Program Nauczania - Ang. - Kompetentny Nauczyciel Kształtuje Kompetencje Kluczowe - Iii.1p

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Anna Abramczyk, Anna Pasternak, Joanna Stefaÿska
STUDY PROGRAM
ENGLISH LANGUAGE
A COMPETENT TEACHER SHAPES

KEY COMPETENCES
Type of school: four-year general secondary school and five-year technical

secondary school Stage of education: Stage III, level B1 + / B2 in terms of
understanding the statements Curriculum base: level III.1.P - based on
the requirements for primary school
WARSAW 2019
1
Authors:
Anna Abramczyk - a certified teacher with 20 years of experience in teaching German in

a secondary school. Junior high school and matura examiner, he cooperates with OKE in
Wrocÿaw. Methodological advisor to the Wrocÿaw Teacher Training Center. Author of
methodological publications for teachers of the German language. PhD student at the
Faculty of Pedagogical Sciences at the University of Lower Silesia in Wrocÿaw.
Anna Pasternak - a graduate of the Faculty of Philology at the University of Wrocÿaw.

A certified teacher with 25 years of experience. OKE examiner in Wrocÿaw in the field of
the eighth grade exam and the matura exam in English.
OKE associate as part of conducting training for candidates for examiners. Associate of
the Wrocÿaw Teacher Training Center -
author of diagnostic tools and trainer. Ministry of National Education expert for professional promotion.
Joanna Stefaÿska - a certified teacher with 30 years of experience in teaching English.

Junior high school and high school examiner, he cooperates with OKE in Wrocÿaw and
the Wrocÿaw Teacher Training Center. Author of methodological publications for teachers
of English. ETwinning Ambassador .
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Contents
1. Main assumptions of the program ............................................. ............................ 4

1.1. General characteristics of the program and its main assumptions .................................
4 1.2. Addressees of the program ................................................ ................................. 5
1.3. Program implementation conditions ............................................... ...................... 6
1.3.1. Division into groups ............................................... ........................... 6 1.3.2.
Room equipment and teaching aids ............................................. 6 1.3.3. The system
of supporting the self-education of students ................................................... 7 2.
Aims of the program ... .................................................. ...................................... 7 2.1.
Learning objectives - general requirements ............................................. .............. 7 2.2.
Learning objectives - detailed requirements ............................................. ...... 8 2.3.
Learning objectives resulting from key competences ..................................... 9 2.4. Aims of
upbringing ................................................ ................................... 9 3. Learn to know more
- learning content ... ........................................... 9 3.1. Detailed
requirements ................................................ ........................ 10 3.2. Scope of grammatical
measures ............................................... ................. 14 4. Learning to act - procedures
for achieving the goals of education and upbringing ....... 19 4.1. Teaching
methods ................................................ ................................ 19 4.1.1. Pedagogical
concepts and main didactic assumptions ......................... 20 4.1.2. Principal Model
and Principal Teaching Method ................................................... 21 4.1.3 . Learn to
live in society
- the concept of cooperative learning .......................................... 21 4.2.
Interaction patterns and their implications for social forms during the lesson ...................
26 4.3. Work techniques ................................................ .................................... 27 4.3.1.
Individualization ................................................. ...................... 27 4.3.1.1.
Individualization due to differences in the level of language
competences ................................. 29
4.3.1.2. Individualization due to the diagnosed difficulties of the students
requiring support ................................................ 29 4.3.1.3.
Individualization due to the pace of students' work ................ 30 4.3.1.4.
Individualization taking into account the interests of students ............ 31
4.3.1.5. Individualization with regard to the content and forms of
work ................... 31 4.3.2. Developing receptive skills ..............................................
34 4.3. 3. Developing productive skills ....................................... 38 4.3.4. Developing
a grammar ................................................ ................. 42 4.3.5. Working on
vocabulary ............................................... ................ 47 4.3.6. Cross-curricular
integration - design work ........................... 49 4.3.7. A proposal of methodological
innovation adequate to the profile of the school / class ... 53 4.3.8. The use of
information and communication technology in language
teaching .......................................... .......................... 57 4.3.9. Techniques
for developing self-learning skills .................. 60 4.4. Materials and teaching
aids .............................................. ................... 63 4.5. The course of the lesson - an
example scenario ............................................. ....... 63 5.
Assessment ....................................... .................................................. ...... 66 5.1.
Educational requirements ................................................ ......................... 66 5.2.
Assessment methods ................................................ ................................ 72 5.3. Sample
Assessment Tools ............................................... ............... 73 6. Evaluation
differently .............................. .................................................. .... 75 6.1. Evaluation of the
program in traditional terms ............................................. ..... 75 6.2. Alternative Methods
of Curriculum Evaluation ................................................... 77 List of
Legislation ... .................................................. .......................... 80 Reference
literature ..................... .................................................. .............. 80 Internet
sources ................................. .................................................. ... 81
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1. Main assumptions of the program
1.1. General characteristics of the program and its main assumptions
This program has been developed taking into account the legal acts listed in the bibliography. The
program is designed to be implemented in a four-year general secondary school and a five-year
technical secondary school - for students who continue to learn English as the first language,
started in primary school. The program complies with the requirements included in the Core
Curriculum1 , variant III.1.P. Thus, the implementation of the program means
of the
thecore
implementation
curriculum at
the basic level, and this assumes at the end of the third educational stage that students will achieve
a level of proficiency at least corresponding to the B1 + level in terms of all skills, and the B2 level
in terms of understanding statements. The assumed achievement of students very generally
relates to the levels of proficiency defined in the European System for the Description of Languages
(CEFR) 2 .
According to the framework curriculum3 in the four-year or five-year cycle of education at the third
stage of education, the number of hours for the implementation of the core curriculum III.1.P in the
scope of the first modern foreign language is 12 teaching hours. Therefore, in the following classes,
the weekly number of English lessons will be, respectively: in high school - 3, 3, 3, 3, and in
technical school - 2, 2, 2, 3, 3.
The program is open: the described ways of achieving the goals and content should be treated as
a proposal. Each teacher deciding on its implementation may supplement the program with the
methods of working with the student they prefer, adequately to the needs and capabilities of the
institution where the program is implemented. The program responds to the diverse educational
needs of students and assumes the diversification of materials, teaching methods and work
techniques as well as their adaptation to the age, abilities, needs and interests of students. This
program says "NO" to the methodical monotony and proposes to bring the communicative
situations in the classroom closer to their counterparts in reality, as well as unusual techniques
for working with the student. It should also be remembered that young people develop at very
different rates, have different abilities and have different opportunities to be successful in learning
a language. Therefore, the broadly understood individualization, and even personalization, of
the teaching process is extremely important, so as to enable each student to achieve optimal
success. By definition, the program can be implemented in any public and non-public educational
institution.
In this program, the objectives and content of language education as well as the methods of their
implementation are focused on shaping key competences4 . Knowledge of a foreign language is
a key competence in itself and is included in the competences of the future. Apart from
1 See The core curriculum for a four-year general secondary school and a five-year technical secondary school, constituting
Annex 1 to the Regulation of the Minister of National Education of 30 January 2018 on the core curriculum for general education for
general secondary schools, technical secondary schools and industry secondary schools.
2 See https://europass.cedefop.europa.eu/en/resources/european-language-levels-cefr 3
See Regulation of the Minister of National Education of March 28, 2017 on framework teaching plans for public schools (Journal of
Laws of March 31, 2017, item 703).
4 Recommendation of the European Parliament and of the Council of 22 May 2018 on key competences for lifelong learning, https://
eur-lex.europa.eu/legal-content/PL/TXT/PDF/?uri= OJ: C: 2018: 189: FULL & from = PL
4
subject objectives, the program takes into account motivational goals, aimed at meeting
the needs of the individuality of the student, his cognitive curiosity and the need for cultural
expression. The program includes teaching methods and techniques aimed at developing
student autonomy and favoring the development of key competences. Following the
concept of lifelong learning, we have four motivators to undertake learning: we learn to
know more; we learn to act; we learn to live in society; we learn to be. Therefore, the
program places great emphasis on developing competences that are necessary throughout
life - especially competences
personal and social skills and in terms of learning to learn as well as digital competences.
One of the goals of general high school and technical education is personal development
student's interests and integrating subject knowledge from different disciplines. In addition,
the program includes an exemplary description of an innovation that can be implemented
within the allocation of hours resulting from the framework curriculum for core curriculum
III.1.P. This innovation was conceived as an incentive for teachers using the program to
make modifications and adjustments to the needs of students and classes.
The most important skills acquired by a student during education on the basis of the
provisions of this program include the ability to cooperate in a group and undertake
individual activities. The development of these competences will be fostered by work using
the educational project method combined with cooperation with other schools in the country and / or
abroad and using the eTwinning platform, for example . As an interdisciplinary activity, the
project serves the development of all key competences: the active participation of the
student in the project develops, in particular, his / her entrepreneurial competences as well
as personal and social competences.
1.2. Addressing the program
The main addressees of the program are teachers of English employed in a high
school or technical school, who conduct classes with students continuing their education
started in primary school. The program is available to teachers of English with qualifications
open to
specified by the Ministry of National Education5 , solutions. The program innovative
creates
opportunities for creative activity for people with experience, as well as for beginner
teachers who consciously plan their own professional development.
A student's key competences can be developed by a competent teacher or one who aims
to achieve the necessary competences from the first day of work at school. Competences
are the result of knowledge, skills, experience and attitudes. Thus, a competent teacher is
a person capable of reflecting on his own work, who can plan, organize and evaluate his
own learning, and thus can motivate the student to take responsibility for his actions. A
competent teacher is able to communicate effectively in various situations, encourages the
student to interact and develop communication skills: both in the mother tongue and in the
language
5 See Regulation of the Minister of National Education of 1 August 2017 on the detailed qualifications
required of teachers (Journal of Laws 2017, item 1575).
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a stranger. He interacts effectively in a team and creates educational situations that open up for the student
the possibility of creative cooperation and taking on various roles in the team.
A competent teacher efficiently solves problems and shapes this attitude in his students. In addition, a
competent teacher uses a computer and is not afraid to use information and communication technology in
his work, also during lessons.
The indirect recipients of the program are students (the subject of the didactic process) and their parents.
1.3. Conditions for the implementation of the program
1.3.1. Division into groups
In order to implement the program, it is necessary, in accordance with the provisions of the core curriculum,
for the school to educate students in groups with a similar level of proficiency in a modern foreign language.
The fulfillment of this requirement may involve the division of the class into groups or the creation of inter-
departmental language groups. For this purpose, it is recommended to conduct a placement test for students
in the first grades and to initially divide them into groups based on the results obtained. As the second stage
of the diagnosis of students' skills, it is proposed to identify communicative competences, which can be
carried out in the form of language games and activities during the first lessons.
1.3.2. Room equipment and teaching aids
According to the terms of the core curriculum implementation, foreign language lessons should take place
in a properly equipped room (Internet access is necessary).
Useful will be:
- audio file player;
- dictionaries (monolingual and bilingual), also in electronic form;
- grammar textbooks with a set of exercises;
- thematic maps, boards and posters;
- a computer with permanent Internet connection and a projector.
The following sources of authentic language are also indicated:

- authentic props, such as: brochures, leaflets, guides, tickets, packaging for e.g. food products;
- films and audiobooks;

