, as if there wasn’t enough Facing my pallid reflection in the mirror, I was greenery outside. The room was cut in half by a long counter,forced to admit that I was lying to myself. It wasn’t just physi- cluttered with wire baskets full of papers and brightly coloredcally that I’d never fit in. And if I couldn’t find a niche in a flyers taped to its front. There were three desks behind theschool with three thousand people, what were my chances counter, one of which was manned by a large, red-hairedhere? woman wearing glasses. She was wearing a purple t-shirt, I didn’t relate well to people my age. Maybe the which immediately made me feel overdressed.truth was that I didn’t relate well to people, period. Even my The red-haired woman looked up. “Can I help you?”mother, who I was closer to than anyone else on the planet, “I’m Isabella Swan,” I informed her, and saw the immediatewas never in harmony with me, never on exactly the same awareness light her eyes. I was expected, a topic of gossip nopage. Sometimes I wondered if I was seeing the same things doubt. Daughter of the Chief ’s flighty ex-wife, come home atthrough my eyes that the rest of the world was seeing through last.theirs. Maybe there was a glitch in my brain. “Of course,” she said. She dug through a precariously But the cause didn’t matter. All that mattered was stacked pile of documents on her desk till she found the onesthe effect. And tomorrow would be just the beginning. she was looking for. “I have your schedule right here, and a I didn’t sleep well that night, even after I was done map of the school.” She brought several sheets to the countercrying. The constant whooshing of the rain and wind across to show me.the roof wouldn’t fade into the background. I pulled the fadedold quilt over my head, and later added the pillow, too. But Icouldn’t fall asleep until after midnight, when the rain finallysettled into a quieter drizzle.Thick fog was all I could see out my window in the morning,and I could feel the claustrophobia creeping up on me. Youcould never see the sky here; it was like a cage. Breakfast with Charlie was a quiet event. He wishedme good luck at school. I thanked him, knowing his hopewas wasted. Good luck tended to avoid me. Charlie left first,off to the police station that was his wife and family. Afterhe left, I sat at the old square oak table in one of the threeunmatching chairs and examined his small kitchen, with itsdark paneled walls, bright yellow cabinets, and white lino-leum floor. Nothing was changed. My mother had painted thecabinets eighteen years ago in an attempt to bring some sun-shine into the house. Over the small fireplace in the adjoininghandkerchief-sized family room was a row of pictures. Firsta wedding picture of Charlie and my mom in Las Vegas, thenone of the three of us in the hospital after I was born, takenby a helpful nurse, followed by the procession of my schoolpictures up to last year’s. Those were embarrassing to look at-- I would have to see what I could do to get Charlie to putthem somewhere else, at least while I was living here.It was impossible, being in this house, not to realize thatCharlie had never gotten over my mom. It made me uncom-fortable.
2QUUKDNG VCUMU1. True / false questions a. Bella felt uneasy before her first day in new school T/F/DK b. Bella’s appearance was typical for valley of sun area T/F/DK c. Charlie’s house was small but modern and professionally decorated T/F/DK d. The secretary gave Bella only the most important documents to fill T/ F/DK2. Match the words with their explanations a. flighty 1. small stones used for making paths b. toddler 2. crazy and unsettled c. clutter 3. small rain d. slender 4. a small baby who is learning to walk e. gravel 5. put too many things in one place f. drizzle 6. thin in an attractive way3. Give equivalents in British English Highway - ……………………………… Gasoline - …………………………………… Truck - ……………………………………. Quilt - ……………………………………4. Write the next paragraph, different from the original story.5. How would you feel in Bella’s situation when you move out to a strange place and new school.6. Find some information on the author of the book Stephanie Meyer to share on the next lesson.7. Translate an excerpt of your choice into Polish, remember that this is a literary work!
:+$7 , /,.( :+$7 , +$7(• reading interesting stories • extensive homework• multiple choice tasks – at least one • memorising vocabulary or irregularanswer is correct stuff• paraphrasing sentences • listening comprehension with heavy• translating things especially lyrics accent• new ideas • drill grammar tasks• dialogues – writing and role playing • word formation• matching things • boredom