How to teach English meaningfully?

As EFL teachers we are not merely language teachers, but we are given dozens of new roles – we tend to be counselors, mentors, coaches and even role models. Since we strive to help our students flourish as both learners and human beings, I would like to encourage you to go beyond the standard role of a language teacher. This session aims at showing how to combine English language teaching with important, sometimes controversial, social issues. I will explain WHY it’s important to include social issues in our curriculum and HOW to prepare a meaningful lesson in a way that will help students gain some insight into themselves and the surrounding world. Packed with ready-made lessons and practical tips, this workshop will help you prepare activities in which students can learn something more than “just a language” – life.

Katarzyna Sochacka is a graduate of the University of Warsaw. She has been working as an English teacher at Zamoyski High School in Warsaw for over 10 years. As her students are mainly teenagers & young adults, she aims at interweaving teaching English with a variety of important topics, such as tolerance, stereotypes or life priorities.
Hence the idea of the website meaningfulenglish.pl where Katarzyna shares ready-made lessons and worksheets for English teachers who share the idea that there’s more to life (and teaching!) than the English language. Her main interests include psychology, language learning strategies and modern technolog
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WCIES

Nauczanie języka angielskiego osób z uszkodzeniem słuchu

 

Nauczanie języka angielskiego osób z uszkodzeniem słuchu

Warsztat ma na celu zapoznanie uczestników ze specyfiką nauczania języka angielskiego osób z uszkodzonym słuchem.  W trakcie spotkania spróbujemy odpowiedzieć na pytania, co może sprawiać szczególną trudność uczniom, czy też jakie wyzwania stoją przed nauczycielami.  Przedstawione zostaną również przykłady dobrych praktyk na zajęciach lekcyjnych.

Bartosz Wilimborek– nauczyciel języka angielskiego w Instytucie Głuchoniemych. Autor publikacji dotyczących metod aktywizujących młodzież. Realizator nagradzanych projektów promujących nauczanie języków migowych oraz integrację społeczną, m.in. „Wychowanie do nauczania włączającego” wspieranego przez Ambasadę Stanów Zjednoczonych.

 

Global Scholars in bilingual teaching

As Mike Bloomberg, a founder of Bloomberg Philanthropies and Bloomberg LP;
108th Mayor of the City of New York put it:

“Giving students the ability to interact with and understand different cultures is critical to building a brighter future. Combating cultural ignorance—and the fear and intolerance it breeds—begins with young people.”

Do your students have an opportunity to connect with their peers around the world? Global Scholars, operated by Global Cities, Inc., is a tech-savvy, direct peer-to-peer learning program for students 10 to 13 years old that allows them to do just that. See what students and teachers have to say!

In this session I will tell you about Global Scholars Project and why your students will benefit from that.

 

 

Politics, media, language skills. Inviting the real world into your classroom

Politics, media, language skills. Inviting the real world into your classroom

Opuść swoją strefę komfortu. Zostaw podręczniki (na chwilę). Otwórz drzwi do realnego świata.

Podczas tego warsztatu zajmiemy się sposobami i źródłami, które pozwalają na użycie bieżących tematów oraz wykorzystanie autentycznych materiałów na lekcji języka. Pokażemy szeroki wachlarz zarówno cyfrowych, jak i drukowanych publikacji, umożliwiających rozwój kompetencji językowych uczniów, jak również tzw. umiejętności XXI wieku – krytycznego myślenia, selekcji i analizowania informacji

Step out of your comfort zone. Leave your coursebook (for a while). Open the doors to the real world.

In this workshop we are going to take a look at various techniques and methods to use current affairs topics, authentic materials and a range of both digital sources and print publications which enable students’ linguistic development as well as 21st century skills – critical thinking, selecting and analyzing data.

 

Grzegorz Fidala jest absolwentem Stosunków Międzynarodowych oraz Filologii Angielskiej na Uniwersytecie Mikołaja Kopernika w Toruniu. Przez wiele lat uczył języka angielskiego zarówno w szkołach w Polsce jak i za granicą (m.in. Akademia Nauki, Wyższa Szkoła Bankowa w Toruniu, New York School w Rzymie). Wśród jego zainteresowań na pierwszym planie znajdują się rozwijanie sprawności mówienia oraz wykorzystanie gier i nowoczesnych technologii w nauce języka obcego.