- a set of readings adapted to the level of language proficiency of the students;
- interactive board with software;
- an internet resource directory for use in the classroom and at home;
- computer applications enabling the simultaneous activity of the whole group.
Due to the methodological assumptions adopted in the program, it would be beneficial to adjust the
arrangement of the desks to the requirements of the cooperative learning concept.
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1.3.3. System of supporting the self-education of students
The task of the school - according to the curriculum - is not only to ensure such conditions
in which the hours devoted to language teaching will be used in an optimal way, but also
to motivate the student to their own work. Students' self-education will be supported by
the following activities:
- using internet applications to systematically increase the linguistic resources and their
practical application;
- language competitions: school, interschool, regional and nationwide;
- events promoting English, e.g. foreign language days, theater classes, thematic
meetings with native speakers;
- implementation of international cooperation projects within, for example, the eTwinning program;
- organization of student exchanges with schools in Europe (eg Erasmus + program and others);
- the use of the FTC method.
2. Those of the program
The most important goal of general education in post-primary school is to build the
foundation of education, enabling the acquisition of differentiated professional
qualifications in the future, and then their improvement or modification so that the learning
process is open throughout life - which enables the implementation of this program.
2.1. Learning objectives - general requirements
The main learning objectives in this high school and technical high school English
curriculum are:
- introducing students to the treatment of structured, systematic knowledge, including the
resources of linguistic means: grammatical, lexical, spelling and phonetic, included in the
detailed requirements of the core curriculum, as the basis for developing mental and
linguistic skills;
- developing receptive skills (listening and reading comprehension) and productive skills
(speaking, writing), including: formulating questions and problems, formulating evaluation
criteria, justifying, explaining, classifying, inferring, defining, formulating independent and
thoughtful judgments, and mediation skills (processing), the use of communication and
compensation strategies, and the ability to interact with other English speakers;
- shaping key competences.
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2.2. Learning objectives - detailed requirements
After considering the general learning objectives contained in the core curriculum, the
most important objectives of this English language curriculum are to improve students'
ability to communicate in a foreign language, both orally and in writing. It is a basic social
skill based on knowledge of linguistic norms and on creating a basis for communication
in various communication situations.
Student:
- uses a fairly extensive range of linguistic resources, enabling the implementation of

other general requirements in the scope of topics included in the teaching content;
- develops the ability to think based on logic and creative thinking and use these skills to
creatively solve tasks;
- develops the skills of understanding and creating information in English, including the
ability to receive a variety of spoken and written texts of moderate complexity, dealing
with matters related to topics included in the teaching content and being of interest to him;
- develops the ability to create simple, coherent and logical oral and written statements,
using the acquired knowledge in practice;
- communicates effectively, both orally and in writing, in typical as well as relatively
complex situations, including virtual environments;
- develops the ability to transmit messages in English (oral or written) on the basis of
short information contained in visual or audiovisual materials, as well as on the basis of
texts in English or in the mother tongue;
- develops the ability to speak in public in English;

- recognizes his interests, possibilities, language needs in order to awaken his passions,
develop abilities and interests;
- searches for, organizes, critically analyzes and uses information from various sources,
including the Internet,
- develops the ability to use information sources in English and the ability to manage
information, content and data;
- deepens knowledge about the countries, societies and cultures of the English-speaking
community and about the home country, taking into account the local, European and
global context;
- uses communication strategies (e.g. guessing the meaning of words from the context,
identifying keywords or internationalisms) and compensating strategies when they do not
know or remember a word (e.g. simplifying a form of expression, replacing it with another
word, description, using non-verbal means) ;
- improves the ability to use information and communication technology in the field of
language education and develops the ability to use digital content, access it, filter it,
evaluate, create, program and share it, and use software effectively.
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2.3. Learning objectives resulting from key competences
Student:
- develops the ability to use the language of communication in a positive and socially responsible way;
- awakens their interest in different languages, develops intercultural sensitivity and the ability to communicate
intercultural while respecting other cultures;
- develops the ability to communicate with the mathematical language in a foreign language;
- develops the ability to understand science as a research process and improves the ability to logically verify
hypotheses and views, as well as use scientific data to justify them;
- interacts effectively in a team during lessons and implements educational projects: language and cross-
curricular, research and social activities;
- recognizes own predispositions, develops creativity, innovation and entrepreneurship, as well as skills
necessary for organization and project management;
- plans, organizes and evaluates their own learning.
2.4. Aims of upbringing
The main objectives of education in this high school and technical high school English curriculum are:
- developing social and aesthetic sensitivity;

- implementation to comply with the norms of social coexistence;
- developing mental tools enabling students to interact with and understand culture, including the culture of the
English-speaking countries;
- stimulating the student's cognitive activity, developing students' respect for knowledge, shaping the need to
learn about the world and encouraging the practical application of the acquired knowledge;
- promoting a healthy lifestyle and physical activity;

- introducing students to self-education.
3. Learn to know more - learning content

The teaching content consists of6 :
- knowledge in the understanding of the teaching material presented in the curriculum by means of a catalog of
topics and a list of grammatical and syntactic structures, i.e. the factual part of the content;
- the mental change that is to occur in students, in their knowledge system, skills, attitudes, and also in the value
system, under the influence of knowledge and activities performed
6 A. Pogorzelska, Guide to didactic theory and practice, PWSZ, Suwaÿki, 2015.

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on the teaching material. This desired change has been described in the category of the goals of education
and upbringing;
- activities of the student, which are undertaken on the teaching material in a targeted manner, aimed at
causing the described change; activities that cause these changes to occur. Activities consist of a number
of operations, primarily mental ones, e.g. receiving information, selecting it, organizing, processing,
evaluating, producing. In this curriculum, they are presented in the form of a table as specific requirements
from the core curriculum, recorded as student skills and consistent with the CEFR categorization.
3.1. Detailed requirements
Within the catalog of topics specified in the core curriculum III.1.P and in this English language curriculum,
the student has the skills specified in the table.
The student uses a fairly rich resource of linguistic resources (lexical, grammatical,
spelling and phonetic), enabling the implementation of other general requirements in the
following subjects:
1) human (e.g. personal data, life periods, physical appearance, character traits, personal belongings,
feelings and emotions, skills and interests, personal value system, authorities);
2) place of residence (e.g. the house and its surroundings, rooms and home furnishings, housework,
renting, buying and selling an apartment, moving house);
3) education (e.g. school and its premises, teaching subjects, learning - including lifelong learning,
school supplies, school grades, school life, extracurricular activities, education system);
4) work (e.g. professions and related activities and duties, workplace, casual work, choice of
profession, job search, working and employment conditions);
5) private life (eg family, acquaintances and friends, activities of everyday life, determining the
time, forms of spending free time, holidays and celebrations, lifestyle, conflicts and problems);
6) nutrition (eg groceries, meals and their preparation, eating habits - including diets, eating places);
7) purchases and services (e.g. types of shops, goods and their features, selling and buying, means of
payment, promotion and advertising, using services, complaints);
8) travel and tourism (e.g. means of transport and their use, orientation in the field, accommodation,
excursions, sightseeing, breakdowns and travel accidents, traffic);
9) culture (e.g. fields of culture, artists and their works, participation in culture, traditions and customs,
media);
10) sport (e.g. sports disciplines, sports equipment, sports facilities, sports events, practicing sports,
positive and negative effects of practicing sports);
11) health (e.g. lifestyle, well-being, diseases, their symptoms and treatment,
disability, addictions, emergency first aid);
10
12) science and technology (eg people of science, scientific discoveries, inventions, the
use of basic technical devices and information and communication technologies as well as the
opportunities and threats related to this);
13) the natural world (e.g. weather, seasons, climate, plants and animals, landscape, environmental
threats and protection, natural disasters);
14) the state and society (e.g. social events and phenomena, offices, social and international
organizations, problems of the contemporary world).
RECEPTION PRODUCTION
He understands the oral Understands written Creates simple, coherent Creates simple, consistent
statements of Fr. statements of moderate and logical, relatively fluent and logical written
moderate complexity. complexity. statements statements (e.g. note,
oral. announcement, invitation,
wishes, message, SMS,
postcard,
e-mail, story, private letter,

curriculum vitae, CV, cover
letter, blog post).
Student: Student: Student: Student:
1) responds to 1) defines the main idea of 1) describes people, 1) describes people,

commands; the text or its fragment; 2) animals, objects, places animals, objects, places
2) defines the main idea of defines the intentions of the and phenomena; and phenomena;
the statement or its fragment; sender / author of the text; 2) tells about 2) tells about
3) defines the intentions of 3) defines the context of the activities, activities,
the sender / author; 4) statement (e.g. the sender, experiences and experiences and
defines the context of the recipient, text form, time, events from the past events from the past
statement (e.g. form, time, place, situation); and present; and present;
place, situation, participants);
3) presents facts from the 3) presents facts from the
past and present; past and present;
5) finds specific 4) finds specific information
information in the statement; in the text; 4) presents intentions, 4) presents intentions,
6) arranges information in 5) recognizes the dreams, hopes and plans for dreams, hopes and plans for
a specific order; relationship between the future; the future;
individual parts of the text; 5) describes preferences; 5) describes preferences;
7) draws conclusions 6) expresses and justifies 6) expresses and justifies
resulting from the 6) arranges information in a its opinions and views, its opinions and views,
information contained in the specific order; presents and responds to presents and responds to
statement; 7) draws conclusions
8) distinguishes between resulting from the opinions and views of opinions and views of
formal and informal style of information contained in the others; others;
expression. text; 7) expresses and describes 7) expresses and describes
8) distinguishes information feelings and emotions; feelings and emotions;
about facts from opinions; 8) shows the advantages and 8) shows the advantages and
9) distinguishes between formal and disadvantages of various disadvantages of various
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informal text style. solutions; solutions;

9) expresses certainty, 9) expresses certainty,
assumptions, doubts assumptions, doubts
about events in the about events in the
present and in the future; present and in the future;
10) presents the procedure 10) presents the procedure

(e.g. gives instructions, (e.g. gives instructions,
tips, specifies tips, specifies
rules); rules);
11) uses a formal or 11) apply the rules
informal style of of constructing texts
expression adequately of a different nature;
to the situation. 12) uses a formal or
informal style of
expression adequately
to the situation.
INTERACTION MEDIATION (PROCESSING)
Oral response Written response Oral or written communications
(simple text, e.g.
message, SMS, private
letter, form, e-mail,
comment, chat / forum
post)
Student: Student: Student:
1) introduces himself and 1) introduces himself and 1) provides the information contained in the
other people; other people; materials in a modern foreign language
2) makes social contacts; 2) makes social contacts; visual (e.g. charts, maps, symbols, pictograms) or
starts, conducts and starts, conducts and audiovisual (e.g. films, advertisements);
ends the conversation; ends a conversation (e.g.
during a chat conversation); 2) provides information in a modern foreign language
supports the conversation or in Polish
in the event of difficulties formulated in this foreign language;
in its course (e.g. asks 3) obtains and 3) provides information in a modern foreign
for clarification, repetition, transmits information and language in Polish;
clarification; makes sure explanations (e.g. 4) presents publicly in a foreign language
that the interlocutor has completes previously prepared material, e.g.
understood his statement); form / survey); presentation, film.
4) expresses his opinions
and justifies them, asks
3) obtains and for opinions, agrees or
transmits information and disagrees with the opinions
explanations; of other people, expresses
4) expresses his opinions doubts;
and justifies them, asks for 5) expresses and justifies
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opinions, agrees or his likes, preferences,

