paêdziernik/listopad NR 5/6 (3) 2002

cena 15,00 z∏ (z VAT)

ENGLISH LANGUAGE TEACHING
www.teacher.pl

Teacher
INDEKS 374385

Dodatek specjalny
My w Unii Europejskiej
Specjalnie dla nas:
Danuta Hübner
W∏odzimierz Cimoszewicz

ELT Concerto:
Transforming
Teachers
James Bond
Kasia Kowalska
Andrzej Kwiatkowski
 PAèDZIERNIK/LISTOPAD The Teacher

Witamy w Europie! The Teacher

nr 7 (4)
grudzieƒ 2002

W chwili, gdy Irlandczycy ∏amià sobie g∏owy nad dopusz- W kolejnym numerze Teachera
czeniem Polski do Wspólnoty, w chwili, gdy Holendrzy nie zamieÊcimy artyku∏ Michaela Rundella
„Conceptual metaphor and its value
mogà dojÊç do porozumienia mi´dzy stanowiskiem rzàdu for language learners”, na zimowe ch∏ody
a parlamentu w sprawie naszej akcesji, my pierwsi robimy zaproponujemy tekst o najprawdziwszej
krok naprzód. Odwa˝ny, Êmia∏y i pozbawiony kompleksów. angielskiej herbatce, a ze wzgl´du
Stale rosnàce grono naszych czytelników udowadnia Êwiatu, ˝e na kolejnà rocznic´ Êmierci Johna
Lennona przeÊledzimy histori´
w naszym kraju nie brak osób wykszta∏conych, Êwietnie mó- najs∏ynniejszego zespo∏u Êwiata
wiàcych po angielsku (a zatem pos∏ugujàcych si´ najbardziej – The Beatles. B´dà kolejne çwiczenia,
rozpowszechnionym i uniwersalnym j´zykiem Unii), Êmia∏o sta∏e dzia∏y powrócà do swych
patrzàcych w przysz∏oÊç spod znaku dwunastu gwiazdek. normalnych rozmiarów. Z okazji Âwiàt
postaramy si´ równie˝ o nowe, nieobecne
Dla wszystkich tych, którzy jednak nie czujà si´ tak pewnie, dotàd na naszych ∏amach, materia∏y.
dla wszystkich tych, którzy wcià˝ majà wàtpliwoÊci, spoglàda- Zapraszamy do numeru grudniowego,
jà na unijne zagadnienia z nieufnoÊcià, przygotowaliÊmy ofer- od którego The Teacher b´dzie si´
t´ specjalnà. W tym numerze Teachera znajdziecie Paƒstwo ukazywa∏ co miesiàc!
przygotowany we wspó∏pracy z Urz´dem Komisji Integracji
Europejskiej specjalny dodatek „My w Unii Europejskiej”.
WÊród zawartych w nim materia∏ów sà mi´dzy innymi: raport
o zmianach, jakie czekajà nauczycieli wraz z przystàpieniem
Polski do UE, wywiady z czo∏owymi osobistoÊciami politycz- Redaktor Naczelny
Artur Wàsowski
nymi zwiàzanymi bezpoÊrednio z polskimi negocjacjami ak- tel. (22) 622 10 70 wew. 102
cesyjnymi, podr´czny s∏owniczek terminów unijnych i kilka e-mail: awasowski@teacher.pl
Sekretarz redakcji
dodatkowych drobiazgów. Konrad Baƒkowski
tel. (22) 622 10 70 wew. 113
Drugim eksploatowanym przez nas tematem jest Internet e-mail: redakcja@teacher.pl
i mo˝liwoÊci jego zastosowania w nauczaniu j´zyka angiel- Redakcja
Piotr Czarnyszewicz
skiego. Wszystkim, dla których Sieç jest w dalszym ciàgu tel. (22) 622 10 70 wew. 112
e-mail: pczarnyszewicz@teacher.pl
swoistà terra incognita, pomocny mo˝e si´ okazaç artyku∏ o j´- Pawe∏ Gadaczek
tel. (22) 622 10 70 wew. 113
zyku, jakim Internet si´ pos∏uguje. Zdradzamy te˝ ogromne e-mail: pgadaczek@teacher.pl
J´drzej Markiewicz
iloÊci adresów WWW, które wià˝à si´ z tym zagadnieniem e-mail: jmarkiewicz@teacher.pl
i posiadajà spore wartoÊci naukowe. Takie czasy – dziÊ zwy- Piotr Krasnowolski
e-mail: krasnal@netart.com.pl
k∏y, papierowy podr´cznik nie jest ju˝ alfà i omegà, jedynym Korekta cz´Êci polskiej:
Pawe∏ Gadaczek
êród∏em wiedzy wszelakiej. Marcin Szczepaƒski
Ze wzgl´du na zamieszczenie opisanego wy˝ej dodatku Stale wspó∏pracuje
Pawe∏ Rabiej
zdecydowaliÊmy si´ ograniczyç cz´Êç magazynowà trzeciego e-mail: prabiej@teacher.pl
Teachera. Mimo wszystko wielu entuzjastów gatunku znaj- Dzia∏ Reklamy
Dorota Krassowska
dzie tam smakowity materia∏ zwiàzany z pewnym jubile- tel. (22) 622 10 70 wew. 105
e-mail: dkrassowska@teacher.pl
uszem. Prawdopodobnie wielu naszych czytelników jest Katarzyna Kawecka
tel. (22) 622 10 70 wew. 111
znacznie m∏odszych, ni˝ bohater rubryki Made in England. e-mail: kkawecka@teacher.pl
Oddajemy ten numer do druku w chwili, kiedy wyniki po- Prenumerata
Beata Rudzka
wtórnego referendum w Irlandii nie sà jeszcze znane. Miej- tel. (22) 622 10 70
e-mail: brudzka@teacher.pl
my nadziej´, ˝e mieszkaƒcy Zielonej Wyspy odwdzi´czà nam Monta˝ elektroniczno-graficzny:
si´ za fascynacj´, jakà Irlandia budzi w nas od dawna. W koƒ- Page Graph
Wydawca: ELT Sp. z o.o.
cu Dzieƒ Âwi´tego Patryka, po Irlandii i USA najhuczniej
Redakcja
obchodzony jest chyba w∏aÊnie u nas... ul. Fabryczna 16/22 lok. 23
00-446 Warszawa
tel. (22) 622 10 70
Konrad Baƒkowski.
1
The Teacher SPIS TREÊCI

fot. Imperial Entertainment s. 57 Fot. P. Czarnyszewicz s. 55

TRENDY MY W UNII EUROPEJSKIEJ METODY

4 Recenzje 32 Education training 48 The Polish capital market
5 Publishers recommend and the youth 49 Netspeek...
6 Web watch J´drzej Markiewicz Jakub Suder,
8 Books Review 35 Konkurs na esej Piotr Krasnowolski
o Unii Europejskiej
ELT 36 Wywiad z ministrem LUDZIE
10 ELT Concerto: S∏awomirem Wiatrem 54 Rzetelna debata,
Transforming Teachers A. Braumberger a nie reklamówki – wywiad
Luke Prodromou 37 Europejska Interkl@sa z Andrzejem Kwiatkowskim
17 ELT professional Ewa Kadys Piotr Czarnyszewicz
18 Fumbling for words 38 Perspektywy polskiej
Piotr Steinbrich m∏odzie˝y po przystàpieniu MAGAZYN
20 Teaching English Polski do UE – wypowiedê 55 Kasia
with the Internet ministra W∏odzimierza Piotr Czarnyszewicz
Jaros∏aw Krajka Cimoszewicza 57 Made in England
25 Grammar Class Day One: 40 European School Clubs – James Bond
Attitudes and Teaching Piotr Czarnyszewicz, Konrad Baƒkowski
Ideas J´drzej Markiewicz
Irene E. Schoenberg 41 Kim b´dziemy w Unii? MO˝LIWOÊCI
28 åwiczenia – odpowiada minister 60 Pitman, Longman, ATAS
30 ELT around the world Danuta Hübner 61 Macmillan Polska
42 S∏ownik unijny 62 Macmillan Conference 2002
44 Quiz o UE ELT Myth and Philosophy
Pawe∏ Gadaczek

Fot. TAP s. 54 Fot. Forum s. 38 Fot. Forum s. 41

2
The Teacher
Muzyka
n Manu Chao „Radio Memba Sound
System”
Pomaton EMI
Manu Chao nie jest w Polsce tak znany i lu-
biany, jak na to zas∏uguje. Ten hiszpaƒskoj´-
zyczny Francuz zyska∏ sobie w naszym kraju
wiernà grup´ fanów (wcale nie ma∏à, jak so-
bie przypomn´ warszawski koncert Manu)
g∏ównie za sprawà wielkiego hitu „Bongo
Bong” ze swej pierwszej solowej p∏yty
„Clandestino”. Nie napisa∏em debiutanckiej,
gdy˝ Manu Chao da∏ si´ poznaç ju˝ w latach
80. jako lider grupy Mano Negra, ∏àczàcej
w swej muzyce tradycyjne rytmy latynoskie,
reggae, francuski alternatywny rock i przede
wszystkim punk rock. Grupy dziÊ kultowej we
Francji i krajach latynoskich (zresztà kilka lat
temu T. Love nagra∏ „Syna miasta” – w∏asnà
wersj´ utworu Mano Negry „Out of Time
Man”).
„Radio Memba Sound System” to zapis pa-
ryskiego koncertu z ostatniej trasy koncerto-
wej – od razu pragn´ zaznaczyç, ˝e wszyscy
ci, którzy znajà zaledwie ostatnie dokonania
Manu i nie widzieli go na ˝ywo, mogà byç
lekko zaskoczeni... ˝ywio∏owoÊcià nagraƒ!
O ile ostatni album „Proxima Estacion: Espe-
ranza” jest chyba najspokojniejszy w dorob-
ku Manu, to na koncercie wyraênie daje znaç
o sobie jego latynoska krew. Wi´kszoÊç
utworów – a jest ich 29 – zosta∏o zarejestro-
wanych w szybszych wersjach, dodatkowo
jeszcze bardziej „podlanych” sosem latyno-
sko-jamajskim. Obok dobrze znanych utwo-
rów, np. „Clandestino”, „Mala Vida”, na p∏y-
cie znalaz∏y si´ tak˝e niepublikowane wcze-
Êniej kompozycje (w wersjach koncertowych
oczywiÊcie): „Bienvenido a Tijuana”, „Rum-
ba de Barcelona”, „Blood and Fire”.
Na zakoƒczenie musz´ jednak dodaç, ˝e
„Radio Memba...” to znakomity album kon-
certowy, ale... warszawski koncert by∏ jesz-
cze lepszy!
[pg]
4
Ksià˝ka
n The Beatles – Antologia
Wydawca: Hachette Livre (2002)
Nowa ksià˝ka „Antologia The Beatles” nie jest,
jak inne tego typu pozycje, ksià˝kà napisanà
przez kogoÊ o Beatlesach. Jest za to imponujà-
cym zbiorem wspomnieƒ i wypowiedzi samych
Beatlesów, którzy opowiadajà o sobie, o swoim
dzieciƒstwie, marzeniach, fascynacji muzykà,
wreszcie o klimacie powojennego Liverpoolu.
Przede wszystkim jednak o tym, jak tworzyli ze-
spó∏, który na trwa∏e sta∏ si´ jednym z najwa˝-
niejszych elementów kultury popularnej. Na
czym jednak polega∏ ten fenomen?
The Beatles to bardzo ró˝ne osobowoÊci, mie-
szanka temperamentów i specyficzne poczucie
humoru. Ka˝dy z nich by∏ indywidualnoÊcià, ra-
zem jednak doskonale si´ uzupe∏niali. Tak bar-
dzo ró˝ni z osobna, razem byli znakomicie
zgranym zespo∏em. Nieustannie poszukiwali
nowego – brzmienia, wyrazu, image’u, inspira-
cji. Nietrudno wi´c zrozumieç, co mia∏ na my-
Êli Ringo Starr, kiedy mówi∏ o „niesamowitej
wi´zi czterech facetów”, którzy nawet gdy mie-
li najwi´ksze apartamenty w hotelu, siedzieli
we czterech w jednej ∏azience, by móc spokoj-
nie pogadaç.
„Antologia The Beatles” to ksià˝ka ciep∏a,
szczera i zabawna. Opowiada o muzycznym
rozwoju i o przemianach, jakie przeszli muzy-
cy z Liverpoolu na drodze do Êwiatowej s∏awy.
Pozwala te˝ poznaç ich wczesne lata, zanim
stali si´ idolami m∏odych ludzi na ca∏ym
Êwiecie.
Mimo 30 lat, które up∏yn´∏y od rozpadu grupy,
fenomen The Beatles zdaje si´ nie gasnàç.
Âwiadczy o tym równie˝ fakt, ˝e „Antologia The
Beatles” zosta∏a ju˝ przet∏umaczona na j´zyki:
niemiecki, francuski, norweski, holenderski,
w∏oski, japoƒski, a teraz równie˝ polski. Do dziÊ
przeczyta∏o jà oko∏o 3 mln osób!
TRENDY
Jej wyjàtkowoÊç polega równie˝ na tym, ˝e Paul
McCartney, Ringo Starr i George Harrison zgodzi-
li si´ opowiedzieç wiele, nieznanych dotàd, histo-
rii specjalnie na jej potrzeby. Wraz z Yoko Ono
Lennon udost´pnili równie˝ archiwa zespo∏u
(w tym tak˝e swoje prywatne), dzi´ki którym po
raz pierwszy Êwiat∏o dzienne ujrza∏o wiele niepu-
blikowanych dotàd zdj´ç oraz dokumentów.
Polska wersja ksià˝ki „Antologia The Beatles”
dost´pna jest od 25 wrzeÊnia.
[Hachette Livre]
Film
n „Gwiezdne Wojny. Atak Klonów”
(Star Wars. Attack of the Clones)
re˝. George Lucas
obsada: Ewan McGregor, Natalie Portman,
Christopher Lee
prod. USA (2002)
Dystrybucja VHS i DVD: Imperial Entertainment
Ciàg dalszy przygód m∏odego Anakina Sky-
walkera na jego drodze ku przejÊciu na ciem-
nà stron´ Mocy. Twórcy filmu zmienili dotych-
czasowà konwencj´ i po raz pierwszy
w Gwiezdnej Sadze na tak wyraêne miejsce
wysunà∏ si´ wàtek romansowy. Pojawiajà si´
równie˝ wàtki znane ze „starych” Gwiezdnych
Wojen, poznajemy zr´by póêniejszego Impe-
rium, na czele którego stanà Imperator i Darth
Vader. Film zosta∏ zrealizowany z charaktery-
stycznym dla Lucasa barokowym przepychem.
Zdecydowanie jest to najbardziej „komikso-
wa” cz´Êç Sagi, wi´kszoÊç kadrów pora˝a na-
gromadzeniem efektów wizualnych. Co do
scenariusza – zdania sà podzielone, choç za-
gorzali mi∏oÊnicy GW nie powinni byç zawie-
dzeni. Tym bardziej, ˝e du˝à rol´ w „Ataku
Klonów” odgrywa jedna z kultowych postaci
Sagi – Boba Fett (a raczej jego genetyczny
„ojciec” Jango Fett).
[kb]
 TRENDY The Teacher

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5
The Teacher
Web watch
n www.macmillan.pl
Macmillan jest jednym z najwi´kszych wydawnictw
zwiàzanych z nauczaniem j´zyka angielskiego na polskim
rynku. G∏ównà witrynà Macmillana w naszym kraju jest
www.macmillan.pl, przy czym jest to strona angloj´zycz-
na. Skupia si´ ona na prezentacji firmy, pracowników
i celów dzia∏ania, tj. jak najlepszego nauczania j´zyka an-
gielskiego. Znajdziemy na niej tak˝e list´ konferencji
i eventów dotyczàcych nauczania j´zyka angielskiego
w Polsce. Jest tu równie˝ oferta wydawnicza, cennik,
a tak˝e lista adresów hurtowni patronackich.
Inne adresy zwiàzane z Macmillanem to m.in.:
www.macmillan.com – oficjalna strona wydawnictwa,
www.macpolska.com – informacje na temat ksià˝ek dystry-
buowanych w Polsce, a tak˝e wiele adresów stron Macmillana
w innych krajach. Ze stron niezwiàzanych z wydawnictwem
godny polecenia jest: www.men.waw.pl/prawo/akty_pr.htm
– tutaj znaleêç mo˝na akty prawne na temat Karty Nauczy-
ciela i systemu oÊwiaty.
www.live.macmillan.pl – to bardzo ∏adnie przygotowana
strona dotyczàca kursu L!VE, przeznaczona dla nauczycie-
li gimnazjalnych. Na stronie mo˝emy poznaç sylwetki auto-
rów kursu L!VE, jak równie˝ sam kurs i odpowiednie pod-
r´czniki. Znajduje si´ tam tak˝e test gimnazjalny wraz
z punktacjà oraz kilka gier, które mogà byç pomocne w na-
uce angielskiego (nie zapominajàc o rozrywce...).
www.format.macmillan.pl – to strona poÊwi´cona innemu
kursowi j´zyka angielskiego, tym razem skierowanemu do
uczniów liceum. Podobnie jak w przypadku L!VE i tutaj
mo˝emy poznaç autorów kursu. W Sample Issue pokazano
przyk∏adowe materia∏y, zaÊ w Resources umieszczono pliki
do pobrania – çwiczenia wraz z answer keys.
Ciekawà podstronà jest Problem Corner, na której znajdujà si´
odpowiedzi na pytania zwiàzane z zawi∏oÊciami j´zyka angiel-
skiego; pytania mo˝na wys∏aç ze strony Problem Corner.
www.macmillandictionary.com – ta strona jest poÊwi´cona
najnowszemu i najnowoczeÊniejszemu s∏ownikowi j´zyka
angielskiego Macmillan English Dictionary. Warto zazna-
czyç, ˝e do s∏ownika do∏àczony jest CD-ROM, na którym
znajduje si´... s∏ownik oczywiÊcie, ale w wersji cyfrowej
(wszystkie has∏a z wymowà!).
n www.eltweb.com
Strona www.eltweb.com, czyli Index of English Laguage
Resources mo˝e okazaç si´ ostatnià deskà ratunku, gdy ktoÊ
szuka informacji na dany temat, jednak nie zna ˝adnego
przydatnego adresu internetowego.
W serwisie znajduje si´ 65 kategorii. Ró˝norodnoÊç tema-
tyczna sprawi, ˝e nie powinno byç osoby, która nie znalaz∏a-
by tu potrzebnych jej informacji.
Najwi´cej linków znajduje si´ w dzia∏ach: Schools (przede
wszystkim USA, Wielka Brytania, Kanada, Australia),
Teachers Training, Business English (g∏ównie kursy),
Commercial Products, Language Travel Agents, Jobs.
6
TRENDY
Przydatne dla nauczycieli mogà byç tak˝e kategorie:
Dictionaries, ELT Magazines, Encyclopedias, Grammar,
Slang, jak równie˝ materia∏y dotyczàce TOEFL, TOEIC.
Ponadto wyró˝nione sà kategorie: Games, Poetry, Drama,
Music, Movies and Screenplays, które – na pierwszy rzut
oka – nie wydajà si´ specjalnie pomocne przy nauczaniu j´-
zyka angielskiego.
n www.eltforum.com
ELT Forum to strona skierowana dla ka˝dego, kto jest za-
interesowany tematykà ELT, niezale˝nie od tego, czy jest
nauczycielem, trainerem czy material developerem. ELT
Forum to przede wszystkim êród∏o forów dyskusyjnych,
ogromnych zasobów bibliograficznych, daje tak˝e mo˝li-
woÊç Êciàgni´cia ze stron „packów” zawierajàcych artyku∏y,
fragmenty ksià˝ek itd.
Mo˝na tak˝e zakupiç online opracowania metodologiczne.
Dla niezorientowanych przygotowano specjalnà stron´
z FAQ.
Je˝eli ktoÊ potrzebuje pomocy metodycznej, mo˝e zajrzeç
na podstron´ The Library i tam skorzystaç z dzia∏ów:
Grammar, Pronunciation, Vocabulary a tak˝e The Teacher
(chodzi o „nauczyciela”, nie o nas :-).
Cz´Êç serwisu dost´pna jest tylko dla zarejestrowanych
u˝ytkowników. Jest tak˝e opcja korzystania z message
boardu, lecz najpierw trzeba si´ zalogowaç.
n www.onestopenglish.com/ProfessionalSupport/journals/
dedicate.htm
Wpisujàc do wyszukiwarki ten adres, trafimy na stron´, na
której znajdujà si´ adresy ró˝nych online’owych magazynów
poÊwi´conych g∏ównie problemom zwiàzanym z szeroko ro-
zumianym nauczaniem j´zyka angielskiego. Stàd mo˝emy
si´ „przelinkowaç” m.in. na strony: www.gouk.com – inter-
netowy magazyn s∏u˝àcy pomocà zagranicznym studentom
uczàcym si´ j´zyka angielskiego (EFL) w Wielkiej Brytanii.
Na stronie mo˝na znaleêç informacje o szko∏ach oraz
o tym jak p∏aciç za kursy nawet do 30 procent taniej;
www.eflweb.com to kolejny magazyn online, tym razem dla
studentów i nauczycieli, w którym obok wyst´pujàcych
w wi´kszoÊci serwisów dzia∏ów jak Praca, Adresy szkó∏,
znajdujà si´ dzia∏y z legalnym oprogramowaniem do eduka-
cji i narz´dziami do komunikacji voice-to-voice. n
 TRENDY The Teacher

2000 egzemplarzy i sà bezp∏atnie przekazywane do Sejmu,

n www.ukie.gov.pl Senatu, urz´dów administracji publicznej, bibliotek woje-
Jest to serwis internetowy Sekretariatu Europejskiego, do- wódzkich, bibliotek uczelni wy˝szych, bibliotek pedagogicz-
st´pny po polsku i angielsku; mo˝na w nim znaleêç potrzeb- nych, oÊrodków Euro-Info, Centrów Dokumentacji Europej-
ne informacje o integracji europejskiej oraz Urz´dzie Komi- skiej oraz Regionalnych Centrów Informacji Europejskiej.
tetu Integracji Europejskiej, który prowadzi t´ stron´. Strona Polecane Strony to linkownia – zbiór adresów stron interne-
jest podzielona na odr´bne tematycznie podstrony: Aktualno- towych dotyczàcych nie tylko Unii Europejskiej, lecz tak˝e
Êci, Urzàd, Centrum Informacji Europejskiej, Dokumenty, polskiego rzàdu, edukacji czy te˝ problemów zwiàzanych
Publikacje, Biblioteka itd. z rolnictwem, rybo∏ówstwem, ˝ywnoÊcià.
W AktualnoÊciach znajdujà si´ informacje o bie˝àcym sta- Warto te˝ zajrzeç do Dokumentów, gdzie mo˝emy si´ zapo-
nie negocjacji, o ich harmonogramie oraz stan obecny roz- znaç m.in. z treÊcià ustaw, rozporzàdzeƒ i zarzàdzeƒ Rady
mów, zaj´ç, debat, a tak˝e konferencji urz´dów oraz urz´d- Ministrów, a tak˝e Dzienników Urz´dowych KIE.
ników odpowiedzialnych za negocjacje i rozszerzenie UE, Wa˝nà podstronà sà informacje o Bibliotece Depozytowej
ze strony polskiej i unijnej. WczeÊniejsze dane sà ∏atwo do- Wspólnot Europejskich. Mo˝na z niej pobraç alfabetyczny
st´pne – wystarczy „kliknàç” w link pod ostatnià aktualnà katalog zbiorów biblioteki, jak równie˝ zapoznaç si´ z katalo-
wiadomoÊcià. giem ksià˝ek (ponad siedem tysi´cy rekordów) i katalogiem
Na kolejnej podstronie zamieszczone sà informacje o pracach czasopism online. Na stronie znajduje si´ oczywiÊcie adres
Danuty Hübner, minister ds. europejskich; przede wszyst- Biblioteki oraz jej regulamin. Z jej zbiorów mogà korzystaç
kim jest tam tygodniowe kalendarium zaj´ç pani minister: wszyscy zainteresowani.
spotkaƒ, rozmów, wizyt itp. Podobnie jak w AktualnoÊciach, Z serwisu mo˝na tak˝e pobraç publikacje Urz´du oraz ró˝ne
i tutaj zosta∏o do∏àczone archiwum wczeÊniejszych wydarzeƒ. dokumenty (zapisane g∏ównie w formacie pdf, do odczytania
Na oddzielnej podstronie Urz´du mo˝emy znaleêç informa- którego niezb´dny jest darmowy program Acrobat Reader®).
cje o osobach kierujàcych Urz´dem Komitetu Integracji Eu- Osobom, które pragnà poszerzyç swà wiedz´ w kontekÊcie
ropejskiej: o minister Danucie Hübner, o ministrze Jaros∏a- dyskusji o przystàpieniu Polski do Unii Europejskiej, mo˝na
wie Pietrasie i minister Krystynie Gurbiel, podsekretarzach poleciç lektur´ artyku∏u „14 powodów...”. n
stanu w UKIE, a tak˝e wykaz wszystkich departamentów
i zakres spraw, jakimi si´ zajmujà, oraz informacje o pracy Info@mail.ukie.gov.pl
i praktykach w Urz´dzie. – adres e-mail redaktora serwisu internetowego UKIE
W Serwisach znaleêç mo˝na materia∏y informacyjne i do-
kumenty dotyczàce zakresu dzia∏alnoÊci Urz´du Komitetu
Integracji Europejskiej zwiàzanej z przygotowaniem i ko-
ordynowaniem polityki w sprawach dotyczàcych integracji
Polski z Unià Europejskà. Serwisy sà podzielone na pod-
strony poÊwi´cone odr´bnym zagadnieniom, poczàwszy
od Edukacji europejskiej i Konwentu M∏odych czy Opinii
publicznej – comiesi´cznych opracowaƒ dotyczàcych po-
staw spo∏ecznych wobec integracji Polski z UE – poprzez
Programy pomocowe, a˝ do informacji o T∏umaczeniach
aktów prawnych Wspólnoty Europejskiej. Zainteresowani
pracà w instytucjach Unii znajdà tutaj niezb´dne informa-
cje na ten temat. Wchodzàc do tego dzia∏u mo˝na si´ rów-
nie˝ dowiedzieç, co to jest Konwent M∏odych, Narodowa
Rada Integracji Europejskiej czy Êrodowiskowe rady kon-
sultacyjne.
Osobom, które pragnà poszerzyç swà wiedz´ w zakresie inte-
gracji europejskiej, polecam studium internetowe – Integra-
cja Europejska (www.ukie.gov.pl/kurs). Zamieszczono tu
równie˝ Informator o studiach europejskich w Polsce.
Centrum Informacji Europejskiej – na tej podstronie znajdu-
jà si´ dane o dzia∏alnoÊci Centrum Informacji Europejskiej
UKIE oraz trzydziestu pi´ciu Regionalnych Centrów Infor-
macji Europejskiej (RCIE) powo∏anych przez UKIE. Znaj-
dziemy tu te˝ list´ z ich adresami i numerami telefonów. Na-
uczyciele i uczniowie zainteresowani tematykà integracyjnà
znajdà materia∏y o szkolnych klubach europejskich. Mogà
równie˝ korzystaç z gier edukacyjnych.
Publikacje to dzia∏ poÊwi´cony wydawnictwom UKIE.
Przede wszystkim sà to dokumenty, opracowania, analizy itp.
dotyczàce szeroko poj´tej problematyki integracji europej-
skiej. Publikacje te ukazujà si´ – zazwyczaj – w nak∏adzie