Grzegorz Fidala   graduated from the International Relations and the English Department at Nicolaus Copernicus University. He had been teaching English in both public and private schools, i.e. Akademia Nauki, Wyższa Szkoła Bankowa (Toruń), New York School (Rome). Oxford University Press Senior ELT Consultant in kujawsko-pomorskie since 2007 and teacher trainer since 2010. Particularly interested in developing speaking skills, the use of games and authentic materials  in teaching English

 

Integrating global issues in the creative language classroom

In my presentation I will familiarize you with the brand new British Council publication ‘Integrating global issues in the creative language classroom: With reference to the United Nations Sustainable Development Goals’ edited by Alan Maley and Nik Peachey published in 2017. It  aims at bringing real-world issues while developing creativity  in the English classroom. The thrust of the book is also in line with the raising interest in critical thinking as well as in 21st- century learning. It is based on a deep belief in humanity and the fundamental  role of education in building peace in the world.

The book contains 22 sections to be used accordingly to the teachers’ interests, their students’ needs and local circumstances. They are a rich source of creative tasks such as: writing poems or stories, creating a photo gallery, inventing a slogan for a piece of street art, designing sustainable homes and cities, puzzling over the richness of life in a rainforest to name just a few.

My article „End poverty in all its forms everywhere” aims at developing awareness of the problem of overwhelming poverty and alarming inequalities on the globe. It presents a project based on the elements of varied forms of art such as architecture, poetry, theatre, music, examples of outstanding and inspirational creativity in poor regions of the globe and the elements of CLIL. I truly believe that we can shape empathy and creativity in our students – crucial factors to step-by-step overcome difficulties that concern us all. It is free to download here

 

Sylwia Zabor-Żakowska

Dear All 🙂

My work lets me combine such fascinating fields as foreign languages, developing creative potential in children, painting, poetry and a certain knowledge of nature.  Apart from my fondness for the mentioned areas I possess appropriate knowledge and qualifications which I gained studying English Philology at Warsaw University specializing in teaching, Horticulture at Warsaw University of Life Sciences, Psychology of Creativity at Jagiellonian University in Cracow. I also graduated from Painting at Maria Sklodowska-Curie University in Lublin.  I am a pioneer to introduce the idea of teaching English through Art  in Poland and to combine art classes with the achievements of psychology of creativity.

In 2016 I wrote and published a book “Poetry and Art for Creativity” which has been rewarded  European Language Label – a  prize for creativity and innovation,  and in 2017 I contributed to the British Council publication “Integrating global issues in the creative English language classroom”  which I am especially proud of. I have just set up a “Cogito” Foundation KRS 0000685514 for gifted children.  I lead an educational studio “Rzeżucha Studio”.   You are welcome to contact me, you will find more information here:  http://rzezucha.com/

 

Sylwia Zabor-Żakowska

How to add cultural psychology to teaching English

”How to add cultural psychology to teaching (in) English”

Your students probably know how to reply to „Nice day, isn’t it?”. But are you sure that they know not only how to avoid spelling and grammar mistakes but also intercultural clashes between Polish and English interlocutors?

Our experience with international business clients shows us that those who work there and speak fluent English not always know how to understand, interpret and respond to different questions and topics of conversations crucial for their international success. Therefore it is important to make an English lesson an opportunity to pass the language knowledge but also cultural and psychological hints that may help in building trust and fruitful international relations.

During the session our training experience of working with British and Polish learners on learning core cultural values and their indicators will be mentioned. The meeting might be interesting for those who believe that the role of the teacher is to help students not only to be  fluent in English language but also in understanding hidden rules of communications codes and develop crucial skills for participating effectively in global interactions. Hopefully our English as Soft Skills Training with the psychology of culture dimension will become the inspiration and a starting point for further reflections.

BIO

Dominika Cieślikowska is a qualified and experienced Diversity Trainer cooperating with the British Council in designing and conducting Intercultural Fluency and Intercultural Skills in-class and e-learning courses. As a psychologist, facilitator and supervisor specialising in intercultural dialogue she has designed and delivered more than 5500 hours of interactive workshops and training for different clients. Her extensive multicultural teaching experience is based on working in Hungary, Sweden, United Kingdom, Turkey, Kosovo, Moldova, Ukraine, Slovenia and China over a period of fifteen years. She delivers courses on cultural adaptation and intercultural fluency for students, lecturers/ teachers and administrative staff at all levels of education (from kindergarten to university). She is the author of more than 30 academic and non-academic publications about diversity and intercultural issues.

Global Goals and creativity for young learners

The session Global Goals and creativity for young learners by Sylwia Zabor-Żakowska will bring a chance to reflect on the issue of poverty in today’s world and stimulate creativity through art corresponce in the English language classroom. We will experience what poverty and creativity might have in common and how to trigger creativity using recyclable materials.

It will start with a brief presentation of„Poetry and Art for Creativity” publication awarded European Language Label 2016 for the innovation in language teaching.

It is full of innovative, inspirational ideas of creative activities along with developing students’ empathy and sensitivity towards today’s inequalities in the world. They also focus on the practical aspect of learning English.