disagrees with other intentions and desires,
people's opinions, asks about the likes,
expresses doubts; preferences, intentions
5) expresses and justifies and desires of other
his likes, preferences, people;
intentions and desires,
asks about the likes, 6) makes wishes and
preferences, intentions congratulations, responds
and desires of other to wishes and
people; congratulations;
7) invites and
6) makes wishes and responds to the
congratulations, responds invitation;
to wishes and 8) proposes,
congratulations; accepts and rejects
7) invites and proposals, encourages;
responds to the runs straight
invitation; negotiations in
8) proposes, everyday life
accepts and rejects situations;
proposals, encourages; 9) asks for advice and gives
runs straight advice;
negotiations in 10) asks for permission,
everyday life grants and refuses
situations; permits;
9) asks for advice and gives 11) warns, orders,
advice; prohibits, instructs;
10) asks for permission, 12) expresses a request
grants and refuses and consent or refusal to
permits; fulfill the request;
11) warns, orders, 13) expresses feelings
prohibits, instructs; and emotions (e.g. joy,
12) expresses a request sadness, dissatisfaction,
and consent or refusal to anger,
fulfill the request; surprise, hope, fear,
13) expresses feelings compassion);
and emotions (e.g. joy, 14) uses phrases and
sadness, dissatisfaction, polite forms;
anger, 15) adjusts the style of
surprise, hope, fear, expression to the
compassion); recipient.
14) uses phrases and
polite forms;
15) adjusts the style of
expression to the
situation.
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3.2. The range of grammatical measures
The student uses a range of grammatical linguistic means in speech and writing
enabling the implementation of specific requirements in the scope of the subjects specified in the
core curriculum III.1.P and in this curriculum.
Grammar issues at the B1 + / B2 level suggested for implementation include:
VERB
1. Infinitive and personal forms, such as to eat, eats, to have eaten.
2. Auxiliary verbs, eg be, do, have.
3. Modal and semi-modal verbs:
– can, np. I can dance very well. You can play without me if you want. Can you help me with the
cooking, please? I can’t see you. Whoever you saw, it can’t have been Sally.
– could, np. I could count when I was five. I’m sorry but I couldn’t visit you yesterday. Could you
read this text for us, please? You could have taken a train from the airport.
– may, np. May I sit here? John may still be on holiday. You may play longer if you want. You may
not have heard about this book but it’s fascinating.
– might, np. My parents might be a little late. Don’t touch it, you might stain it. At 7 p.m.
Mary might have been watching her favourite soap opera.
– must; have to, np. It must be wet outside. I must write this essay for tomorrow. You mustn’t
smoke in here. You have to take the rubbish out twice a week. You didn’t have to go there.
You must be kidding. Peter must have done it, there was nobody else there.
– will, np. I will work harder this year. Will you do the shopping for me, please? I promise I won’t go
there again.
– shall, np. Shall we go to the lakes this weekend? Shall we help you? What shall you do? The
management shall not be responsible for luggage left unattended.
– would, np. It would be a good idea. Would you like some cake? I wouldn’t like to be in her shoes.
When in London, I would always have English breakfast.
– should; ought to, np. They should finish the renovation next month. You ought to be home by 11
p.m. Children shouldn’t play with matches. You ought to have asked permission before inviting your
friends to stay overnight. – need; need to, np. You needn’t worry about it. You don’t need to help
me. They needn’t have come, I’m going to do it myself.
– used to, np. We used to play board games every weekend when I was a child.
4. Verb constructions:
– going to, np. It’s going to snow. What is he going to do about it?
– be able to, np. Will you be able to come next week? I regret not being able to go with them.
– would like to, np. What would you like to order?
5. Regular and irregular verbs, eg listen-listened-listened, go-went-gone.
6. Active and passive participles, eg writing, written.
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7. Czasowniki zÿoÿone (phrasal verbs), np. What is he looking for? Turn the radio down, please. Peter
came up with a great idea. It took me some time to figure out how to use a smartphone. Our new manager
looks down on everybody.
8. Grammatical tenses:
– Present Simple, np. I am from Poland. The museum is closed on Mondays. Tina does the shopping here
every morning. His plane lands at 7 p.m. The sun rises in the east. I have a new bike. I will call you when
Tina arrives.
– Present Continuous, np. I’m playing with my little brother. We’re staying in the Ritz Hotel.
I’m getting hungry. My sister is leaving on holiday tomorrow. I’m having breakfast at the moment. Why are
you always doing your homework at the last moment? While you’re getting ready, I will look for my
sunglasses.
– Present Perfect, np. We have just had lunch. We have been here since Friday. It’s the first time I have
ridden a horse. The film has already finished. Mom will serve dinner as soon as we have laid the table.
– Present Perfect Continuous, np. I have been waiting here for ages! How long have they been living in
London? Has she been crying? I’ve been attending these classes every Wednesday since September.
– Past Simple, np. Your parents were a bit worried about you. I bought this book yesterday.
When she was younger, she was really cute. We went for a hike and then we had lunch at the top of the
mountain.
– Past Continuous, np. Yesterday at 5 p.m. I was playing computer games. When Tom arrived, most of the
girls were dancing. He wasn’t expecting you today! I was wondering if you could help me with the washing
up.
– Past Perfect, np. The train had left before I reached the platform. I felt I had seen him before. By 1492
Columbus had made many sea voyages. It was the first time the parents had seen my boyfriend.
– Past Perfect Continuous, np. They couldn’t believe I had been working here for so many
years.
– Future Simple, np. Our class will go on a trip next month. I hope it won’t rain at the weekend. I will take
this dress, it’s great! When will we see you again? Will you help me? We will have lunch when we want.
– Future Continuous, np. We’ll be working tomorrow.

– Future Perfect, np. I hope they will have finished by the evening. By the time I retire, I hope I will have
saved enough money.
– Future Perfect Continuous, np. In July I will have been working here for 44 years.
9. Tryb ÿÿczÿcy, np. I suggest that you bring your swimsuit. I insist that you help me with the washing.
NOUN
1. Names of countable things, e.g. a bus, an orange, and uncountable things, e.g. money, sugar.
2. Plural of nouns, e.g. a skirt - skirts, a child - children, a wife - wives,
a baby – babies, a box – boxes, a sheep – sheep, a foot – feet, a passer-by – passers-by,
an add-on – add-ons.
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3. Nouns appearing only in singular form, eg news, advice, or only in plural form, eg trousers, glasses.
4. Ways of expressing possession and belonging, eg the father's car, the size of the room.
5. Rodzaj, np. an actor – an actress, a nephew – a niece, a fox – a vixen.
6. Compound nouns, eg toothpaste, a father-in-law, a dance school.
THE ARTICLE
1. Przedimek nieokreÿlony, np. a horse / an umbrella, a red ball, a bar of chocolate; We have a small
garden.
2. Przedimek okreÿlony, np. the house of my dreams, the United States, the Alps, the desk on the left, the
most beautiful woman, play the piano; We have a small garden. In the garden there are different flowers.
3. Przedimek zerowy, np. breakfast, furniture, Mount Everest; Dogs and cats are not people’s favourite
pets any longer.
ADJECTIVE
1. Stopniowanie regularne i nieregularne, np. tall – taller – the tallest, intelligent – more intelligent – the
most intelligent, good – better – the best, little – less – the least.
2. Use of adjectives with so and such, eg She's so smart. They are such nice people.
3. Possessive adjectives, such as my, your.
4. Adjectives after verbs of perception, eg It smells awful.
5. Adjectives used as a noun, eg the poor.
ADVERB
1. Regular and irregular grading, eg early - earlier - the earliest, much - more - the
most.
2. Use of adverbs:
- two semantically different forms, eg Tom works too hard. Tom hardly sleeps. They arrived too late. Sarah
has put on weight lately.
– too, np. Pete’s driving too fast.
– enough, np. She’s not old enough to travel alone.
3. Miejsce przysÿówka w zdaniu, np. He is always hungry! My mom never does the shopping on Sunday. I
have never seen the Alps. Lift it very carefully. My husband works very hard.
Little did she know what was going to happen.
PRONOUN
1. Personal pronouns, eg I, you.
2. Possessive pronouns, eg mine, yours.
3. Reflexive and emphatic pronouns, eg yourself, themselves.
4. Demonstrative pronouns, eg this, these.
5. Interrogative pronouns, e.g. what, how, why.
6. Relative pronouns, eg who, which, that.
7. Mutual pronouns, eg each other, one another.
8. Indefinite pronouns, e.g.
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- some, any, no, every and assemblies with them;

– none, either, neither;
– many, much, few, a few, little, a little;
– another, other, others, the other;
– the others;
– every, each;
– enough;
– both, all;
– either – or, neither – nor.
9. Impersonal pronouns: you, one.
NUMERAL
1. Cardinal, ordinal, fractional and decimal numerals.
PREPOSITION
1. Prepositions with definitions of place, time, direction, distance, reason, manner, e.g. in England, at 7 pm, on
Monday, in April, on Sunday evening, by bus, with a pen, to get a reward.
2. Prepositions after nouns, verbs and adjectives, e.g. interest in, famous for,
think of, objection to, compatible with, refer to.
CONJUNCTION
1. Spójniki, np. and, or, but, if, unless, that, till, until, when, where, while, after, before, as
soon as, because, although, however, so, in spite of, despite, yet, on condition that, supposing,
providing / provided that, so as, even though, whereas, as if, as though, in case.
SYNTAX
1. Declarative sentences:
– twierdzÿce, np. I’m eighteen years old. There’s too little milk. We have been here before.
I’m going to learn French.
– przeczÿce, np. I don’t know the answer to your question. I haven’t seen John for ages. There is no milk in the
fridge. We can’t do anything about it. Neither / None of my friends can play bridge.
2. Zdania pytajÿce, np. How old are you? Where is he going? Who is this omelette for? How long does it take to get
to the station? When did the show start? Do you have to do any homework today? What is your sister like? What
happened? Who made you do it?
3. Zdania rozkazujÿce, np. Put the kettle on. Don’t tell me what to eat. Let’s do it together.
4. Interjection sentences, for example How nice of him! What a wonderful place!
5. Zdania z podmiotem it, np. It’s ten to three. It’s getting cold. It’s really great here. It makes them happy. It was only
last month that he was given that mobile. It’s worth having a look into the courtyard. It’s no use trying to convince
them.
6. Zdania z podmiotem there, np. There are too many students in this classroom. There weren’t any clouds in the
sky when I left. There will be over five thousand people at the concert. There are bound to be problems.
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7. Sentences with two objects, eg Her boyfriend brought her wonderful flowers.
8. Strona bierna, np. It is made of plastic. The yacht was destroyed by the storm. The letter has
just been delivered. The meal will be served in the garden. It must be completed today.
Her every step is being watched. He is / was believed to have mugged several women. She was
made to give a speech. The clothes must have been made of special fabric. She likes being
appreciated. The performance had to be cancelled.
9. Pytania typu question tags, np. He’s American, isn’t he? Give me the pen, will you? i
dopowiedzenia, np. So do I. Nor / Neither do I.
10. Pytania poÿrednie, np. Can you tell me what time it is? Could you tell me where I should turn?
I don’t know where everybody is.
11. Mowa zaleÿna, np. My dad said he was tired. The teacher told me to go to the board. The
neighbour asked me not to leave the front door open. My mum wanted to know what was wrong.
She wanted to know when the bus would come. I asked mum how many pizzas she had ordered
for the party. The policeman denied having heard about the robbery. The security guard accused
me of trespassing. The manager objected to having the meeting interrupted.
12. Zdania wspóÿrzÿdnie zÿoÿone, np. I called my brother and asked him to help me. She came to
the meeting but refused to accept their offer.
13. Sub-complex sentences:
– podmiotowe, np. What I know about it is dubious.
– orzecznikowe, np. The problem is that we need money.
– dopeÿnieniowe, np. She promised that she would finish soon. I’d like everyone to enjoy the trip.
All he did was (to) send me an apology.
– przydawkowe, np. The train that they wanted to take was cancelled. My uncle, who has been
helping our family for years, is a rich businessman. She came early, which surprised all of us.
- occasional:
– celu, np. Tina phoned her (in order) to tell her the news. I did it so as to save him trouble.
The Government passed that law in order that / so (that) this kind of antisocial behaviour
could be punished.
– czasu, np. Say your name when they ask you.
– miejsca, np. They found themselves where they had never been before.
– porównawcze, np. Sylvia’s house isn’t so big as Margaret’s (is). We respect him
more than words can say. Jack has as much common sense as his older brother (has).
The older she gets, the happier she is. He speaks several languages, as do his siblings.
– przyczyny, np. I lent him the car because he asked me to. As it was quite late, they went
straight home.
– przyzwolenia, np. Although he was big and strong, he didn’t want to fight.
– skutku, np. We worked till late so we were tired.
– sposobu, np. Do as she tells you.
– stopnia, np. So much was she engaged in her book that she didn’t hear anyone.
14. Zdania warunkowe (typu 0, I, II, III oraz mieszane), np. If you enter the office, an alarm goes
off. If it rains tomorrow, I will stay at home. If she changed his ways, she’d have more friends. If we
had known about your wedding, we would have called to congratulate you. If he
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knew English, he’d have represented his company at last month’s conference in New York. If we had
gone to bed earlier yesterday, we wouldn’t be so tired now.
15. Sentences expressing a wish, preferences or assumption, e.g.
– wish, np. I wish you went with me. I wish you would cancel the meeting. I wish we had left earlier.
– it’s time, np. It’s (high) time she found a job.