7
 The Teacher
Books review
n GRAMMAR AND VOCABULARY
Odwieczne dylematy osób uczàcych si´ angielskiego:
„make coffee” czy „do coffee”? „suggest to go” czy
„suggest going”? Nauczyciele bez wahania podadzà
wiele takich uczniowskich problemów. Na te i wiele in-
nych pytaƒ znajdziemy odpowiedê w podr´czniku
Grammar and Vocabulary for FCE. Jest on niezb´dny na
biurku ka˝dego, kogo uczniowie przygotowujà si´ do
egzaminu First Certificate. W poszczególnych rozdzia-
∏ach powtarzamy zagadnienia gramatyczne, poprzedzo-
ne testem sprawdzajàcym – mo˝e ten materia∏ nasi s∏u-
chacze opanowali tak dobrze, ˝e nie trzeba niczego po-
wtarzaç? Zakres materia∏u w podr´czniku pokrywa si´
z zagadnieniami wymaganymi na FCE w „Paper 3”,
a jest to cz´Êç First Certificate, której uczniowie bojà si´
najbardziej.
Jest to te˝ ksià˝ka bardzo polecana maturzystom i ich na-
uczycielom; pracujàc z nià, z powodzeniem powtarzamy
materia∏ wymagany na maturze, i pisemnej, i ustnej.
Na poziomie zaawansowanym uczniowi wydaje si´, ˝e
wszystko wie. I w du˝ym stopniu ma racj´; zna ró˝ne,
tak˝e skomplikowane, struktury gramatyczne, ma boga-
te s∏ownictwo, rozwiàzuje çwiczenia gramatyczne
i s∏ownikowe, a jednak czuje, ˝e to jeszcze nie wszyst-
ko... RzeczywiÊcie, mo˝e wiedzieç wi´cej, jeÊli zajrzy
do ksià˝ki Grammar and Vocabulary for CAE & CPE.
Ten podr´cznik zawiera to, co obiecuje tytu∏ – s∏ownic-
two i gramatyk´ na poziomie zaawansowanym. Nawet
znane od lat, pozornie banalne zagadnienia, jak Passive
Voice czy Conditionals, nie sà tak proste, jak si´ wydaje.
Konstrukcja ksià˝ki umo˝liwia wiele sposobów pracy
z nià. Ksià˝ka ta, jako g∏ówny podr´cznik kursu przygoto-
wujàcego do CAE czy CPE to nieco za ma∏o, natomiast ja-
ko êród∏o materia∏ów dodatkowych jest doskona∏a.
Grammar and Vocabulary for FCE, Luke Prodromou,
Grammar and Vocabulary for CAE & CPE
Richard Side, Guy Wellman n czajów i zasad szkolnych w Wielkiej Brytanii i w Pol-
Ewa Spirydowicz
8
n FOLLOW ME – PODR¢CZNIK DLA KLASY IV
SZKO¸Y PODSTAWOWEJ
Follow Me to nowa propozycja WSiP SA dla uczniów
w klasie czwartej szko∏y podstawowej. Na pierwszy rzut
oka widaç, ˝e autorki majà du˝e doÊwiadczenie w na-
uczaniu tej grupy wiekowej. Odpowiednio dobrane
przyk∏ady, przemawiajàce do wyobraêni dziesi´ciolatka
teksty o domu, rodzinie i szkole na pewno pomogà
dziecku odnaleêç si´ w nowym Êwiecie, jakim jest j´zyk
obcy. Pierwsze strony Follow Me majà za zadanie poka-
zaç uczniowi, ˝e ten nowy przedmiot wcale nie musi
byç taki straszny.
Zadanie to spe∏nia znakomicie cz´Êç „Starter”. Typy
çwiczeƒ tam zawartych nie sà nowe, ale doskonale wpi-
sujà si´ w koncepcj´ pokazania uczniowi, ile ju˝ „umie”
(zapo˝yczenia u˝ywane w j´zyku polskim, skróty i skró-
towce pochodzàce z angielskiego itd.).
Tak˝e w kolejnych rozdzia∏ach podr´cznik sprawia wra˝e-
nie przyjaznego uczniowi i nauczycielowi. Materia∏ jest
wprowadzany stopniowo, çwiczenia pozwalajà na rozwija-
nie wszystkich sprawnoÊci j´zykowych, szczególny na-
cisk po∏o˝ony jest na s∏uchanie i mówienie. Dodatkowo
na p∏ycie CD do∏àczanej do ksià˝ki nauczyciela jest spo-
ro dialogów, rymowanek i piosenek skomponowanych
specjalnie na potrzeby tego podr´cznika.
Dwaj przyjaciele: Smarty i Moody, którzy pojawiajà si´
niemal na co drugiej stronie, wyjaÊniajà i demonstrujà
w sposób prosty i przyst´pny zasady j´zyka angielskiego.
W podr´czniku znajdziemy polecenia do çwiczeƒ w j´-
zyku angielskim i polskim – takie podejÊcie sta∏o si´
ju˝ standardem w podr´cznikach przeznaczonych dla
dzieci. Ciekawe jest natomiast podejÊcie do przedsta-
wienia realiów kulturowych. Uczeƒ w czwartej klasie
nie b´dzie zainteresowany tym, kto mieszka na
Downing Street 10, ale zaciekawi go zestawienie zwy-
sce. Chcia∏by te˝ pewnie umieç opowiedzieç o swoim
TRENDY
mieÊcie i okolicy w j´zyku angielskim. Wszystko to
znajdziemy w Follow Me 1.
Follow Me Ma∏gorzata Dyszlewska,
Ma∏gorzata Samsonowicz,
Wydawnictwa Szkolne i Pedagogiczne, 2002 n
n BOOMERANG – ELEMENTARY
BOOMERANG Elementary przeznaczony jest dla
uczniów gimnazjum, którzy rozpoczynajà nauk´ j´zyka
angielskiego i majà za sobà pewne kontakty z j´zykiem,
bàdê te˝ dla uczniów klas II, którzy kontynuujà nauk´
rozpocz´tà w klasie I.
Podobnie jak w wi´kszoÊci podr´czników dla tej grupy
wiekowej, w BOOMERANG Elementary autorzy postara-
li si´ o to, aby zarówno format, jak i treÊç podr´cznika
dostosowane by∏y do potrzeb, oczekiwaƒ i zaintereso-
waƒ odbiorcy. Mo˝emy tu wi´c znaleêç tematyk´ skie-
rowanà do ucznia gimnazjum: szko∏a, komputery/Inter-
net, rodzina/przyjaciele, muzyka, moda, przysz∏a praca,
dieta. Sà te˝ teksty powa˝niejsze, odnoszàce si´ do in-
nych przedmiotów czy te˝ kultur.
Przeglàdajàc podr´cznik mo˝na zauwa˝yç, ˝e zarówno je-
go zawartoÊç, jak i struktura s∏u˝à opanowaniu j´zyka
w stopniu umo˝liwiajàcym w miar´ sprawnà komunika-
cj´. Materia∏ j´zykowy podzielony zosta∏ na sekcje:
Grammar, Functions, Vocabulary, Cross-curricu-
lum/across cultures, Project work oraz Pronunciation.
Sekcje te çwiczà j´zyk oraz sprawnoÊci poprzez ca∏à ga-
m´ ró˝norodnych, atrakcyjnych zadaƒ aktywizujàcych
ucznia. Przy wprowadzaniu materia∏u gramatycznego wy-
korzystywane sà m. in. procedury samodzielnego odkry-
wania regu∏ przez ucznia, który nast´pnie mo˝e sprawdziç
trafnoÊç swoich spostrze˝eƒ w wykonywanych çwicze-
niach, odpowiedziach umieszczonych na dole strony
lub/i w cz´Êci Grammar reference. W podr´czniku za-
mieszczone zosta∏y liczne przyk∏ady ilustrujàce regu∏y
gramatyczne, tabelki oraz wyjaÊnienia, które z pewnoÊcià
u∏atwià zrozumienie funkcjonowania systemu j´zyka.
BOOMERANG – Elementary Katarzyna Torr,
Guy Russell Torr, Wydawnictwo Szkolne PWN, 2002 n
The Teacher
ELT Concerto:
Transforming Teachers
Luke Prodromou
T
his article is an approach to teacher development
through the transformative power of art. It also
attempts to relate teacher development through art
directly to classroom practice. The title of the article,
‘transforming teachers’ has two meanings: (1) teachers who
engage in a process of transformation of their own potential as
classroom practioners and (2) teachers who transform their
learners language ability to bring it closer to the desired
outcome. The basic assumption behind the ideas
I express here is that teachers need to grow and continue to see
their job with fresh eyes if they are to continue to bring about
change in their learners’ language ability. I see the teaching of
English as a foreign language not only as a technical process of
making grammar and vocabulary available to learners but as an
educational practice which draws on and has an impact on the
learners’ way of looking at the world.
The process I describe involves looking at four art forms
to see what we can learn from them as teachers. The four art
forms are sculpture, painting, poetry and music. On another
level, I use the same art forms as metaphors for what a good
lesson may consist of: in what way is a good lesson like
sculpture, painting, poetry or music?
Thus, I use art on two levels in this paper – on one level,
it can provide a different point of view of the teaching
process which may help the teacher see her job in ways
previously unimagined. Learning from the way art works
is just one way into the process of continuing development
and growth. Metaphors are particularly useful in the
process of teacher development in that they bring together
different ideas, experiences and events, and they bring out
unsuspected similarities between them. In teacher
development, they can be a means of seeing teaching
as a process of transformation of the teachers’ awareness
of classroom processes and, potentially, of her capacity
to bring about change in the classroom. I will explore
the power of art not only to transform the way we see
the structure of a good lesson but also our capacity
to modify existing lesson structures into more effective ones.
On the classroom level, the metaphors I draw on suggest
classroom techniques whose aim is to transform the learners
into more successful participants in the process of acquiring
the language.
Dialogue with a teacher trainer
I have chosen to make use of the four metaphors drawn
from the world of art, prompted by the work of Thornbury
on aesthetic metaphors as a tool in teacher development
(Thornbury, 1999). In his research, Thornbury asked his
learners to compare the good language lesson to a number
10
ELT
Luke Prodromou
L uke Prodromou is a teacher and teacher trainer as well as author of FCE
coursebooks and materials. He drifted into ELT after failing to become
an actor! He has an MA in Shakespeare Studies from the University of
Birmingham and a Postgraduate Diploma in ELT from the University of Leeds.
He was an RSA Diploma Course Tutor for many years and has also been
involved in the DOTE and CTEFLA training schemes. His most recent
textbooks include FCE Star and Rising Star published by Macmillan Education.
of experiences, mostly drawn from the world of art, but
he included other experiences that seem to give people
particular pleasure, like eating and dancing. Students were
asked to complete the following questionnaire:
In your opinion, what should a good English class be like?
(Choose one of the following)
Like:
a) a story; b) a symphony; c) a film; d) a meal; e) a song;
f) a poem; g) a football/tennis/basketball match etc.;
h) a dance; i) a play; j) a sonata; or...?
Students chose their preferred metaphors for the good
lesson and also added comments explaining why they had
chosen that particular metaphor. The comments students
make about the similarities between the various metaphors
are as insightful as the actual statistical result. In my own
teaching context, I replicated Thornbury’s research with
100 adolescent learners. I will not focus on the results of
these surveys as what I am more interested in here is the
process of going to the learners and listening to what they
have to say. This process, based as it is on metaphors drawn
from other forms of communication and human motivation,
throws light on teaching from all kinds of unexpected
directions. The familiar object, teaching, is thrown into new,
and often surprising, relief.
In this article, the aspect of aesthetic experience that I find
relevant to the work of the teacher is the transformative
power of art and in particular I will draw on the way artists
transform their raw material and the way art can transform
the reader or spectator.
I argue for a parallel process to art in the teaching of
English as a foreign language. I will exemplify the following
aspects of good teaching:
nThe transformative power of teaching
nThe way good teaching transforms its raw material
(textbook language or learner language)
nThe way good teaching can transform the learner
 ELT
From allegro to adagio
Let us take music as an example of how art can help the
teacher see her work in a fresh light.
The first movement of Rodrigo’s Concierto de Aranjuez
is in a fast tempo or ‘allegro’. The feelings aroused by the
music are feelings of joy and optimism. In other words,
the ‘allegro’ suggests ‘alegria’. This first movement of the
concerto can thus act as a metaphor for the sense of joy with
which the good teacher approaches her job. The teacher’s
enthusiasm, her sense of pleasure in the process of teaching
is something students detect immediately. From the first
words the teacher speaks, from the way the teacher moves,
from the way she looks at them, the students sense her
commitment to and pleasure in teaching... The words we
use and our body language can raise positive expectations in
the learner. Research into the good language teacher
confirms that a sense of joy would seem to be useful, if not
essential, for motivating learners.
Many teachers do indeed embark on their careers with
a sense of commitment and excitement, which quickly fades.
A new course is also often approached with a freshness which
rapidly goes stale as familiarity sets in and problems arise. Even
a new sixty minute lesson will be planned with care and
approached with energy only to fall apart in the classroom.
There is thus a whole range of obstacles to good teaching;
problems arise which bring disappointment to many teachers
and even a sense of hopelessness. The ‘allegro’ is followed by
‘adagio’, the ‘alegria’ by ‘tristeza’
‘Eight out of ten teachers identify psychological problems
as the main risk in their work... tiredness and the loss
of authority leads many of them to seek psychiatric help’
(El Pais – November 5th 2000: 31)
Failure in the classroom has many and varied causes. But
let us begin from the more obvious obstacles to success
in teaching. Good teaching depends not only on enthusiasm
but also on little things like the management of classroom
furniture and the appropriate use of classroom equipment.
A good teacher knows how to use the classroom space to the
best effect, overcoming any obstacles in the way of motivation
and positive expectations. More specifically, nothing will
happen in class if the students can’t see the board, if they can’t
hear the teacher or each other. What makes things
happen in class is often the human voice, its tone, its
expressivities, its almost musical modulation. Already, we can
see that the roles we are called upon to play go way beyond the
role of conveying information and testing the understanding of
that information. Let me now take another metaphor from art
to highlight the multifarious roles teachers are called upon
to perform. Poetry, like painting, is one of the highest
achievements of language use. It would be reasonable to
assume that language teachers have something to learn from
the process of poetic creation, as both teachers and poets are
involved in the use of language as a means of transforming the
reader or in our case the learner.
If Shakespeare, the greatest poet in the English language,
had been a teacher of English as a foreign language,
he might have expressed, more powerfully than any applied
linguist, the roles teachers are called upon to perform – he
might have put it like this:
The Teacher
As We’d Like It (Transforming teachers)
Every class is a stage
And the teachers and learners merely players
They have their failures and their successes
And the teacher in her time plays many parts
In lessons of many stages. At first, the ice-breaker
Breaking down the barriers between teacher and learner
And then the presenter of target language, with clarity
And care to capture the attention of students
Who crawl unwillingly to school. And then the friend
Smiling and supportive, with encouraging words
Making learners’ syntax grow.. Then the tester
Full of forms and index numbers, armed with marks
Grading and ranking, quick in discrimination
Seeking the carrot – extrinsic motivation
But bursting the bubble, learner transformation.
And then the judge, sitting at home with piles of papers
With eyes severe and endless cups of coffee
Full of corrections in red and underlinings
And so she plays her part. The sixth stage shifts
Into the classroom manager, master-mistress
Of time and space, facilitator of classroom
Interaction and monitor of learners’ progress
A model of language and correctness, using her voice
To keep up the pace and keep down the noise.
Last role of all, that ends a good teacher’s history
The magic of transformation, teaching with artistry
With music, sculpture, painting and with poetry.
Thus, we teachers play diverse roles – from the practical
skills of the classroom manager to the high order skills of
friend and social worker. How do we begin to fulfill the
enormous range and potential we have as teachers? In this
article, I will be focusing on the role of teacher
as artist, the teacher as transformer. Before I explore the
power of art to transform the teacher and to transform the
learner, I would first like to refer to some of the
pedagogic problems teachers face, particularly with large
classes of adolescents of mixed ability. In order
to do this, I will move on from the first movement
of Rodrigo’s concerto – the allegro – to the second move-
ment, which is a slow, sad adagio. This music may stand as
a metaphor for the following problems teachers often face:
1 the bad learner or slow learner
2 errors and what to do with them – how to avoid error
becoming ‘terror’ and to see learner error as an opportunity
rather than a problem.
3 discipline problems – the great challenge with young
learners in particular: how to get their attention and then
how to keep it
4 self-esteem – the engine which drives learning forward;
without self-esteem nothing will happen in class or inside
the learner.
Later in this article, I will describe four techniques which
tackle each of these ‘problems’ in what I consider to be
a simple and effective manner.
What is ‘metaphor’?
This article then, is about what we can learn from the
great communicators.
As ‘metaphor’ is a fundamental concept in what follows,
I would like to offer the following definition of the term,
11
The Teacher
drawn from the novel El Cartero de Pablo Neruda by
Antonio Skarmeta. In the following extract, the Chilean
poet explains ‘metaphor’ to the would-be lover, Mario:
Dialogue with a poet:
A: I’m talking about metaphors.
B: What’s that supposed to mean?
A: To make it clearer for you, more or less, roughly speaking, they
are ways of saying something by comparing it to something else.
B: Give me and example.
A: OK, when you say the sky is weeping, what do you want to say?
B: That’s easy. That it’s raining, that’s all.
A: Good. Well, that’s a metaphor.
B: Do you believe that the whole world, and I mean
the whole world, the wind, the oceans, the trees, the moun-
tains, fire, animals, houses, deserts, the rain...
A: Now you can say etc
B ...the etceteras...do you believe that the whole world
is a metaphor?
(El Cartero, Skarmeta)
From this extract, we see that two apparently different
experiences, that of the poet (Neruda) and the lover (Mario,
the postman) have something in common – their way
of looking at the world can be expressed in metaphoric
language – by comparing one thing with another. Indeed,
everything, ‘the whole world’, can be seen as a ‘metaphor’
for something else; the poet, through his or her imagination
can see connections where they apparently do not exist and
thus make his or her poetic message powerful and memorable.
The lover, Mario, like the poet, can express his feelings
through metaphor not only to make them powerful and
memorable but also, as we see in the novel, this poetic
transformation of his feelings can also transform the feelings
of the person he loves. Let this transformative power of
metaphor be our guide in the journey that follows.
Dialogue with a Spanish teacher
I would now like to apply the principle of metaphor
to a letter written by a Spanish teacher of young learners.
The letter is a response to a workshop the teacher had
attended on humanistic, learner-centred methodology, given
by the present writer. In the workshop, I had tackled the
problem of lack of student motivation by suggesting the
strategy of learner-input, i.e. the occasional use of texts
produced by the learners themselves as the basis for some of
the lessons we teach. I had suggested that the judicious use
of learner-generated texts might increase the learners’
motivation. The teacher felt my suggestions were unhelpful
and suggested her own alternative approach to the problem
of discipline. As you read the text, try and identify
the metaphors the writer uses for (a) the teacher (b) the
learners.
Dialogue with a teacher:
Today, I’ve decided to introduce a few changes into my English
classes and the way I teach the lesson. For a start, I’ll give the
learners less of a role and as the teacher-dictator will impose the rules,
mark the exercises, choose the topics etc
Why? Well, it’s very simple. I don’t know if you are aware
of the expression: “I’ve had it up to... here!”
12
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Well, that’s just the mild version of the expression. In fact, the
other is a little stronger, more... spicy!
I’m sending you a brief summary of my favourite ‘rules’:
1 There is only one teacher in the classroom and not only does she
know what she’s doing but she is also always right.
2 When the teacher speaks, the little devils, or in other words
the... learners shut up and listen carefully. They can’t interrupt
and they can’t intervene.
As far as rule 2 is concerned, one should make clear that silence
in class is vital. Whoever wants to practise their English can
do it at home. Who cares? I mustn’t do what I think but what
I’m told.
In any case, I’ll let you know how I get on with this new,
revolutionary method of handling a class of monsters or little,
undisciplined despots!
The metaphor the writer uses for the teacher is that of
a ‘dictator’, who controls the whole process of learning, from
beginning to end; the learners are, metaphorically, ‘little
devils’ ‘monsters’ and ‘despots’. The teacher thus sees the
lesson as a conflict, as a struggle for power, a struggle
between good and evil. This feeling of anger or helplessness
is very common amongst teachers and wholly understandable.
Any suggestions we make as teacher educators must address
the issues in all their seriousness. Many progressive
methods of language teaching fail because they do not
address the fundamental issue of discipline in classes of
young learners and adolescents. It is futile going into class
armed with learner-centred, humanistic or even mainstream
communicative methods if we are to be ‘disarmed’ by a total
lack of motivation and if all the learners want to do is ‘play
around’ or have fun at the teacher’s expense. The conflicts
that arise can lead to stress and deep depression. My
intention in putting forward these ideas is not to make
matters worse for the teacher but to suggest ways out of the
impasse.
The metaphors used by the teacher in the letter above
are clearly negative. While one must respect the feelings
they express arising as they do from the experience of the
classroom as a small-scale jungle, it would on the other
hand be defeatist not to go beyond them. How can we
break the grip of these fatalistic metaphors? I suggest one
way of breaking the hold of the pessimistic feelings
contained in these metaphors by drawing on different
metaphors.
Metaphor 1 – Sculpture
Shakespeare’s favourite book, apart from the Bible was
Ovid’s Metamorphosis, a book full of stories about
transformations. A story from this great book will provide
our first metaphor: English language teaching as sculpture.
As you read the story, try and identify metaphors for the
good teacher and the good language lesson.
The story of Pygmalion:
Once upon a time, there was a king of Cyprus called Pygmalion.
This king was also an artist, a sculptor. One day, Pygmalion had
a strong desire to create a statue of a beautiful woman. So he took
his pieces of precious ivory and sculpted them into the statue of the
most beautiful woman anyone had ever seen. Then Pygmalion fell
The Teacher
in love with the statue. This presented him with problems and
great pain. But Aphrodite the goddess of love felt pity for
Pygmalion and decided to breathe life into the statue. The statue
became delightful flesh and blood and her name was Galatea.
Pygmalion made Galatea his queen. And Pygmalion and Galatea
lived happily ever after...
The moral of the story
The metaphors for teaching buried in this metaphor are
the following:
1 the strong desire to create something beautiful –
Pygmalion’s passion finds its echo in the good teacher’s
desire to teach well, to teach with enthusiasm and
commitment.
2 The creation of something whole and beautiful from the
fragments of ivory – the raw material is transformed into
a beautiful work of art. In the case of the teacher of
English, the fragments are our students’ errors; their
broken syntax and incomplete knowledge of vocabulary.
We, as teachers, are called upon to take this raw material
and recycle it into something which brings the students
closer to communicative competence. We make their
fragments whole.
3 Pygmalion’s love for his own creation in the good teacher’s
case corresponds to the affection he or she feels for her
students. We may not be able to express love for each and
every one of them but caring for them is essential –
whether it is caring whether they pass their exams, learn
English or go out into the big wide world as confident and
democratic. There is no teaching without care, if not love.
4 Aphrodite breathed life into the inert material of the
statue and made it into warm flesh and blood. We are
called upon to breathe life in to textbook material or any
text in English whether ready made or learner made. We
have to bring to life to what goes on in the classroom – to
connect the life of the classroom with the life outside the
window; to connect the little world of classroom culture
with the culture outside the classroom.
In the classroom
How does one implement the ‘pygmalion’ principle in the
classroom? I will now go on to describe one way in which
I ‘do a pygmalion’ with my classes.
I had a class recently at intermediate level. They were
adolescents, noisy and restless. They would talk constantly
during the lesson and pester each other just for the sheer fun
of it. Occasionally, they would listen to me. This usually
happened when I told them a good story or a joke or gave
them a test.
I began to realise that there were certain techniques I used
in class which were ‘discipline-friendly’ and others which
were ‘discipline-unfriendly’. I discovered that, for example,
dictations were in general more conducive to good discipline
than pair work interaction or milling around the class
in order to complete a ‘Find Someone Who...’
questionnaire. There is something about dictation – and
writing in general – that ‘calms the beast’ in restless
adolescents. On the other and, there is something in pair
and group work that ‘stirs the beast’ in them.
The dictation I describe below was based on fragments
of texts produced by the learners themselves and I found
that this kind of dictation had an even more calming effect
14
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on the class than the conventional dictation. It ‘brought out
the best rather than the beast in them’
The procedure is as follows:
Pygmalion in the classroom
Ask students to write two different sentences about a topic
you are going to present in the textbook. For example, I was
about to present a reading text on Leisure Time. Students
were given the following stems to complete:
I like watching TV because..............
They produced sentences like this:
I like watching TV because it is interesting for me.
When the students had completed their sentences
I collected the slips of paper and then gave them a dictation
based on their own sentences. They ended up with a text in
two paragraphs, one about TV and the other about the
cinema. As I dictated their sentences back to them
I performed the following transformations on the texts:
n I corrected the errors
n I connected the fragments into paragraphs
n I added words and grammar to raise the level of the text
n I added the occasional idea of my own
The students then read through the finished text to find
(a) their original sentence (b) underline expressions they
liked. For homework, I asked them to add a third paragraph
of their own beginning: “Other ways in which I like to
spend my free time are…”
This technique tackles the four problems I referred to
above in relation to Rodrigo’s adagio:
1 the slow or ‘bad’ learner is transformed into an integral
part of the class – everyone’s sentence, however
inadequate in terms of language or ideas, becomes an
essential part of the finished text
2 students’ errors – in this task the ‘problem’ of error
becomes an opportunity for further learning; errors are
transformed into steps.
3 discipline problems – the dictation has a tranquilizing
effect on the class as they have to listen carefully to get the
text written down; the fact that it is based on their own
texts is an added motive for paying attention;
it appeals to their vanity or intrinsic interest in seeing their
own work taken as the basis for classroom activity
4 self-esteem – the activity gives value to their work, even
when it is full of errors; instead of giving the texts back to
them underlined in red and with a low – humiliating –
mark, we bring out the best in the individual texts and in
the class as a whole. We do not metaphorically
or literally treat their work as ‘rubbish’ or if we do it is
‘rubbish’ which is recycled to give it new life.
Metaphor 2 – Painting
My second example of metaphors for teacher development
draws on a great painting – Goya’s ‘Third of May 1808
(the firing squad)’
In this painting, Goya shows Napoleon’s troops executing
some of the citizens of Madrid who had put up resistance to
the French invasion of Spain. The central figure in this painting
is a young man in a white shirt, kneeling down. There are two
 ELT
‘odd’ details about this painting that I would like to focus on.
The first is the fact that the man about to be executed is much
larger than he would be in real life. Although he
is kneeling he is taller than everyone else, including the
members of the firing squad. If this Madrileno stood up, he
would be gigantic. Is this an error on Goya’s part? Secondly,
the man’s shirt is brilliantly white, much whiter and brighter
than it would be in real life, especially in the darkness which
surrounds the whole scene. Is Goya not aware of the
artificiality of this strange use of colour?
Of course, Goya’s raw material as a painter is line and
colour. He deliberately distorts – or transforms – ‘reality’ to
convey a particular message, to create a special effect. In this
case, he is saying the victim is really the victor; the young
man being executed for fighting for his country’s freedom
is much greater than the aggressors. Although he will die and
the French will – at least for a while – prevail, in the long run,
history will vindicate the people of Madrid who fought for
freedom and will condemn the brutality and injustice of
Napoleon’s troops. The white shirt symbolizes the innocence
of this man in particular but also the innocence of the victims
as a whole. In short, Goya transforms the bare facts by his use
of line and colour, making the weaker party the stronger one,
converting defeat into victory.
In the classroom
How does one implement the Goya principle in the
classroom? I will describe a simple procedure which
transformed learners’ weaknesses into strengths, their
relative failure into success. The procedure was as follows.
In the textbook, the class had been practicing describing
pictures. The pictures provided by the textbook did not
inspire the students much, so I asked them to choose
a picture of their own and prepare to talk about it to the rest
of the class. One student chose Goya’s Third of May
to present to the rest of the class. The student had prepared
notes on the painting as a prompt to help her while she was
speaking. Here is an extract from her notes:
Student Notes:
1808 Napoleon he occupied Madrid – Spanish resist – Puerta
del Sol – French shot them but French officer – said to cavalry
to charge – Square crowded – they shot everybody – Goya knew
army of occupation what it means.
When the student had finished her presentation, I asked
for a copy of the notes and carried out a few changes:
I corrected the errors, expanded the notes into full sentences
and connected them to form a complete text. I added
language of a slightly higher level than that used by the
student. I gapped the resulting text and in a later lesson
presented it to the whole class as a test. It looked something
like this:
1 Student-centred test:
When Napoleon’s army occupied Madrid in 1808, Goya soon
discovered (1) ______ an army of occupation means. On the
second of May, the Spaniards tried to (2) _______ up some
resistance and there was a riot in Puerta del Sol. Some French
officers (3) ____ a few shots from a hill above the city.
The officer in (4) _____ then ordered the cavalry to (5) ____
The Teacher
at the crowds in the square. The following night, they (6) _____
up a firing squad and shot anyone who happened to be within easy
reach.
This technique, like the ‘pygmalion effect’, addresses the
four ‘problems’ with which I began this article in the
following ways:
1 The slow or bad learner is encouraged by seeing her text
recycled and used by the rest of the class as a learning device.
2 Errors: the enhanced text makes any negative features in
the text positive – the errors are corrected, and the notes
connected into complete sentences. Thus, apparent
weakness is transformed into strengths.
3 Discipline. Students seem to have a tendency to express
solidarity with one of their own kind. So there is less noise
during the students’ oral presentation. Writing of any kind
is, as I have indicated above, ‘discipline-friendly’;
in the written phase of the Goya procedure there is more
motivation as the text is one generated in part by one of the
learners. Its test-like qualities also have a tranquilizing effect
on restless adolescents. I deliberately call activities a ‘test’
even when they are really teaching devices.
4 Self-esteem: the student’s sense of her own potential
is increased by the value the teacher gives both to her choice
of topic and the language in which it is expressed. The
positive use to which her notes, even her linguistic errors are
put and the fact that the student’s peers learn from her
efforts is added fuel to the individual’s self-esteem.
Metaphor 3 – Poetry
In A Midsummer Night’s Dream, Shakespeare explains
what it means to be a poet in a way which echoes the process
of transformation which we have already seen in the
description of sculpture and painting above.
Shakespeare, too, sees the creative process in terms
of transforming his raw material into ‘something rich and
strange’. He compares the poet to a ‘lunatic’ and a ‘lover’
because they all share the ability to make something out
of nothing, to see things which are not there, or to distort
reality in exciting ways. To do this, all three – the lunatic,
the lover and the poet – use their imagination. Here is the
speech, with a few pedagogic interpolations:
The lunatic, the lover, and the teacher
Are of imagination all compact:
One sees more devils than vast hell can hold
That is, the madman; the lover, all as frantic
Sees Helen’s beauty in a brow of Egypt:
The teacher’s eye, in a fine frenzy rolling,
Doth glance from grammar to vocabulary, from error to error;
And, as imagination gives life to
The forms of things unknown, the teacher’s pen
Changes them to shapes, and gives to airy nothing
A correct expression and a name
Such tricks hath a good teacher
That if she would but teach with joy
The student is the bringer of that joy
While in a test, the fear of failure
Can make the right word an error.
15
The Teacher
In the classroom
How can the teacher give shape to learners’ errors? How
can learner’s imperfect attempts to communicate in English
be transformed into a model of correct English and at the
same time boost the learner’s confidence and self-esteem?
The technique I describe below is simplicity itself: one takes
the worst piece of writing produced by the class and makes
it into the best – simply by dictating it to the whole class,
correcting all the errors as one dictates. Thus, the text comes
out perfect. One gives an airy nothing ‘correct expression’
and at the same time demonstrates the value that even the
weakest learners’ work can have for the whole class. For
example:
Dear Luke.
I feel happy because first I do not have to go to my work for five
days and second the Christmas are coming.
I will spent My free days round the center of the city
looking inside the shops.
The weather suits perfectaly with the Christmas spirit.
becomes:
Dear Luke,
I feel happy today because, firstly, I don’t have to go to work for
five days! Secondly, Christmas is coming. I am going to spend five
days walking round the city centre, shopping.
The weather is perfect for Christmas: the snow and the cold is
ideal for days like this.
Metaphor 4 – Music
My last metaphor, music, focuses on the way Rodrigo
in his Concierto de Aranjuez transforms the sad second
movement, the adagio, into a joyful allegro. Moreover,
I’d like to focus also on the way he gives the guitar the role
of protagonist and integrates it perfectly with the orchestra.
The Concierto de Aranujuez is a remarkable – amongst
other things – for the way it takes a popular instrument
such as the guitar and integrates it powerfully with the
classical orchestra. The regular instruments of the classical
orchestra follow the lead given by the guitar. On
a metaphorical level:
Let the guitar be our weak learner
Let the orchestra be the class
Let the teacher be the conductor
Let the composer be the teacher and the learners
In the classroom
The class had been asked to write about a famous person
they admired. My weakest student produced this text about
Maria Callas:
‘Maria Kalas it’s a very big sink. She sink it’s a big opere in
Europe. Heer husbant it’s a Aristotelis Onasis it’s a strong man
have very many and very ships. Maria kalas died from carkins
Millions of people came for her funeral’
In attempting to transform this text I wanted not only to
correct the errors but to integrate this ‘weak’ learner with the
16
ELT
class. I wanted to motivate him by making his text a learning
vehicle for others; an opportunity for others to learn;
‘perfecting his imperfections’ with the teacher’s ‘imagination’.
At home, I corrected extracts from a dozen or so student texts
about famous people and put them onto slips of paper.
In class, I asked students to write the names of the famous
people they had written about down the margin on a piece
of paper, starting with Maria Callas. I gave out the slips of
paper at random; the students read out the information
while the rest of the class wrote what they heard next to the
name of the famous person described in the text. After they
had compared texts and helped each other, the final text
looked something like this:
Maria Callas: She was born in New York in 1923.
She was a very great opera singer.
She fell in love with Aristotle Onassis.
She died in 1977.
Fleming: He discovered an important antibiotic in 1928.
He won the Nobel Prize in 1945.
Nobel: He was born in 1833 in Sweden. He invented dynamite.
He was very rich.
Columbus: He was born in 1451 in Genoa. He landed in the
Bahamas in 1492.
Marie Curie: She was born in 1857. She investigated
radioactivity.
This technique makes use not only of learner language
but learner knowledge, too. The starting point for moving
to the ‘other’ tongue is knowledge they have in their
‘mother tongue’. When the time comes to check the
correctness of the language, of course, the teacher has an
important role, having transformed their linguistic
imperfections into perfect English. However, when they
come to check the content of this collective dictation, they
are the ‘experts’.They have the power of ‘knowing’ and the
glory of successfully communicating what they know to
their fellow students.
As far as the ‘weak’ or ‘slow’ learner is concerned, we have
helped them to move from adagio to allegro, from lack of
confidence to self-esteem, from failure to success.
Conclusion
This article has explored four metaphors for the good
lesson and for each one I have given an example of how it
has affected my classroom practice. If we are to continue to
grow as teachers it is important to be able to see the work we
do in a fresh light and with renewed interest. I have found
that carrying out classroom research with students is one
way in which this renewal can be achieved. The research
referred to at the beginning of this article – comparing the
good lesson to various other pleasurable activities – helped
me not only to see my teaching from many different angles,
but it also led to an actual change in my teaching practice.
The underlying and most important benefit of this process
of exploring principles and practice, I hope, is that learners
will find what happens in the classroom more enjoyable and
memorable. n
Thornbury, S. (1999) Lesson Art and Design (ELT Journal, 53 / 1: 4-11)
 ELT The Teacher