The core of the meeting will be a workshop based on linking poetry and theatre experience, where you will be challenged by a combination of poetry, such piece of art as The She Goat by Picasso a creative writing task and using recyclable materials to create puppets.

You are very welcome to take an active part in the workshop, get inspired and feel the power of English teaching through art and triggering creativity and imagination. The experience will enable you to easily adapt the activities to your teaching context and doing art may release new sources of your teaching passion.

 

Sylwia Zabor-Żakowska

Dear All 🙂

My work lets me combine such fascinating fields as foreign languages, developing creative potential in children, painting, poetry and a certain knowledge of nature.  Apart from my fondness for the mentioned areas I possess appropriate knowledge and qualifications which I gained studying English Philology at Warsaw University specializing in teaching, Horticulture at Warsaw University of Life Sciences, Psychology of Creativity at Jagiellonian University in Cracow. I also graduated from Painting at Maria Sklodowska-Curie University in Lublin.  I am a pioneer to introduce the idea of teaching English through Art  in Poland and to combine art classes with the achievements of psychology of creativity.

In 2016 I wrote and published a book “Poetry and Art for Creativity” which has been rewarded  European Language Label – a  prize for creativity and innovation,  and in 2017 I contributed to the British Council publication “Integrating global issues in the creative English language classroom”  which I am especially proud of. I have just set up a “Cogito” Foundation KRS 0000685514 for gifted children.  I lead an educational studio “Rzeżucha Studio”.   You are welcome to contact me, you will find more information here:  http://rzezucha.com/

 

How to help teenagers become global citizens

How to help teenagers become global citizens

This talk will focus on the challenges and opportunities of bringing Global Issues and the UN SDGs into the Secondary classroom. By introducing real world issues to teenagers we have the chance to prepare them for the 21st century. Their maturing minds are willing and ready to absorb the world around them. I will explore some techniques and ideas that will help teachers with this important area.

Simon Pounder – Senior teacher for Secondary students in British Council Poland. I am a teacher, teacher trainer for CELTA and YL extension to CELTA and materials writer. I have been based in Poland since 1998.

Tajemniczy świat przyszłości, do którego przygotowujemy naszych uczniów.

Tajemniczy świat przyszłości, do którego przygotowujemy naszych uczniów.

Bartłomiej Janiak, Pearson
Wiemy, że świat stale się zmienia. Jako nauczycielom często brakuje nam jednak twardych danych, dzięki którym możemy w sposób świadomy i celowy przygotować uczniów na to, co przyniesie przyszłość.
Intuicyjnie wiemy, że prawdopodobnie coraz częściej będziemy musieli łączyć nasze wyjątkowe ludzkie umiejętności z osiągnięciami postępu technologicznego… Ale w jaki sposób należy przeprojektować kompetencje poszczególnych zawodów, aby zmaksymalizować te korzyści, i w jaki sposób zmienić sposób kształcenia, abyśmy mogli się przygotować na przyszłość?
Podczas tej sesji będę Państwa zachęcać, abyście zapoznali się z badaniami na temat przyszłości zawodów i umiejętności przeprowadzonymi przez Pearson, Nesta i Oxford Martin School. Wyniki tych badań dają nam bardzo jasne wskazówki, które możemy wdrożyć w proces edukacyjny naszych uczniów/studentów. Dołączcie do mnie, aby je poznać!
The Mysterious Future World We Keep Preparing our Students for.
Bartłomiej Janiak, Pearson

We know that the world is not set in stone. But we often, as educators and individuals, lack the hard data we need to help us prepare our students for the future with intentionality and purpose.
We know intuitively that it is likely we will increasingly be called upon to pair our uniquely human skills with the productivity gains from technology. But how should occupations be redesigned to maximize this traits, and how should education change to prepare us?
In this session I will encourage you to become familiar with a research by Pearson, Nesta and Oxford Martin School on the future of jobs and skills which carries clear implications for all education stakeholders as well as individuals. Please, join me to discover what they are.

Bartłomiej Janiak, Pearson Central Europe, graduate of University of Lodz: faculty of English Language Teaching and Leon Kozminski Institute faculty of Professional Coaching, has been associated with educational market for more than 15 years. Thorough this time he has worked as a language lecturer, Key Account Executive and Business Development Manager. So far he has given talks and workshops at numerous events including: Edunation, PASE, IATEFL, E-learning Fusion. He also gives workshops at SWPS University of Social Sciences and Humanities, Technical Univeristy of Rzeszów, University of Information Technology and Management in Rzeszow related to psychology of change, creativity, stress tolerance, emotional intelligence and becoming professional business trainer.