– had better, np. You’d better (not) come next week.
– would rather, np. I would rather (not) stay here. I would rather you didn’t smoke here.
– if only, np. If only I could drive better! If only she had listened to me.
– as if / as though, np. We felt as if / as though all of our worries had gone.
– suppose / supposing, np. Suppose you had a choice, what option would you go for?
16. Constructions:
– bezokolicznikowe, np. I promise to phone every evening. It’s difficult for him to decide. I want you to do
it. I’m glad to see you. I have many emails to write. I’d prefer to fly rather than travel by bus. Will you let
me go there? Don’t make me laugh. When am I supposed to return the books? It was surprising to hear
her name mentioned. They were about to leave when she arrived. We saw him do a trick.
– gerundialne, np. I enjoy swimming and sunbathing. I couldn’t help reading your message. I was excited
about getting birthday presents. I prefer skiing to snowboarding. I couldn’t remember writing the letter. I
heard him singing. I’m not used to getting up so early. There’s no hope of their winning the finals.
17. Konstrukcje: have / get something done, have sb do sth, get sb to do sth, np. He had his car fixed
yesterday. I must get it done soon. I will have Mike cook dinner next time we meet.
18. Inwersja stylistyczna i inne formy emfatyczne, np. Rarely do I hear so much enthusiasm in her voice.
It was Paul who told me about it. Had I known about his accident, I wouldn’t have bothered him. You do
sound great today. I did tell you.
4. Learn to act - procedures for achieving the

goals of education and upbringing
4.1. Learning methods
With the linguistic education of students in mind, it is worth bearing in mind that it is not the language
itself that is the goal, but that it turns out to be the possibility of using language in action.
Therefore, language education in the field of a modern foreign language fits perfectly into the development
of key competences: the competences of understanding and creating information and the competences
of multilingualism. We usually use language in interaction, thanks to which we shape social competences,
and the use of ICT in communication will additionally make it possible to shape digital competence.
Language education is therefore the implementation of the concept of lifelong learning (1.1), because
we learn to be and function well in various contexts and situations.
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4.1.1. Pedagogical concepts and main didactic assumptions
The assumptions of this program are in line with the trend of constructivism. A necessary condition for
language education is the learner's own activity. The main postulates of the program are construction,
participation and orientation towards the student, which translates into the following statements:
1. Linguistic knowledge (knowledge of lexical means: lexis, grammar, phonetics, spelling is essential, but
the essence of language education is, however , linguistic activities (skills and competences).
2. The teacher is not the source of knowledge, but the organizer and animator of the conditions for
acquiring it, including building a positive learning climate.
3. The methods and techniques used by the teacher should encourage activity and
student's autonomy understood as independence and responsibility.
4. Providing students with the opportunity to build knowledge together is one of the basic principles
of effective didactics.
5. Techniques of work and tasks used by the teacher in the didactic process should be student-oriented,
adapted to his psychophysical abilities and
interests, as well as close to his life experiences, including - potential.
Foreign language didactics lean towards methodical pluralism. This curriculum does not define one
main teaching method, nevertheless, the implementation of the adopted theoretical assumptions is
possible within the framework of a highly eclectic communicative approach. This is in line with the
main goal of language education indicated by the core curriculum - effective communication. This program
assumes a communication approach of the 21st century, taking into account technological progress and
a variety of communication channels. The program postulates the subjectivity of the student and a change
in the role of the teacher. The teacher - the implementer of this program should, adequately to the needs:
- use various methods and techniques of work;

- support the development of the student in all spheres;
- facilitate interaction in the classroom (adequate forms of work and interior design);
- create conditions for communication close to natural situations;
- research and interpret students' learning and take their needs into account.
Moreover, the way language classes are organized should be a response to the postulate of their
attractiveness for the student, which will contribute to the increase of students' motivation to learn foreign
languages. The communicative approach makes it possible to conduct activities that are attractive to
students, however, what motivates some students may be demotivating for others. The implementer of
this program should be a teacher, described in the literature on the subject as a reflective practitioner,
sensitive to the needs of his students, able to interpret the behavior of young people and adequately
modify and adapt his didactic procedures to the context and needs.
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4.1.2. The main model and the main teaching method
Each method and each technique of work can be effective if used adequately to the goals set. The
aforementioned methodological pluralism prevents, inter alia, monotony that lowers motivation.
The teacher implementing this program inclines more often to constructivism than to the
transmission model (model: sender - teacher, recipient -
student), but he does not completely negate and exclude the latter. It is student-oriented, sees the
possibility of developing its individual skills and creates conditions and atmosphere for it, and at
the same time does not forget that the student is also a member of the group with which and from
which he learns (participation). In order to implement the structure, participation and orientation
towards the student, the teacher uses various techniques of work.
4.1.3. Learning to live in society - the concept of cooperative learning
Today, social competences are just as important a ticket to efficient functioning in a diverse
society as knowledge of foreign languages. To live in society and to act in the linguistic level with
it and with it is another goal of language education in post-primary school. The concept that allows
for the simultaneous implementation of subject goals and the formation of social competences is
the concept of cooperative learning, which is based on working in small groups based on positive
interdependence, supporting interaction, individual responsibility, assuming the proper use of
social skills, i.e. adequate methods and techniques of work , and at the end -
enabling reflection on group work.
Examples of cooperative learning techniques:
Method the Course

MEETING SCHEDULE - Efficient pairing COURSE:
during classes 1. Distribution of the cards from the schedule with
I have an appointment for: the times of meetings, e.g. 9, 12, 15, 18.
9.00 from ... 2. Students find a "partner" for each hour - note
12.00 from ... their name in the planner.
15.00 from ... 3. The use of the timetable by the teacher during
18.00 from ... the lesson in order to match the students in pairs,
for example: "People agreed for an hour will work
together on the exercise 2.".
THINK-PAIR-SHARE - Simultaneous COURSE:

activity of all 1. Individual reflection on a topic, task, question (it
1-2 ALL students can be written).
THINK-AGREE 2. Exchange of views, presentation of your
SHARE conclusions and solutions to the partner.
3. Discussion of the results at the plenum.
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4. Possible discussion of differences in outcomes.
5. Reflection on cooperation in a couple, focused

on the social competences of students: Did you understand,
like a friend / colleague
solved / solved the problem? Did the exchange of
views help you in ... / strengthen you in ...?
Or as a result of a discussion with a friend / colleague
did you change your mind / solution?
PARTNER-CHECK - Solving tedious, COURSE:

COACHING automated exercises 1. Each student receives the same worksheet with
in exercises.
2. The teacher selects students in pairs (different potential).
interaction 3. Students alternately solve the next sub-items of the
with a partner exercise, at the same time justify their reasoning to the
- Developing the partner and explain the result.
competence to
justify, explain: 4. Two pairs compare their solutions.
5. Reflection on working in pairs: Why do you
individual think you were a good partner for your friend /
support of the colleague?
student by the student Note: Familiarize students with the rules
solving exercises in pairs.
The main principle: I think, explain and look for the
error myself.
To the partner:
a) Point out errors, but do not provide solutions.
b) Say what you think and what, if in doubt, solve the
example together.
c) Persuade, do not force your solutions.
d) Thank you for the guidance or praise your friend's
work.
CAROUSEL OF TASKS - Preparation for a COURSE:

test, test or control 1. Students, matched in fours, sit at one table.
work, repetition,
individualization 2. Each student independently develops a test task for
one issue in the field of the material indicated by the
teacher and the answer to the task. (The choice of issue
and the type of task prepared is the choice of the student).
3. The task should be written on an A4 sheet in capital

letters, and the answer - on the second page.
3. The page with the task is marked with the letter Z, and the page
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with the answer - the letter O.

4. The developed task is given to the student sitting
on the right side: his work consists in solving the
example prepared by his colleague (on a separate
sheet) and giving his own task to the next person (he
also solves the task on his own).
5. The solutions are compared with the answer

proposed by the author: the group decides whether
the author has correctly arranged the problem, or
corrects the problem.
6. Then students from one table exchange
assignments with students from another
table.
7. The procedure is repeated as many times
as there is time.
8. Reflection on the method: is the "Carousel"
method effective / allows you to prepare for the test?
PLACEMENT - Development of COURSE:

LOCATION - RESULTS a common position 1. Students, in fours, sit at one table and receive
GROUP on one work sheet of at least A3 size (see formula).
specific topic
2. The teacher asks a question, formulates a task, a
problem to be solved.
3. Each student works wondering for
himself and writing down his ideas or
answer in the field assigned to him.
4. Then everyone presents their ideas to the
rest of the group.
5. Students discuss and agree on a common
answer or solution and write it down in the
middle box.
6. The group's response is presented in the forum.
VENN DIAGRAM - Finding differences COURSE:
VENNA DIAGRAM – and similarities 1. Students, selected in three, receive a poster.
PART OF THE COMMON e.g. in terms of A3 with three intersecting, numbered circles.
views or
preferences, etc., 2. Nauczyciel zadaje pytanie, np. What do like to eat
getting to and drink, and what don’t you like?.
know each other 3. The students ask each other questions, discuss
and write to the district number 3 with everything they
like and do not like to eat and drink by all three people.
In district no. 2 they enter what is appropriate for two
people, and circle no. 1 is a place to enter individual
differences and preferences.
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JIGSAW - Development COURSE:

EXPERT GROUPS of complex multi- 1. The material to be mastered is divided into four
GROUP PUZZLES faceted texts parts: A, B, C, D.
2. We divide students into groups of four: group 1,
group 2, group 3, group 4.
3. Individual members of the groups are assigned a
letter designation: A, B, C, D.
4. Each group member receives a part of
the material to be processed, marked with
the letter assigned to him.
5. Each person in the group reads the
assigned fragment of the material.
6. Then people with the same letters meet in
new groups. They discuss the assigned part of
the material, discuss, check whether they
understand the same, clarify doubts so that they
become an expert in the assigned scope. The group
of experts also prepares visual materials that will
help them present their part of the material.
1. After the phase of working in expert groups, experts

return to their groups: 1, 2, 3, 4, and pass on to the
other group members the knowledge they have
developed, so that each group member has all the
knowledge.
2. The group visualizes its achievement, for example
on a poster.
Reflection: How did the fact that I had to share my
knowledge with my friends influenced my learning?
RECIPROCAL - Understanding COURSE:

READING read text 1. We divide students into groups of 4. Each of
COMMON READING - Developing them consists of people: A, B, C, D.
new subject 2. The text to be developed is divided into four fragments.
content
- Individualization 3. The group deals with the first fragment of the
text, each student quietly reads passage 1.
4. Person A prepares questions to colleagues about

the content of the read passage.
Person B summarizes the passage he read
to his friends. Person C asks questions about
incomprehensible passages, words in the text. Person
D wonders what the rest of the text will be about.
5. After completing tasks A, B, C, D, the group deals

with the second fragment of the text: each student
reads the fragment silently, and then
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person A performs the task previously performed

by person B, B ÿ C, C ÿ D, D ÿ A.
6. We repeat the procedure until all
fragments of the text have been developed.
7. Reflection: Have I managed to understand the
entire text by using the method?
TEAM INTERVIEW - Exchange 1. We divide the class into 4-person teams, in
GROUP INTERVIEW of views which we assign each person a letter
- Getting a designation: A, B, C or D.
broader 2. We designate the topic of the interview or give
perspective on a questions that should be answered.
topic 3.A interviews B, C interviews D.
- Paraphrasing
- Discussion 4. Then A tells D and C tells B what they learned:

A about B, C about D.
5. The next step is the interviews of D with A
and B with C and another account, this time D
tells C and B tells A what they learned from friends
or colleagues.
NUMBERED HEADS - Exchange 1. We divide the class into groups of 3 or 5, within

NARADA of views which we assign each person a numerical designation:
NUMBERED - Reconcile one 1, 2, 3, ...
HEAD version of the 2. The teacher asks a question, gives the students
answer time to determine the answers in groups, and then
- Increasing the draws the number of the person ("head") who is to
sense of answer the class (I recommend laryngological sticks,
security on which we enter the numbers with a permanent
responding to the marker).
class forum 3. The randomly selected student presents the answer on
behalf of the group.
SPEED-DATING - Interaction 1. Students line up in two circles: outer and inner,
QUICK DATES - Simultaneous facing each other.
speaking of the 2. The teacher gives impulses: picture / word /
whole class questions about which the students facing each other
are to talk.
3. After the time for the exchange of information has
elapsed, the teacher gives a signal to which the
pupils from the outer circle move one place to the
right or left.
4. The teacher gives a new impulse to the
conversation, the students standing in front of each
other talk and there is again the signal to move one
place and so until the questions are exhausted /
pulses, etc.
The same pattern can be used if you place the
students facing each other or facing each other
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seated rows, hence the name: speed dating.