ELT professional

An interview with Luke Prodromou assumed the English and Anglo-American cul-
ture went hand-in-hand and that the ideal
model for learners is the native speaker; that
ARTUR WÑSOWSKI: ultimately, the only correct forms of English are
How did you get into ELT? Standard British or American English. This
LUKE PRODROMOU: model – centred as it is on the target

Fot. Macmillan Polska

Like most people, it seems, I drifted into culture – is increasingly being challenged by
language teaching, having failed to do voices from the ELT periphery and language
something more exciting for a living. learning is seen more and more as a cross-
I originally wanted to be an actor; it was the -cultural or multi-cultural activity and I agree
thing I loved most of all, being part of a team, with this. It is profoundly learner-centred, for
preparing for the performance and the unique
thrill of the show itself. But it wasn’t to be... the
Luke Prodromou me, to activate and foreground the learners’ own
culture when they are encountering
only ‘to be’ was to be teaching the twelve parts a foreign language and a foreign culture. This
of the verb ‘to be’ to ‘be’-ginners in Greece. I was curious to encounter of cultures is enriching and makes for greater
discover my Greek roots and had never been to the cradle of awareness and tolerance, if it is done sensitively.
civilization so when I had got my BA from Bristol University Writing FCE textbooks is a good test case for what I’ve just
and was at a loose end, I replied to an advertisement for said. It’s a British examination scheme but it is designed for
teaching jobs in Greece and the rest is history. Well, my the international ‘market’; the contents of the exam reflect
personal history, at least. That was 1973. I made one more the British background but not exclusively – there is room
attempt to do something else, Shakespeare Studies and for a multi-cultural approach, even within the confines of
teaching the Bard to Armenians, but fate had decided I was to the examination requirements but more importantly I think
devote my life to ELT in Greece. And the eyes of a fair maid. you learn better and are better prepared for the exam if you
Are you in favour of any specific approach to are exposed to stimulating, educationally sound material.
teaching? So, in short, yes, I did try to include a fairly varied cultural
Yes and no. I think all methods, all techniques, should be input in FCE Star, both from the Anglo-American
drawn upon to help us survive the rough and tumble of perspective and also from a more global perspective.
teaching little devils – and big devils for that matter. There How do you think modern ELT methodology will
is no evidence that one method is more effective than another evolve?
and I don’t think there ever will be; the human factor in I am no prophet but if I had to make any predictions, I’d
learning is so predominant and so resistant to empirical put my money on the role of the teacher and face-to-face
research. For all I know, grammar-translation is the ideal contact in the classroom. I don’t think this is ever going to
method – and some people have taught and learnt from disappear. It’s been with us since Socrates and the cradle of
grammar-translation for centuries now. But I’m sure there civilization and I think it will be there till the end of time.
were other motivating factors. One of the most important of I also think computers and multi-media are here to stay and
these factors, I think, is the teacher’s presence and above all what we’ll get is hybrid and lots of variety to meet the
enthusiasm. My own preference is for a methodology that diverse needs of learners. More and more techniques will
foregrounds the learner but also gives scope for the teacher’s evolve to teach face-to-face interaction effectively because
imagination and creativity. Humanistic approaches fit the bill people are always going to engage in such in the flesh
better than most, and I like learner input approaches, so what interaction; but there is also a need for distanced, displaced
is nowadays often referred to as ‘dogme’, I find congenial. But learning and technology can help there. Perhaps there will
in terms of philosophy of education – though that’s a grand be an integration of CALL and humanistic approaches
term – I like the idea that language teaching is a small part because they are both necessary.
of education and education is a social and political act and You were a speaker and a trainer at this year’s
ultimately should help people lead a fuller, freer life, with Macmillan Myth and Philosophy Conference in
a greater appreciation of the delicate balance and harmony Warsaw. How did you find Polish teachers as trainees?
of natural life. I told you it sounded a bit grand. Great, warm and hard-working. A pretty Mediterranean
You are a prolific writer of ELT publications, bunch (a pretty, Mediterranean bunch – it’s interesting how
among others the very successful FCE Star. Did much difference a comma can make).
you encounter any problems connected with e.g. Is there anything that the editors of The Teacher
cultural differences when working on the book? magazine could wish you?
The cultural factors in language teaching and writing Health, happiness, lots of space and fresh air (and fresh
textbooks are uppermost in my mind. It relates to what we were ‘hair’ – these things matter at my age).
just saying about education. English as an International Thank you for the interview.
language raises a lot of cultural issues. Until recently, we My pleasure. n

17
The Teacher
Fumbling for words*
Piotr Steinbrich
S
eemingly, it is a truism that learning a foreign
language invariably amounts to the learning of the
words of that language. Only seemingly, because
words do not stand on their own – instead, they stand
in relationships and it is those relationships that pose
problems to learners.
When exposed to a text, learners tend to focus on words
with which they are unfamiliar, a decision which
is often based on the erroneous assumption that enlarging
one’s lexical stock will lead to a higher level of proficiency.
As a result, the approach learners take is a quantitative one:
the more words one knows, the better their L2 is. Very often,
the qualitative aspect of vocabulary learning is lost, as learners
do not pay attention to information that is beyond the
definition. To illustrate this point, let us assume that the
following words have been selected as new in a text: factotum,
fabric and seemingly, and looked up in a dictionary. The learners
would find the following information:
factotum noun [count] FORMAL
someone whose job is to do many different jobs for
someone else
fabric noun HH
1 [count or uncount] cloth, especially when it is used
for making things such as clothes or curtains:
MATERIAL:
plain/patterned/floral fabric
a wide range of furnishing fabrics
2 [singular] the basic structure of a society or an
organization
fabric of: Small shops help to maintain the fabric of
neighbourhood life.
the fabric of society: Drug abuse poses a major
threat to the fabric of society.
3 [singular] the roof and walls of a building:
fabric of: The fabric of the building has deteriorated
badly.
seemingly adverb HH
1 in a way that appears to have a particular quality, even
though this is probably not true: APPARENTLY:
Heidi was seemingly calm when she left to take the test.
2 according to what you know or how something
appears:
Seemingly, the cats had been living on their own for two
months.
The first item, factotum, is an extremely infrequent word,
and as such it might best be ignored as learners would have
a pleasantly plump chance, to use Ron Carter’s words, of using it.
If, however, students decide to learn the word, it should
18
ELT
Piotr Steinbrich
P iotr is a Macmillan Polska teacher trainer and author of ELT materials.
While with Macmillan Polska he contributed to courses such as L!VE
and Inside Out. He is one of the Polish Consultants on the Macmillan English
Dictionary for Advanced Learners. Piotr also works at the Catholic University
of Lublin and is involved in INSETT teacher training courses.
Piotr can be contacted at piotr.steinbrich@macmillan.pl
clearly belong to their passive lexicon. Fabric and seemingly are
much more frequent than factotum, therefore looking them up
with a view to remembering and using them actively is justified.
The quantitative, or the breadth of knowledge, approach
suggests that these items be treated equally. Furthermore, much
of the information given in the entry tends to be ignored. This
information, however, adds an indication of the qualitative, or the
depth of knowledge, value to the words chosen. Let us have
a look at how Macmillan English Dictionary (MED), from
which the three entries have been taken, helps learners in dealing
with quality in vocabulary learning. Firstly, there is colour
coding: words in red should be given more attention as they
belong to the active lexicon. Secondly, the red words are rated:
the number of stars signifies how frequently-used a word is,
with tree-star words belonging to the top band of those most
frequently used. Thirdly, the red words occupy more space,
as more information is necessary to produce them.
This information includes collocational possibilities (plain/
patterned/floral fabric, the fabric of), grammatical information
(fabric vs. fabrics), or semantic prosody (seemingly, in its second
sense, used at the beginning of a sentence), the aspects usually
overlooked when words are being looked up.
Mastering collocations, from the perspective of language
production, appears to be one of the most challenging tasks.
Some phrases are transparent and learners do not notice them
as collocations (eg. bring chaos (to), under attack) but rather as
individual words whose meaning is familiar. Others, due to the
low ‘meaning value’ of one of the components (e.g. adverbial
collocations such as argue forcefully) may be noticed as
collocations, but when it comes to production, the adverb
is usually left out as it adds little to the meaning of an utterance.
The collocations that are likely to be noticed and remembered
are those whose meaning cannot be derived from their parts.
This group usually comprises prepositional phrases (e.g. strive
for), and semi- and pure idioms (e.g. blow a fuse, going strong).
The case of transparent collocations, which are not seen as
collocations at all, seems a pivotal issue in language production.
Learners, not being able to retrieve them from their lexicons,
attempt to coin collocations, often resulting in lexical error with
its roots either in L1 interference (*declare help – offer help),
negative selection (*immoral habits – bad habits), or miss-hits
(*make harm – do harm). The action of observing collocations
 ELT
appears to play a vital role in FL learning, and in learners’
vocabulary development in particular. The transition from
quantity to quality fosters learners’ observation skills. The word
transition implies a process which means that learners need to
be constantly trained to be able to see the collocations of the
bring chaos (to) type by, for example drawing their attention to
the multitude of phrases the verb bring appears in:
Fot. Macmillan Polska (3)
Macmillan English Dictionary (3)
In the case of the MED CD-ROM, the use of a more
advanced option, Smart Search, allows the user to focus on
phrases, definitions or examples. Its obvious advantage
is that virtually any part of the dictionary is accessed
in a split-second. The Examples section in the Smart Search
option lists all the instances of the word in question in every
entry in the dictionary. Let us have a look at bring again:
The words listed under the heading Search Results are the
headwords under which the word bring occurs in the examples.
Many of them contain transparent collocations in the detection
of which learners need training in order to improve their
collocational competence and overall language production,
and to minimize the possibility of lexical error. Some
examples of such collocations are: bring (lasting) benefit (to)
under the headword benefit, bring along under the headword
all the better (although bring along is a phrasal verb,
The Teacher
its meaning is very close to that of the base verb bring), bring
results under the heading cautious, or bring the best (in something)
under the heading comedy. It is possible to create one’s own
lexical categories, this time using the Edit option, and, with
the use of the View option, create tests or exercises either for
the purposes of self-study or as classroom tasks tailored
for learners’ needs.
In its definition of the word dictionary, Macmillan
English Dictionary states that it is a book that gives a list
of words in alphabetical order and explains what they mean.
Obviously, apart from that, modern ELT dictionaries give all
the necessary information to make learning and learners’
outcome more predictable in accurate and appropriate
contexts. In the entry for conversation we find the following:
The phrases given in the entry include: conversation
with/between, have a conversation, subject/topic of conversation,
snatches of conversation, get into conversation and make conversation.
Lexical redundancy, a feature typical of most ELT learners,
makes this list futile: it is more than likely that most of the
phrases given will be substituted by learners with the verb
talk with two prepositions: to or about. Conversation, however,
is one of the forty-one entries which is accompanied by
a metaphor box in which we learn that we can go back to
what we were saying earlier or return to the previous point to
make it clear where we’re heading. Obviously, the
conversation may take an unexpected turn and although
you’ve covered a lot of ground, some may still be on the
wrong track, or wandering off the topic, not arriving at
any conclusions and making the conversation drift rather
aimlessly with speakers going round and round in circles.
And it is just a roundabout way of saying that conversation
is like a journey with speakers going from one place to another.
Apart from giving learners a handful of phrases, learners are
given a pattern, which may serve as a springboard for creating
the phrases within the framework given, thus slightly
changing the role of a dictionary from a reference book to
a reference book that allows for lexical creativity. n
* This paper is a shortened version of the talk Maximizing
learning with a CD-ROM dictionary given at 36th Annual
IATEFL Conference in York. n
19
The Teacher
Teaching English
with the Internet
dr Jaros∏aw Krajka
Zak∏ad Lingwistyki Stosowanej, Uniwersytet Marii Curie-Sk∏odowskiej, Lublin
T
he Internet is a great invention, revolutionising the
way people work, live and study. The impact of the
Net, and specifically the wide accessibility and
enormous amount of information available on the Web, has
been visible in all spheres of life, including education. English
teachers might have seen this powerful influence in their
profession, for instance, many coursebooks feature units
devoted to the Internet, cyberspace, or websites. However, it
might be seen as artificial and having little sense to use the
Internet only as a topic of study without reference to the
Web as such – what is the sense of teaching students how to
designe an Internet website without actually doing so?
Thus, the purpose of the present paper is to encourage
teachers to go one step further – not only to use the Internet
and computers as powerful motivating topics for students,
but to actually make the Web the teaching medium instead
of, or together with the coursebook.
In general, it can be said that the Internet can be used in
teaching in the following ways:
1. as an infinite library of interconnected texts, recordings,
pictures and films on any topic, so that the materials
found in this way may constitute the basis for classroom
instruction;
2. a channel of communication, with its many tools (email,
chat, audioconferencing, discussion groups), enabling
students to communicate with their peers in other countries
and participate in collaborative online projects;
3. a rich resource for self-study work, with a number of
grammar and vocabulary quizzes with automatic scoring
and feedback systems accessible free of charge;
4. a reference library, providing sources for study, with online
dictionaries facilitating the comprehension of texts and
encyclopedias giving full context of the topic wanted;
5. a way of bringing the world to the classroom, when by
creating a class website students may proudly present
their work in English to others from all over the world,
while at the same time developing their creativity, fluency
and accuracy in English.
Reading comprehension
The Internet, as a mainly text-based medium, is naturally
conducive to teaching receptive skills, such as reading and
listening. In the case of developing reading skills, there are
great opportunities mainly because of the fact that Internet
websites are authentic and recent materials, and students
have a variety of texts to choose from, which largely influences
20
ELT
Dr Jaros∏aw Krajka
J aros∏aw Krajka works at the Applied Linguistics Department of Marie
Curie-Sk∏odowska University, Lublin, Poland, where he conducts classes
in ELT methodology and Computer-Assisted Language Learning. He also
teaches English at a secondary school in Lublin, where he experiments with
supplementing the coursebook with Internet lessons. He has recently
defended a Ph.D. thesis entitled “The Internet as a Coursebook in EFL”
at Adam Mickiewicz University, Poznaƒ, Poland. The author is a teacher
trainer running ICT courses for The British Council Poland and the
editor-in-chief of Teaching English with Technology, the electronic journal
published by IATEFL Poland Computer Special Interest Group
(www.iatefl.org.pl/call/callnl.htm).
their learner autonomy. Among the materials that can be
used are online newspapers, Web versions of traditional
papers, which can be found at www.onlinenewspapers.com.
The teacher can use them in some of the following ways:
nreading about current events and reporting them to the class;
nreading about the same events in different sources to
observe different viewpoints;
ngathering information on the development of a particular
event using the newspaper archives;
ndoing research on specific names, places or topics.1
Other reading activities, using any Internet website,
providing it is interesting to students, its content is
appropriate and the language level is compatible with the
students’, are:
nreading the contents of a given website and doing
a comprehension quiz;
nreading instructions found on the Web and executing them
in the classroom;
nbrowsing different websites on a common theme, finding
detailed information, completing a table with it, and
comparing different websites.2
In order to spice up the classroom with new interactive
tasks, the teacher might encourage students to participate in
online quizzes and games, which will obviously demand reading
instructions, reading the content, etc. (puzzle-maker.com,
www.triviaplaza.com, www.colorquiz.com), or make them
create quizzes for other students on the basis of some texts
to be read (puzzlemaker.com, guinness-worldrecords.com,
www.famous-quotations.com). In order to make the
classroom up-to-date, and to exploit the powerful motivation
of reading about films, students might work on film reviews
in order to recommend one to the class (www.imdb.com,
www.oscar.com, www.hollywood.com).3
The Teacher
Another way of using the Internet to develop students’
reading comprehension skills is to guide them to websites
with ready-made reading quizzes, which usually comprise
a text to be read, questions or tasks to do while reading, and
a built-in dictionary to provide instant lookup of new words.
Thus, students can work out-of-class and free-of-charge on
interesting reading materials (www.comenius.com/fables/,
www.edict.com.hk/vlc/, esl.about.com/cs/reading/index.htm,
www.geocities.com/Athens/Academy/1929/ESLquiz.htm;
englishzone.com/reading/index.html, web2.uvcs.uvic.ca/elc/
studyzone/index.htm) as well as practice the specific reading
skills necessary to pass Cambridge exams (www.flo-joe.co.uk).
Reading skills are also developed when students need to
understand the instructions on a website in order to achieve
some goal, such as writing and sending animated electronic
postcards (www.marlo.com/card.htm), subscribing to receive
a new word a day by mail (www.wordsmyth.net) or getting
a free email account (www.yahoo.com, www.hotmail.com).
The teacher could enhance students’ reading skills by using
articles from online newspapers (see the address above)
as well as online literature sites (www.promo.net/pg,
www.bartleby.com, www.bibliomania.com) to create various
reading comprehension tasks (matching paragraphs,
multiple-choice, gapped text), which can be done by copying
the article to a word-processor, using “Cut”, “Copy” and
“Paste” commands, supplying the text word for word. These
activities can be done quickly, stored electronically and
reproduced a number of times. Of course, it needs to be
remembered that Internet materials are copyrighted and
permission to change or use materials must be obtained by
the teacher before any use is made.4
Writing
The Internet creates favourable conditions for enhancing
the instructions of writing skills by providing cheap and
easy communication tools (email, discussion groups) and
webpublishing opportunities (creating a class webpage).
With these means, students can collaborate with their peers
from all over the world, the class is not limited, but open to
the world coming in to the classroom.
Writing email letters is a dynamic and stimulating way of
communication, letting students interact in writing with other
students, where writing in English has a real purpose in
exchanging ideas, getting new information or sharing one’s
feelings. To make full use of email, the teacher could set up
a keypal exchange, either by finding a partner teacher
willing to work with the whole class, or enabling students to
find individual partners (www.epals.com, www.keypals.com,
www.iecc.org, www.eun.org, www.reach.ucf.edu/~cpaw,
www.eslcafe.com). The exchange should be carefully planned
and closely coordinated by both teachers, giving students
precise tasks to carry out when writing to their keypals.5
Another way of using the Web to enhance teaching
English is making a class website in English. In such
cases, students are extremely motivated to write, paying more
attention to the form, layout and content of their
writing, knowing everyone will be able to access the website.
The sample website (British Council Rome Students’
Metro Pages, www.britishcouncil.it/students/rome/) contains
22
ELT
information about students, their holiday stories, film or
computer game reviews. When making such a page,
it is important that students should take responsibility for it,
with the teacher dividing tasks among them,
responsible for checking grammar, spelling and content
accuracy of the texts.
The Web also comprises websites where students can get
step-by-step instruction on how to learn to write a particular
writing genre, with models, useful tips, necessary phrases
and plans (see Flo-Joe, www.flo-joe.co.uk, preparing
students for FCE examination). The advantage of such sites
is that students are encouraged not only to write but also to
send the works to be corrected.
Finally, it must be remembered most Web-based lessons
will have a writing component as a follow-up to some other
online activities, and students use the information found on
the Web to write an essay, a story or a review. Here the
teacher must make sure that students do not automatically
copy and paste relevant parts of websites, but make
a conscious effort to analyse the content, synthethise ideas
and put them into their own words.
Listening comprehension
Listening comprehension in the classroom is made
possible once the Internet connection is fast enough to download
audio files, and the computers in the lab have the necessary audio
players, sound cards, and headphones installed. The advantage,
just as with reading comprehension, is that students can choose
which authentic and recent materials to work on.
There are two basic types of audio materials that can be
found on the Web: either authentic recordings, coming
from radio programmes, the news or some other sources, or
ready-made listening quizzes for learners of English.
When using authentic materials in the classroom, the
teacher must prelisten them, to make sure students can
understand them, and create additional materials to be used
while listening (tables to complete, sentences to correct or
questions to answer). Websites that can be used are the
following:6
nScience: Earth & Sky (www.earthsky.com), The Discovery
Channel (www.discovery.com);
nNews: NPR (www.real.com), The BBC Online
(www.bbc.co.uk/worldservice/index.shtml), The Osgood
Files (www.cbsradio.com/news_osgood.asp);
nSports: Yahoo Broadcast Sports (broadcast.yahoo.com),
ESPN Sports Zone (espnet.sportszone.com);
nThe Bible: Bible (www.biblenews.com), The Online Book
Page (digital.library.upenn.edu/books/);
nRadio: Yahoo Broadcast News (broadcast.yahoo.com),
World Radio Network (www.wrn.org/audio.html).
Some of the activities that can be used, according to Tuzi
(1998), are the following:
nlistening and writing a summary;
nlistening, taking down new words and guessing their
meaning;
nlistening for details and choosing the correct answers;
nlistening and identifying or drawing maps and pictures;
nlistening and completing a text;
nlistening and judging statements as true or false;
 ELT
n listening and answering general or detailed questions;
n listening and discussion with the class.
On the other hand, the teacher can guide students to use
ready-made listening quizzes, equipped with exercises to be
done while listening, additional vocabulary tasks, tapescripts
and sometimes even a built-in dictionary. The greatest
advantage of such sites is that the student can work in
self-study mode out of class, and the teacher is not
necessary to administer or facilitate learning. It is advisable
that the teacher show students example sites, explaining
how to make the most of them and encouraging them
to work in their own free time, either at home or in the school
computer lab. Some example resources here are
Randall’s ESL Cyber Listening Lab, www.esl-lab.com,
vlc.polyu.edu.hk/listening/, www.iei.uiuc.edu/free.html,
grove.ufl.edu/~ktrickel/activity.html,
www.bbc.co.uk/worldservice/learningenglish/index.shtml.
Finally, when talking about listening in the Internet
classroom, it must be remembered that as the main
assumption underlying any online task is the variety and
choice given to students. Each student will be working on
different materials, and will get different ideas or results. As
a result of this information gap, when exchanging ideas in
the stage following online reading or writing, students will be
strongly motivated to listen to their peers talking about the
results of their online endeavours in English. In this way,
listening comprehension will be furtherly developed in the
classroom in the situation of an authentic meaning exchange.
Speaking
When considering using the Internet to develop speaking
skills, one should mention above all the communication
channels enabled by the Web. Thus, when a successful class
partnership has been established (see the section on Writing
for more details), two classes may take part in an
audioconferencing session, using one of the widely available
tools (one example here being Microsoft NetMeeting
program, supplied together with Internet Explorer). Easy to
use interface should allow students to participate in the
discussion, and the technical requirements are not as high as
in the case of videoconferencing. The latter form of information
exchange, though closer to traditional discussion, demands
a very good Internet connection, which may be an
insurmountable obstacle in Poland at the moment.
Another way of developing speaking skills might be using
chat, that is conducting discussions with one or more people
by typing messages using the keyboard. Although chat is
not speaking in the traditional sense, more and more
services have the voicechat function, enabling the user
to use the microphone instead of the keyboard, it is
still synchronous communication (in real time), thus it
resembles traditional communication to some extent.
Chat can be used to hold a discussion with a partner class,
to hold an in-class discussion to free students from the
psychological barriers of speaking to the teacher and being
assessed, and finally, students can have chat discussions with
their keypals or other learners of English in their free time.
The teacher can create a chat room on the class website
(batory.plo.lublin.pl/~jkrajka/chat4.html), using a widely
The Teacher
accessible portal (chat.yahoo.com, www.lycos.com,
www.excite.com), encourage students to go to an EFL/ESL
portal site to chat (www.eslcafe.com, www.englishclub.com,
www.teflfarm.com), or install the software allowing chat on all
computers in the lab (such as mIRC, www.mirc.co.uk/get.html).7
Finally, teachers should remember that speaking skills are
also developed during Web-based lessons when students use
ideas from the Internet to talk in pairs or in whole-class
discussions. The communicative focus should be especially
prominent in the pre- and post-stages, in order to balance the
largely receptive middle-stage. Thus, teachers ought to exploit
the information gap arising from variety and choice, and
encourage students to share the ideas from their Internet
searches.
Grammar
In traditional grammar instruction, there are three main
phases: presentation, practice and production of a given
structure. The Internet can be used in all of these, however,
with a different degree of effectiveness.
Authentic and interesting websites can be a great source
of materials for the presentation of new grammatical
structures, properly contextualized and used in a variety
of ways. For example, the teacher can use the attractive content
of The Guinness World Records Book (guinness-
worldrecords.com) to present the comparison of adjectives or
Dumb Laws (www.dumblaws.com) to introduce modal verbs.
There are some websites where students could find
and read grammar rules (englishplus.com/grammar/,
www.grammarlady.com, www.teachingfish.com,
www.ohiou.edu/esl/english/grammar/index.html,
www.edufind.com/english/grammar/), with explanations of
form, meaning and use of grammatical structures. Of
course, it is not suggested that the teacher should use these
websites instead of their own explanation, but it seems that
a good idea would be to make students familiar with these
grammar resources, and to use the class website to include
useful explanations, so that learners could find help when
needed, also out of class.
The Internet, with its multitude of sites with ESL/EFL
self-study quizzes, is useful for the practice phase of grammar
instruction, and students could do a number of tasks to
attain mastery in the use of structures. The sites to use here
may be, for instance, www.a4esl.org, www.angielski.edu.pl,
www.english-forum.com, www.teachingfish.com,
www.eslcafe.com or www.englishclub.com, all equipped
with automatic scoring and feedback. Another idea is to
include such exercises, created by the teacher or students
themselves in a simple authoring program, such as Hot
Potatoes (web.uvic.ca/hrd/halfbaked/), and uploaded to the
class website for students to use in their free time.
Finally, the phase of production of grammatical structures
will take place during Web-based activities focusing on reading
or writing, and the teacher should find authentic sites rich in
a given structure. The tasks students engage in should demand
its production, such as, when practicing modal verbs, students
go to www.dumblaws.com, are asked to find ten the most
severe and the most lenient laws, and then come up with ten
dumb laws for their school.
23
 The Teacher
Vocabulary
As with grammar, vocabulary instruction can also be
included in the major phases of presentation, practice and
production. Internet websites can serve as sources of materials
for well-contextualised vocabulary, and most Web-based
activities will encompass learning vocabulary. However, the
teacher should keep in mind that the websites have not been
produced especially for a particular language level or group
of learners, and as such, the level of materials may be too high.
Thus, students should learn to deduce new words from the
context or use online dictionaries (www.dictionary.com,
dictionary.cambridge.org, www.m-w.com, www.logos.it/
dictionary, www.leksyka.pl) to get help.
Teaching vocabulary can also focus on doing tasks
demanding knowledge of words in particular lexical areas,
such as using the website of Amnesty International
(www.amnesty.org) to write a letter of appeal to help free
a prisoner of conscience. The teacher’s role here is to use
ready-made websites and create tasks demanding getting to
know and remembering new words (e.g., “treasure hunts”,
when students need to find answers to specific questions).8
Finally, using the Internet to help students remember new
words could be done by using computer-assisted practice,
with students getting practice in using words in ready-made
quizzes, crosswords and puzzles (www.vokabel.com,
www.englishpage.com/vocabulary/vocabulary.html,
www.vocabulary.com/), which give the opportunity to
1
For more ideas, see J. Krajka, Some Possibilities for Using
On-Line Newspapers in the ESL Classroom, The Internet TESL
Journal, Vol. VI, No. 4, April 2000,
www.aitech.ac.jp/~iteslj/Techniques/Krajka-OnlineNews.html
2
See S. Windeatt, D. Hardisty, D. Eastment, The Internet. Oxford
University Press, Oxford 2000.
3
Based on G. Dudeney, The Internet and the Language Classroom.
Cambridge University Press, Cambridge 2000.
4
For details on obtaining copyright permission, see J. Krajka, Some
Possibilities for Using On-Line Newspapers in the ESL Classroom, The
Internet TESL Journal, Vol. VI, No. 4, April 2000,
www.aitech.ac.jp/~iteslj/Techniques/Krajka-OnlineNews.html
5
More on email exchanges can be found in J. Krajka, School
Partnerships on the Web – Using the Internet to Facilitate School
Collaboration, Teaching English with Technology, vol. I, no. 1, January
References
Brown, I. (1999) Internet Treasure Hunts – A Treasure of Activity
for Students Learning English, The Internet TESL Journal, Vol. V,
No. 3, March 1999,
www.aitech.ac.jp/~iteslj/Lessons/Brown-TreasureHunts.html.
Dudeney, G. (2000) The Internet and the Language Classroom.
Cambridge: Cambridge University Press.
Krajka, J. (2000) Some Possibilities for Using On-Line
Newspapers in the ESL Classroom, The Internet TESL Journal, Vol.
VI, No. 4, April 2000,
www.aitech.ac.jp/~iteslj/Techniques/Krajka-OnlineNews.html
Krajka, J. (2001) Making Chat Work in the Classroom,
Teaching English with Technology, vol. I, no. 4, July 2001.
24
ELT
practice a given range of vocabulary. In class the teacher might
guide students to create vocabulary puzzles for other students,
either using Web-based services (www.puzzlemaker.com or
lang.swarthmore.edu/makers/) or simple authoring programs
(such as Hot Potatoes, web.uvic.ca/hrd/halfbaked/). The
important thing here would be to build the inventory of such
vocabulary tasks on the class website, so that students could
revise vocabulary again in the future.
Conclusion
The purpose of the present paper was to show how great the
potential of the Internet for teaching and learning English is. It
is hoped that teachers will be encouraged by the above ideas to
start implementing the elements of Web-based teaching, either
by conducting Internet-assisted lessons, by introducing
a keypal exchange, or by making a class website in English.
More ideas on using the Web in English instruction
can be found in a number of sources, mainly electronic
journals Teaching English with Technology,
www.iatefl.org.pl/call/callnl.htm; The Internet TESL Journal,
iteslj.org/; or TESL-EJ, www.kyoto-su.ac.jp/information/
tesl-ej/. It is often said that computers will not replace teachers,
but teachers using technology will replace those who do not. It
is only hoped that the readers of The Teacher will acknowledge
this, inspired by the ideas presented above. n
jkrajka@batory.plo.lublin.pl
2001, www.iatefl.org.pl/call/j_article.htm
6
After F. Tuzi, Real Audio to Augment Real Listening in the ESL
Classroom, The Internet TESL Journal, Vol. IV, No. 3, March 1998,
www.aitech.ac.jp/~iteslj/Techniques/Tuzi-RealAudio.html
7
Detailed step-by-step instruction on how to incorporate chat in
the language classroom can be found in J. Krajka, Making Chat
Work in the Classroom, Teaching English with Technology, vol. I, no. 4,
July 2001, www.iatefl.org.pl/call/j_tech4.htm.
8
See I. Brown, Internet Treasure Hunts – A Treasure of Activity for
Students Learning English, The Internet TESL Journal, Vol. V, No. 3,
March 1999, www.aitech.ac.jp/~iteslj/Lessons/Brown-
TreasureHunts.html.
Krajka, J. (2001) School Partnerships on the Web – Using the
Internet to Facilitate School Collaboration, Teaching English with
Technology, vol. I, no. 1, January 2001,
www.iatefl.org.pl/call/j_article.htm
Tuzi, F. (1998) Real Audio to Augment Real Listening in the ESL
Classroom, The Internet TESL Journal, Vol. IV, No. 3, March
1998, www.aitech.ac.jp/~iteslj/Techniques/Tuzi-RealAudio.html
Windeatt, S., Hardisty, D., Eastment, D. (2000)
The Internet. Oxford: Oxford University Press.
 ELT The Teacher

Grammar Class Day One:

Attitudes and Teaching Ideas
Irene E. Schoenberg

M
ost of us, no matter how
many years we’ve taught,
feel a certain apprehension
when we face a new group of students.
After all, they don’t know us, and the
first day of class sets the tone for the
rest of the term. We need to convince
the students that we can help them
achieve what they want, and that we
can do it in a non-threatening, and
even enjoyable way.
For many English language teachers, the first day
in a grammar class includes the following aims:
Irene E. Schoenberg
I rene has taught ESL for over twenty-five years at Hunter College’s
International English Language Institute and for eighteen years at
Columbia University’s American Language program. She has trained
ESL and EFL teachers at Columbia University’s Teacher’s College and
the New School for Social Research. She has lectured at conferences,
English Language schools, and universities in Brazil, Dubai, El Salvador,
Guatemala, Japan, Mexico, Nicaragua, Peru, Taiwan, Thailand, and
throughout the United States. She is the author of Talk about Trivia, Talk
about Values, Focus on Grammar: A Basic Course for Reference and
Practice, and the co-author with Jay Maurer of the True Colors series
and Focus on Grammar: An Introductory Course for Reference and
Practice. Ms. Schoenberg holds an M.A. in TESOL from Columbia
University.

A. Get to know the students

B. Assess the students’ grammar knowledge
C. Motivate the students: get them to like you, trust
you, work hard for you, and most important, return to
your next class
If your goals match these, you might want to consider the
following suggestions.
A. Get to know students
Students don’t want to be a number. Time spent getting to
know their names, their backgrounds, and their purpose
in studying English is invaluable.
B. Assess students’ grammar knowledge
Make sure your assessment corresponds to your teaching
philosophy. If you believe, as I do, that a grammar class means
more than understanding a grammar rule, and filling in the
correct answer to an objective test, give a test with some
open-ended questions.
For example, to test modals, you may want to have
students use a modal and write a sentence that logically
follows one such as this.
1. I’m not sure what I’ll do this weekend. _________.

There are many possible correct answers, including,

I may go to a movie. I might go to a movie. or I could go
to a movie. But you will find that students also come up with
many incorrect answers. As I explain why their answer
is incorrect, they often get a much better understanding
of the meaning and use of that modal structure.
Give a test that challenges, but doesn’t overwhelm. Some
students think that because they know the form of grammar
patterns in their textbook, they belong in a higher level.
Since I believe the real aim of a grammar lesson is to bridge
the gap between understanding a form and using it in
authentic, open-ended situations, I include some questions
that get students to show their ability to use the grammar
pattern correctly.
Rys. Marianna Sztyma

For example, give students a problem with an unpleasant

outcome. Ask what the person involved could have
or should have done to avoid that outcome.
This type of problem really demonstrates a student’s
ability to use past modals and past unreal conditions.

25
The Teacher
The man should’ve have quit his job.
or
The woman might have borrowed money from the bank. She
shouldn’t have stolen the money.
or
If I had been that doctor, I would have treated the patient
for free.
I believe this shows a greater understanding of the
grammar patterns than do the more traditional fill-in
sentences such as, “I didn’t buy that house, but if I ____
(buy) it, I ____ (make) a fortune.”
C. Motivate students
You can usually motivate students by meeting their
interests and needs. Begin by inquiring about their
attitudes. These days I start my intermediate grammar
classes by giving out the handout below. We read the
sentences and go over the meaning of any unfamiliar
words or concepts. After students have completed the
handout, and discussed their attitudes in small groups, we
talk about the ideas as a class.
Attitudes about Grammar
Do you agree or disagree?
________ 1. When I speak, I don’t think about
grammar rules.
________ 2. Students can learn to speak well without
studying grammar rules.
________ 3. I can’t possibly remember all the
grammar rules and exceptions.
________ 4. I want the teacher to correct all my
mistakes.
________ 5. Context is not so important when
practicing grammar.
________ 6. Communicative activities are not
so important when learning grammar.
________ 7. Grammar is boring.
________ 8. Grammar is judgmental.
Discussing students’ perceptions of grammar gets them
to consider the purpose of a grammar course and allows me
to explain some of my own notions, notions which are
popular among teachers today.
1. Grammar should be taught through a context.
2. Fill-ins and objective short answers are a step toward
open-ended real communication.
3. Personalizing the material makes it real.
4. The grammar of written and spoken English is
different.
While many teachers today have accepted these ideas,
many students are unaware of them. Let’s examine these
ideas in more detail.
26
ELT
Speaking and Rules
Most students agree that when they speak, they don’t
think about grammar rules. Indeed, people could never
speak fluently if they had to think of every rule before they
opened their mouths. But I point out to students that
knowledge of a grammar rule sometimes allows them to
correct themselves while speaking. And research has
indicated that the mark of a good language learner is the
ability to self-correct.
S: How much costs it?
T: Excuse me?
S: How much does it cost?
When a student can correct an error, he or she is less likely
to repeat it.
Grammar awareness gives a learner confidence since the
learner is not forced to rely on his or her ear for what is
correct. This may mislead a person in a second language. For
example, a student may incorrectly ask, Where you going? This
student is probably saying what he has heard. In the
question, Where are you going, a native speaker stresses the
words where, you, and going. The word are is not stressed.
However, a student who has studied grammar may remember
that questions with where are followed by question word order.
This may lead her to correct the error herself.
Or a student who talks or writes of a “restaurant good”
may remember that in English, unlike many other
languages, the adjective precedes the noun. Furthermore,
there are times when what you say differs from what you
write. “You are older than he is,” may be preferable for
a written piece, whereas “You are older than him,” may be
more appropriate for oral communication. Furthermore,
“Any news from Dan?” is perfectly acceptable in spoken
English, but incorrect for more formal written communication.
Some students fear that there are too many complicated
rules and that they won’t be able to either learn or apply them.
I explain to my students that understanding a rule is only
a small part of succeeding in an English class. Using a few
rules successfully may be more useful for some than having an
intellectual grasp of many. So in my classes, we spend more
time practicing language than we do reviewing all the rules
and exercises in a grammar book. Exercises can be done at
home. And understanding a grammar rule and using it to get
the correct answer on a test often precedes being able to use
the rule outside of class. Students need to hear or see a lot of
language with the applied rule before they naturally come
up with the correct usage. But when they finally do apply it,
they will know that what they’re saying is correct.
Error Correction
Most confident and enthusiastic learners want to be
corrected by their teachers. In class, I draw their attention
to two types of grammar mistakes: the ones the students
should be able to correct by themselves, and the ones that
cause a problem of communication. I indicate the former
type error by saying, “What was that?” or “Excuse me,”
or by uttering some sound that indicates there’s an error.
 ELT The Teacher

For instance if a student says, “She live in Vienna,” and

I say, “Excuse me?” the student usually will correct the
mistake.
However, if a student mistakenly says, “I slept when she
came to my house,” when she means, “I was sleeping when
she came to my house,” I generally stop and explain
the use of the past progressive for interrupted action and the
difference between the simple past and the past progressive
in such a sentence. On the other hand, when a student
is making a thoughtful comment which happens to have
a grammar mistake, I ignore the mistake, since I don’t want
the student to feel his desire to communicate is less important
than his grammar usage. I may take note of the error and
bring it up at some other time.

Grammar in Context
I believe that grammar should be taught in a context.
It makes the lesson more interesting and meaningful. Students
may learn all sorts of incidental language from the context.
And most significantly, teaching in context gives students the
important message that grammar is a means to more effective
communication and not an end in itself.
Rys. Marianna Sztyma

Communicative Activities
Exercises that involve students in life-like situations and
which require the use of the grammar point just taught are
the best way to complete a lesson. These can be oral
activities with group or pair work or written assignments.
They can include values clarification exercises, games, Before students leave on the first day of class, I give
puzzles, reactions to articles or editorials, comparisons them another handout. I ask them to fill out a form like
of pictures, or descriptions. The correct answer in a guided this for every structure we study. I hope to leave them with
practice activity is much less indicative of mastery than the message that they have not really learned a grammar
the use of the same structure in a creative open-ended structure until they can use it in their own writing and
discussion or written piece. speaking.

Grammar Is Boring / Grammar Is Judgmental

When students say that they believe grammar is boring,
I try to prove them wrong. It is my challenge to make the
class interesting by helping them use the grammar
structure with content and in contexts that are interesting
and relevant to them. If students say that grammar
is judgmental, I agree. When people say such things
as “between you and I,” or “I and my sister,” or “He don’t
do nothing,” it may hurt them in the opinion of others.
However, I tell them that if they learn what
is considered grammatically correct and appropriate, they
will gain confidence and feel empowered. I tell them
to consider grammar a tool, which anyone can learn to use
to his or her advantage.
I explain that knowledge of grammar helps students to edit
their writing. It gives them control over what they are
saying. Recent research by cognitive psychologists points
out that for learning to take place efficiently, the learner
must notice and pay attention to the objective. Then the
learner must practice the objective, in this case a grammar
point, so that it changes from part of a controlled process
to part of an automatic one.
GRAMMAR CHECKLIST
Structure: __________________
1. I know the form.
2. I understand the grammar notes in the book.
3. I can give my own example.
4. I can use this structure when I speak and write.
By involving the students in a discussion of the aims and
objectives of the class, I help them to become much more
motivated and enthusiastic learners. By giving them
the form above, I send the message that a grammar lesson
is not complete until they can use the structures taught
appropriately and meaningfully, and in an open-ended
context.
So on the first day of your next grammar class, you may
want to give your class these handouts, discuss some of
these ideas, and find out what your students think about
grammar. The result may be that students, who previously
did activities in a perfunctory manner, will do them with
much more understanding and enthusiasm. n

27
The Teacher
Words often confused
Teacher’s notes
Aim To look at pairs of words that students often mix up, such as continual/continuous,
lend/borrow, etc.
Preparation Copy the handout on the next page – one copy per student.
Introduction (5 minutes)
Write the following on the board:
My brother is an electric/electrical engineer.
I’ve just bought a new electric/electrical kettle.
Ask the students to choose the correct words for the
above (electrical engineer, electric kettle) and to try
to explain the difference. For example:
If your brother was an electric engineer, he’d be live
– you’d get a shock when you touched him.
Electric is used of things that produce electricity or
are worked by electricity. Electrical is used of people
and their work or in such phrases as:
There’s an electrical fault in the system.
Ask for more examples using electric or electrical
(electric train, shaver, drill, lawn mower, light,
blanket; electrical engineering, apparatus, fault).
Tell the students that in this lesson you are going
to be looking at pairs of words like this that can be
confusing.
Presentation (25 minutes)
Let the students work in pairs. Give everyone a copy
of the handout. Do the first example with the whole
class, then let them complete the others. Check
orally, giving explanations as required:
1. To Lend is to give something to someone else for
a short time. To borrow is to get something from
someone else for a short time.
2. To rise means to go up or move upwards (prices,
the sun in the sky, etc.) It has no direct object.
If you raise something, you make it higher. It has
a direct object.
3. To rob is to steal from a house, shop, bank, etc.
To steal is a general word which means to take
something that doesn’t belong to you.
4. To lie means, in this context, to be situated –
Swansea is situated to the west of Cardiff. To
lay the table means to prepare it for eating by
placing a tablecloth, knives and forks, etc. on it.
Hand in Hand with Teachers
28
ELT
5. When you wink you deliberately close then
open just one eye. When you blink, you close
then open both eyes – often mechanically.
6. Continuous describes things that go on without
a break (e.g. continuous/non-stop performances).
Continual describes separate, often annoying,
actions which are repeated over a period
of time (e.g. continual interruptions) or
continuing for a long time without stopping
(e.g. continual rain).
7. Space here means empty space between two
things. Room means enough space for
a particular purpose (room in the car, fridge,
etc.).
8. Certainly means “definitely”, Surely not here
is used to show that you can’t believe that
something is true – in this case that she’s going
to wear such a dress in public.
9. If something fits it is the right size. If something
sults you it looks good on you.
10. Your shadow is the dark shape that appears
behind you (or tress, buildings, etc.) when the
sun is shining. Shade is the opposite of direct
sunlight.
11. Beside means “next to”. Besides means “apart
from”.
12. To discover something is to find something that
already exists but is not known before
(e.g. a planet, river). To invent something is to
make up or produce something for the first
time (e.g. a light bulb).
Key
1a lend 1b borrow 2a raise 2b rise 3a steal
3b rob 4a lie 4b lay 5a winked 5b blinked
6a continual 6b continuous 7a room 7b space
8a surely 8b certainly 9a suit 9b fit 10a shadow
10b shade 1a beside 11b besides 12a invented
12b discovered 13a remember 13b Remind
14a alone 14b lonely 15a economical
15b economic
 ELT The Teacher

Words often confused

Here are fifteen pairs of words. Fill in the missing word in each sentence. (Make any verb
tense changes that may be necessary.)

1. lend–borrow b I’m ______ not inviting Carol and David to

a I haven’t got any money. Could you ______ my party. Not after the way they behaved last
me £10, please? time.
b I often ______ books from the library.
9. fit–suit
2. rise–raise a Red doesn’t really ______ me. I look much
a Anyone who needs a lift home, please ______ better in blue or yellow.
your hand. b These shoes don’t ______ – they’re much too
b Do you think house prices will ______ soon? big.

3. rob–steal 10. shadow–shade

a Pickpockets usually find it easy to ______ a The building cast a long, dark ______
from tourists – especially in large crowds. b It’s hot. Let’s go and sit in the ______ for
b Two masked men tried to ______ a bank this a while.
morning.
11. beside–besides
4. lie–lay a He sat down in the park ______ an old
a Does Swansea ______ to the east or the west woman.
of Cardiff? b Who else was at the meeting ______ Ken and
b She asked her daughter to ______ the table. Dave?

5. wink–blink
a He ______ and smiled at the attractive
woman sitting alone at the bar.
b The child ______ when a bird suddenly flew
close to his face.
6. continuous–continual
a She found it hard to work because of the
______ hammering from the workmen doing
repairs to the building opposite.
b The brain needs a ______ supply of blood.
7. space–room
a Their new flat was very small and there just
wasn’t enough ______ for all their furniture.
b Leave lots of ______ between these shrubs
when you plant them.
8. certainly–surely
a You’re ______ not going to wear that dress,
are you? Not in public anyway!
12 discover–invent
a Thomas Edison ______ the light bulb.
b Do you know who ______ the planet Pluto?
13. remember–remind
a Did you ______ that it was Mandy’s bithday
today?
b ______ me to send Mandy a birthday card,
will you?
14. alone–lonely
a Mrs Brown is a widow and lives ______ .
b People who feel ______ often get a dog
or a cat to keep them company.
15. economic–economical
a Small cars are usually more ______ than
large ones.
b The ______ situation in the country has
improved in the last few months.

From Instant Lessons 2 Intermediate edited by Peter Watcyn-Jones © Penguin Books 2000
Photocopiable

Do you know How to Teach your students to Go for their best Opportunity and make Friends with Longman?
Find out how by calling 0 800 12 00 76 www.longman.com.pl

29
 The Teacher
City & Guilds Pitman Qualifications
– Internationally recognised
English exams “on demand”
C
ity & Guilds is one of the world’s leading and most
respected vocational awarding bodies. It received
its Royal Charter in 1900 and, since its formation
125 years ago, it has led the way in vocational education and
training. Today, it offers more than 500 awards in over 100
countries ranging from Information Technology and
Telecommunications to Engineering and Tourism. Pitman
Qualifications is part of City & Guilds and specialises
in offering internationally recognised English language
exams.
We are inviting schools to apply to join our expanding
network of Approved Examination Centres, which already
stretches across Poland. This network will make it easier and
more accessible for students to take an affordable,
internationally recognised English language exam (currently,
Polish students are constrained by the choice of foreign
English language exams on offer, by the prescribed dates given
to take them, by the limited number of cities and venues where
the exams can be taken and, most importantly, by the high costs
often involved in paying for them).
A comprehensive range of English language exams
We offer the following exams:
nEnglish for Speakers of Other Languages (ESOL) – tests
reading, writing and listening at 5 levels
nSpoken ESOL - a separate spoken English exam available
at the same 5 levels
nYoung Learners English for Speakers of Other Languages
nYoung Learners Spoken English for Speakers of Other
Languages
nEnglish for Business Communications
nEnglish for Office Skills
We are currently engaged in developing an exciting range
of new vocational English exams. These will help professionals
and entrepreneurs to be proficient in English, as well as
occupationally competent. These include:
nBusiness Spoken English Test (from December 2002)
nCustomer Services Spoken English Test (from 2003)
nTeachers’ Spoken English Test (from 2003)
nTest of English for Information Technology (from 2003)
What makes City & Guilds Pitman Qualifications special
nInternational recognition and popularity
Our exams are accredited by the Qualifications and
Curriculum Authority (QCA), the UK’s educational regulatory
30
ELT AROUND THE WORLD
body, and are mapped against the Council of Europe’s
Common European Framework. They are valued by students
and teachers alike; approximately 100 000 exams are taken
worldwide each year.
nFlexibility and “on demand” exams
Our English exams are “on demand”, which means that our
Approved Examination Centres can set the date and time
to suit their students, while many other examination boards
hold exams only once or twice a year.
nExternal assessment
All our English exams are externally assessed in the UK
by experienced examiners. The spoken exam is recorded onto
a tape cassette, which is sent to the UK for marking. This
ensures objectivity and global consistency in our marking.
nAccessibility and equal opportunities
City & Guilds Pitman Qualifications is committed
to encouraging wider access in Poland to internationally
recognised English exams. Our network of Approved
Examination Centres across Poland enables students to take
the exams wherever they live without having to travel long
distances to their nearest official exam centre.
nCompetency-based exams
Our exams are competency based. They focus on candidates’
ability to actually use the language in real world situations,
rather than on their academic knowledge of the language.
nPrice and affordability
We pride ourselves on offering exams at prices that are
affordable to all students.
Teacher training
We value the crucial role that teachers perform and have
introduced an initial teaching qualification – the Access
Certificate in English Language Teaching (ACE). It has been
developed jointly by City & Guilds Pitman Qualifications with
Manchester University to provide a highly accessible and
flexible qualification.
For information, please contact Katy Reeves,
Regional Marketing Manager for Europe.
Email: katyr@city-and-guilds.co.uk
Direct Line: (UK +44) (0)20 7294 2782
Fax: (UK +44) (0)20 7294 3506.
Post: City & Guilds,
1 Giltspur Street, London EC1A 9DD.
 ENGLISH LANGUAGE TEACHING

Teacher

Fot. P. Rabiej

MY W UNII EUROPEJSKIEJ
The Teacher
Education training and the youth
O
n the eve of the enlargement
of the European Union
education remains a primary
concern of all governments of united
Europe. Although education systems
of individual countries differ
considerably in their structure,
teaching content and methods, one
of the goals of the EU is to provide
for a free exchange of experiences
among the youth of Europe, as well
as to provide for the possibility of
lifelong learning to non-students.
Today, thousands of high school and
university students participate in
exchange programmes outside their
countries, and professionals from
different fields upgrade their
vocational qualifications within EU
funded training schemes.
European Union Programmes
for education training and the youth
There are three European Union
programmes related to education,
training and the youth. The most
popular among students is Socrates,
which supports training and education
of students and teachers. It covers
a wide range of activities: it provides
intensive programmes, supports joint
development of curriculum, as well as
provides a simplified credit system
within the European Credit Transfer
System (ECTS). The Socrates
programme is divided into eight
subschemes, each dealing with a different
scope of activities:
1. Comenius: school education
2. Erasmus: higher education
3. Gruntvig: adult education
4. Lingua: learning and teaching
of European languages
5. Minerva: information and
communication technologies in
education
6. Observation and innovation of
education systems and policies
7. Joint actions with other European
programmes
8. Accompanying measures
32
J´drzej Markiewicz
Detailed information concerning
the above listed activities is available at
www.europa.eu.int
In this presentation we will outline
programmes directed at students in
higher education.
Students in higher education may
apply for a scholarship within the
Socrates-Erasmus programme. It is
open to all types of higher education
and offers students a study period
of 3 to 12 months in one of the
participating countries. In general,
students receive a grant to cover the
mobility costs of studying in another
country, such as travel, the costs
of living, language courses etc. As
different credit systems are used
throughout the schools in the EU, the
Erasmus students must make sure
that they will receive full credit
recognition for the study period
abroad before departure. The
recognition is granted on the basis of
the European Credit Transfer System
Learning Agreement. Socrates-
-Erasmus provides financial support
to teaching staff, who may spend
a short period of time on teaching
assignments in partner universities.
Students and university staff may also
sign up for intensive programmes
(10 days to 3 months), and participate
in the scheme for joint development
of curriculum. Within this area,
Erasmus supports projects for the joint
development of study programmes at
any level, from undergraduate to
intermediate and advanced, projects
for the joint development of European
modules, which include courses on
history, society, culture, the politics of
other European countries, aspects
of European integration etc., and
projects for the implementation
and dissemination of curricular
development projects which have
completed their development phase.
Another important education
related programme within Socrates is
LINGUA. It consists of two sub-
MY W UNII EUROPEJSKIEJ
-sections: Lingua 1 and Lingua 2.
Lingua is intended to promote
language learning throughout the
Union, to develop and to improve
teaching techniques. The target groups
of the programme are the general
public and education professionals.
Language teaching covers teaching
and learning of all of the
official Community Languages as well
as Irish and Luxemburgish. Lingua
is a project-based programme and
gives priority to projects related to
devising, development or production
of materials and techniques for
language learning and teaching.
How to apply?
Students wishing to apply for
a Socrates scholarship should enquire
at the Office for International
Cooperation of their mother university.
Every university faculty has a Socrates-
-Erasmus coordinator responsible
for arranging students’ individual
curricula and for making necessary
arrangements related to the credit
transfer system (within the Learning
Agreement), and establishing
cooperation with a Socrates
coordinator in the respective Office
for International Cooperation abroad.
The basic criterion for receiving
a scholarship is knowledge of
the language of a given country
of the Community. However, most
Community universities provide for
the possibility of studying and
completing tests in English. Students
may also receive a grant to study
a given language in the course of
the exchange programme, or make
individual arrangements with the
university staff concerning the
possibility of completing their studies
in English.
MAGDA CICHOWSKA from
Uniwersytet Warmiƒsko-Ma-
zurski in Olsztyn spent a six-
-month study period at the
 MY W UNII EUROPEJSKIEJ
Catholic University of Lisbon in
Portugal in 2002.
Getting an Erasmus grant is not
an easy thing. The coordinator is
there to help you, however, most
of the things you have to take care
of yourself. Before you apply,
you must make sure that your
university has a Learning
Agreement with the host university.
Generally, there is a lot of paper-
work involved, but at the end of
the day it is worth the effort. Once
you’re on, you get the unique
opportunity to live in another
country, blend in with its citizens,
get to know their culture and
language, and of course, the
education system. The courses
you take are more or less consistent
with similar subjects at your own
university, so there is no problem.
The real barrier is the
language, if you don’t know it.
Portuguese is a difficult one to
learn, but I took a three month
language course. If you add to
that, the time I spent living
among the Portuguese, I picked it
up really fast. I was surprised by
the number of students that came
to Portugal on the Socrates-
-Erasmus programme from all
over Europe.
Leonardo da Vinci is another
European Union education programme
supporting the Union’s policy for
learning and vocational training. The
programme was founded by virtue of
the European Commission Council
decision in 1994. Poland joined the
programme in 1998. Leonardo da
Vinci provides for the possibility of
realization of six types of projects:
nexchanges and internships
npilot projects
nlanguage projects
ninternational networks of institutions
nresearch and analysis
njoint actions
Exchanges and internships within
Leonardo da Vinci last from 3 weeks
to 12 months for students in higher
education, and from 2 to 12 months
for young workers and graduates.
Projects encompass a period of three
years. Projects may be submitted by
public and private organizations
and institutions. In other words,
individuals need to submit their
projects through one of the
institutions recognized by the
programme.
Financing
Leonardo da Vinci programme
finances exchange and internship
projects with 85% of their total cost.
Projects realized by schools and public
institutions may be financed up to
90%. Detailed information is available
at www.cofund.org.pl
The Youth programme is the EU’s
mobility programme intended for
young people. It is available to the
youth in 30 European countries,
including Poland. The programme
gives young people an opportunity to
explore the cultures of other
European countries through education
in one of the participating countries
in the form of group exchanges,
voluntary work and support activities.
Voluntary work allows young people
to work as volunteers in one of
the programme countries. Volunteers
are sent to do service in the field
of environment, arts and culture,
activities with children, or helping
the elderly. The voluntary service
is non-profit and the programme
covers all costs related to the service.
All volunteers who have completed
their service project are awarded
a certificate signed by the Member
of the European Commission in
charge of the YOUTH programme.
Support activities are also non-
-profit and include nine types of
activity:
1. Practical training experience (job
shadowing)
This activity allows youth workers
to acquire the skills for organising
a transnational project by working
in a partner organisation for a limited
period of time.
2. Feasibility visits
They allow project managers to
discuss a project idea before
submitting an application under
Actions 1 or 2.
3. Contact-making seminars
They bring together potential
partners for youth projects.
The Teacher
4. Study visits
They provide an opportunity to
learn about youth work provisions in
other countries.
5. Seminars
They are ways to exchange
experience and good practice,
consultations or policy development
etc. with regard to the youth
programme and youth policy.
6. Training courses
They help those involved in youth
work and non-formal education to
acquire advanced skills and knowledge
of their activities.
7. Youth information
This activity supports the production
and dissemination of information and
training material relating to the youth
programme.
8. Transnational partnerships and
networks
Their objective is to create new
networks under the youth
programme.
9. Support for quality and innovation
This activity aims at involving
young people who lack opportunities
in the youth programme at national,
regional and local levels.
For detailed information visit
www.europa.eu.intcom
How to apply
The Youth Programme operates
through National Agencies in each
participating country responsible for
disseminating general information
about the youth programme, as well as
for the selection of projects according
to criteria set by the European
Commission. Students interested in
participation in the programme should
enquire at the national Agency in their
country for detailed information.
National Agency for Poland:
Foundation for the Development
of the Education System
Youth Programme
ul. Mokotowska 43
PL – 00 551 Warsaw
Tel: (48 22) 622 37 06 / 628 60 14
Fax: (48 22) 622 37 08
E-mail: youth@youth.org.pl
Website:
http://www.youth.org.pl
33
The Teacher
MAIN CENTRES FOR
EUROPEAN INFORMATION
1. Centre for European
Information in Poland
operates within Przedstawi-
cielstwo Komisji Europejskiej
w Polsce, and provides
information on the EU, its
institutions, policies and
programmes, including educa-
tion programmes, located in
Warszawskie Centrum
Finansowe
ul. Emilii Plater 53
00-113 Warszawa
e-mail: info@eudel.pl
2. There are 35 Regional European
Information Centres nationwide
providing information on the
process of European integration,
documents, publications and
other materials. The full list is
available at www.ukie.gov.pl
RECOGNITION
OF QUALIFICATIONS
and job opportunities
Polish professionals have great
expectations concerning the enlargement
of the European Union. They are
hoping that once Poland joins the
Community they will get an opportunity
to pursue their professions outside their
homeland without any restrictions.
One of the primary goals of the Union
is to create favourable rules regulating
the mobility of workers throughout
the Union.
The rights of EU citizens to establish
themselves or to provide services
anywhere in the EU are the fundamental
principles of European Community law.
The EU has established laws regulating
the recognition of qualifications among
its member states thus enabling their
citizens to pursue their professions in the
country of their choice without having
to overcome additional bureaucratic
obstacles. The existing Directives on the
mutual recognition of qualifications allow
European citizens who are qualified
professionals in one Member State to
practice their profession in other
Member States. More recently,
a general system for the recognition of
34
qualifications has been introduced (see
IP/01/253). It covers all professions
requiring qualifications and applies
across a wide range of professions
following varying levels of education
and training. The general system
of recognition does not apply to
professions which are already regulated
by another system for the recognition
of qualifications.
Anyone seeking employment in
one of the Union member states may
want to visit the website of European
Network of Information Centres
(ENIC), which provides detailed
information on the policy and
practice for the recognition of
qualifications. The network
comprises national information
centres of the states party to the
European Cultural Convention or
the UNESCO Europe region. They
generally provide information on the
recognition of foreign diplomas,
degrees and other qualifications,
education systems, and opportunities
for studying abroad. The ENIC
network cooperates with the NARIC
newtork (National Academic
Recognition Information Centres),
established by the Ministries of
Education of member states, and
provides information on foreign
education systems and qualifications.
The Polish NARIC network centre is
Biuro UznawalnoÊci Wykszta∏cenia
i Wymiany Mi´dzynarodowej
ul. Smolna 13, 00-375 Warszawa
Sekretariat: tel. 22 826-74-34
e-mail: bwm@menis.gov.pl
biur@buwim.edu.pl
The nature of our magazine
obliges us to take a closer look
at the recognition of qualifications
in teaching professions
The teaching profession is covered
by the general system for the recognition
of professional qualifications as there
are no other common regulations
that would harmonize the level of
education and qualifications. They are
regulated by 89/48/EEC: Council
Directive of 21 December 1988 in
a general system for the recognition
of higher-education diplomas
awarded on completion of professional
education and training of minimum
three years duration. One of the
MY W UNII EUROPEJSKIEJ
basic requirements in the case of
pursuing a teaching job in a host
country is knowledge of its official
language. Pursuant to Regulation
No. 1612/68 of the Council of
15 October 1968 on freedom of
movement for workers within the
Community, any discrimination
within the area of employment
of citizens of member states is
prohibited. However, this regulation
does not apply to requirements
relating to the knowledge of
a language of the host country,
essential for the performance of
a given job.
In some cases the competent
authority may require you either to
undergo an adaptation period or to
take an aptitude test (at your choice) if
there are substantial differences
between your training and that
required in the host Member State.
These requirements may also be
applied if you are not qualified in the
Member State from which you come
to teach all the subjects that you are
required to teach in the host Member
State (e.g. you are a maths teacher and
are required to teach maths and physics
in the host Member State). Such
differences justify these additional
requirements but do not constitute
grounds for refusal to recognize
qualifications (assuming that the other
conditions are met). If, however, your
profession is not regulated in the host
Member State, you do not need to
apply for recognition of your
qualifications. You can begin practicing
in the host Member State, subject to
the same conditions as nationals, i.e.
with the same rights and obligations.
Polish teachers of English can
sleep soundly, as the threat of native
speakers invading our country to take
teaching jobs away from them is
rather overexaggerated. Native
speakers have been present in Poland
since the beginning of the 1990s;
many of them qualified teachers, yet
the demand for Polish professionals
in this field is growing. Taking into
account the fact that the same
teaching jobs are less well paid in
Poland than in any of the EU
countries, it is highly unlikely that
large number of qualified native
speakers will come to Poland to
pursue their careers here. n
 MY W UNII EUROPEJSKIEJ
„My w Unii Europejskiej”
Jak odnajdziesz si´ w Unii?
Konkurs redakcji „The Teacher” oraz Urz´du Komitetu Integracji Europejskiej
dla uczàcych si´ j´zyka angielskiego
Napisz jak wyobra˝asz sobie cz∏onkostwo Polski w Unii.
Czego oczekujesz i czego si´ obawiasz? Czy Unia zmieni
Twoje ˝ycie, a Polakom da wi´ksze szanse? Jak chcesz sko-
rzystaç na wejÊciu Polski do UE?
Eseje w j´zyku angielskim, o obj´toÊci nie przekraczajàcej
1800 znaków, nale˝y przes∏aç pocztà na adres redakcji
„The Teacher”:
ul. Fabryczna 16/22, lok. 23
00-446 Warszawa
w nieprzekraczalnym terminie do 30 listopada 2002 r.
(decyduje data stempla pocztowego).
Jury, w sk∏ad którego wchodzà nauczyciele i metodycy j´-
zyka angielskiego oraz przedstawiciel Urz´du Komitetu In-
tegracji Europejskiej wybierze najciekawsze prace.
Autor najlepszego eseju pojedzie w nagrod´ na kurs j´zy-
ka angielskiego do Wielkiej Brytanii.
* Organizatorzy zastrzegajà sobie prawo oceny znajomoÊci j´zyka angielskiego uczestnika konkursu
The Teacher
Autorzy pozosta∏ych wyró˝nionych prac otrzymajà nagro-
dy rzeczowe. Nagrodzone prace b´dà publikowane na ∏a-
mach magazynu „The Teacher”.*
Uwaga! Eseje muszà byç zweryfikowane przez nauczy-
ciela j´zyka angielskiego. Poka˝ napisany esej swojemu na-
uczycielowi, który powinien podpisaç go imieniem i nazwi-
skiem. Prace bez rekomendacji nie b´dà bra∏y udzia∏u
w konkursie!
Nauczyciel autora najlepszego eseju otrzyma nagrod´
rzeczowà – komputer osobisty!
Konkurs zosta∏ zorganizowany i przeprowadzony dzi´ki
dotacji Urz´du Komitetu Integracji Europejskiej, który
dofinansowa∏ projekt w ramach Konkursu otwartego media
– 2002.
Fot. P. Rabiej
35
The Teacher
Czas na sprawy kontrowersyjne,
budzàce obawy
Z pe∏nomocnikiem rzàdu
ds. informacji europejskiej
ministrem
S∏awomirem Wiatrem
rozmawia
Arkadiusz Braumberger
ARKADIUSZ BRAUMBERGER:
Z sierpniowego sonda˝u OÊrod-
ka Badania Opinii Publicznej
wynika, ˝e poparcie dla integra-
cji europejskiej w naszym kraju
wzros∏o a˝ o 7 proc. Co Pana
zdaniem zadecydowa∏o o tak
du˝ym wzroÊcie zwolenników
integracji?
S¸AWOMIR WIATR:
Na∏o˝y∏o si´ na to kilka czynników.
Decydujàcym by∏a na pewno wizyta
Ojca Âwi´tego, szczególnie s∏owa, któ-
rymi po˝egna∏ rodaków. To jedno z ta-
kich wydarzeƒ, które decydujà o du-
˝ym wzroÊcie zainteresowania integra-
cjà europejskà i przysparzajà tej idei
zwolenników. Zdajà si´ to potwierdzaç
wydarzenia z wiosny tego roku. Po
9. maja, obchodach Dni Europejskich
i inauguracji kampanii informacyjnej
równie˝ odnotowaliÊmy du˝y wzrost
zainteresowania sprawami Unii Euro-
pejskiej, jak równie˝ wzrost poparcia
dla integracji.
Wydaje si´, ˝e sam fakt kilku-
procentowego wzrostu popar-
cia dla integracji europejskiej
odwróci∏ nieco uwag´ od in-
nych danych, które poda∏
OBOP. Wyniki badania, doty-
czàcego stopnia poinformowa-
nia o Unii Europejskiej by∏y tak
samo dobre, jeÊli nie lepsze.
Wyniki sonda˝u dla wielu osób mogà
byç zaskakujàce. JeÊli jednak weêmie-
my pod uwag´ wszystkie okolicznoÊci,
to oka˝e si´, ˝e nie powinny byç one a˝
tak wielkà niespodziankà. W ostatnim
czasie odnotowano najwi´kszy jedno-
razowy wzrost liczby osób, które twier-
dzà, ˝e sà dobrze poinformowane o in-
tegracji europejskiej. Z opublikowa-
36
nych przez OBOP da-
nych wynika, ˝e 43
proc. osób czuje si´ wy-
starczajàco dobrze po-
informowanych o inte-
gracji. W ciàgu ostat-
nich trzech i pó∏ roku
od grudnia 1998 roku
do maja 2002 roku licz-
Fot. Forum
ba osób, które uznajà,
˝e sà dobrze poinfor-
mowane wzros∏a o 15
proc., podczas gdy tylko S∏awomir
w ciàgu ostatnich kilku-
nastu tygodni ich liczba
Wiatr
wzros∏a o 10 proc. My-
Êl´, ˝e mo˝na to uznaç za sukces.
No tak, ale z drugiej strony 53
proc. badanych wcià˝ daje do
zrozumienia, ˝e mogliby jednak
wiedzieç wi´cej...
To prawda; najwi´kszy odsetek ba-
danych wcià˝ utrzymuje, ˝e na temat
Unii Europejskiej wie za ma∏o. JeÊli
jednak przyjrzymy si´, w jaki sposób
i jak zmieniajà si´ w ostatnim czasie
wyniki sonda˝y, to oka˝e si´, ˝e
wszystko idzie we w∏aÊciwym kie-
runku. Nie da si´ zaprzeczyç, ˝e
wcià˝ jest spora grupa osób, która
twierdzi, ˝e nie otrzyma∏a odpowie-
dzi na nurtujàce jà pytania. Prze-
Êledêmy jednak zmiany, które zasz∏y
ostatnio w wynikach badaƒ. W maju
niedoinformowanych by∏o 62 proc.,
dzisiaj jest ich 53 proc. Trudno za-
przeczyç, ˝e i tu widaç post´p.
Chcia∏bym tylko dodaç, ˝e w ciàgu
ostatnich czterech lat ich liczba spa- wymi kana∏ami stajà si´ coraz bardziej
d∏a o tyle samo, co w ciàgu ostatnich
czterech miesi´cy.
Czy osoby, które twierdzà, ˝e
wiedzà o Unii Europejskiej i roz-
szerzeniu wystarczajàco du˝o,
czerpa∏y swojà wiedz´ tylko i wy-
∏àcznie ze spotów z Bogus∏awem
Wo∏oszaƒskim? To musi byç doÊç
uboga wiedza...
Statystyczny telewidz – jak wynika
z badaƒ OBOP – widzia∏ 33 filmy
edukacyjne, w których Bogus∏aw Wo-
MY W UNII EUROPEJSKIEJ
∏oszaƒski objaÊnia ele-
mentarne poj´cia zwià-
zane z Unià Europej-
skà. Nie mo˝na jednak
powiedzieç, ˝e nasza
dzia∏alnoÊç ogranicza si´
tylko i wy∏àcznie do pu-
blikowania spotów tele-
wizyjnych. Je˝eli a˝ 95
proc. badanych przy-
znaje, ˝e zetkn´∏o si´
z informacjà o Unii Eu-
ropejskiej, to znaczy, ˝e
widzieli nasze plakaty,
korzystali z naszej info-
linii, widzieli strony tele-
gazety, czy te˝ trafi∏a do nich jedna
z naszych broszur. Uczniowie i studen-
ci wyrywajà je sobie z ràk. Jak widaç,
staramy si´ rozpowszechniaç wiedz´
o Unii ró˝nymi drogami, podobnie jak
promowaç êród∏a pog∏´bionej informa-
cji na ten temat. Dzi´ki temu w∏aÊnie,
poczucie poinformowania w spo∏eczeƒ-
stwie wzros∏o a˝ o 10 punktów.
Ta sprawa ∏àczy si´ bezpoÊrednio
z tym, co ostatnio na ten temat
mówi∏ prezydent Aleksander
KwaÊniewski. Zgadza si´ Pan
z tym, ˝e przyszed∏ czas na to, by
zaczàç mówiç o konkretach?
W zupe∏noÊci si´ z tym zgadzam i do-
dam, ˝e taki rozwój kampanii mieliÊmy
w planach. W drugim etapie wraz z po-
st´pem negocjacji, a tak˝e wzrostem za-
interesowania Unià kampania b´dzie
nabieraç coraz wi´kszego tempa. Nasze
informacje przekazywane dotychczaso-
konkretne, gdy˝ odpowiadajà na pyta-
nia, które docierajà do nas przez infoli-
ni´ czy dzi´ki Eurobusowi, który w cià-
gu sierpnia i wrzeÊnia odwiedzi∏ prawie
50 miejscowoÊci. W naszych przeka-
zach coraz cz´Êciej b´dziemy poruszaç
sprawy kontrowersyjne, budzàce obawy.
Chodzi nam o rozwianie wàtpliwoÊci
zw∏aszcza tej cz´Êci obywateli naszego
kraju, którzy sà niezdecydowani.
Dzi´kuj´ za rozmow´. n
(PAI)
 MY W UNII EUROPEJSKIEJ The Teacher