AQUARIUM - Argumentation 1. The teacher makes a controversial statement:
AQUARIUM - Discussing Life in the countryside or in the city?
- Settlement 2. Students choose one option: city or village.
3. Each student independently writes down
arguments for the selected location.
4. We create two circles. The teacher selects three
people with the "city" option and three people with the
"village" option to the inner circle.
5. People in the inner circle discuss, in the outer
circle - they listen (they are behind the glass of the
aquarium, without the right to vote).
6. If someone from the inner circle runs out of arguments,
someone from the outer circle can replace him (until
arguments and willing are exhausted).
TIME-DUET - Individualization 1. Each student receives the same worksheet with

TIME DUETS students' exercises.
work pace 2. After solving the first task on the worksheet, the
- Cooperation student goes to a designated place in the room (I
- Price and friend recommend arranging the corners of the room, it
assistance is enough to put two chairs) and waits for the person
who has also already solved the task.
3. Students compare, discuss

and possibly correct the solution.
4. The students then return to their place and work on
the next task.
5. The procedure repeats itself.
4.2. Interaction patterns and their implications for social forms

during the lesson
Much scientific research7 points to the advantages of an approach that promotes

interaction and highlights the value of positive interdependence. Depending on the style
of work, the teacher in the course of the teaching process may support interaction between
students through tasks favoring the individualization of their work, cooperation and
competition between students. It can also limit interaction between students. However,
collaborative learning methods and techniques do not rule out other social forms. In this
program, it is recommended to use all known social forms, adequately to the set goals
and identified needs:
- frontal lesson (teacher's lecture, student's talk, teacher's talk with the class) -
recommended especially in the case of providing knowledge, clarifying, explaining,
presenting new lexical or grammatical issues;
7 See studies conducted by Slavin, Aronson, Traub, Jurkowski et al.
26
- work in groups - recommended for the implementation of mini-projects and projects, working out
problem issues;
- work in pairs - recommended for imitating situations, conducting dialogues, acting out
roles in genre scenes: a particularly valuable form of work, because in interaction with a friend or
colleague the fear of the teacher's judgment disappears and the language barrier is overcome;
- individual work - recommended for consolidation exercises or for working with text.
Due to the different preferences of students, various social forms should be used.
However, it should be remembered that the systematic implementation of cooperative learning
methods and techniques will allow students to develop social competences, while achieving subject
goals.
4.3. Work techniques
4.3.1. Individualization
The vision of a school that applies individualization or inclusive teaching with their demands not
only turns out to be attractive, but has also been sanctioned by law.
This personalization regulation program is mainly based on two regulations. These are: - Regulation
of the Ministry of National Education of 9 August 2017 on the principles of organization and
providing psychological and pedagogical assistance in public kindergartens, schools and institutions8
and
- Regulation of the Ministry of National Education of 30 January 2018 on the core curriculum of
general education for general secondary schools, technical secondary schools and industry
secondary schools9 .
Both documents regulate the issue of individualization in direct teacher-student contact. This
program assumes the implementation of individualization understood as
recognizing and meeting the individual developmental and educational needs of the student and
recognizing the individual psychophysical abilities of the student and environmental factors
influencing his functioning [...] in the institution, in order to support the developmental potential of
the student and create conditions for his active and full participation in the life [...] of the school [ …]
And in the social environment.
Hence the tasks for the teacher implementing this program: recognizing and satisfying the individual
needs and capabilities of the student, and above all, enabling him to fully participate in the
educational offer of the institution. The envisaged form of psychological and pedagogical assistance
is primarily assistance provided in the course of ongoing work with the student. In addition, it
is recommended to integrate the activities of teachers and
8
Journal of Laws 2017, item 1591 and Journal of Laws of 2018, item 1647.
9
Journal of Laws 2018, item 467.
27
specialists (e.g. pedagogue, psychologist, speech therapist, oligophrenopedagogue, career

counselor) and offering students such forms of help as classes developing talents or learning
skills, didactic and compensatory classes, specialist classes: corrective and compensatory,
speech therapy, developing emotional and social competences and others of a therapeutic nature.
In turn, in the Ordinance of the Ministry of National Education of January 30, 2018 on the core curriculum
for general education for general secondary schools, technical secondary schools and secondary
schools, we read in the introduction:
The school and individual teachers undertake activities aimed at individualized support for the
development of each student, according to his needs and abilities. School provides optimal
working conditions for students with disabilities.
The choice of forms of individualization of teaching should result from the recognition of the
potential of each student. Therefore, the teacher should select tasks so that, on the one hand,
they do not exceed the student's abilities (make it impossible to achieve success), and on the
other hand, they do not lower the motivation to deal with challenges.
Also in the part of the core curriculum regarding the required conditions of implementation, some
provisions indicate the essence of the individualisation aspect:
Developing foreign language competences should, by definition, be treated as a multi-year
process, marked by uneven development in terms of individual skills, depending on the conditions
in which this education takes place.
And:
Provision by the school of educating students in groups with a similar level of proficiency in a
modern foreign language. The fulfillment of this requirement may involve the division of the class
into groups or the creation of interdepartmental language groups, also -
if possible - in the case of bilingual subjects.
The issue of individualization affects every teacher and a wide range of students.
It is necessary to individualize students with intellectual deficits, dyslexia, dysgraphia, but also a
gifted or sick student, as well as a foreigner and other student.
From the above definition, many activities emerge that the teacher is obliged to conduct, but not
necessarily prepared.
Identifying and diagnosing a learner's needs by a subject teacher is not the same as diagnosing a
PPP. For the teacher, the main sources of information are the observation of the student during the
classes, analysis of his / her work, characteristics of the mistakes and difficulties made.
This program proposes individualisation modalities based on a breakdown of, respectively: - the
level of language skills;
- diagnosed difficulties of students that require individual support;
28
- students' work pace;

- students' interests.
In addition, the program takes into account individualisation with regard to the content and forms of work.
4.3.1.1. Individualization due to differences in the level of language competences
Both the current and the new core curriculum indicate the need for language education in groups with a similar
level of language competences. However, in practice, students with very different competences (with regard
to CEFR) often meet in one language group. Addressing the teacher's activities to students with intermediate
competencies compared to the group will result in a decline
motivation of students from extreme groups. People with the lowest competences, if they do not see a chance
for success, will not take up challenges. On the other hand, people with the highest competences, compared
to the group, will be bored and may start to create educational problems.
Therefore, the level and materials for students should be selected so that they challenge them but are not
overburdening them. Such a possibility is created by cooperative learning techniques, e.g. the group puzzle
method, where everyone can become an expert according to their abilities. The teacher assigns students to
groups according to their language competences: students with higher competences receive e.g. a complex,
linguistically difficult text, and students with lower competences - a simpler text. The conditions are getting to
know the students and a reliable diagnosis of their language competences, which guarantees that an accurate
division into groups is carried out. The JIGSAW method is one of the cooperative learning techniques.
A detailed description of the workflow with this method can be found in the chapter. 4.1.3.
4.3.1.2. Individualization due to the diagnosed difficulties of demanding students

support
From the diagnosis at the entrance, written by the students, the teacher learns, for example, that some
students know only the basic form of verbs, some know the past forms of regular verbs, others - also irregular,
and still others are able to use verbs in different tenses and modes. The same is the case with other research
areas, lexical scopes, sentence structure, etc. Usually, in order to make it easier for students to start in a new
school, the teacher proposes several revision-refresher lessons. However, these will not be attractive classes
for those who have already mastered the issues. Dividing students into small groups with people with similar
difficulties may produce better results.
Each student then actually works according to their needs. It is worth applying the principle of the cooperative
learning concept here: firstly, independent reflection on the task, then discussing the result with a friend or
colleague, and finally presenting this result to the group. It is also worth considering applying - within individual
groups - one of the two techniques: Partner-Check or Tempo-Duet. Each student will then be able to count on
the support of a friend or colleague, and the teacher will remain at the disposal of those students for whom
peer support proves insufficient. Both techniques are presented in Chapter 4.1.3.
29
4.3.1.3. Individualization due to the pace of students' work
Students may have the same level of linguistic competence, have similar educational needs,
but work at radically different pace. Extending the test time when we offer the student an
additional 10 minutes, sometimes even during the break, does not solve the issue of
differences in work pace during a standard lesson. In this case, the solution may be the
Tempo-Duet technique mentioned above, which by its very name refers to the pace of work.
Students solve successive tasks on the worksheet on their own and after completing each of
them they go to a fixed place in the classroom,
waiting for the person who also solved the given task. The couple compares, discusses and
makes a possible correction of the solution. Then the students return to their place and work
on the next assignment. The second proposal, which is applicable not only to the pace of
work, but also to other needs, is the method of the self-learning station or its modification
(known as the Learning Counter). The student is supposed to perform a specific pool of tasks
from a dozen or so proposed by the teacher within a specified time period, but he / she
chooses the tasks himself (adequately to the substantive and time possibilities). He also
decides the pace of work on tasks.
Example: Focus 3. Workbook (page 127)
30
4.3.1.4. Individualization taking into account the interests of students
Individualization in the aspect of students' interests may turn out to be difficult because the core curriculum
requires the teacher to implement specific thematic scopes. However, it is not impossible. The method in
which the student chooses the topic (or its aspect) and determines the materials on which he or she
implements it and in what form will present the results of his work is project work carried out in a small
group. Although it assumes that students have developed social competences, it is worth recommending
both due to the possibility of individualisation and shaping a whole range of key competences in students.
In the above techniques, which are part of the concept of cooperative learning, three steps are
characteristic:
a) independent reflection - working on a sentence;
b) discussing the solution in a couple, group;
c) presentation of the results of the work on the forum.
The question of time that the teacher gains and can devote to the student who needs support is also
important. The issue of peer support is also important, because incomprehensible and difficult content for
a student may be explained by a peer. More information about the design method is provided in chapter
4.3.6.
4.3.1.5. Individualization due to the content and forms of work
A typical, repeated activity of a student in an English language lesson is, for example, working on
vocabulary: from semantization to its use in context. Individualization in this respect is of course limited
by the detailed requirements from the core curriculum, but already at the level of writing down vocabulary
by students, we can differentiate - for example, students decide whether and which words they will note
down. Perhaps for some students it is enough to take a picture with a mobile phone. In terms of
memorizing vocabulary, it is possible to introduce the so-called a minimum list (for a satisfactory grade)
and an additional list (for those willing to receive a higher grade) or a minimum list, extended by each
student individually, at his / her discretion - the student learns a pool of words that he considers useful
for himself in the future.
Example: Focus 2. Student's Book (page 43)
31
Other techniques can be proposed instead of tedious and boring work on a dozen or so
examples of exercises aimed at automating a grammatical phenomenon.
Students can choose the oral or written form of the sub-credits they work on.
They may also be offered additional help, such as a table of three verb forms. A form of
individualization is also two-level teaching: basic tasks - for all students, more difficult
tasks - for those who will do the first. It happens that the more difficult task is undertaken
by students perceived by the teacher as "with lower competences", after they gain
confidence in solving easy examples.
32
Example: High Note 2. Workbook (pp. 38–39)
Example: Focus 2. Workbook (page 66)
33
The commands or the form of a sentence can also be differentiated, e.g. an exercise consisting in
completing sentences with a verb in the appropriate form, depending on the potential of the students, may
have several variants. The teacher can:
- provide verbs in the appropriate form (distribute strips with printed words to the so-called weaker students);
- make available e.g. a diagram of a verb conjugation in the past tense on a blackboard;
- do not give the verbs to insert at all (use the curtain function in the interactive whiteboard).
Most of the tasks in the textbook can be modified, e.g. the command: Prepare a short account of an event
in the life of a famous person. Use the given verbs. The account should be formulated in the past tense.
The teacher can prepare for selected students:
- ready text to be completed with the given verbs;