Europejska Interkl@sa
Ewa Kadys

29 sierpnia odby∏o si´ w Warszawie Spotkanie Partnerów Interkl@sy. Inicjatywa,

której celem jest upowszechnianie Internetu w szko∏ach, doczeka∏a si´ poparcia samej Komisji
Europejskiej. Honorowy patronat nad uroczystoÊcià objà∏ jej przewodniczàcy – Romano Prodi.
Obj´cie spotkania honorowym patronatem przez przewodniczàcego Komisji Europejskiej
to olbrzymie wyró˝nienie dla pierwszej tego typu inicjatywy w naszym kraju, ale Êwiadczy to te˝ o tym,
jak wiele uwagi poÊwi´ca si´ w Brukseli kwestiom edukacji informatycznej.

Interkl@sa po europejsku i najbardziej konkurencyjnà na Êwie- czwartek sierpnia, stanowià zazwy-

Tematem tegorocznego Spotkania
Partnerów Interkl@sy by∏a rola eduka-
cji w tworzeniu spo∏eczeƒstwa informa-
cyjnego – w kontekÊcie przyj´cia Polski
do Unii Europejskiej. W tym roku na
Spotkaniu Partnerów Interkl@sy poza
Brunonem Dethomasem, reprezentu-
jàcym Przewodniczàcego Komisji
Europejskiej, wzi´∏y udzia∏ osoby
kierujàce programem, eksperci,
przedstawiciele wspó∏pracujàcych
z programem instytucji, organizacji
i firm. Zaproszenie na uroczystoÊç
przyjà∏ równie˝ prof. Micha∏ Kleiber,
minister Nauki, odpowiadajàcy
w Radzie Ministrów mi´dzy innymi
za sprawy zwiàzane z budowaniem
w Polsce spo∏eczeƒstwa informacyj-
nego. W marcu tego roku na szczycie
UE w Brukseli Polska zobowiàza∏a
si´, ˝e razem z cz∏onkami Unii, jak
i innymi kandydatami podejmie
wszelkie kroki, by w 2010 gospodar-
ka Unii Europejskiej – a wtedy ju˝
i nasza – sta∏a si´ najbardziej pr´˝nà
Rys. Marianna Sztyma
cie. Jednà z dróg, która ma doprowa-
dziç do tego, ˝e Unia Europejska sta-
nie si´ gospodarczym mocarstwem
i wydrze palm´ pierwszeƒstwa Sta-
nom Zjednoczonym, jest dynamiczny
rozwój technologiczny, a przede
wszystkim upowszechnienie Interne-
tu i nowoczesnych technik telekomu-
nikacyjnych. Czy to oznacza, ˝e w ten
sposób Intarkl@sa aktywnie w∏àczy-
∏a si´ w realizacj´ tzw. strategii li-
zboƒskiej?
Ponad podzia∏ami
Decyzj´ o utworzeniu programu In-
terkl@sa podj´to w roku 1998 z ini-
cjatywy Senator Gra˝yny Staniszew-
skiej, ówczesnej przewodniczàcej Sej-
mowej Komisji Edukacji, Nauki
i M∏odzie˝y. Projekt uzyska∏ poparcie
Ministerstwa Edukacji, organizacji
rzàdowych i pozarzàdowych, wszyst-
kich bez wyjàtku opcji politycznych
oraz wielu firm prywatnych. Program
Interkl@sa zmierza do przygotowa-
nia m∏odego pokolenia Polaków do
zbli˝ajàcej si´ wielkimi krokami epoki,
w której umiej´tnoÊç szybkiego dotar-
cia do odpowiedniej informacji decy-
dowaç b´dzie o sukcesie. Dzi´ki tej
inicjatywie do polskich szkó∏ trafi∏o
w ciàgu ostatnich 3 lat ok. 70 tys.
komputerów. Zak∏adamy, ˝e do koƒca
2003 roku w komputery zostanà wy-
posa˝one wszystkie szko∏y Êrednie,
szko∏y podstawowe do koƒca 2005 –
czaj okazj´ do podsumowania dzia-
∏alnoÊci Programu Interkl@sa oraz
przedstawienia planów na najbli˝szy
rok. Programem kieruje Zespó∏ Za-
daniowy pod kierownictwem senator
Gra˝yny Staniszewskiej. W jego
sk∏ad wchodzà koordynatorzy eduka-
cji informatycznej, samorzàdowcy
oraz przedstawiciele multimedial-
nych wydawnictw i firm informatycz-
nych, ekspertami programu sà wybit-
ni polscy naukowcy.
Wszystko dla szkó∏
Twórcom programu uda∏o si´ prze-
konaç do Interkl@sy najwi´ksze za-
chodnie koncerny. Wraz z Intelem
i Microsoftem wdro˝ono w Polsce
program szkoleniowy dla nauczycieli.
Do koƒca 2002 roku mo˝e zostaç ob-
j´tych nim 80 tys. osób. W ciàgu ko-
lejnego roku ta liczba ma wzrosnàç
do 120 tys. Z kolei na podstawie po-
rozumienia podpisanego ze Zwiàz-
kiem Powiatów Polskich i polskim
oddzia∏em Cisco Systems podj´to de-
cyzje o utworzeniu przy szko∏ach
Êrednich 300 Lokalnych Akademii
Informatycznych. Majà one oferowaç
kursy w najbardziej poszukiwanych
zawodach informatycznych. Ukoƒ-
czenie kursu b´dzie równoznaczne
z uzyskaniem certyfikatu, który
uznawany jest na ca∏ym Êwiecie. Pro-
gram zajmuje si´ równie˝ promocjà
szkó∏, które jego zdaniem najlepiej

czytamy na stronach stworzonego przygotowujà uczniów do funkcjono-

w ramach programu Polskiego Porta- wania w spo∏eczeƒstwie informacyj-
lu Edukacyjnego. nym, przyznajàc presti˝owe wyró˝-
Spotkania Partnerów Interkl@sy, nienia – Znak JakoÊci Interkl@sa. n
odbywajàce si´ tradycyjnie w ostatni (PAI)

37
The Teacher
Perspektywy polskiej m∏odzie˝y
po przystàpieniu Polski do Unii Europejskiej
Wypowiedê
Ministra
Spraw Zagranicznych
W∏odzimierza
Cimoszewicza
dla magazynu
„The Teacher”
Przystàpienie Polski do Unii Euro-
pejskiej przyniesie bezpoÊrednie ko-
rzyÊci nie tylko przedsi´biorcom, czy
rolnikom, ale zwyk∏ym obywatelom,
w tym tak˝e m∏odzie˝y. Otworzà si´
dla nas rynki, urz´dy i firmy, ale te˝
szko∏y i uniwersytety. Stworzenie no-
wych, dodatkowych mo˝liwoÊci
kszta∏cenia jest niezwykle wa˝ne dla
ka˝dego m∏odego cz∏owieka i stwarza
wi´ksze szanse na osiàgni´cie sukcesu
zawodowego. Obecnie studiowanie za
granicà wià˝e si´ w wysokimi koszta-
38
MY W UNII EUROPEJSKIEJ
mi, które w niewielkim moÊcià b´dziemy mogli
stopniu mogà pokryç wybraç najbardziej
stypendia. Wiele osób nam odpowiadajàcà
nie mo˝e sobie na takie uczelni´, a jedynà ba-
wydatki pozwoliç. Jako rierà pozostanie znajo-
obywatele Unii Euro- moÊç j´zyków obcych.
pejskiej b´dziemy mo- Dlatego jest tak wa˝ne,
gli studiowaç na do- aby j´zyki Unii Euro-
wolnie wybranym uni- pejskiej by∏y jak najsze-
Fot. Forum (3)
wersytecie i korzystaç rzej rozpowszechnione
z tych samych praw co wÊród polskiej m∏o-
studenci kraju przyj- dzie˝y. Cieszy fakt, ˝e
mujàcego, w tym z pra- znakomita wi´kszoÊç
wa do przyznawanych W∏odzimierz gimnazjalistów, liceali-
tam stypendiów nauko- Cimoszewicz stów i studentów zna,
wych i socjalnych. czy uczy si´ przynaj-
W dodatku uproszcze- mniej jednego j´zyka
nie procedur uznawania dyplomów obcego. Warto tu dodaç, ˝e upo-
i kwalifikacji uzyskanych w jednym wszechnianie j´zyków paƒstw cz∏on-
kraju cz∏onkowskim, umo˝liwi nam kowskich UE jest jednym z celów po-
podj´cie pracy w zawodzie w ka˝dym lityki unijnej w zakresie spraw m∏o-
paƒstwie Unii Europejskiej. Dzi´ki dzie˝y i edukacji, zapisanym ju˝
tym mo˝liwoÊciom, z pe∏nà Êwiado- w Traktacie z Maastricht.
 MY W UNII EUROPEJSKIEJ The Teacher

Paƒstwa Unii Europejskiej dà˝à do

stworzenia otwartego europejskiego
systemu edukacyjnego. Celowi temu
s∏u˝y wspomniane ju˝ uznawanie
wzajemne dyplomów a tak˝e tzw. Eu-
ropejski System Transferu Punktów
(ECTS: the European Credit Trans-
fer System). Zosta∏ on stworzony na
potrzeby programu ERASMUS,
który ma za zadanie promowanie
mi´dzyuczelnianego uznawania stu-
diów zagranicznych. IloÊç punktów,
przyznawanych w ramach tego syste-
mu, zale˝y od iloÊci wysi∏ku w∏o˝one-
go w zaliczenie danego przedmiotu.
JeÊli zakoƒczy∏ si´ on si´ egzaminem,
nie zaÊ tylko zaliczeniem, czy napisa-
niem eseju, oznaczony jest wi´kszà
iloÊcià punktów ECTS. Pozwala to
uczelniom na uznawanie zaliczonych
na zagranicznej uczelni zaj´ç w ra-
mach w∏asnego systemu kszta∏cenia,
a studentom na racjonalne i twórcze
planowanie w∏asnej Êcie˝ki studiów
poprzez korzystanie z oferty eduka-
cyjnej innych szkó∏. System punkto-
wy byç mo˝e poznali ju˝ ci z was,
którzy mieli szans´ skorzystaç ze
stypendium unijnego programu
SOCRATES-ERASMUS, który
jest obecny w ponad siedemdziesi´ciu
wy˝szych uczelniach w Polsce po-
czàwszy od roku akademickiego
1997/98. Program ten zapewnia bez-
p∏atne studia na zachodnich uczel-
niach wraz ze stypendium, pokrywa-
jàcym cz´Êç kosztów utrzymania.
Z pewnoÊcià nikogo nie trzeba prze-
konywaç, jak cenna jest to szansa dla
ka˝dego ambitnego studenta.

W latach 50. w Europie Zachodniej

powsta∏ pomys∏ stworzenia nowego
kierunku uniwersyteckiego – studiów
europejskich. Z czasem zacz´∏y po-
wstawaç osobne katedry, a nawet
osobne uczelnie o tym profilu, takie
jak s∏ynny College d’Europe w Bru-
gii, majàcy swojà fili´ w warszawskim
Natolinie. Równie˝ polskie uczelnie
majà w swojej ofercie edukacyjnej kie-
runki zwiàzane z integracjà europej-
skà. Przed ich absolwentami otwiera
si´ szansa na prac´ w strukturach ad-
ministracji paƒstwowej zajmujàcej si´
tymi kwestiami, a po wejÊciu Polski
do Unii Europejskiej, nic nie b´dzie
sta∏o na przeszkodzie, aby nasi absol-
wenci podj´li prac´ w strukturach
unijnych.
Polska m∏odzie˝, jako obywatele Unii
Europejskiej, zyska du˝o wi´ksze
szanse osobistego rozwoju, tak pod
wzgl´dem wykszta∏cenia, jak i kariery
zawodowej. Mo˝liwe b´dzie kszta∏ce-
nie si´ w najlepszych oÊrodkach na-
ukowych paƒstw cz∏onkowskich na
równych prawach ze studentami in-
nych krajów cz∏onkowskich, a póêniej
podj´cie pracy w dowolnym kraju
Unii Europejskiej. Jak ju˝ wspo-
mnia∏em, jedynà przeszkodà mo˝e
staç si´ nieznajomoÊç j´zyków obcych,
którà ju˝ teraz nale˝y zaczàç prze∏a-
mywaç oraz nasza w∏asna motywacja
i ambicje. W moim przekonaniu, nie
ma powodu, dla którego plany na
przysz∏oÊç polskiej m∏odzie˝y mia∏yby
byç mniej ambitne ni˝ ich rówieÊni-
ków z Francji, czy Anglii. Mamy
wszelkie dane po temu, aby ju˝ nieba-
wem w pe∏ni korzystaç z szerokich
mo˝liwoÊci, które stwarza nam cz∏on-
kostwo w Unii Europejskiej. n