- a sentence scatter, from which the students will compose the text;
- the text in the present tense, and the task of the students will be to transform it into the past tense.
One of the less-liked activities of the students during the lessons is reading long texts. Depending on the
language competences, they may appear to students not only as long, but also as difficult. A proven way
to individualize text work is to use the technique: Reciprocal reading described in chapter 4.1.3.
4.3.2. Developing receptive skills
The core curriculum defines a number of specific requirements that are common to receptive skills
(listening and reading). These are: determining the main idea, determining the intention of the sender /
author, defining the context of a statement, finding specific information in the text, arranging information in
a specific order, drawing conclusions from the information contained in the text, and distinguishing between
the formal and informal style of the text.
In order to enable students to master these many requirements, it is necessary to equip them with a
number of strategies for understanding the text heard and read.
Listening
When trying to understand a listened text in a foreign language, the student not only struggles with the
often insufficient lexical and grammatical resources, but also with unknown accents and inconsistency
characteristic of oral statements (the speaker's digressions, mental shortcuts, jumping from one topic to
another). By doing the listening exercises, the students are prevented from returning to a passage they
have not understood when it is convenient for them, which often makes the listening exercises extremely
stressful for students.
34
In order to properly perform the auditory exercise, the students should be introduced to the
subject of the task10. This can be done by referring to the stimulus material: asking questions
related to the topic, describing the most common illustrations, or talking about a keyword
related to the topic of the video. Then familiarize students with the command: give enough
time to do this and make them aware of what they will listen to, what they are doing and
what to pay attention to. Learners should know that they do not need to understand
everything after listening to the recording for the first time.
Usually, after the first listening, the general understanding of the text is checked. It is
advisable to first encourage students to provide answers and exchange insights in pairs to
minimize the discomfort of those who had problems understanding the content of the
recording. After checking the answers in the class forum, the recording is listened to again
and a more difficult task in front of the students: listening to the details, defining the context
of the conversation, inferring from the material heard, etc. Students should again have a
chance to check their answers in pairs before checking them in the class forum.
It is worth summarizing each exercise so that you get feedback on how the students feel
and their possible difficulties in completing the task.
Developing a listening comprehension strategy is conducive to using additional materials.

Songs, radio and television programs, audiobooks, series and movies, podcasts, lectures,
and conversations with native speakers are an invaluable source. It is worth encouraging
students to use the materials available on the Internet. More comments on this topic can be
found in Chapter 4.3.8 on the use of information and communication technology in language
teaching.
10
Key competences in a foreign language lesson - Oÿrodek Rozwoju Edukacji. Kits of materials for school teachers
exercises - foreign languages. Set 2, issue 1, Warsaw, 2017.
35
Example: High Note 2. Workbook (page 136)
Only a reflective teacher who flexibly adjusts the strategies and techniques of work to the goal
of the task and a given group of students has a chance to successfully develop the ability to
understand by listening.
Reading
The procedures for working with text are similar to those used in auditory exercises.
Here, too, the students must be introduced to the subject. They should get to know the context
and refresh their knowledge (including vocabulary) related to the subject of the text. This can
be successfully done by referring to photos / illustrations that most often accompany texts in
textbooks, or by asking questions that will encourage students to read the text. Currently, in
textbooks for learning foreign languages, the texts most often tell about real events or
characters, often contemporary, whose achievements can be easily verified: just enter the
name in a search engine. This simple procedure will prevent students from seeing the character
of the text as an anonymous character, but will want to learn more about him. It is worth taking
a step further and before reading the text, watch photos, an interview or a short film related to
this with the students
36
person. Motivation to read the text will definitely increase - students will want to verify what they saw with
what they read.
In the process of improving the strategy of working with the text, students should acquire the following skills:
- a concise summary in the oral and written form of the read text or its fragment;
- understanding the general meaning (skimming);
- reading for specific information (scanning);
- content prediction;
- inference about the content from the context11.
The acquisition of these skills may be fostered by exercises in which the student is tasked with:
- complete the missing fragment of the text;
- correct mistakes;
- draw a picture according to the instructions in the text;
- guess what will happen in the next fragment;
- select / juxtapose two texts;
- arrange text fragments in a logical order;
- compose two coherent texts from mixed passages;
- title yourself or choose headings / titles.
As with improving your listening skills, learning to understand the written text must not stop in and at school.
Students should be encouraged to read simplified readings, recommend interesting blogs, and share
original magazines.
11
There.
37
4.3.3. Developing productive skills
Speech
Although from the very beginning of learning, students express themselves in a foreign
language during lessons, it usually takes a long time before they can spontaneously and
fully express themselves on any topic. Speaking requires the student not only to dispose
an appropriate resource of language (lexical, grammatical and correct pronunciation), but
also the ability to achieve the communicative goal and react in a way that is understandable
to the recipient.
Language skills interpenetrate, so it is impossible to teach them separately. Before we ask
the student to comment on a given topic, let us put it into context: with text, an auditory
exercise or a video. After reading / listening to / watching it, the student will not only gather
the appropriate range of linguistic resources (remember the ones they already know and
acquire new ones), but also define their point of view (they will know what to say).
To motivate students to express themselves independently, assign them challenging tasks
that do not exceed their abilities. They must also be attractive to students. The mere mention
of the topic of conversation or discussion will not stimulate a heated exchange of views.
Tasks consisting in solving a problem, forcing students to acquire or exchange information,
negotiate favorable conditions, etc. will be much more effective.
It is worth remembering that during lessons aimed at improving speaking skills, the time
devoted to speaking by students should be at least twice as long as the time available to the
teacher. It is important to build a friendly atmosphere during classes. Just
38
in an atmosphere of openness and mutual understanding, students will want to share their
thoughts on the forum.
As with other skills, students make many mistakes when learning to speak. It is important
that the teacher corrects them adequately to the goal that he is carrying out through a given
exercise. If he wants students to improve their fluency, he will not achieve the goal by
interrupting them and correcting every mistake. Better to note down mistakes discreetly and
correct them together with the students after the end of the exercise. However, if the
teacher's goal is to practice pronunciation or freshly introduced structures, it is advisable to
correct the students right away. It is worth giving them a chance to self-correct: after signaling
an error with a gesture or sound, give the student time to provide the correct answer. One
of the most common mistakes teachers make is that they do not give students enough time
or give it too little, thus taking away the learners' chance to reflect on their own statements.
Writing
The detailed requirements of the core curriculum for creating a written statement indicate
the need to prepare students to create many types of texts with various functions. Therefore,
it is important not only to teach how to create texts that are linguistically correct, but also to
make students aware of the differences in the style of expression adequately to the situation.
Significant expansion of the repertoire of linguistic functions,
also in the area of written responses, it gives teachers a chance to prepare students to
create texts that are useful in a wide variety of everyday life situations, and in the future -
also for work.
Example: Focus 3. Student's Book (pp. 68-69)
39
In order for the student to be able to create a text on his own, it must be equipped with a linguistic
resource enabling the task to be completed. It is important to define the context (illustrations or a
fragment of the film are invaluable), the genre of the text, the purpose for which the student
writes, and the recipient of the text. When introducing students to independent writing, it is worth
taking the time to discuss what can be written about the topic discussed, to gather vocabulary, etc.
When learning to write at this level of proficiency, it is best to start with topics that are close to
students and allow them to relate to their own experiences. Another proven step is to familiarize
students with the model utterance, with particular emphasis on the structures and phrases
characteristic of a given form of utterance.
40
The next stage is planning the speech: determining the order of events, arguments, planning the
content of individual paragraphs and writing a sketch, and then -
work in its entirety: with an introduction, development and ending.
41
The role of self-correction and peer-to-peer correction is extremely important in the phase of checking the
compliance of the work with the elements of the command, linguistic correctness, consistency, etc. Teacher,
when checking papers, he should use a clear code to mark various types of errors (e.g. used by OKE
examiners) and thus force students to correct them on their own. It is a time-consuming technique, but it is
reflective and brings positive results. Writing exercises worth practicing include: - filling gaps in sentences,
texts, and crosswords; - signing pictures; - writing texts based on the scheme; - formulating answers to
questions to the text read; - supplementing dialogues; - constructing a text from the given elements; -
description of the story based on the pictures using the given vocabulary; - combining fragments of
sentences with or without the use of conjunctions12.
As with all language activities, improving your writing skills should not be confined to textbook exercises.
Facing students with real challenges, such as correspondence with English-speaking peers from another
country as part of the project, not only is more motivating for students, but also naturally forces the need to
use appropriate phrases and linguistic functions, and above all encourages students to write regularly
( more about working with the project method in chapter 4.3.6.).
4.3.4. Developing grammar
There is no hotter topic in the methodology of teaching English than the place of grammar in the process.
The fashions and approaches to language teaching have changed over the years, and
12
Key competences in a foreign language lesson - Oÿrodek Rozwoju Edukacji. Kits of materials for school teachers
exercises - foreign languages. Set 2, issue 1, Warsaw, 2017.
42
also - to the way grammar is taught. The axis of the discussion runs along the line: teaching form
or meaning, knowledge or skills. This, in turn, raises the question of whether it is meant to be
conscious or - subconscious learning of grammar. After all, grammar issues can be taught by rules,
by context and by discovering rules, or by using a mixture of the two. These three main strands are
included in this program as principles:
1. 3P: presentation, practice, production;
2. 3E: exploration, explanation, expression (production activation);
3. ESA – engage, study, activate.
The first approach (the 3P rule), called the deductive approach, is characteristic, for example, for
the grammatical-translation method. In this approach, the teacher is the center of attention.
He presents the grammar topic, explains the rules, and then suggests exercises in which the rules
and forms are to be used in sentences. The teacher guides the student from the general principle
to the specific. The student, on the other hand, recreates the model by performing a series of
refresher exercises.
In the inductive second approach (3E Principle), the learner is at the center of the learning process.
It is he who makes the "discovery" of the principles in the material prepared by the teacher or
contained in the textbook. Learning a selected grammar problem takes place in three steps. The
first step is noticing , which is the process of actively learning about the content in which the student
becomes aware of the existence of a new structure and sees the relationship between linguistic
form and meaning. The second step, structuring, brings new patterns to the language used by
students and usually requires controlled practice. Finally, step three, procedural , leads to the
application of a new grammatical structure to immediate and fluent communication.
Both the 3P and 3E approaches have advantages and disadvantages. The inductive approach is
often seen as preferable as the learner transforms from a passive audience into a more active
participant in the learning process. This increased involvement can help the student develop a
deeper understanding and facilitate the learning of the English language. It can also increase the
learner's autonomy and motivation. On the other hand, inductive learning can take more time and
energy, and it also makes more demands
teacher and student. It is also possible that the learner may come to wrong conclusions or create
incorrect or incomplete rules during the process. In addition, the inductive approach may conflict
with the personal learning style and preferences of the student. Besides, not all rules can be
formulated independently, because the student does not have enough metalanguage resources to
describe them or the given grammatical structure turns out to be too complicated. For this reason,
we recommend using a mixed system, using the ESA concept.
To successfully teach English, especially grammar, the teacher must focus students' attention on
the topic and involve them emotionally. In the ESA model, the first phase (engage) is an introduction
to the topic, and the exercises that best engage the students are language games and activities,
while the interaction model used is work in pairs or small groups. This part of the lesson may
include showing pictures, props, showing contrasts, discussing with the whole class, pantomime
and role play, encouraging students to answer questions and formulating their own questions so
that
43
motivate them to think and speak English. The aim of this phase, in addition to the emotional
involvement of the student in the lesson, is to draw his attention to the key structures that will
be discussed during the lesson, and possibly to elicit prior knowledge on the subject. This
part of the lesson is extremely important as it gives the teacher the opportunity to include all
students in the class. The engaging phase also helps students feel more comfortable and
ready to learn.
In the second part (study) we focus on the language, i.e. the grammatical structure that is the
subject of the lesson. Information can be provided in many ways, adapting methods to the
needs of the group, using texts and dialogues or example sentences, exercises and lead
questions, and a linguistic drill.
44
The rules can be left to be chosen in a "multiple choice" task. This is the stage of the lesson,
during which the teacher should pay special attention to mistakes made by students, discuss
and correct them, and support students in better understanding the functioning of a given
language structure. All interaction models proposed in this program can be used in this
phase.
The third phase (activate) is the practical use of the language element learned in the second
phase in various situational contexts. This part of the lesson is designed to develop students'
linguistic competence. The exercises should be planned in such a way that they support
communication and are aimed at incorporating the acquired skills into social and professional
life. The activities can involve whole-class discussion, in small groups and even in pairs.
Adequate for this phase will be: role-playing, group story-writing, writing poems, e.g. haiku,
as well as tasks such as creating posters, advertising leaflets, simulations, and finally a
debate.
45
Appropriate selection of students' activities will help the teacher to find out how well they have understood the
material discussed in the classroom. It is very important to always involve your students emotionally first and
then activate them later.
Sample scheme of a lesson focused on developing grammar using the ESA model - comparison of tenses: Past
Simple and Past Continuous; student topic: What did you do at eleven o'clock yesterday?
Engage: 6–8 min

- The teacher says what he did the previous day at the specified time, then asks the selected student: What
were you doing yesterday at 11 pm ?; students move around the classroom and ask a question to four selected
people. You can use picture cards with the basic steps to help you answer.
- The teacher organizes a tennis game with 13 irregular verbs (cards: basic and past forms, spread out like
memory cards). Groups of four play a game of doubles, A1 chooses a card and hits the ball (i.e. reads the basic
form) to B1, who receives the ball in the past form, then selects another card and bounces the ball to A2, which
in turn to B2 and finally B2 to A1, each correctly accepted ball equals 1 team point.
- Alternatively, shanties in pairs according to the pattern on the

board: • You did it! You did it!
ÿ What did I do? What did I do?
• I told you not to do it, but you did it again! I told you not to do it, but you did it again!
ÿ I’m sorry. I’m sorry.

Students add more irregular verbs to the diagram, eg eat, drink, take.
In addition to verb forms, they have the opportunity to practice the construction of questions in the past tense.
- The teacher collects feedback: the main point of the lesson is the past tense constructs.
Study: 15–20 min

- Text about Cinderella with incorrect information, individual reading - highlighting factual errors, checking in
pairs and with the whole class.
- Selected sentences from the text (structures with when and while) on the board, whole class analysis.
- Texts with gaps: cards A and B, pupils in pairs read their texts and formulate questions
to complete the information.
- Formulating sentences negative to erroneous information from the text about Cinderella: work in groups of four.
- Tables on the blackboard with gaps, willing students fill in the gaps - joint formulation of the rules.
Activate: 17-20 min (alternative exercises)

- Playing Alibi Cops and Thieves - two students play the role of suspects, leave the classroom and prepare an
alibi using the information on the card. The other students are
13
D. Kondrat, Creative ways to learn English grammar, [in:] "Foreign Languages at School" 01/2014, Oÿrodek Rozwoju
Edukacji, Warsaw, 2014.
46
policemen, prepare questions and interview suspects (one at a time).

They note the inaccuracies in the "testimonies" and on this basis they decide on the guilt.
- Students work in groups of 4-5 people, use story cubes: they select five dice from an individual roll
and create short stories in turn.
- Students work in groups of 4-5 people, use picture cards as cards:
the next player chooses a card from the deck and continues the story.
- Students work in pairs, write a story of e.g. 100 starting words /
ending with the sentence given by the teacher. Presentation for the whole class.
4.3.5. Work on vocabulary
Stages
Working on mastering the vocabulary can be broadly divided into three stages:
- Introducing new words and phrases can include pointing to an object, showing a picture, illustrating
the meaning of a word with a gesture, providing a synonym or antonym, or defining a word in a foreign
language. If students have problems understanding the meaning, it is always possible to translate a
word into Polish, although currently the translation method does not find many supporters.
- Consolidation of the vocabulary is done through exercises that facilitate remembering new words
and their meanings. The teacher should enable students to practice the acquired vocabulary in all four
language activities. It should therefore be carried out
exercises consisting in reading or listening to a text, which will be continued with tasks consolidating
new vocabulary. Students should also practice the correct pronunciation of a word by repeating after
the teacher or using a recorded pronunciation pattern, and practice spelling new words. Additionally,
you can also ask students
that they place drawings illustrating their meaning next to newly learned words or give associations
with these words.
- Repetition in communication tasks should provide students with an opportunity to
referring to your own experiences and experiences. The ideal form is to create posters or presentations
that correspond to the interests of students and the reality that is close to them.
First of all, the context

The teacher should enable students to master whole phrases and expressions in situational and
linguistic contexts close to natural ones, and at the same time enable them to process new material
on their own. The more imaginative or playful an example a student creates, the more likely it is that
he will remember new words and use them correctly in a real linguistic situation.
47
Example: High Note 2. Workbook (page 62)
The power of expressions and phrases
Exposing students to collocations, i.e. phraseological relationships, which are a frequently used combination of words, in
which the meaning of the whole results from the meanings of individual words, and teaching the so-called chunks, i.e.
fragments of sentences expressing specific meanings or functions,
It will bring students much closer to the level of the native language of the language user than writing down word lists to be
memorized. Students will not be able to freely use an isolated word in a sentence, and when they stop repeating the word list,
they will quickly forget them14. On the other hand, learning complete phrases improves the fluency of speech: the student
does not have to search for words in their memory and create phrases from them, but reaches for the ready expression
without being exposed to the stress of making a possible mistake.
14
A. Cieniuch-Król, Effectively, or how? [in:] "Foreign Languages at School" 03/2017, Oÿrodek Rozwoju Edukacji, Warsaw,
2017.
48
Example: High Note 2. Student's Book (p. 66)
Portioning
Teachers should convince students to learn vocabulary systematically. Learning a few phrases every day
will do much better than trying to master the entire list once a month.
Periodicity
Consolidation of the vocabulary is done by returning to the previously entered content. This, in turn, is
favored by the spiral arrangement of the teaching content proposed by the authors of the core curriculum,
which by definition forces the consolidation of the learned vocabulary and structures and the introduction
of new elements.
Learning styles
It is worth recognizing and incorporating learning styles at work (more on this in chapter
4.3.9.), Which does not mean that you should always have four versions of a lesson to meet the sensory
needs of all students. If the teacher knows what learning styles the students represent, he or she can
successfully guide them to the most effective ways of consolidating the vocabulary:
- Visual learners will benefit most from pictures and gestures. They will remember better if they write
down words, underline with colors, group and illustrate. It is especially for them that it is worth putting up
posters with new vocabulary in the classroom.
- Auditory learners will learn vocabulary most quickly by listening to songs, watching movies, repeating
aloud, listening to a teacher speaking a foreign language.
- Touchers will successfully consolidate their vocabulary with the use of artworks, posters, working with
the project method and touching objects.
- Kinesthetics will learn new vocabulary most quickly if they get a chance to move around the classroom,
e.g. during short dialogues, role plays, probes among friends, games and activities during which they can
leave the desks or go to the blackboard.
4.3.6. Cross-subject integration - design work
Language is a medium through which we acquire, process and transmit information about ourselves and
the world around us. The teaching content in this curriculum allows you to link your English language
learning with topics in other subjects by finding common topics and areas of interest in the core curriculum
that correspond to these subjects. It is important to have knowledge and skills
49
the student was able to effectively use the acquired during classes in a given subject during lessons in
other subjects and outside the school.
Project work is perfect for this, during which students can use in practice not only the knowledge and skills
gained both during English lessons and during classes in other subjects, but also general knowledge
acquired outside school. An educational project is a one-off, highly complex, time-limited and
interdisciplinary undertaking. It is a series of well-planned activities related to the implementation of the
curriculum content, which are carried out by a large group of students (e.g. a language class / group),
individually or as a team. Therefore, it is a practical method that shapes many skills and integrates
knowledge from various scientific disciplines (subjects). A good project is one that deepens school
education and is related to the curriculum, and at the same time corresponds to the interests of students
and links meaningful practical activity with intellectual work.
Teaching projects are divided into two types:

- research project - developing knowledge and skills;
- local action project - action in the local environment.
The research project consists of:

- collecting information on a specific issue;
- systematizing this information;
- data processing;
- making conclusions;
- presentation of effects.
A local action project consists of:

- recognizing the needs of the local community in a given field;
- project development;
- implementation of activities in the field and presentation of the effects (changes) of the local community.
Project characteristics: - has

specific goals and methods of work;
- has specific deadlines for the implementation of the entire project and individual stages;
- persons responsible for its implementation are appointed;
- the evaluation criteria are known;
- students can work individually, although the tasks are much more often performed in a group;
- its implementers, i.e. students, work largely independently and on their own responsibility;
- the results of work are presented to the public (usually in the forum of the class or school).
Project work enables the achievement of both educational and upbringing goals, influencing the
development of independence in learning, because students have to collect material, conduct its selection,
properly use various sources of information and catalog them. If we combine the performance of design
work with cooperation
50
international (e.g. on the eTwinning platform), we will enable students to actually communicate in English with their
peers from the partner school. In addition, the use of English to describe the effects of work will be justified and the
student will become more motivated to refer to English-language sources of information. In this way, it will increase
its lexical resources in various fields, which in the future will make it easier for the student to acquire knowledge
given in English.
We recommend doing project work as a team as it is a very effective method of collaborative learning. By working
with the project method, students can improve their interpersonal skills, develop an attitude of cooperation, tolerance
and openness to the opinions and needs of others. When group work in the classroom, it is important to ensure that
all group members are actively involved in the work. Each student should have a specific task to perform and feel
responsible for the implementation of the project.
When effective design work is planned, the necessary design phases must be considered:
- division into groups;
- determination of the topic of the project (optimally - choice made by students), necessary materials and types of
tasks, time to complete the work;
- revision of the vocabulary and structures necessary for the work (brainstorming technique and mental maps are
very useful here);
- collection and selection of materials (use of various sources of information);
- assignment of tasks (each student in the group can be assigned a different task, due to individual abilities, skills
and preferences);
- practical implementation of the project;
- presentation in the class forum;
- self-evaluation and evaluation by the teacher and other students (with the project work in mind, first of all, the
commitment and contribution of each group member to the final appearance of the work should be assessed).
51
Example: High Note 2. Student's Book (page 123)
The research project can be carried out using the WebQuest15 method, in which the main source of
information is the Internet, and the instructions for the student are also posted there. Online sources can
supplement with reference materials. The goal of WebQuest is to develop students' problematic, critical and
creative thinking and teamwork skills.
A typical WebQuest structure is as follows:
1. Introduction - a general, motivating description of the project.
2. Task - instructions for particular groups, description of the product to be created.
3. Process - description of steps to be performed in order to solve the tasks.
4. Sources (resources) - a list of links to resources available on the web, needed to solve specific tasks.
5. Evaluation (evaluation criteria) - scoring and the method of evaluating the performance of tasks.
6. Conclusion (summary) - summary of the project, sometimes including the presentation of ready-made
materials that are the result of students' work.
The method teaches the effective use of the Internet as a source of information, but requires verification and
processing of information. Other advantages of this method include learning the methodology of research by
students and extending their general knowledge. WebQuest is a problem-based method that supports
motivation. The difficulty in working with the WebQuest method is the correct formulation of tasks for students.
They must be constructed in such a way that using the Internet does not come down to checking information
or copying it. For example:
15
More about the WebQuest method : https://sites.google.com/a/enauczanie.com/nowoczesne/start
52
The task of Checking the prices of accommodation in London is not a task from the WebQuest repertoire . In
this method, the task could be: Your family consists of five people: grandmother - 65, mom - 43, dad - 45,
sister - 12, and you. You want to spend a family weekend in London.
- What means of transport will you be traveling?