39
The Teacher
European School Clubs
Piotr Czarnyszewicz, J´drzej Markiewicz
I
n several hundred primary and
secondary schools throughout
Poland young people have the
opportunity to participate in the activities
of EUROPEAN SCHOOL
CLUBS. The primary objective of
European Clubs is to familiarize young
people with the cultural heritage of
Europe, but also to instil in them the
responsibility for peace, human rights,
and European security. The Clubs also
encourage different institutions to
promote information about Europe,
European institutions, European
integration, and about the member
states of the Community. The clubs are
supervised by school teachers, however
all students take active roles in organizing
meetings, quizzes on the EU, exchang-
ing experiences and knowledge with
other European clubs in Poland and
abroad, gathering information about
Poland and the world, preparing train-
ing materials, bulletins, school gazettes
etc. Today, there are approximately 1100
clubs and their number is still growing
(the full list is available on UKIE web
page www.ukie.gov.pl. All clubs operate
under UKIE’s patronage and receive
aid in the form of brochures, leaflets,
and other materials published by the
Centre for European Information.
Moreover, UKIE representatives are
40
MY W UNII EUROPEJSKIEJ
faculties. However, not all of them
dream of becoming lawyers, politicians
or political analysts. Patrycja wants to go
to a school that will enable her to explore
the culture and languages of the EU
states. She believes that language
studies, European Education or tourism
meet that criterion. Other freshmen
quoted sociology, social rehabilitation,
and political sciences as prospective
faculties. Interestingly, they were quite
unanimous in saying that the professions
Fot. P. Czarnyszewicz (2)
of a parliamentary deputy or a lawyer are
today the most profitable ones. On the
other hand, becoming a deputy or
a lawyer is not so easy: “You need to be
determined, and of course, to have
money. As I have got none of it,
I don’t stand great chances. But I’d love
always ready to participate in conferences to work with children and the youth,
organized by the clubs. Marta, Ola, so I will probably choose social
Patrycja, Dorota, and Piotr are members rehabilitation or pedagogy” says Piotr.
of the European School Club at KK Despite their young age, these
Baczyƒski secondary school in Warsaw. students display a very mature attitude
They are very enthusiastic about the to their education and future
Union, but on the other hand, they are professional careers. They are very
not sure of how their situation will ambitious and look forward to taking
change upon Poland’s entry to the advantage of every opportunity that
Community. We, therefore, encouraged may improve their education and
them to ask Minister Danuta Hübner professional qualifications as the
any questions related to the EU future EU citizens. n
enlargement.
Marta, Ola, Patrycja, Dorota, and
Piotr, along with several other teenagers
are freshmen in the newly formed
class of the European profile at
K.K. Baczyƒski secondary school. The
leading subjects in this special class are:
knowledge of the European Union, its
history and government, European
culture, and in the third grade the
obligatory subject will be elements of the
international law. When asked why they
chose this class, most students answered
that it might provide them with a sound
knowledge of the European Union,
prepare them to pass university level
entry exams, and most importantly, it
might increase their chances of getting
accepted in Law and International
Relations faculties; in their opinion, the
most prestigious and prospective
 MY W UNII EUROPEJSKIEJ
Kim b´dziemy w Unii?
Danuta Hübner
odpowiada na pytania uczniów
z I klasy liceum
K.K. Baczyƒskiego w Warszawie
UCZNIOWIE:
Czy system naszej edukacji si´
poprawi?
DANUTA HÜBNER:
OczywiÊcie wszystkim nam zale˝y, ˝e-
by nasze szkolnictwo sta∏o na jak naj-
wy˝szym poziomie. Zale˝y to przede
wszystkim od nas samych, gdy˝ Unia
Europejska nikomu nie narzuca jed-
nolitych systemów edukacyjnych. Ist-
nieje natomiast mnóstwo programów
skierowanych do m∏odzie˝y i studen-
tów, które majà na celu zapewnienie
wszystkim równych szans edukacyj-
nych i u∏atwienie m∏odym ludziom
startu w ˝yciu.
Czy system rekrutacji na studia
si´ poprawi?
W Europie istniejà ró˝ne systemy
przyj´ç na studia. We Francji wystar-
czy si´ zapisaç, w innych krajach trze-
ba zdawaç bardzo trudne egzaminy.
Wybór formy rekrutacji kandydatów
zale˝y od uczelni. Zawsze b´dzie tak,
˝e lepsze uczelnie b´dà bardziej oble-
gane, a w innych b´dà miejsca.
Czy gospodarka na-
szego kraju ma
szans´ w najbli˝-
szym czasie si´ po-
prawiç?
Wszyscy na to liczymy.
Rzàd przedstawi∏ ju˝
konkretne propozycje
rozwiàzania najbardziej
palàcych problemów.
Fot. Forum
Wierzymy, ˝e po przy-
stàpieniu naszego kraju
do wspólnoty europej- Danuta
skiej wszystkim nam si´
b´dzie ˝y∏o lepiej. Kraje Hübner
UE tworzà Jednolity Minister ds. Europejskich
Rynek na którym towa-
ry i pracownicy mogà si´ przemiesz-
czaç bez przeszkód. Oznacza to, ˝e
gdy staniemy si´ pe∏noprawnym
cz∏onkiem UE, b´dziemy mogli pod-
jàç prac´ w ka˝dym kraju cz∏onkow-
skim.
Czy mamy szans´ na wyjazdy za
granic´ w celu zdobycia do-
Êwiadczenia?
OczywiÊcie, ju˝ teraz mo˝ecie ubiegaç
si´ o stypendia w ramach unijnych
programów edukacyjnych np. LE-
ONARDO, SOCRATES, ERA-
SMUS, M¸ODZIE˚ i wiele innych.
Bardzo was zach´cam do zaintereso-
wania si´ tymi mo˝liwoÊciami. Wszel-
Fot. P. Czarnyszewicz
The Teacher
kie informacje znaj-
dziecie w Centrum In-
formacji Europejskiej
na ul. Kruczej 38/42,
tel. (0 pref. 22) 455 54 54.
Czy bezrobocie
zmaleje?
To bardzo trudne pyta-
nie. Na pewno nie ma
jednej recepty na
zmniejszenie bezrobo-
cia. OczywiÊcie ju˝ te-
raz rzàd podejmuje
dzia∏ania w celu zapew-
nienia wszystkim oby-
watelom dost´pu do
pracy. Po przystàpieniu do Unii mo˝-
liwoÊci b´dà jeszcze wi´ksze.
Czy na Zachodzie nas nie wyko-
rzystajà?
Jako cz∏onkowie Unii Europejskiej
b´dziemy mieç takie same prawa, jak
inni. Nie ma mowy o dyskryminacji
Polaków legalnie przebywajàcych za
granicà. Bezpieczeƒstwo pracy zale˝y
od umowy, którà si´ podpisuje z pra-
codawcà.
A jeÊli okaza∏oby si´, ˝e nie je-
steÊmy traktowani na równi
z innymi obywatelami UE?
W wypadku dyskryminacji, osoby
legalnie przebywajàce w paƒstwach
UE mogà zawsze szukaç sprawiedli-
woÊci w miejscowych sàdach. Te
z kolei mogà zwróciç si´ do Trybu-
na∏u Europejskiego w Luksembur-
gu, by wyjaÊni∏ w jaki sposób dzia∏a
prawo europejskie w danym przy-
padku.
Czy po wejÊciu do Unii Euro-
pejskiej zmieni si´ sytuacja
materialna polskiego szkolnic-
twa?
Rzàd nie ustaje w dzia∏aniach, które po-
zwolà poprawiç sytuacj´ materialnà pol-
skich szkó∏ i nauczycieli. Sprawy szkol-
nictwa pozostajà w Unii w gestii paƒstw
cz∏onkowskich. Niewàtpliwie musimy
dowartoÊciowaç naszà nauk´ i szkolnic-
two, by staç si´ konkurencyjnà gospo-
darkà w Europie i w Êwiecie. n
41
The Teacher
S∏ownik unijny
n Akcesja
Czyli Przystàpienie. Jest to kulminacja
procesu, w którym kolejne paƒstwa
przy∏àczajà si´ do Unii Europejskiej.
Proces ten rozpoczyna si´ wraz ze z∏o-
˝eniem wniosku o przystàpienie do
UE na r´ce przedstawiciela prezyden-
cji Rady Unii Europejskiej. Po tym
nast´pujà negocjacje akcesyjne pomi´-
dzy paƒstwami cz∏onkowskimi a paƒ-
stwem kandydujàcym.
n Celex
Jest to systematycznie uaktualniana
wieloj´zyczna baza danych Unii Eu-
ropejskiej. Znajduje si´ w niej dorobek
prawny Unii, dokumenty Komisji Eu-
ropejskiej, interpelacje parlamentarzy-
stów europejskich oraz opinie Trybu-
na∏u Obrachunkowego. Obecnie za-
wiera od 50 000 do 60 000 stron
(w zale˝noÊci od j´zyka).
n Centra Euro-Info
Sà to centra ustanowione w celu udzie-
lania informacji firmom i podmiotom
gospodarczym o funkcjonowaniu jed-
nolitego rynku unijnego, wspólnoto-
wych programach badawczych i rozwo-
jowych, instrumentach strukturalnych,
stosunkach zagranicznych Unii oraz
o zasadach przyznawania kontraktów
publicznych w Unii Europejskiej.
n Deklaracja Stuttgarcka
Jest to deklaracja wydana przez rad´ Eu-
ropejskà w Stuttgarcie w czerwcu 1983
roku, w której szefowie rzàdów paƒstw
wchodzàcych w sk∏ad Europejskiej
Wspólnoty Gospodarczej wyra˝ajà po-
trzeb´ pog∏´bienia wspó∏pracy w ramach
wspólnej polityki zagranicznej. Jest jed-
nym z pierwszych kroków prowadzàcych
do powstania Unii Europejskiej.
n EFTA – European Free
Trade Association
Europejskie Stowarzyszenie Wolnego
Handlu, które skupi∏o siedem paƒstw
zachodnioeuropejskich spoza EWG:
Austri´, Dani´, Norwegi´, Portugali´,
Szwajcari´, Szwecj´ i Wielkà Brytani´.
Powsta∏a na mocy Konwencji Sztok-
holmskiej z 1960 roku. Innymi celami
EFTA by∏o rozszerzenie dzia∏alnoÊci
42
gospodarczej oraz doprowadzenie do
wzrostu produkcji i pe∏nego zatrudnie-
nia w paƒstwach cz∏onkowskich, jak
równie˝ zapewnienie uczciwej konku-
rencji i rozwoju handlu Êwiatowego.
n Erasmus
Jest to program mobilnoÊci studentów
uniwersyteckich Europejskiej Wspólno-
ty Gospodarczej dzia∏ajàcy od 1987 ro-
ku, który mia∏ za zadanie wspieranie wy-
miany studenckiej i kadr nauczyciel-
skich oraz wspó∏pracy mi´dzy uniwersy-
tetami w paƒstwach cz∏onkowskich
EWG, a póêniej UE. Zosta∏ wch∏oni´ty
przez program Socrates.
n Euro
Euro to wspólna waluta paƒstw cz∏onkow-
skich wchodzàcych w sk∏ad Unii Gospo-
darczej i Walutowej w ramach UE. Od
lipca 2002 euro jest jedynym Êrodkiem
p∏atniczym w wi´kszoÊci paƒstw UE.
n Eurobarometr
Jest to nazwa prowadzonych od 1973 roku
na zlecenie Komisji Europejskiej badaƒ
opinii publicznej przeprowadzanych regu-
larnie we wszystkich paƒstwach cz∏onkow-
skich UE. Eurobarometr prowadzi tak˝e
badania poza granicami Unii.
n ESA – European Space
Agency
Europejska Agencja Kosmiczna jest od-
powiednikiem Amerykaƒskiej Agencji
Kosmicznej NASA. Powsta∏a w 1975
roku i jej celem sà badania technologii
oraz przestrzeni kosmicznej. Posiada
w∏asny system satelitarny, w jej sk∏ad
wchodzi 14 paƒstw.
n EWG – Europejska
Wspólnota Gospodarcza
Patrz EWWIS
n EWWIS – Europejska Wspól-
nota W´gla i Stali
Powsta∏a 23 lipca 1952 roku na mocy
Traktatu Paryskiego. By∏a to pierwsza
organizacja integracyjna o charakterze
federacyjnym. Da∏a poczàtek Euro-
pejskiej Wspólnocie Gospodarczej,
powsta∏ej 1 stycznia 1958 roku na mo-
cy Traktatów Rzymskich.
MY W UNII EUROPEJSKIEJ
n Europejski Bank Centralny
Powsta∏ w 1998 roku na bazie Europej-
skiego Instytutu Walutowego. Posiada
osobowoÊç prawnà, celem jego dzia∏ania
jest prowadzenie i okreÊlanie polityki
pieni´˝nej Unii Europejskiej, prowa-
dzenie polityki kursowej wobec walut
paƒstw trzecich, administrowanie rezer-
wami krajów cz∏onkowskich, kontrolo-
wanie emisji euro, z wy∏àcznym prawem
do emisji banknotów euro w Unii.
n EOG – Europejski Obszar
Gospodarczy
Jest to forma partnerstwa pomi´dzy
paƒstwami cz∏onkowskimi Unii Euro-
pejskiej a cz∏onkami EFTA (obecnie
Austria, Finlandia, Liechtenstein,
Norwegia i Szwecja). Umow´ o utwo-
rzeniu EOG podpisano w 1992 roku.
n Europejski Trybuna∏
SprawiedliwoÊci
Jest to jedna z g∏ównych instytucji
Unii Europejskiej. Powsta∏ jako Try-
buna∏ SprawiedliwoÊci Wspólnot Eu-
ropejskich 25 marca 1957 roku. Zaj-
muje si´ przestrzeganiem prawa przez
stosowanie postanowieƒ i interpretacj´
traktatów UE. Ma kompetencje sàdu
konstytucyjnego: rozstrzyga sprawy
dotyczàce organów UE, stosunków
mi´dzy Wspólnotami a paƒstwami
cz∏onkowskimi, czuwa nad zgodno-
Êcià unijnego prawa wtórnego z trak-
tatowym prawem pierwotnym i ogól-
nymi zasadami prawa. Dzia∏a tak˝e ja-
ko sàd administracyjny, przyjmujàc
skargi od osób fizycznych i prawnych
przeciw postanowieniom Wspólnot,
oraz jako sàd cywilny, rozjemczy na
mocy porozumienia stron. Trybuna∏
pe∏ni tak˝e funkcje kontrolne – mo˝e
oceniaç zgodnoÊç planowanych umów
pomi´dzy Wspólnotami Europejskimi
a paƒstwami trzecimi oraz organiza-
cjami mi´dzynarodowymi z przepisa-
mi traktatowymi.
n Europol
Europejski Urzàd Policyjny, którego
celem jest u∏atwianie wspó∏pracy mi´-
dzy urz´dami policyjnymi paƒstw
cz∏onkowskich w sprawach zwiàza-
nych z terroryzmem, przemytem nar-
kotyków, nielegalnym handlem mate-
ria∏ami rozszczepialnymi, przerzutem
osób i samochodów, praniem brud-
nych pieni´dzy oraz innymi formami
przest´pczoÊci zorganizowanej.
 MY W UNII EUROPEJSKIEJ
n G∏ówny Negocjator
Pe∏nomocnik Rzàdu do Spraw Nego-
cjacji o cz∏onkostwo Rzeczypospolitej
Polskiej w Unii Europejskiej. Jego
stanowisko zosta∏o ustanowione na
mocy Rozporzàdzenia Rady Mini-
strów z dnia 24 marca 1998 roku. Do
jego zadaƒ nale˝y przygotowywanie
strategiczne i koordynowanie procesu
negocjacyjnego o cz∏onkostwo Polski
w UE oraz przygotowanie i negocjo-
wanie Traktatu Akcesyjnego.
n Grupa Helsiƒska
SzeÊç paƒstw negocjujàcych cz∏onko-
stwo w Unii Europejskiej w drugiej
turze w wyniku decyzji Rady Europej-
skiej obradujàcej na szczycie w Hel-
sinkach w grudniu 1999 roku. Nale˝à
do niej: Bu∏garia, Litwa, ¸otwa, Ru-
munia, S∏owacja i Malta.
n Grupa Luksemburska
(równie˝ Grupa 5+1)
Grupa szeÊciu paƒstw negocjujàcych
cz∏onkostwo w Unii Europejskiej
w pierwszej kolejnoÊci w wyniku decy-
zji Rady Europejskiej obradujàcej na
szczycie w Luksemburgu w grudniu
1997 roku. W jej sk∏ad wchodzà:
Cypr, Czechy, Estonia, S∏owenia, Pol-
ska i W´gry. OkreÊlenie 5+1 stosowa-
ne jest dla odró˝nienia piàtki paƒstw
postkomunistycznych i Cypru.
n Komisja Europejska
Jest to organ Unii Europejskiej reprezen-
tujàcy interesy wspólnotowe, posiadajàcy
inicjatyw´ legislacyjnà i pe∏niàcy funkcje
wykonawcze. W procesie rozszerzenia
Unii Europejskiej Komisja pe∏ni bardzo
wa˝nà rol´. Mi´dzy innymi przedstawia
listy przeglàdu prawa, reprezentuje UE
w trakcie przeglàdu prawa, przygotowuje
projekty wspólnych stanowisk Unii Eu-
ropejskiej oraz przedstawia coroczne Ra-
porty Okresowe z post´pów dostosowaw-
czych paƒstw kandydujàcych.
n Leonardo da Vinci
Jest to progrm szkolenia zawodowego
dzia∏ajàcy od 1995 roku, b´dàcy po∏à-
czeniem, przed∏u˝eniem i pog∏´bie-
niem dotychczasowych inicjatyw UE
w tej dziedzinie.
n Oficjalne j´zyki
Unii Europejskiej
Sà to j´zyki obowiàzujàce w Unii na
mocy rozporzàdzenia Rady Unii Eu-
ropejskiej. Wszystkie z nich posiadajà
równy status. Sà to: duƒski, holender-
ski, angielski, fiƒski, francuski, nie-
miecki, grecki, w∏oski, portugalski,
hiszpaƒski i szwedzki.
n Parlament Europejski
Jest to organ UE reprezentujàcy inte-
resy wspólnotowe i pe∏niàcy g∏ówne
funkcje kontrolne. Powsta∏ w 1957 ro-
ku w wyniku scalenia Zgromadzeƒ
Parlamentarnych EWG i EURATO-
MU ze wspólnym zgromadzeniem
EWWIS.
n PHARE
Program pomocy paƒstw Wspólnoty
Europejskiej, EFTA, USA, Kanady,
Australii, Turcji, Nowej Zelandii
i Japonii przeznaczony na gospodar-
czà restrukturyzacj´ Europy Ârod-
kowej i Wschodniej, wystosowany
najpierw w stosunku do Polski i W´-
gier, a nast´pnie do pozosta∏ych
paƒstw regionu.
n Plan Schumana
Jest to plan og∏oszony 9 maja 1950 ro-
ku przez francuskiego ministra spraw
zagranicznych Roberta Schumana,
który zapoczàtkowa∏ proces integracyj-
ny w Europie Zachodniej. Jego skut-
kiem by∏o stworzenie federalnej struk-
tury Europejskiej Wspólnoty W´gla
i Stali w 1952 roku. By upami´tniç to
wydarzenie dzieƒ 9 maja jest Dniem
Europy.
n Rada Europejska
Jej dzia∏alnoÊç polega na regularnych
spotkaniach szefów rzàdów paƒstw
cz∏onkowskich UE. G∏ównym jej za-
daniem jest okreÊlanie politycznych
ram rozwoju UE. Podejmuje te˝ osta-
tecznà decyzj´ w sprawie propozycji
rozszerzenia Unii.
n Rada Europy
Zosta∏a powo∏ana do ˝ycia w wyniku
Kongresu Haskiego 5 maja 1949 roku
jako pierwsza organizacja europejska
b´dàca próbà stworzenia zinstytucjo-
nalizowanej integracji europejskiej.
Przyj´∏a charakter wspó∏pracy mi´dzy-
rzàdowej, koncentrujàcej si´ na spra-
wach natury politycznej, gospodarczej
i kulturalnej oraz na ochronie praw
cz∏owieka i obywatela. Obecnie zrze-
sza 41 paƒstw europejskich w tym Ro-
The Teacher
sj´ i by∏e republiki ZSRR.
n Rada Unii Europejskiej
Jest obecnie najwa˝niejszym organem
decyzyjnym UE reprezentujàcym inte-
resy narodowe paƒstw cz∏onkowskich.
Zasiadajà w niej ministrowie paƒstw
cz∏onkowskich UE odpowiedzialni za
konkretny zakres dzia∏aƒ, stàd Rada
obraduje w 14 ró˝nych sk∏adach. Po-
siada kompetencje ustawodawcze,
sprawuje funkcj´ kontrolnà, szczegól-
nie w odniesieniu do bud˝etu UE.
Podpisuje umowy mi´dzynarodowe
oraz zatwierdza Traktat Akcesyjny.
n Socrates
Jest to program Unii Europejskiej utwo-
rzony w 1995 roku przez po∏àczenie
wczeÊniejszych programów Erasmus
i Lingua oraz innych programów i Êrod-
ków szkoleniowych skupiajàcych si´ na
trzech g∏ównych dziedzinach: szkolnic-
two wy˝sze, nauka przedszkolna oraz
szkolna, przedsi´wzi´cia ogólne.
n Tempus
Program mobilnoÊci studentów uni-
wersyteckich w Europie, który zosta∏
utworzony w odpowiedzi na otwarcie
si´ Europy Ârodkowej i Wschodniej.
W ramach programu udzielana jest
pomoc finansowa dla wspólnych pro-
jektów z paƒstw cz∏onkowskich oraz
Europy Ârodkowej i Wschodniej
w obszarze programów nauczania oraz
szkolenia zawodowego.
n Traktat o Unii Europejskiej
(Traktat z Maastricht)
Zawarty i podpisany na posiedzeniu
Rady Europejskiej w Maastricht
w dniach 9-10 grudnia 1991 roku.
Wszed∏ w ˝ycie z dniem 1 listopada
1993 roku i ustanowi∏ powstanie Unii
Europejskiej.
n Uk∏ad z Schengen
Jest to uk∏ad zawarty w lukseburskiej
miejscowoÊci Schengen w 1985 roku,
w którym sygnatariusze zobowiàzujà
si´ do stopniowej likwidacji kontroli
granic mi´dzy paƒstwami cz∏onkow-
skimi. W 1995 roku na zniesienie
granic zdecydowa∏y si´ nast´pujàce
paƒstwa: Niemcy, Francja, Hiszpa-
nia, Portugalia, Belgia, Holandia
i Lukseburg. Z czasem do∏àczy∏y do
nich: W∏ochy, Austria i Grecja. Do
dziÊ Uk∏adu nie podpisa∏y: Wielka
Brytania, Irlandia, Dania, Szwecja
43
The Teacher MY W UNII EUROPEJSKIEJ

Quiz o UE
Pawe∏ Gadaczek

1. Które z poni˝szych paƒstw b) Monachium a) 40 paƒstw

nie kandyduje do UE? c) Bonn b) 15 paƒstw
a) Cypr d) Amsterdam c) 12 paƒstw
b) Turcja d) 27 paƒstw
c) S∏owenia 8. Kiedy w obiegu pojawi∏y si´
d) Norwegia banknoty i monety euro? 15. Czy warunkiem cz∏onko-
a) 1 stycznia 2001 stwa w UE jest przynale˝-
2. Paƒstwami za∏o˝ycielskimi b) 1 stycznia 2002 noÊç do NATO?
Unii Europejskiej by∏y: c) 31 grudnia 2001 a) nie
a) Belgia, Francja, Holandia, Luk- d) 31 grudnia 2000 b) tak
semburg, RFN, W∏ochy c) trzeba byç cz∏onkiem NATO mini-
b) Belgia, Francja, Holandia, Luk- 9. Hymnem UE jest: mum 5 lat
semburg, Wielka Brytania, W∏ochy a) „Marsylianka” d) trzeba byç cz∏onkiem NATO mini-
c) Szwecja, Francja, Holandia, Luk- b) „Oda do radoÊci” Ludwika mum 1 rok
semburg, RFN, Grecja van Beethovena
d) Belgia, Francja, Dania, Luksem- c) „Rendez-vous” Jean Michael 16. Które z paƒstw UE majà ko-
burg, Irlandia, W∏ochy Jarre’a lejno najwi´cej i najmniej
d) UE nie ma hymnu ludnoÊci?
3. Ile j´zyków paƒstw cz∏on- a) Niemcy i Luksemburg
kowskich to j´zyki urz´dowe 10. Ilu cz∏onków ma UE? b) Niemcy i Holandia
UE? a) 15 c) Francja i Dania
a) 3 b) 14 d) Francja i Luksemburg
b) 5 c) 17
c) 11 d) 10 17. Polska sta∏a si´ cz∏onkiem
d) 15 Rady Europy w:
11. Parlament Europejski ma a) 1991 roku
4. Jaka organizacja da∏a poczà- swojà siedzib´ w: b) 1994 roku
tek UE? a) Brukseli c) 1996 roku
a) Europejska Wspólnota W´gla b) Luksemburgu d) 1998 roku
i Stali c) Sztrasburgu
b) Europejska Wspólnota Energii d) Lizbonie 18. Które paƒstwa zosta∏y przyj´te
Atomowej (EURATOM) do UE najpóêniej (1995)?
c) Europejska Wspólnota Gospodar- 12. Kiedy i gdzie podpisano a) Szwecja, Finlandia, Austria
cza (EWG) traktat o powo∏aniu Euro- b) ˝adne
d) Nie by∏o takiej pejskiej Wspólnoty W´gla c) Finlandia, Austria, Grecja
i Stali (EWWIS)? d) Finlandia, Austria, Portugalia,
5. Euro to wspólna waluta UE, a) 18 kwietnia 1951 roku w Pary˝u Hiszpania
na 1 euro sk∏ada si´: b) 18 kwietnia 1957 roku w Bonn
a) 100 centów c) 18 kwietnia 1957 roku w Londynie 19. Jaki jest najwi´kszy nomina∏
b) 100 centimów d) 18 kwietnia 1951 roku w Brukseli euro?
c) 100 pensów a) 100 euro
d) 100 denarów 13. Czy j´zyk polski po wejÊciu b) 200 euro
Polski do UE stanie si´ j´zy- c) 500 euro
6. W sk∏ad Wspólnot Europej- kiem urz´dowym UE? d) 2000 euro
skich (EW) wchodzà: a) tak
a) EWWiS, EWG, EURATOM b) nie 20. UKIE to:
b) EWWiS, EFTA, EWG c) po czterech latach cz∏onkostwa a) Urzàd Komitetu Integracji Euro-
c) EWWiS, WPR, EFTA d) jeÊli inne kraje cz∏onkowskie wyra˝à pejskiej
d) EWWiS, EFTA, EWG zgod´ b) Urzàd Komisji Integracji Europej-
skiej
7. Stolicà UE jest: 14. Obecnie Rada Europy zrze- c) Urzàd Komitetu Informacji Euro-
a) Bruksela sza: pejskiej

44
 MY W UNII EUROPEJSKIEJ
d) Urzàd Komunikacji I Energetyki
21. Jakie paƒstwa podpisa∏y
Traktat o powo∏aniu Euro-
pejskiej Wspólnoty W´gla
i Stali (EWWIS)?
a) Belgia, Francja, Holandia, Luk-
semburg, Niemcy i W∏ochy
b) Belgia, Francja, Niemcy i W∏ochy
c) Holandia, Luksemburg, Niemcy
i W∏ochy
d) Belgia, Francja, Wielka Brytania
22. Europejski Trybuna∏ Praw
Cz∏owieka ma swojà siedzi-
b´ w:
a) Genewie
b) Strasburgu
c) Hadze
d) Bonn
23. Minister do spraw europej-
skich to:
a) Danuta Waniek
b) Jerzy Oleksy
c) W∏odzimierz Cimoszewicz
d) Danuta Hübner
24. RCIE to:
a) Regionalne centrum informacji
europejskiej
b) Rejonowe centrum integracji
europejskiej
c) Rejonowe centrum informacji
europejskiej
d) Regionalne centrum integracji
europejskiej
25. G∏ówny Negocjator Polski
z UE to:
a) Jan Truszczyƒski
b) Andrzej Olechowski
c) Hanna Suchocka
d) W∏adys∏aw Bartoszewski
26. Europejska konwencja o eg-
zekwowaniu praw dziecka
zosta∏a podpisana przez
Polsk´ w roku:
a) 1997
b) 1995
c) 1998
d) 1989
27. Komisarzem UE do Spraw
Rozszerzenia jest:
a) Helmut Koll
b) Günter Verheugen
c) Tony Blair
d) Fran˜oise Gaudenzi
The Teacher
28. Jakie paƒstwa wchodzà c) Uk∏ad z Schengen jest cz´Êcià Trak-
w sk∏ad tzw. grupy luksem- tatu z Maastricht dotyczàcà polityki
burskiej? monetarnej
a) Cypr, Estonia, Republika Czeska, d) Uk∏ad z Schengen jest cz´Êcià
Polska, S∏owenia, W´gry Traktatu z Maastricht dotyczàcà
b) Republika Czeska, Polska, S∏owe- granic UE
nia, W´gry
c) Polska, Litwa, ¸otwa, Estonia 35. W którym roku Polska z∏o-
d) W´gry, Polska, Republika Czeska ˝y∏a oficjalny wniosek
o cz∏onkostwo w UE?
29. Jakie paƒstwa wchodzà a) w 1989 roku
w sk∏ad tzw. grupy helsiƒ- b) w 1990 roku
skiej? c) w 1994 roku
a) Bu∏garia, Litwa, ¸otwa, Malta, Ru- d) w 1995 roku
munia, S∏owacja
b) Bu∏garia, Litwa, ¸otwa, Polska 36. W którym roku rozpocz´∏y
c) Malta, Rumunia, S∏owacja, Polska, si´ negocjacje o cz∏onko-
¸otwa stwo Polski w UE?
d) S∏owacja, Polska, ¸otwa, Litwa, a) w 1989 roku
W´gry b) w 1995 roku
c) w 1998 roku
30. W jakich latach nast´powa∏y d) w 2000 roku
kolejne rozszerzenia UE?
a) 1973, 1981, 1986, 1995 37. Które z paƒstw UE to mo-
b) 1973, 1995 narchie?
c) 1981, 1986, 1995 a) Szwecja, Wielka Brytania, Luksem-
d) 1973, 1985, 2000 burg, Holandia, Hiszpania, Dania,
Belgia
31. W którym roku UE b´dzie b) Szwecja, Wielka Brytania, Francja,
gotowa na kolejne rozsze- Szwajcaria
rzenie (zgodnie z decyzjà c) Francja, Luksemburg, Holandia,
podj´tà na szczycie Rady Hiszpania, Portugalia
Europejskiej w Nicei d) Finlandia, Wielka Brytania, Luk-
w grudniu 2000)? semburg, Dania, Belgia
a) ju˝ jest gotowa
b) od 1 stycznia 2003 roku 38. Ile paƒstw nale˝y do strefy
c) od 1 stycznia 2004 roku euro?
d) od 1 stycznia 2005 roku a) 15
b) 12
32. Czy Polska po przystàpieniu c) 10
do UE b´dzie równoprawnym d) 14
cz∏onkiem tej organizacji?
a) tak 39. Jednolity Rynek Europejski
b) dopiero pó∏ roku po przystàpieniu zaczà∏ funkcjonowaç w ro-
c) rok po przystàpieniu ku:
d) od razu, ale nie b´dzie mia∏a prawa a) 1980
g∏osu we wszystkich decyzjach UE b) 1990
c) 1993
33. Która z poni˝szych Rad nie d) jeszcze nie zosta∏ utworzony
jest organizacjà UE?
a) Rada Europy 40. Inna nazwa Traktatu
b) Rada Europejska z Maastricht to:
c) Rada Unii Europejskiej a) Traktat o Unii Europejskiej
d) Rada do Spraw Ogólnych b) Traktat o ustanowieniu Wspólnoty
Europejskiej
34. Czy Traktat z Maastricht c) Traktat Akcesyjny
i Uk∏ad z Schengen to ten d) Traktat Za∏o˝ycielski
sam dokument?
a) tak
b) nie
45
The Teacher MY W UNII EUROPEJSKIEJ

Odpowiedzi

1. d 21. a
2. a 22. b
3. c 23. d
4. a 24. a
5. a 25. a
6. a 26. a
7. a 27. b
8. b 28. a
9. b 29. a
10. a 30. a
11. b 31. b
12. a 32. a
13. a 33. a
14. a 34. b
15. a 35. c
16. a 36. c
17. a 37. a
18. a 38. b
19. c 39. c
20. a 40. a

Punktacja:
0–10 na razie bez szans
11–20 powtarzamy negocjacje
21–30 negocjuj dalej
31–35 wystarczy do akcesji
36–40 negocjator

Quiz dost´pny równie˝ w wersji

Fot. P. Rabiej

angielskiej na stronie internetowej:

www.teacher.pl

Dodatek specjalny „My w Unii Europejskiej” na ∏amach magazynu „The Teacher”

jest projektem wydawniczym zrealizowanym przy wspó∏pracy z Urz´dem Komitetu
Integracji Europejskiej w ramach Konkursu otwartego dla mediów – 2002.

Urzàd Komitetu Integracji Departament Dokumentacji

Europejskiej Europejskiej
Aleje Ujazdowskie 9 tel.: 0 (prefiks) 22 455 53 65
00-918 Warszawa fax: 0 (prefiks) 22 455 53 73
info@mail.ukie.gov.pl

Dyrektor Generalny Urz´du Departament Kszta∏cenia

Komitetu Integracji Europejskiej Europejskiego
tel.: 0 (prefiks) 22 455 53 49 tel.: 0 (prefiks) 22 455 52 65
www.ukie.gov.pl fax: 0 (prefiks) 22 455 53 48 fax: 0 (prefiks) 22 455 52 69

46
The Teacher
The Polish capital market
T
he main institutions of the Polish
capital market are the WSE,
which organises both cash and
derivatives markets and the National
Depository for Securities, which handles
clearing and settlement on the regulated
market and maintains securities in the
form of computer records. Since 1999,
the Depository has made its settlements
using the National Bank of Poland
(NBP) as its clearing bank.
A regulated off-Exchange market,
organised by a company called CeTO,
encompasses a small number of securities,
mainly shares in smaller companies,
along with municipal bonds. CeTO
became a member of the capital group
of the WSE when the Exchange bought
a strategic stake in this company in 2000.
The capital market is supervised by
the Polish Securities and Exchange
Commission.
Central Table of Offers (CeTO)
Since January 16, 2001, following the
amendment to the Act on Public
Trading in Securities, CeTO has been
a regulated off-the-Exchange market.
It is easily accessible to issuers of stocks
and bonds due to the manner of their
introduction to trading. CeTO rules
do not require a Polish Securities
and Exchange Commission (PSEC)
permit and call for limited reporting
requirements. The CeTO admission
procedure requires that a candidate
is a joint-stock company with an audited
financial report for at least the last quarter,
and that it is not subject to liquidation
or bankruptcy proceedings. In April
2002, CeTO launched an Electronic
Treasury Securities Market (ETSM)
– a trading platform servicing the whole-
sale government securities market.
Legal regulations
The basic legal act regulating capital
market activities in Poland is the Law
on Public Trading in Securities of
August 21, 1997, as amended. It
48
determines the principles and scope
of operations of such capital market
institutions as the PSEC, stock
exchanges, the National Depository
for Securities and brokerage houses.
Additional laws, including the
Investment Funds Act of August 28,
1997, as amended, and the Bond Act
of June 29, 1995, as amended, regulate
other aspects of market activities.
The PSEC is a state administration
agency supervising the activities of capital
market institutions, including exchanges,
brokerage houses, investment funds,
brokers, investment advisors and
clearing institutions, as well as publicly-
-traded companies. This supervision is
intended to ensure universal access to
reliable information on the securities
market, and observance of fair-trading
and competition rules by entities
operating on the market. The PSEC
works with other government bodies and
with the NBP, as well as with institutions
and entities participating in public
trading. The Commission’s tasks also
include drafting new market regulations
and undertaking educational activities.
Regulatory powers of the Exchange
Only Exchange members may operate
on the Exchange. The Exchange
METODY
determines the conditions which
a brokerage house must meet in order
to obtain membership status. As far as
their operations on the Exchange are
concerned, Exchange members are
subject to the Exchange’s supervision.
One of the conditions for acquiring
Exchange membership is a declaration
of observance of Exchange Rules.
Only an Exchange shareholder
engaged in brokerage activities may
become a WSE member. Activities in
breach of the Rules are subject to
a reprimand or fine. The Exchange
Court settles disputes between the
Exchange and its members. In special
cases, an Exchange member may be
punished by being suspended or even
excluded from operation on the
Exchange.
The Exchange also supervises
issuers of listed securities. Improper
discharge of disclosure obligations
resulting from the Exchange Rules by
an issuer is punishable by reprimand
or fine. In special cases, the issuer may
be punished by suspension of its
securities quotations or even delisting.
The rules concerning organisation
of trading, order placement and
conclusion of transactions are contained
in the WSE Rules and Detailed
Exchange Trading Rules. n
Photocopiable
 METODY The Teacher

Co msz nauczyciel
jo ma wiedzieç o netspeeku? :-{)
Jakub Suder, Piotr Krasnowolski

vitoycie! 8-{))) ;-{)))

Homo sapiens ma to do siebie, ˝e trudno mu zwykle – im osobnik starszy – przystosowaç si´
do nowych warunków. Jest spora szansa, ˝e w porównaniu ze swoimi uczniami (lub przynajmniej
niektórymi z nich) dopiero zaczynasz poruszaç si´ po Sieci (wchodzisz w cyberprzestrzeƒ).
Czytanie stron WWW czy poczty elektronicznej jest mniejszym wyzwaniem ni˝ szybka rozmowa
np. na czacie. Zw∏aszcza jeÊli nie wiesz, ˝e s∏ownictwo specjalistyczne znajdziesz w s∏owniczkach,
których w Sieci pe∏no. Wystarczy troch´ cierpliwoÊci; im wi´cej przebywasz w necie,
tym lepiej go znasz, a dziwne symbole i skróty nied∏ugo przestanà byç czarnà magià.
Cz´Êç z nich ju˝ po przeczytaniu tego artyku∏u.

C
yberj´zyk istnieje od lat 70. Pierwsi tworzyli go ci,
którzy ju˝ wtedy korzystali z komputerów – a wi´c
studenci, naukowcy, specjaliÊci od ró˝nego rodza-
ju sieci. Dopiero póêniej, w latach 90., Sieç sta∏a si´ do-
st´pna tak˝e dla ludzi niezwiàzanych z bran˝à komputero-
wà. Przej´li oni jednak od „pionierów” sporo elementów
ich szeroko poj´tego j´zyka. W zale˝noÊci od sytuacji mo-
˝emy si´ pos∏ugiwaç ró˝nymi stylami, odmianami j´zyka:
jest j´zyk mówiony i pisany, potoczny, styl retoryczny czy
artystyczny. Bogactwo to trzeba by∏o przenieÊç w Êwiat
wirtualny – dla doÊwiadczonego internauty j´zyk netu jest
bardzo zró˝nicowany. Wystarczy rzut oka i ju˝ wiem, ˝e
jestem na stronie firmy komercyjnej lub organizacji rzàdo-
wej (jej j´zyk podobny jest do tego, z jakim spotykam si´
np. w gazetach). Za to na stronach prywatnych u˝ytkowni-
ków oczekuj´ innego s∏ownictwa. Najcz´Êciej tworzàcy
stron´ internetowà poÊwi´cajà du˝o pracy i czasu na to, by
by∏a poprawna pod ka˝dym wzgl´dem. Podobnie, piszàc
wiadomoÊç e-mailowà mamy, a przynajmniej powinniÊmy
mieç, wystarczajàco du˝o czasu, by zastanowiç si´ nad wy-
sy∏anym tekstem.
Najbardziej niezrozumia∏y dla laików jest j´zyk, który
wyst´puje w bezpoÊredniej komunikacji na ˝ywo – np. na
czacie. I to w∏aÊnie czat, do niedawna jeszcze zwany ircem,
i szybkie emaile sà tym, co najbardziej charakterystyczne
dla j´zyka netu.
J´zyk ten musi byç zwi´z∏y, skrótowy. Po cz´Êci dlatego,
˝e kiedy ten j´zyk powstawa∏, szybkoÊç przekazu by∏a bar-
dzo ma∏a. Z oszcz´dnoÊci starano si´ wi´c maksymalnie
skracaç form´, zachowujàc przy tym istotnà treÊç. Choç
dziÊ nie ma ju˝ problemów z przesy∏aniem czystego textu,
tendencja pozosta∏a. Mo˝e dlatego, ˝e cz∏owiek wcià˝
szybciej myÊli i mówi, ni˝ klika. Dlatego pos∏ugiwanie si´
w necie barokowymi wypowiedziami niecierpliwi∏oby
i nas, i naszego rozmówc´. Na czacie cz´sto zdarza si´, ˝e
prowadzimy kilka rozmów równolegle, a to wymusza jesz-
cze szybszy przekaz.
Jak zatem wyglàda taki j´zyk? Przypomina potoczny/mó-
wiony – tyle, ˝e doÊç specyficznie utrwalony na piÊmie.
G∏ówne cechy to prostota i zwi´z∏oÊç stylu. Zdania proste
sk∏adniowo, maksymalnie skrócone (cz´sto dwu-trzy wyra-
zowe). Sk∏adajà si´ z niezb´dnych wyrazów. Bez Êrodków
stylistycznych. Cz´ste równowa˝niki zdaƒ. Jeszcze cz´stsze
skróty myÊlowe. Dok∏adnie takie jak ten akapit.
Do tego dochodzi masa (s∏owo o wiele krótsze ni˝
„mnóstwo”) wyrazów potocznych i Êrodowiskowych. Tak-
˝e slang m∏odzie˝owy – internauci to zwykle ludzie mi´-
dzy 15 a 30 rokiem ˝ycia. Modne sà te˝ Êwiadome i nie-
Êwiadome zapo˝yczenia z angielskiego. Cz´Êciej ni˝ zwy-
kle pojawiajà si´ wulgaryzmy, choç u˝ywanie wyra˝eƒ or-
dynarnych publicznie wzbudza zwykle dezaprobat´ in-
nych u˝ytkowników – osoby takie upomina si´, prosi
o wyjÊcie, lub wr´cz kickuje, a nawet banuje.
Wulgaryzm nie zrobi∏ takiej kariery w j´zyku cyberprze-
strzeni jak skróty i akronimy. Akronim to zbitek pierw-
szych liter wyra˝enia, na tyle cz´sto wpisywanego, ˝e op∏a-
ca si´ nauczyç skrótu zamiast wpisywaç zawsze pe∏nà for-
m´. Wyra˝enia te pochodzà zwykle z j´zyka angielskiego,
dlatego przyj´∏y si´ w mi´dzynarodowym u˝ytku i znane
sà na ca∏ym Êwiecie (przyk∏ad na nast´pnej stronie).
Drugim bardzo wa˝nym elementem cyberj´zyka sà spo-
soby wyra˝ania emocji i nastroju. Internet wcià˝ jeszcze nie
pozwala na komunikacj´ poprzez gestykulacj´, mimik´ twa-
rzy, intonacj´ g∏osu, które odpowiadajà za przesz∏o 90% in-
formacji, którà przekazujemy. Na szcz´Êcie w Sieci ju˝ daw-
no z tym problemem daliÊmy sobie rad´. Na samym poczàt-
ku stosowano odpowiednio oznaczone skróty (najcz´Êciej
jednoliterowe), które zastàpi∏y gesty, mimik´ np. <g> (grin)
– szeroki uÊmiech, <s> (smile) – uÊmiech, <eg> (evil grin)
– z∏oÊliwy uÊmieszek, <k> (kiss) – buziak.

49
The Teacher METODY

popularne akronimy internetowe:

skrót angielskie rozwini´cie polskie t∏umaczenie
FAQ Frequently Asked Questions najcz´Êciej zadawane pytania
BTW By The Way tak przy okazji
NP. No Problem ˝aden problem, nie ma sprawy
THX, TNX Thanks dzi´ki
LOL Laughs/Laughing Out Loud Êmiej´ si´ g∏oÊno / zrywam boki
RO(T)FL Rolling On (The) Floor Laughing turlam si´ ze Êmiechu po pod∏odze
AFK Away From Keyboard z dala od klawiatury
AKA Also Known As … znany(a) tak˝e jako...
RT(F)M Read The (F***[antastic]) Manual przeczytaj (t´ p***[o˝ytecznà]) instrukcj´
IMHO In My Humble Opinion moim skromnym zdaniem
ASAP As Soon As Possible tak szybko, jak to mo˝liwe
AFAIK As Far As I Know o ile mi wiadomo
FYI For Your Information dla twojej informacji
BRB Be Right Back zaraz wracam
JK Just Kidding ˝artowa∏em...

Te symbole nadal spotkasz w necie, ale sà to tzw. „rzadkie
przypadki”. WymyÊlono bowiem znacznie ciekawszy system
oznaczeƒ. Mowa o tzw. uÊmieszkach albo emotikonkach
(rzadziej smiley’ach lub mordkogramach) – symbolach wy-
ra˝ajàcych emocje i nastroje. Tworzone sà poprzez z∏o˝enie
kilku znaków interpunkcyjnych, liter bàdê cyfr, które razem
tworzà symboliczny rysunek, najcz´Êciej obrazujàcy twarz.
Aby zobaczyç rysunek, wi´kszoÊç z nich nale˝y „odwróciç”
o 90 stopni w prawo.
Przyk∏ad: najpopularniejszà ikonkà jest uÊmiech podstawo-
wy :-) Postawienie na koƒcu wypowiedzi takiego znaku ozna-
cza, ˝e piszàcy jest w dobrym humorze. Koƒczàc pierwszy aka-
pit zaznaczyliÊmy, ˝e jesteÊmy w dobrym humorze, co wi´cej
dodaliÊmy informacj´, ˝e jeden z nas ma okulary i wàsy, a dru-
gi wàsy. Sà te˝ tzw. poziomeczki, czyli pyszczki „widziane po-
ziomo”, ale dajà mniejsze pole do manewru. Wersja podstawo-
wa poziomeczki wyglàda tak: ^_^
JeÊli ˝artujemy piszàc dany tekst lub gdy Êmieszy nas dany
wàtek rozmowy, piszemy z „przymru˝eniem oka” ;-) Znak :-(
popularnie zwany smutasem (lub z angielska sorkà) wskazuje,
˝e piszàcy jest smutny lub jest mu przykro z jakiegoÊ powodu.
Nie ma sieci bez „uÊmieszków” – przydajà si´ bardzo.
¸agodzà wra˝enia, jakie dane zdanie mo˝e wywrzeç na od-
biorcy; czasem tekst wypowiedziany na serio móg∏by dopro-
wadziç do nieporozumienia czy obraziç kogoÊ. Na szcz´Êcie
odczytany jako ˝art wywo∏a tylko uÊmiech, zdziwienie :-{0
czy rozbawienie. Smiley’e to te˝ forma ˝artu, zabawy, flirtu
czy rozmowy towarzystkiej (np. ca∏us czy ró˝a) albo wyra-
˝enia swojej indywidualnoÊci – jak np. konsekwentne doda-
wanie fryzurki ∫ la Irokez: =:-) o, sorki, raczej =:-( (true
punks never smile).
Poza :-) czy (-: (tego drugiego u˝ywajà lewor´czni) in-
nà formà wyra˝enia emocji jest oznaczenie textu z obu
stron ustalonymi znakami. Mo˝e to byç _podkreÊlenie_
lub *gwiazdki* s∏u˝àce do zaakcentowania s∏owa/wyra-
˝enia. To tak, jakbyÊmy wypowiedzieli je z naciskiem.
Nacisk mo˝e byç mniejszy lub wi´kszy, ***rozu-
miesz?*** Z kolei <klamry> mogà s∏u˝yç do opisania
gestów czy czynnoÊci, których nie da si´ wyraziç za po-
mocà ikonek, np. <czerwieni´ si´>. Z kolei pisanie
WIELKIMI LITERAMI to wrzask lub przynajmniej g∏oÊne
mówienie, s∏u˝y zwróceniu uwagi na jakàÊ bardzo wa˝nà
wiadomoÊç lub jej fragment. Nie zdziwcie si´ za to, gdy
ktoÊ w ogóle nie u˝ywa wielkich liter. To stara tradycja
z czasów ma∏ej przepustowoÊci i... przydatna rzecz gdy
piszemy w poÊpiechu.
;-{P ofiara pisania w pospiechu padly nie tylko wielkie
ale tez i polskie litery – tzw. ogonki czyli polskie znaki
diakrytyczne. bardzo czesto, zwlaszcza w komunikacji
w czasie rzeczywistym, nie uzywamy ich – zamiast
à jest a, zamiast ó – o itd. dokladnie tak jak w tym aka-
picie. taki text nazywany jest zartobliwie „polskawym”.
w „polskawym” pisze sie duzo szybciej, gdyz napisa-
nie polskiej litery wymaga nacisniecia dwoch klawiszy
naraz (alt + literka). podobnie z wielkimi literami – uni-
kamy siegania do shifta.
sa i tacy, ktorzy za zabawne uznaja pisanie „angielska-
we”. to jezyk polski zapisywany przy pomocy angiel-
skich znakow. przyklad? vrooc do mnie; shchipiorek.
z zapisu tego zrobila uzytek firma lee (znasz lee ten
kraj, wroocilee ulani pod okienko). dzis angielskawy
nie jest juz ani oryginalny ani ekstrawagancki. to raczej
poza stosowana przez 13-latkow, na ktora zwykle
przymyka sie oczy. zwykle, bo czasem sami zwracamy
uwage ludkom, ktorzy uzywaja tej formy do przesady

50
 METODY
podstawowe mordki
:-)
:-D uÊmiech
;-) ˝art, mrugni´cie okiem
:-( smutek, niezadowolenie
:-/
:-\ niezdecydowanie, niewyraêna mina
:-|
;-(
:’-( p∏acz
:-{) wàsaty
tak, ze trudno ich zrozumiec. angielskawy pozwalal na
uzywanie wulgaryzmow na wielu listach dyskusyjnych
i w czatach moderowanych przez boty (komputerowe
programy pilnujace, by uzytkownicy zachowywali sie
jak trzeba). boty dysponujace listami slow „zlych” nie
pozwalaly uzywac np. slow ordynarnych, za to (do
czasu modyfikacji przez moderatora-czlowieka) bez
klopotow przepuszczaly zwroty typu coorva match! do
rangi urban legend urosl przypadek jakiegos filozofa,
ktory zostal wyrzucony z branzowej listy dyskusyjnej
za uzycie slowa „abstrahujac”.
zdarza sie, ze znikaja kropki na koncach poszczegol-
nych partii textu. rzadko uzywamy przecinkow i sredni-
kow. wykosilismy przeciez zdania zlozone. na czacie
prosciej dlugie zdanie rozdzielic na dwa proste. potem
posylamy je osobno jeden po drugim (wtedy tez nasz
rozmowca szybciej przeczyta cala wypowiedz). za to
czesciej zobaczysz tu ??? albo !!! no i... w ten sposob
wyrazamy emocje. np. zaskoczenie to kilka znakow za-
pytania na koncu linii. albo odpowiedni usmieszek :-0
osoby korzystajace z netu od dawna przywykly do czyta-
nia takiego tekstu – ubogiego w polskie znaki, interpunk-
cje, a nawet... z bledami. dla *niektorych* bledy te sa
oczywiste. usprawiedliwia je to, ze piszemy szybko, a za-
tem niedokladnie :-{( przy odrobinie wprawy czytanie ta-
kich textow nie sprawia trudnosci, z czasem bledow po
prostu sie nie zauwaza. inni natomiast uwazaja, ze po-
prawnosc jest kwestia szacunku i powinno sie o nia
dbac. jeszcze inni uznaja, ze poprawnosc zalezy od te-
go, co robimy, i poprawiaja bledy w mailach, za to nie be-
da sobie nimi zaprzatac uwagi siedzac na czacie i klika-
jac w czasie rzeczywistym. spotyka sie tez (ale coraz rza-
dziej) ludzi, ktorzy uwazaja, ze „typo” czyli bledy zwiaza-
ne z trafeiniem w niewlaciwy klawisz lub ominieciem liter-
ki (zesputy, marrkowi, frtki, [rzykro, alkoho;, naszebada-
nia), sa dopuszczalne w przeciwienstwie do typowych
bledow ortograficznych.
!!! poprawnosc warto jednak *zawsze* sprawdzic, je-
sli chcemy uniknac klopotow. znam czlowieka, ktory
obrazil administratora serwera (roota) narzekajac na
The Teacher
:-P pokazanie j´zyka
8-)
B-) uÊmiech okularnika
:-o
:-O zdziwienie / ziewanie / krzyk
:-[ wampir, szczerzenie z´bów, z∏oÊç,
:-E wÊciek∏oÊç, zdenerwowanie
:-*
:-x ca∏us
%-S o jeden Bols za daleko
robote. a on „tylko” opuscil jedna literke. :-{( w jez. an-
gielskim tego typu wpadki sa czestsze. wielu internau-
tow zna klopoty z rodzina i policja czlowieka, ktory wy-
slal do wielu firm maila o inwestowaniu (invest), ktory
odczytano jako zachete do... kazirodztwa (incest).
Poniewa˝ jest to tekst gazetowy, a nie netowy, wracamy do
liter wielkich i ogoniastych. Kolejnym istotnym elementem
jest s∏ownictwo specjalistyczne – niezb´dne dla nazwania
nowych urzàdzeƒ, zjawisk, technologii. Nowe nazwy po-
chodzà najcz´Êciej z j´zyka angielskiego. Jako ˝e Sieç stano-
wi spo∏ecznoÊç bez granic, ka˝da nowa technologia staje si´
momentalnie znana na ca∏ym Êwiecie. Spójne nazwy angiel-
skie sà ∏atwiejsze do zaakceptowania dla wi´kszoÊci u˝yt-
kowników. W sieciowej polszczyênie niektóre z tych nazw
pozostawiamy (notebook, modem, joystick), inne spolszcza-
my, zapisujàc je w formie fonetycznej, chcàc, by ich pisowa-
nia odpowiada∏a wymowie (np. chat to czat, computer to
komputer, scanner to skaner, a joystick to czasem d˝ojstik).
Najcz´Êciej zapo˝yczone wyrazy zaczynamy odmieniaç we-
d∏ug polskich regu∏ j´zykowych, np.: laptop – tego laptopa,
tym laptopem itd. Nie zawsze brzmi to ∏adnie i zdarzajà si´
ohydki w typie „Twoje zdj´cie stoi u mnie na widele”. Bywa
i tak, ˝e oryginalne wyrazy zosta∏y utworzone od innego,
istniejàcego ju˝ wyrazu albo poprzez dodanie nowego zna-
czenia do istniejàcego ju˝ s∏owa (neosemantyzmy). Wów-
czas po polsku tworzy si´ analogiczne wyrazy. Przyk∏ady:
browse (przeglàdaç) stàd browser (przeglàdarka), frame
(ramka), mouse (mysz).
Czasem jednak trudno utworzyç taki polski odpowiednik
lub utworzenie go mog∏oby mieç nawet efekt komiczny. Nie
uda∏o si´ np. wymyÊliç ˝adnego rozsàdnego t∏umaczenia
slowa „joystick”. Dlatego bezpieczniej jest pozostawiç na-
zwy oryginalne. Wszystko jest lepsze od manipulatora drà˝-
kowo-wychy∏owego (joystick) i sto∏owo-kulotocznego
(myszka). Chyba nawet „drà˝ek radoÊci” – okreÊlenie, któ-
re widzia∏em wydrukowane na opakowaniu joysticka.
WÊród s∏ownictwa specjalistycznego a˝ roi si´ od skrótów
i skrótowców. Przyczyna jest prosta: ∏atwiej tworzy si´ skrót od
danego wyra˝enia i szybciej si´ go u˝ywa. Skróty te sà prawie
zawsze mi´dzynarodowe i pochodzà z angielskiego. WÊród
bardziej znanych skrótów sà: FTP (File Transfer Protocol) –
51
The Teacher
protokó∏ do przesy∏ania plików, SMS (Short Message Service)
– us∏uga przesy∏u krótkich wiadomoÊci, HTML (Hypertext
Markup Language) – j´zyk znaczników hypertektsu. Nikt nie
b´dzie mówi∏: „wys∏aç program przez protokó∏ do przesy∏ania
plików” tylko „wys∏aç program przez ftp” /„przeef-te-powaç
program”; stron nie pisze si´ w „j´zyku znaczników hipertek-
stu”, tylko w „ha-te-em-elu”, i tak dalej.
Oprócz tego panuje obecnie moda na u˝ywanie wyrazów
zapo˝yczonych nawet tam, gdzie istniejà polskie odpowied-
niki. Na przyk∏ad na stronach WWW popularne sà okre-
Êlenia „font” zamiast „czcionka”, „download” (znajdzie si´
te˝ daunloudowanie) zamiast „Êciàganie” czy „zgrywanie”.
Na szcz´Êcie ostatnio rozpowszechniajà si´ dowcipne pol-
skie odpowiedniki i coraz wi´cej stron zaprasza nas do „za-
ssania” tego czy innego elementu. Z kolei w sieci IRC nie
„wykopuje si´” niepo˝àdanych goÊci z pokoju i nie „zapra-
sza” znajomych, tylko si´ „kikuje”, „banuje” i „inwajtuje”.
Przyczynà tego, i innych podobnych tendencji, jest najcz´-
Êciej korzystanie z angloj´zycznych programów i us∏ug. Je-
˝eli u˝ytkownik jest przyzwyczajony, ˝e aby przes∏aç dalej
otrzymanà wiadomoÊç innemu znajomemu, trzeba nacisnàç
przycisk „forward”, to nie zastanawia si´, co mo˝e to ozna-
czaç po polsku, tylko mówi o tej czynnoÊci „forwardowa-
nie”. Najbardziej spolszczy∏o si´ slowo „link” (odnoÊnik np.
do innej strony). Pojawi∏y si´ najpierw „linki”, a ostatnio
z linek zrobi∏y si´ sznurki. :-{) Jest to zresztà maniera mi´-
dzynarodowa; w j´zyku niemieckim na wielu stronach poja-
wia si´ kompozycja: links und rechts („lewo i prawo”). Nato-
miast wydaje si´, ˝e nie znajduje uzasadnienia w polszczyê-
nie zast´powanie na wzór amerykaƒski pewnych s∏ów lub
ich cz´Êci cyframi i literami, np. „4U” = „for you” (dla cie-
bie) albo „h8” = „hate” (nie znosz´). Po pierwsze dlatego,
˝e nie ma u nas takiej tradycji (por. IOU = „jestem ci wi-
nien” (I owe you), którego powstanie datuje si´ na XVIII
wiek), a po drugie, poniewa˝ niewiele polskich s∏ów da si´
zastàpiç w sposób czytelny. Naturalnie z rzadka takie
zabiegi prezentujà si´ nienajgorzej – myÊl´ o pewnej Ewce
podpisujàcej si´ jako FK. Zainteresowanych mo˝liwoÊ-
cià skrócenia s∏ów angielskich odsy∏am na stron´
www.transl8it.com/ – ma∏e, a mo˝e ucieszyç.
O skracaniu mówilim ju˝ kilka razy. Nie wspomnielim
jednak o jednym ciekawym aspekcie skracania przekazu ja-
kim jest archaizacja. Znajomy socjolingwista twierdzi, ˝e
obecnoÊç form archaicznych pod dzisiejszà e-strzechà jest
w du˝ej mierze zas∏ugà Andrzeja Sapkowskiego i jego
Wiedêmina. (Nota bene, im te˝ zawdzi´cza swój renesans
rubaszna staropolska „rzyç” oraz „ch´do˝enie”, w tym wy-
padku nie majàce nic wspólnego z porzàdkowaniem...)
Mniej lub bardziej Êwiadoma archaizacja pojawia si´ naj-
cz´Êciej w SMS-ach, bo oszcz´dza literki. Prym wodzi tu
s∏owo „ki” du˝o krótsze od „co za”. Prosz´ popatrzyç na
pierwsze zdania tego akapitu: mówili(Ê)m(y), wspomnie-
li(Ê)m(y). Zamiast „czy umy∏aÊ psa?” wol´ spytaç krócej
„psa umy∏a?” (a potem za to musz´ zbieraç ci´gi w Scrab-
blach za prób´ u∏o˝enia s∏owa „kotaÊ” z „Ê” na potrójnej
s∏ownej). Karier´ robi tu te˝ tryb rozkazujàcy i s∏owa typu
„naƒ”, „zeƒ” oraz gwarowe „se”. Cz´sto dobieramy najkrót-
sze synonimy danego s∏owa, nawet jeÊli nie sà w powszech-
nym u˝yciu („wez” zamiast „przynies” czy „przyprowadz”,
„badz o” (+ godzina) zamiast „zapraszam na”, a tak˝e
52
METODY
wspomniane ju˝ „sorki” czy „sorry” zamiast „przepra-
szam”). WiadomoÊç „Nie idê do kina, chodêmy na browar”
w wersji SMS-owej wyglàda raczej tak: „lej kino! piwo!”
Mo˝e nies∏usznie, ale przypominajà si´ tu zawo∏ania szla-
checkie, jak choçby „Na piwo!”, „Bijà w Uszy!” czy „Do
Liwa!” (a „Na Soplic´!”? – przyp. red.)
Temu samemu celowi, czyli szybszemu wstukaniu, s∏u˝à
makaronizmy: „Dzis no car :(“ jest prawie o po∏ow´ krót-
sze od „sorry, nie mam bryki na dzis”.
Tym, którzy uwa˝ajà si´ za poczàtkujàcych, proponujemy
poszukanie w Sieci s∏owa „netykieta” (tzn. etykieta panujà-
ca w Sieci lub danej jej cz´Êci). Mo˝na si´ z niej dowiedzieç,
czego nie wolno robiç, mówiç, jak interpretujemy pewne
znaki, kto i komu ma prawo na co zwracaç uwag´... Nety-
kieta reguluje te˝ d∏ugoÊç siga (sygnaturki) dodawanego
standardowo na koƒcu ka˝dego maila. Sigi zapychajà tylko
przestrzeƒ – wysy∏ajàc cz∏owiekowi korzystajàcemu z mo-
demu zaledwie 20 maili w tygodniu, przy 10-ciolinijkowym
sigu, dodajemy mu blisko 7 stron tekstu. Dlatego te˝ sygna-
turki nie powinny przekraczaç 5 linijek i nie powinny zawie-
raç „ci´˝kich” grafik. Nietykiet´ warto znaç, zw∏aszcza jeÊli
bierzemy udzia∏ w grupach i listach dyskusyjnych, poniewa˝
niestosowanie si´ do niej mo˝e skoƒczyç si´ kickiem, a nawet
banem. Czego nikomu nie ˝yczymy! n
Artyku∏ ten powsta∏ na bazie pracy maturalnej Jakuba
„Thorana” Sudera, tegorocznego „nowego” maturzysty
z V LO im. Augusta Witkowskiego w Krakowie z bardzo
niewielkimi wtr´tami Piotra Krasnowolskiego – belfra. n
S∏owniczek wyrazów trudnych
msz – moim skromnym zdaniem (ang. imho)
jo – j´zyk obcy (to akurat skrót z curriculum) :)
8-{))) – szeroko uÊmiechni´ty cz∏owiek w okularach
;-{))) – szeroko uÊmiechni´ty cz∏owiek z wàsami
na czacie – podczas pogaw´dki z innymi ludêmi przez Sieç
w czasie rzeczywistym
w Sieci / w necie – w Internecie
ITRW – w Êwiecie rzeczywistym (tym mniej ciekawym, tj. poza
siecià; ang. In The Real World)
lamer – ludê nie zaznajomiony z Internetem (czasem obraêliwe)
ludê – cz∏owiek (oszcz´dzasz po∏ow´ znaków!)
ircem – tak kiedyÊ nazywano czatowanie, od skrótu IRC
(Internet Relay Chat)
emalie – ˝artobliwie przekr´cone e-maile
klika – pisze na klawiaturze
Internauci – ludzie Sieci
kickuje – wyrzuca si∏à z prawem powrotu
banuje – wyrzuca si∏à bez prawa powrotu
sorki / sorry – przepraszam
poradzilim – skrócenie oszcz´dzajàce czas wpisywania
shifta, alta – tak piszemy i odmieniamy nazwy klawiszy
funkcyjnych
boty – skrót od programy-roboty – wykonujà czarnà robot´
urban legend – „wieÊç gminna niesie” czyli coÊ, co wszyscy s∏yszeli
od kuzyna siostry wujka dziadka, który zaklina∏ si´, ˝e to prawda,
a mimo to nie zosta∏o nigdy potwierdzone przez gazety, policj´, etc.
dla *niektórych* – podkreÊlam, ˝e nie wszyscy si´ z tym zgadzamy
typo – literówka
The Teacher LUDZIE

Rzetelna debata, a nie reklamówki

Z Andrzejem No tak, ale do tej rzetelnej de-
Kwiatkowskim, baty majà dost´p wszyscy polity-
publicystà TVP, cy. W naszym polskim wydaniu
autorem programu to cz´sto politykierzy, próbujà-
„Tygodnik Polityczny cy wygrywaç ludzkie obawy
Jedynki” i bied´.
rozmawia Czy Paƒskim zdaniem ka˝dego
Piotr Czarnyszewicz mo˝na wpuÊciç do studia?
Jestem przeciwny cenzurowaniu po-
glàdów, ale jestem te˝ przeciwny lek-
cewa˝eniu g∏osów „politykierów –
PIOTR CZARNYSZEWICZ: eurosceptyków”. Nie podoba∏o mi
Czy rolà TVP powinno byç re- si´ na przyk∏ad, kiedy na demago-
klamowanie Unii Europej- giczne, g∏upie wypowiedzi jednego
skiej? z polityków LPR odpowiedzialny
ANDRZEJ KWIATKOWSKI: za „promocj´” minister S∏awomir

Nie wiem, czy rolà TVP powinno
byç „reklamowanie” Unii. Rozu-
miem, ˝e ma Pan na myÊli te krótkie
filmiki, w których o UE opowiada
Bogus∏aw Wo∏oszaƒski? Mnie si´
one raczej nie podobajà, a nawet ju˝
nudzà. Taki by∏ widocznie pomys∏
ludzi odpowiedzialnych za przybli-
˝anie Polakom Unii Europejskiej,
jednak zaznaczam, ˝e pojawiajà si´
one nie tylko w TVP. W stacjach ko-
mercyjnych równie˝. Jednak nie
mnie ten pomys∏ oceniaç, uwa˝am
jednak, ˝e tego typu reklamówki
mogà byç jedynie dodatkiem do rze-
telnej debaty.
A jaki pomys∏ by∏by Pana zda-
niem dobry?
Gdy podczas jednego z programów
„Tygodnik Polityczny Jedynki”
uruchomiliÊmy czat internetowy,
dostaliÊmy kilkaset pytaƒ. Nikt
spoÊród zainteresowanych nie pyta∏
o Parlament Europejski, instytucje
UE czy o mo˝liwoÊç handlu na
targowisku portowym w Helsin-
kach. Ludzie chcieli za to wie-
dzieç, czy b´dà mogli przechodziç
wczeÊniej na emerytury, czy stoma-
tolog b´dzie mia∏ nadal tytu∏ leka-
rza czy tylko technika, czy b´dà
emerytury mundurowe, co si´ sta-
nie z kantorami walutowymi, ile
skorzystajà rolnicy, czy wzroÊnie
p∏aca minimalna... Ludzi interesu-
je przede wszystkim to, co ich bez-
poÊrednio dotyczy, a nie biurokra-
cja i unijne struktury.
Fot. TAP
Wiatr uÊmiecha∏ si´ do telewidzów,
dajàc im do zrozumienia, ˝e siedzi
obok oszo∏oma, który plecie g∏up-
stwa. Moim zdaniem nie wystarczy
dawaç do zrozumienia. Gdy ludzie
si´ bojà nowego, gdy sà niepewni,
bardzo ∏atwo ch∏onà pó∏prawdy i de-
magogiczne zakl´cia. Trzeba po pro-
stu dyskutowaç i dawaç odpór g∏u-
pocie.
A czy dziennikarz te˝ ma dawaç
ten odpór?
Zdecydowanie powinien doprowadziç
do koƒca konfrontacj´ poglàdów. JeÊli
us∏yszy w studiu jakàÊ bzdur´, powi-
nien koniecznie zadaç pytanie: „co pan
na to?”. Nie mo˝na pozostawiaç nie-
domówieƒ.
Czy dziennikarz mo˝e wyraziç
swój w∏asny poglàd, czyli
w pewnym sensie z∏amaç zasa-
d´ bezstronnoÊci?
Dziennikarz ma prawo do w∏asnych
poglàdów.
Jaka wobec tego powinna byç
rola dziennikarzy?
Wydaje mi si´ to dosyç oczywiste.
W interesie ka˝dego z nas jest rzetel-
na informacja o Unii Europejskiej.
WczeÊniej czy póêniej Polska w Unii
si´ znajdzie i im lepiej b´dziemy do te-
go faktu przygotowani, tym ∏atwiej
zniesiemy wià˝àce si´ z tym trudnoÊci.
To, co jest nam potrzebne w tej chwili,
to rzetelna informacja o Unii, czyli
rzetelny rynek dziennikarski. Jak ju˝
Andrzej
Kwiatkowski
wspomnia∏em, nie muszà to byç „re-
klamówki”, osobiÊcie wola∏bym do-
k∏adnà informacj´ o wszystkich bla-
skach i cieniach naszej akcesji do Unii
Europejskiej.
Jak przekonaç do Unii m∏o-
dzie˝?
To akurat powinno byç naj∏atwiejsze.
M∏odzi ludzie b´dà g∏osowaç oby-
dwiema r´kami za przystàpieniem, po-
niewa˝ jest to pokolenie bardzo g∏od-
ne sukcesu. A Unia mo˝e im pomóc
ten sukces osiàgnàç.
Ma Pan pomys∏, jaka ma byç
TVP po przystàpieniu Polski do
Unii Europejskiej?
Ma byç przede wszystkim telewizjà
polskà. Ze wszystkimi konsekwen-
cjami tego okreÊlenia. Telewizjà,
która promuje naszà kultur´, naszà
to˝samoÊç narodowà. Która pomaga
swoim obywatelom odnaleêç si´
w nowej rzeczywistoÊci. Pami´tajmy,
˝e stoi za nià pi´çdziesiàt lat do-
Êwiadczenia, tradycja, przywiàzanie
widzów – to ogromna wartoÊç, któ-
rej nie mo˝na straciç. Ale równie˝
odpowiedzialnoÊç, o której nie mo˝-
na zapominaç.
Dzi´kuj´ za rozmow´. n

54
 MAGAZYN
Kasia
Piotr Czarnyszewicz
wspó∏praca
J´drzej Markiewicz
Hold on for just one more minute!
The guys need to tune up. They’d like
to give a really good concert...
KASIA KASIA KASIA! – the girls
in the audience are chanting.
Come out on stage KaÊka – it’s the
boys shouting.
Sometimes I’m in a bad shape and
I don’t feel like going out on the stage. But
whenever a young girl comes up to me
after a concert and says that she has
dreamt of meeting and hugging me all her
life, I think to myself... God, maybe I’m
really giving something to these people.
I’m relieved to see that she is in a good
shape today. The black hair runs onto
the stage. Sports shoes, jeans, a corduroy
jacket... Shiny, smiling eyes.
“And I will love again”
I’m holding my camera tight but my
hand is shaking with excitement.
Released in 1994, her first album
“Gemini” immediately positioned her in
The Teacher
the premiere league of There’s no need to
Polish female vocalists. rehearse the lyrics from
It was the lyric and her the album KONCERT
interpretation that INACZEJ. As soon as
banged. It was obvious the song Heart of
from the very start that Green begins, the fans
Fot. P. Czarnyszewicz (3)
she is a typical Gemini – know they will have
a little bit of subversive a job to do. Only Kasia
aggression placing men appears somewhat more
where they belong. A little relaxed than seven years
bit of lyrics displaying ago.
the femininity of her
emotions, delicate, Smile – the most So, lets start with ladies.
almost porcelain yet valuable part of her The response is some-
tough. beauty what poor, Kasia grins as
nicely as she can. OK, lets
Hi, everyone – Kasia sweeps her eyes go to boys now. Oh my god, there are so many
across the audience. of you here guys, I think I’m gonna move
TO CO MAM, TO CO MAM – is here.
the unanimous demand.
I think you’re right. Some of my songs
My lyrics contain a large load of are about begging for love, but first of all,
emotions. I’d like to convey to people what I think that women should have more
I feel. Sometimes these are bitter feelings – respect for themselves, and secondly, I like
you can be rich and have good looks but to look at myself from a distance.
that doesn’t necessarily mean that you are
happy. You have to look for happiness And there is nothing that shows her
inside yourself. demanding self than the way she holds
her grip on the band. The guys are
I’m sure you know this one. I’ll sing for under permanent control and if
you and I want everyone to repeat after something goes wrong a thunderbolt
me. And just to remind you – this concert rolls from Kasia’s eyes.
is being taped so sing well.
Stop nagging about my hair. All right,
after all I’m a woman and I need to
experiment, make sure that’s it, that’s the
hairdo. And if someone notices a Polish
Winona Ryder in me – well I like that. That
girl and I seem to have a lot in common.
I take a closer look at the drummer...
and my mind flashes back to Stodo∏a
where Kasia sang on June 18. The
drummer wasn’t there that night. I’d
like to make this one unplugged – says
Kasia. They say you can tell a good
pilot by the way he manages a plane
on only one engine running.
Kasia is tired. She takes a sip of
water. Now I’m gonna sing my favorite
Alanis Morisette piece. She didn’t say
much about the song, but at times
she gets more personal: This one
always cheers me up whenever I feel
55
The Teacher
depressed. She looks down, totally
focused.
I sing a lot in English. I used to think
that you can’t possibly sing well in Polish.
English simply sounds better, it has more
vowels. But people would like to understand
what I’m singing. Now that everything
has changed they understand the English
lyrics as well (a smile – the most
valuable part of her beauty).
Kasia puts her finger against
her lips, the audience get quiet.
She starts “Bezpowrotnie” –
a tribute to Aerton Senna.
I can’t hear the lyrics any more.
I know the piece by heart. I just
focus on the interpretation,
a volcano exploding with
emotions. Total silence. I can see
tears in her eyes, I decide not to
spoil that precious moment and
stop taking pictures.
I couldn’t get a grip myself after we’ve
shot the video for “Bezpowrotnie”, and on
top of everything, we were performing in
Mazury the next day. It was really
painful to learn that such a great man
is gone forever. Why is it always so that
it’s the best ones that go? It’s not like a guy
dumping a girl for another one. It’s losing
someone forever.
I remember well that concert
in Mazury in May this year. I was
standing right next to Kasia’s car. The
audience were getting really impatient
and were calling on her to come out on
stage. She finally appeared, literally
pushed by her manager Piotrek
Boimski; sad with her head down.
It’s all different now. Kasia’s smiling
at the cameras, the audience. You can
tell she is in control.
I’ve felt stage fright a lot of times, for
example, when I was performing as
a supporting artist before Sting’s concert
in Warsaw. His shows usually gather
a very demanding audience, people that
are there to get something out of his music.
But it worked, I got applause from his
band, and the master himself came up to
me to shake my hand as if to show that
he was impressed.
Am I still searching? Oh, come on, the
fact that I respect Madonna does not mean
56
I don’t have the ambition to write still
better music. I respect people who owe
everything to themselves, people who
never got anything from anybody, except
for talent maybe, yet they really made it.
Kasia’s about to finish the concert
– “I still have two optimistic songs
to go, though: She starts singing
“Wyrzuç ten gniew”. Then she smiles
at the audience (with a little bit
of irony, embarrassment and charm).
“Faster or slower, each step will bring us
closer together, just give it all some time”.
1995 brought Kasia’s second album
called “Koncert inaczej”. Apart from
a neat mix of hits from Gemini,
it featured a masterpiece – “A to co
mam”, an astounding lyric.
The success of “koncert” was
certainly one of the reasons why she
was sent to the Eurovision Festival
in Oslo in 1996. That decision proved
unfortunate, however. Someone had
decided to let a young and still
innocent artist into the world she
would never fit in.
She sang a charming lyrical song
“Chce znac swój grzech” that was
completely out of line with the
festival’s catchy refrains.
I don’t even feel like commenting on it.
The atmosphere around Eurovision has
always been terrible here in Poland. Some
of the important guys from the show biz
just can’t help being envious and just love
it whenever someone fails. I really don’t
want to talk about it, or even remember it.
I’ve read all kinds of stuff about myself.
I don’t really care.
The special edition of the album
“Pe∏na obaw” features a mummy’s
lullaby dedicated to Ola. “You are this
tiny bit of happiness that turns each
day into a holiday” she sang in 1998
for her then baby daughter, now
almost six.
I’ve moved to Warsaw mainly because
I wanted to find a kindergarten where
they teach English. After a few weeks Ola
could count in English, she was picking up
more and more words. Believe me, it did
work. I’m pretty sure that in two years’
time she will speak fluently.
MAGAZYN
I didn’t get as lucky. I started learning
English by translating songs of my
favourite artist word for word. I couldn’t
afford any language courses.
The band begin “B´d´ jak”, Kasia
throws off her jacket, she’s now
wearing only a fluorescent tank top.
She is singing and dancing, and
playing with her hair.
“B´d´ jak” was one of her greatest
hits from the album “5”. Even though
she changed her image with the
release of the album, it still features
a lyrical song so typical of her.
There are only as many encores as
she decides. Then the audience start
queuing to get her autograph.
I’m observing everything from
a distance. Security guards, the band,
omnipresent Piotr – the manager
– has everything under control. The
black hair is signing her albums,
autograph cards for girls for whom she
is everything she’s always wanted to be.
A personification of success worked
out by herself, a quintessence of an
intriguing beauty she’s not afraid of.
She’s not trying to strike a pose, she’s
definitely far from censoring herself.
She’s her real self and that’s what they
all love about her. Subversive, sad and
smiling eyes. That often changes in
a matter of seconds – a Gemini,
“Loving me you have to live with her”
as she sang on her first album. n
 MAGAZYN The Teacher

Made in England
– James Bond
Konrad Baƒkowski

„You can only live twice, Mister Bond.” ...mówi Ernst Stavro Blofeld w filmie
pod tym w∏aÊnie tytu∏em do najs∏ynniejszego agenta brytyjskiego wywiadu. DziÊ widzimy,
˝e ten najwytrwalszy ze wszystkich przeciwników 007 myli∏ si´ ca∏kowicie.

S
am Stavro, szef ogólnoÊwiatowe-
go stowarzyszenia z∏oczyƒców
dzia∏ajàcego pod nazwà „Wid-
mo” (SPECTRE), wykaza∏ si´ nie-
ma∏à ˝ywotnoÊcià. Wzià∏ udzia∏ w a˝
czterech filmach opowiadajàcych
o przygodach superszpiega. Nie mo˝e
jednak konkurowaç z samym Jamesem
Bondem, który pojawi∏ si´ ju˝ na ekra-
nach w ponad dwudziestu filmach
(wliczajàc produkcje nieoficjalne),
w jego rol´ wcieli∏o si´ do dnia dzisiej-
szego pi´ciu aktorów, a sam bohater
(w wydaniu filmowym) koƒczy w∏a-
Ênie czterdzieÊci lat...
On Her Majesty’s Secret Service
W 1962 roku na ekrany kin wszed∏
pierwszy z oficjalnej serii filmów
o przygodach asa brytyjskiego wywia-
du, Jamesa Bonda – „Doktor No”.
Od tego momentu mo˝emy Êledziç
sukcesy jednego z najwi´kszych boha-
terów popkultury oraz jednego z naj-
jaskrawszych wytworów epoki Zimnej
Wojny. Sama postaç jest jednak o pra-
wie dekad´ starsza. Jej autorem jest
brytyjski pisarz Ian Fleming.
Fleming urodzi∏ si´ w roku 1908 ja-
ko wnuczek dobrze prosperujàcego
szkockiego bankiera. Jego biografia,
gdy zaczyna si´ mówiç o Bondzie,
w niektórych miejscach wydaje si´ klu-
czowa. Cz´Êciowo wykszta∏cony w do-
brych szko∏ach (z Eton relegowano go
za tajemniczà histori´, w którà wplàta-
na by∏a pewna m∏oda dama), uciekajàc
od ciàg∏ych porównaƒ do nie˝yjàcego
ojca i statecznego starszego brata, schro-
ni∏ si´ na kontynencie, gdzie z powodze-
niem wiód∏ ˝ycie playboya. Zawodowo
próbowa∏ swych si∏ jako dziennikarz,
bankier, a w koƒcu, w latach trzydzie-
stych ubieg∏ego wieku, podjà∏ wspó∏pra-
c´ z brytyjskim wywiadem wojskowym.
W trakcie II wojny Êwiatowej zorgani-
zowa∏ i poprowadzi∏ wiele b∏yskotliwych
akcji. O ile wiadomo wszystkie (lub pra-
wie wszystkie) zakoƒczy∏y si´ sukcesem,
choç sam Fleming w trakcie ich trwania
nie odstàpi∏ ani na krok swojego szpie-
gowskiego fotela w siedzibie MI-6
w Londynie...
Wszystkie te doÊwiadczenia okaza∏y
si´ niezwykle cenne, kiedy postanowi∏
po wojnie znów zajàç si´ pisaniem,
tym razem ju˝ nie jako dziennikarz,
lecz pisarz na pe∏en etat. Podobno je-
go literackie zdolnoÊci przejawia∏y si´
ju˝ podczas sporzàdzania raportów
w poprzedniej pracy. Poniewa˝
Fleming dobrze zna∏ si´ tylko na
dwóch rzeczach: wydawaniu pieni´-
dzy i pracy wywiadowczej, postanowi∏
po∏àczyç te dwie cechy w osobie swego
bohatera. Tak narodzi∏ si´ James
Bond, który swe imi´ i nazwisko
odziedziczy∏ po ornitologu, autorze
ksià˝ki Birds of the West Indies. By∏a to
ulubiona ksià˝ka ˝ony Fleminga, a sa-
mo nazwisko wyda∏o si´ pisarzowi nie-
ciekawe i nijakie. W sam raz dla cz∏o-
wieka, który nie powinien wzbudzaç
sensacji tym, jak si´ nazywa. Jak wi´c
widaç, Fleming nie mia∏ daru przewi-
dywania, choç te˝ tylko cz´Êciowo.
Wyzna∏ kiedyÊ w jednym z wywiadów,
˝e postaç Bonda stworzy∏ tylko po to,
aby uczyni∏a go bogatym. W tym
przypadku nie pomyli∏ si´ ani na jot´.
Fot. Imperial (6)

Pi´ç twarzy Agenta

57
The Teacher
Roger Moore i Walther PPK
Pierwsza ksià˝ka opowiadajàca
o przygodach Jamesa Bonda (Casino
Royale) wydana zosta∏a w roku 1953,
zaÊ w sumie do swej Êmierci w 1964
roku Fleming wyda∏ ponad dziesi´ç,
przy czym nie wszystkie z nich zosta∏y
przeniesione na ekran.
Pierwsze ekranizacje zacz´∏y po-
wstawaç ju˝ w latach pi´çdziesiàtych.
By∏y to zrealizowane w USA adaptacje
telewizyjne, w których g∏ówny bohater
by∏ – rzecz jasna – agentem CIA. Mi-
∏oÊnicy Bonda spuszczajà mi∏osiernie
na nie zas∏on´ milczenia, na uwag´ za-
s∏uguje jednak fakt, ˝e w jednej z ekra-
nizacji w rol´ 007 wcieli∏ si´ legendar-
ny David Niven. Jednak pierwszym
oficjalnym „bondem” (decydujà o tym
kwestie producenckie) by∏ wspomnia-
ny ju˝ wy˝ej „Doktor No”, w którym
g∏ównà rol´ zagra∏ nieznany jeszcze
Sean Connery. Jego kreacja wzbudzi∏a
wiele kontrowersji na Wyspach. Ze
wzgl´du na atletycznà budow´ cia∏a
przylgn´∏o do niego przezwisko „cu-
kierek z bicepsami”, a niema∏e kontro-
wersje budzi∏ równie˝ fakt, ˝e Connery
jest Szkotem, czynnie dzia∏ajàcym na
rzecz autonomii. Jednak dzi´ki sukce-
sowi, jaki film zyska∏ w USA, seria
„zaskoczy∏a” i trwa do dziÊ.
„My name is Bond. James Bond.”
Te s∏owa w 2001 roku zosta∏y og∏o-
szone najs∏ynniejszà filmowà kwestià
w historii kinematografii. Sta∏y si´ wi-
zytówkà ca∏ej serii, a kolejni aktorzy
zmagajà si´ z nimi z nie mniejszym za-
anga˝owaniem ni˝ z „to be or not to
be”... OczywiÊcie kanon wyznaczajà
58
dwaj pierwsi odtwórcy roli Double
o’seven – Sean Connery i Roger Moore.
Pierwszy z silnym szkockim akcentem
(„Maj nejm isz Bond. D˝ejmsz
Bond”), drugi z niemal˝e filuternà
lekkoÊcià i elegancjà godnà ksi´cia.
Jak do tej pory nikt chyba jednak nie
policzy∏, ile razy te s∏owa pad∏y na
ekranie. Wiadomo jednak, ˝e w sumie
wypowiedzia∏o je pi´ciu aktorów. War-
to zaznaczyç, ˝e tylko jeden z nich –
Roger Moore – jest rodowitym Angli-
kiem. Poza Connerym i Moorem
Bonda zagrali równie˝: George
Lazenby (Australijczyk), Timothy
Dalton (Walijczyk) i Pierce Brosnan
(Irlandczyk). W rankingu iloÊci na-
granych „bondów” prowadzà oczywi-
Êcie Connery i Moore. Obaj majà na
koncie po siedem filmów, Pierce
Brosnan trzy (a ju˝ za chwil´ cztery),
w dwóch zagra∏ Dalton, a Lazenby,
najbardziej nieudany (co do tego zda-
nia sà doÊç jednoznaczne) w jednym.
Przez czterdzieÊci lat Bond by∏ dwu-
krotnie ˝onaty – raz z mi∏oÊci („On
Her Majesty’s Secret Service” 1969)
i raz podczas akcji, z pi´knà agentkà
japoƒskà („You Only Live Twice”
1967). Fachowcy obliczyli jednak, ˝e
„kobiet Bonda” jak do tej pory by∏o
w sumie 58 i to ze Êcis∏ym podzia∏em
na brunetki, blondynki oraz rude.
Licence To Kill
Nie da si´ ukryç, ˝e agent 007, mi-
mo ujmujàcej aparycji klasycznego
angielskiego gentlemana, wyszuka-
nych manier i uÊmiechu przyprawiajà-
cego panie o mi´kkoÊç w kolanach,
jest przede wszystkim stuprocento-
wym profesjonalistà w wykonywaniu
swych obowiàzków wobec Królowej
i Anglii. B´dàc amantem i playboyem,
potrafi byç równie˝ bezwzgl´dnym,
zimnym i wyrachowanym draniem,
zw∏aszcza w kontaktach ze swymi
przeciwnikami. Jego wrogowie rów-
nie˝ nie kwalifikujà si´ do tytu∏u filate-
listy miesiàca. Nie brak wÊród nich
psychopatów, archetypowych wr´cz
szalonych naukowców a tak˝e – i to
najbardziej bola∏o naszych cenzorów –
radzieckich agentów, genera∏ów i ofi-
cjeli. To sprawi∏o, ˝e filmy z Bondem
trafi∏y do Polski na dobrà spraw´ do-
piero z pierwszymi magnetowidami.
W mi´dzyczasie Agent Jej Królew-
skiej MoÊci zdà˝y∏ ju˝ kilkunastokrot-
MAGAZYN
nie uchroniç Êwiat przed zag∏adà.
Najwi´kszym z jego przeciwników
by∏ wspomniany ju˝ Ernst Stavro
Blofeld, w którego rol´ wcielili si´ ko-
lejno Donald Pleasence („You Only
Live Twice”), Telly Savalas („On
Her Majesty’s Secret Service”),
Charles Gray („Diamonds Are
Forever” 1971) i Max von Sydow
(w nieoficjalnym „Never Say Never
Again” 1983). Moim absolutnym
ulubieƒcem jest z kolei Francisco
Scaramanga, czyli „Cz∏owiek ze z∏o-
tym pistoletem” wspaniale wykreowa-
ny przez mistrza brytyjskiego horro-
ru Christophera Lee („The Man
With The Golden Gun” 1974). Jed-
nak zarówno Blofeld, jak i Scaramanga
czy wielu innych przeciwników
Bonda z lat 60. i 70. reprezentujà sta-
rà szko∏´ „geniuszy zbrodni” i wraz
z nowymi czasami musieli ustàpiç zu-
pe∏nie innemu gatunkowi szwarccha-
rakterów. Ju˝ w 1985 roku w „A View
To A Kill” przeciwnikiem Bonda
jest „poprawiony” genetycznie Max
Zorin sugestywnie zagrany przez
Christophera Walkena. W jednym
z ostatnich „bondów” pojawia si´
z kolei jeszcze bardziej wspó∏czesny
typ z∏oczyƒcy – medialny magnat
Elliot Carver (Jonathan Pryce
w „Tommorow Never Dies” 1997).
Galeria przest´pców czyhajàcych na
spokój i bezpieczeƒstwo tego Êwiata
zmienia si´ wi´c i dostosowuje do ak-
tualnych problemów naszego globu.
Mimo upadku ˚elaznej Kurtyny
Êwiat nie mo˝e odetchnàç spokojnie,
a 007 emerytura nie grozi.
Timothy Dalton i Walther PPK
 MAGAZYN
Sean Connery i Walther PPK
Diamonds Are Forever
Wyglàda na to, ˝e legenda otaczajà-
ca Bonda równie˝. Od czterdziestu lat
James Bond – mo˝na powiedzieç – nie
zestarza∏ si´ ani troch´. Wprawdzie
grali go ju˝ aktorzy po pi´çdziesiàtce,
jednak z ka˝dà kolejnà zmianà obsady
007 na powrót m∏odnieje. Starzejà si´
jedynie fani i aktorzy, którzy, jak nie-
˝yjàcy ju˝ niestety Desmond Llewelyn,
wspó∏tworzyli ca∏y filmowy Êwiat su-
peragenta. Llewelyn by∏ zresztà akto-
rem, który wystàpi∏ w najwi´kszej ilo-
Êci „bondów”. Jako Q (skrót od
quartermaster, czyli kwatermistrz, za-
opatrzeniowiec) zagra∏ w osiemnastu
CzterdzieÊci lat
w jednym pude∏ku
filmach, za ka˝dym razem wyposa˝a-
jàc 007 w nieprawdopodobne gad˝ety
i upraszajàc go cierpko o ich zwrot do
magazynu w jednym kawa∏ku. Nie-
odmiennie bezskutecznie...
Niestety czas jest nieub∏agany.
Llewelyn by∏ ostatnim aktorem, który
pojawia∏ si´ w „bondach” od poczàt-
ku (wystàpi∏ ju˝ w drugim filmie –
„From Russia With Love” 1963).
WczeÊniej odeszli Bernard Lee,
kreujàcy postaç pryncypa∏a 007 –
M oraz Lois Maxwell, która pozo-
stanie w pami´ci fanów jako niedoÊci-
g∏a odtwórczyni roli sekretarki M,
nieustannie flirtujàca z Bondem
Moneypenny. Co ciekawe, w trzech
Dwudziestego listopada na naszym
rynku pojawi si´ wyjàtkowa filmowa
kolekcja. W jednej aluminiowej skrzy-
neczce znajdzie si´ dziewi´tnaÊcie fil-
mów z Jamesem Bondem. Wszystkie
na p∏ytach DVD. Jest to najpe∏niejsza,
jak dotàd, kolekcja przygód agenta
007. Oprócz samych filmów zestaw
zawiera ponad 76 godzin materia∏ów
dodatkowych (302 filmy dokumental-
ne, wywiady, cenne informacje dla mi-
The Teacher
ostatnich filmach jej rol´ przej´∏a
Samantha... Bond. Jednak mimo
zmian w obsadzie pewne elementy
wydajà si´ niezmienne. James Bond
w dalszym ciàgu ratuje Êwiat, jeêdzi
wspania∏ymi samochodami (w tym
miejscu historia zatacza kràg, w naj-
nowszym filmie „Die Another day”
007 znów zasiada za kierownicà
Aston Martina), wspomagajà go wy-
myÊlne gad˝ety (sched´ po Llewelynie
przejà∏ nie mniej przecie˝ utalento-
wany John Cleese, cz∏onek legendar-
nej grupy Monty Python), a pi´kne
kobiety nadal omdlewajà w ramio-
nach przystojnego jak diabli supera-
genta. I tylko M, w myÊl nowych
czasów i post´pujàcej poprawnoÊci
politycznej, sta∏a si´ kobietà. Para-
doksalnie, wp∏yn´∏o to nieco na
och∏odzenie stosunków Bonda z sze-
fostwem, ale przecie˝ najd∏u˝szy ki-
nowy serial Êwiata jeszcze si´ nie
koƒczy. Kolejne pokolenia majà dziÊ
szans´ poznaç nowe przygody stare-
go agenta w nowych czasach, a dwu-
dziesty film z 007 w∏aÊnie goÊci na
naszych ekranach... n
Pierce Brosnan i Walther PPK
∏oÊników i kolekcjonerów). Oczywi-
Êcie tak wyjàtkowy produkt nie poja-
wia si´ bez powodu. A sà dwa, nieba-
gatelne – po pierwsze obchodzimy
czterdziestà rocznic´ premiery pierw-
szego filmu z Jamesem Bondem („Dr
No” 1962), po drugie premiera zbiega
si´ z premierà jubileuszowego, dwu-
dziestego odcinka serii – „Âmierç na-
dejdzie jutro”. Jest to wi´c wydawnic-
two wyjàtkowe, równie˝ ze wzgl´du na
swój ekskluzywny charakter. Jako
podsumowanie czterdziestoletniej ka-
riery Jamesa Bonda na ekranach kino-
wych ca∏ego Êwiata wydaje si´ nie-
odzownym elementem kolekcji
wszystkich mi∏oÊników agenta Jej
Królewskiej MoÊci. n
59
The Teacher
Seminar:
Introduction to Pitman Qualifications English Exams
13 November, 12.00-14.00, Warsaw
Sue Davies, Test Developer, will provide a full
introduction to our exams and how you can offer them
at your school, university or institution. Free to attend.
To book a place please contact:
Katy Reeves, Regional Marketing Manager for Europe.
Email: katyr@city-and-guilds.co.uk
Direct Line: (UK +44) (0)20 7294 2782
Fax: (UK +44) (0)20 7294 3506.
Post: City & Guilds International, 1 Giltspur Street,
London EC1A 9DD.
Warsztaty j´zykowe
w Londynie
ZnajomoÊç j´zyka angielskiego jest konieczna, aby poczuç
si´ równoprawnym cz∏onkiem spo∏ecznoÊci Êwiatowej – to
wiemy. Ale czy celem jest teoretyczna znajomoÊç j´zyka –
NIE – najwa˝niejsza jest praktyczna umiej´tnoÊç komu-
nikacji. Tylko niewielki procent m∏odzie˝y b´dzie studiowa∏
anglistyk´. Wi´kszoÊç chce swobodnie porozumiewaç si´ na
ca∏ym Êwiecie.
Dlatego WARSZTATY J¢ZYKOWE sà tak wa˝nym ele-
mentem programu nauczania j´zyka angielskiego.
Cel wyjazdu
Naszà ideà jest, by w ka˝dej szkole w Polsce daç mo˝liwoÊç
wyjazdu m∏odzie˝y do Anglii. Niech to b´dà grupy po 15,
30 czy 45 osób, ale dajmy m∏odzie˝y mo˝liwoÊç poznania
kraju i jego kultury. Dajmy mo˝liwoÊç sprawdzenia naby-
tych ju˝ umiej´tnoÊci w ró˝nych naturalnych sytuacjach.
Jest to naprawd´ fantastyczna motywacja do nauki zarówno
przed wyjazdem jak i po powrocie. Uczniowie b´dà
wiedzieç czego i po co si´ uczà.
Kontakt
BTM – Biuro Turystyki M∏odzie˝owej ATAS tel. 22-6251728 btm@atas.com.pl
60
MO˝LIWOÊCI
LONGMAN
Serdecznie zapraszamy na Targi Ksià˝ki w Krakowie
(24-27 paêdziernika) na nasze stoisko numer A32. B´dà
Paƒstwo mogli zapoznaç si´ z naszymi najnowszymi
podr´cznikami i s∏ownikami, zasi´gnàç rady u metodyków
oraz zakupiç nasze publikacje z 20 proc. rabatem otrzymu-
jàc dodatkowe atrakcyjne prezenty.
LONGMAN
W dniach 9-11 listopada zapraszamy nauczycieli j´zyka
angielskiego na Konferencj´ IATEFL organizowanà
w Poznaniu. Na naszym stoisku w sali 116 mo˝na b´dzie
spotkaç si´ z autorami naszych ksià˝ek, zapoznaç si´
z naszymi najnowszymi publikacjami oraz zakupiç je z 20
proc. rabatem i atrakcyjnymi nagrodami.
Od 12 lat realizujemy wyjazdy j´zykowe dla szkó∏. W ciàgu
roku szkolnego sà to „Warsztaty j´zykowe” po promocyj-
nych cenach, tak by jak najwi´cej m∏odzie˝y mog∏o wyje-
chaç. W czasie wakacji - „Obozy j´zykowe”.
W obu wersjach ∏àczymy bardzo intensywny program zwie-
dzania Londynu z programem çwiczeƒ j´zykowych w ró˝-
nych naturalnych sytuacjach.
Codziennie m∏odzie˝ dostaje zadania: czegoÊ si´ dowiedzieç,
coÊ za∏atwiç, coÊ kupiç, tak by w sklepie, muzeum, na poczcie,
biurze podró˝y u˝ywaç j´zyka angielskiego. Nie sà to lekcje,
ale „zabawa” z j´zykiem - cenna, gdy˝ daje pewnoÊç siebie
w pos∏ugiwaniu si´ j´zykiem oraz ochot´ do dalszej nauki.
Wspó∏praca z nauczycielami
Wiele szkó∏ organizuje z nami regularnie co roku wyjazdy j´-
zykowe. Wielu anglistów wspó∏pracuje z nami stale z korzy-
Êcià dla obu stron. Zapraszamy wszystkich nauczycieli do
wspó∏pracy zarówno przy organizacji „Warsztatów j´zyko-
wych” w ciàgu roku szkolnego, jak i „Obozów j´zykowych”
w wakacje gdzie zatrudniamy nauczycieli do ich realizacji.
MO˝LIWOÊCI The Teacher

61
The Teacher MO˝LIWOÊCI

Macmillan Conference 2002

ELT Myth and Philosophy

O
n 21-23 August 2002, Macmillan Polska
organised its second ELT Conference. This year’s
conference, under the title ELT Myth and
Philosophy, was held at the premises of the Batory Liceum
in Warsaw, courtesy of Ma∏gorzata ˚uber-Zielicz, the
school headmistress. More than 350 participants including
teachers, trainers, methodology advisors, and textbook
authors attended the event. For three days they were able to
exchange views, ideas and experiences at a range of
workshops, plenary sessions, group seminars, discussion Fot. Macmillam Polska
panels and a variety of social events.

The conference opened officially on Wednesday 21st,

August with the welcome ceremony run by Magdalena
Wojdy∏o, Macmillan Teacher Training Co-ordinator, and
Dr Grzegorz Âpiewak, Macmillan Academic Projects
Manager. They introduced distinguished speakers, trainers,
and co-operating partners and presented the foreign speakers included the highly charismatic Luke
philosophy and the objectives of the ELT Myth and Prodromou, Vaughan Jones, Andrea Hodivoianu and Roy
Philosophy conference with its rich academic programme, Norris.
featuring 18 different seminars on a wide range of
topics on the most recent trends in ELT methodology. The very special character of the Macmillan conference
The title of the conference, ELT Myth and Philosophy, was also built through informal social events. On Thursday
reflected the conference major focus well this year – how 22nd, the Warsaw pub Harenda was taken over by three
to eliminate the stereotypes that still prevail in the ELT hundred English language teachers trying to wind down
classroom and provide alternative solutions. after the highly informative training sessions. It was
a perfect opportunity to make friends with other teachers
This year teachers could choose from several parallel and trainers, and talk to anyone in person.
training tracks relevant to the sector of their choice:
Primary, Gimnazjum, Secondary/Tertiary. Each session Apart from the rich academic programme, teachers could
consisted of approximately 20 hours of seminars and benefit from plenty of accompanying attractions. On
workshops run by the team of Macmillan trainers from Thursday 22nd, participants could meet with British Council
Poland and abroad (visit: www.macmillan.pl). This year the officers to learn more about UCLES examinations and get
sample tests.
There were also book and magazine stands where
teachers could browse through the latest ELT publications,
and buy them at a special discount. Media patrons were
also present, including The Teacher with its exclusive
subscription offer!
The lucky ones could also win some very attractive prizes
in two lotteries run at the closing ceremony on Friday,
23rd August.

With much positive feedback from the teachers, we think

that the Macmillan conference proved once more to be
Fot. Macmillam Polska

a great success.

Congratulations! n

Reported by Artur Wàsowski

62
ISSN 1644 - 2059
THE TEACHER
ISSN 1644 - 2059

THE TEACHER:
PISMO DLA NAUCZYCIELI
J¢ZYKA ANGIELSKIEGO
DYREKTORÓW SZKÓ¸
J¢ZYKOWYCH
METODYKÓW, STUDENTÓW
FILOLOGII
WYDAWCÓW, KSI¢GARZY

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