- Where will you live in London and where will you eat?
- What do you want to visit and what are you going to do in London?
- How much will the trip cost?
- What are you planning to photograph in London? / How are you going to document your stay in London?
Carry out a group of roles in the group (grandmother, parents, children).

- First, work individually and plan your trip.
- Plan your expenses step by step.
- Each step requires you to fill in a table, just fill in the information that pertains to you.
- On the map of London, mark all the Tube stations you will be using and all the places you plan to visit.
In a group, using notes and a map:

- Discuss individual preferences and establish a joint agenda.
- Share your travel plan with the class or share your impressions of the 'trip'.
This method requires the teacher to prepare worksheets for the student and post them on the project website
on the Internet with links to reliable sources of information. As in
traditional project, clear criteria should be developed for the evaluation of the student's work: both individual -
the initial phase, and the one performed for the benefit of the group, as well as the final report.
4.3.7. A proposal of methodological innovation adequately to the profile of the

school / class
The legal provisions currently regulating the innovative activities of schools16 are intended to encourage
teachers to implement original, innovative solutions both at the stage of organization and implementation of
the didactic process. There is no longer an obligation to report a pedagogical innovation to the school
superintendent and the body in charge. Innovative activity is to be an integral element of the school's /
institution's activities. Formal requirements for the commencement of innovative activities were abolished. It
should be carried out in accordance with the procedures developed in the school. It should be remembered
that innovations requiring additional financial resources must be agreed with the leading body.
Innovations can be divided into:
16 See Act of 14 December 2016 - Education Law (Journal of Laws of 2017, item 59) - Art. 1 paragraph 18, art. 44 sec. 2 paragraph 3,
art. 55 sec. 1 point 4, art. 68 sec. 1 point 9, art. 86 sec. 1.
53
- curricular (e.g. modification of the curriculum, implementation of own curriculum, integration of teaching
content);
- organizational (e.g. changing the number of students in a class / group, changing the duration of the
lessons and / or organizing the weekly timetable, conducting classes in cooperation with another
specialist, cooperation of the school with other institutions in supporting the development of students with
special educational needs);
- methodical (e.g. using new methods and forms of working with the student, original ways of presenting
the material, consolidating or checking knowledge and skills, teaching effectiveness and controlling
students' achievements).
When planning innovative activities at school, it should be remembered that they should be: -
purposeful (with clearly defined effects that can be achieved through these activities);
- planned (implemented according to a well-thought schedule of activities and activities);
- organized (necessary securing of the necessary resources, people and means);
- controlled (evaluated at the end).
An exemplary description of an innovation:
Title: English with elements of medical language

Subject: English
Type of innovation: software
Motivation for introducing innovation:

Innovation is a response to the great interest of students of biological and chemical classes in medical
studies. It is to enable the recipients to master the specialist vocabulary fluently so that they can freely
and independently explore their knowledge using professional English-language sources, as well as
undertake studies at foreign universities with English as the language of instruction.
I. Scope and assumptions of

innovation Innovation will be implemented in accordance with the proprietary English in medicine program.
It will be carried out in classes with a biological and chemical profile with English for the variant of the
core curriculum III.1.P. One hour a week is planned for the implementation of innovations in excess of
the hours specified in the regulation17.
II. Expected effects of implementing innovations:

- efficient use of specialist (medical) English;
- independent acquisition and selection of information on the subject of interest to the recipient of
innovation (also with the use of ICT tools);
- skilful planning and organizing one's own work;
- achieving goals by working with the project method;
- effective cooperation in a group and effective communication;
17 See Regulation of the Minister of National Education of 28 March 2017 on the framework curricula for
public schools.
54
- acquiring the skills of self-presentation and taking part in discussions (arguing, presenting one's views in
English);
- preparing students in the field of specialist language to undertake higher education studies at foreign
universities;
- improving the quality of school work;
- promotion of the school in the local community.
III. Thematic scope of innovation:

The innovation program covers the following thematic areas:
- Stages of human life.
- Health and disease.
- The human body.
- Anatomical (basics) description.
- Life functions and processes.
- Symptoms and signs of diseases.
- Diseases and disorders.
- Accidents and wounds.
- Medical history.
- Physical examination.
- Diagnostics.
– Postura i ruch.
- Treatment.
- Surgery (basic terms).
- Visit the doctor.
- Phrases specific to medical English.
- The sounds made by people.
- Medical specialties.
- Medical word formation.
- Medical news.
The implementation is planned for four years of education in a general secondary school. It is possible to
modify the above topics if necessary, e.g. when students submit topics of interest to them.
IV. Methods and forms of work

The overriding goal of the English in Medicine innovation is to develop the ability to communicate
effectively, freely and correctly in specialist (medical) English. Therefore, the main method used during the
classes will be the communicative method. It is based on the active development of key language skills
and exposes students to a variety of language functions. The elementary techniques used in the classroom
using the communicative method are conversational exercises aimed at
remind situations from everyday life: dialogues or conversations in small groups

requiring negotiation or problem solving by students. The communication method also involves the use of
authentic materials in the classroom that are to bring the student closer to real communication challenges.
55
During classes carried out within the framework of innovation, teachers will also selectively use the assumptions of
the teaching method.
WORK FORMS
The innovation assumes the following forms of work in the classroom:

- work with the whole class;
- group work;
- work in pairs;
- individual work.
Additionally, as part of innovation, students will work in teams using the project method.
The results of their work (e.g. posters, multimedia presentations) will be published on the school's website and
presented during school open days and other occasions.
V. Evaluation
The ongoing evaluation of innovation will be conducted on the basis of observation of students' work and progress.
The results of the partial evaluation will be prepared at the end of each school year and presented to the teachers'
council. The analysis of the results of the annual evaluation will allow to assess the level of involvement and interest
of students in activities related to innovation and the progress made. In the final stage of the implemented innovation
(at the end of class IV), the results of the evaluation will be collected in a report, which will be introduced to the
students, their parents and the teaching council. The evaluation will allow to draw conclusions regarding the methods,
techniques and forms of work used and the legitimacy of carrying out similar projects in the following years.
The following will be evaluated:

- degree of innovation implementation;
- the effectiveness of the methods, techniques and forms of work used;
- attractiveness of the program for students;
- usefulness of the program for its addressees.
Tools for conducting the evaluation:

- observation of students' work, their involvement and level of interest;
- conversations with students;
- consultation with parents;
- analysis of students' progress and achievements;
- a survey aimed at students.
YOU. Bibliographical
Brieger, N. Test Your Professional English Medical, wyd. Longman – Pearson English.
Wright, R., Cagnol, B., Symonds, M. English for Nursing Coursebook Vocational English Level 1 and 2, wyd. Pearson.
56
4.3.8. The use of information and communication technology in

language teaching
Placing the core curriculum on key competences forces a change in the perception of the use of
information and communication technology (ICT) in the didactic process. One of the eight
competences teachers should develop in their students is digital competences.
You should be aware that students who grew up in the world of modern technologies from birth
often use the benefits of the Internet more efficiently than their teachers. However, the contact of
students with the virtual environment is often limited to pleasure: games, maintaining contacts on
social networks, etc. It is therefore worth redirecting their attention to tools for learning a foreign
language, which will certainly contribute to increasing their motivation to learn a language and
make the learning process itself an interesting challenge both for themselves and their teachers.
At the stage of class preparation, teachers can use rich Internet resources and use ready-made
materials or create their own materials (e.g. worksheets, games, tests, posters), which they will
then use with students in the classroom. The use of these materials does not require students to
actively use ICT, as they receive them in a printed form.
The portals worth recommending
are: https://en.islcollective.com/
https://busyteacher.org/
https://diyhandouts.com
https://www.canva.com/
When planning activities that will be conducted with the active use of ICT in the lesson (with the
use of a computer, projector and / or students' own devices and Internet access), it is worth using:
- Kahoot, Quizizz and Socrative, tools to create quizzes (tests) that students then take
individually or in groups in the classroom.
- Edpuzzle, a website that allows you to create interactive exercises to improve listening
comprehension based on short YouTube videos or your own resources.
- Dvolver Moviemaker, a website that allows students to create their own short animated films,
write dialogues to them, and put music on them. Other tools useful in working with the movie are:
www.tubechop.com (allows you to cut and share a selected fragment of the movie) and https://
phraseit.net/ (allows you to create captions for
photos).
- Lyricstraining.com, the site that revolutionized listening practice. It provides the opportunity to
improve your listening skills, both with the use of the latest hits and unforgettable evergreens. It
gives students a sense of satisfaction at every level of advancement due to the possibility of
solving tasks on four levels of difficulty.
- Geoguesser, a site through which we develop students' ability to speak and reason. The
students' task is to identify where the random selection was taken
57
picture. Moving the cursor, they explore the surroundings, analyze the signs, symbols, and
characteristics of the place (buildings, elements of the natural world, etc.). When they click on a
spot on the world map, they find out how far they got from their destination.
- http://learnenglishteens.britishcouncil.org/, a portal where, in addition to rich resources for
use directly in the classroom, there are webinars, lesson plans and other materials on teaching
foreign languages.
- Quizlet and Insta.Ling, vocabulary learning applications based on electronic flashcards. They
allow you to diversify the process of acquiring vocabulary. They can be used by students at any
time, not only at home or in the classroom.
- https://www.ted.com, a site featuring inspirational speakers from sharing
with your thoughts on various topics. The common feature of the speeches is, above all, the
unconventional presentation of the topic by the speaker. The website resources give teachers
unlimited possibilities to diversify their lessons, especially with students at an intermediate and
higher level.
- https://eslbrains.com/, a site that teachers with less experience in conducting lessons with
YouTube or TedTalks videos will be happy to use. It contains ready-made lesson plans to be
carried out on the basis of films, as well as worksheets for students and a version for the teacher.
- http://www.tagxedo.com/, a website that allows you to create the so-called word clouds -
vocabulary is grouped into original pictures or shapes.
Example: High Note 2. Student's Book (pp. 152-153)
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Remember that the use of ICT should not be an end in itself. It is primarily intended to support the
achievement of the teacher's goals. ICT lessons should always be carefully planned by the teacher. He
should always consider:
- will the use of the tool enable students to use the language in practical situations;
- whether the tool is adapted to the needs and capabilities of the students;
- whether the tool supports the achievement of the goal of the activity, and does not turn out to be only an end
in itself;
- will the tool provide learners with contact with an authentic language;
- whether the tool will have a positive impact on students;
- is the tool practical in use (it can be easily modified if not all students have their own smartphones or
tablets) 18.
The Internet is also a source of a lot of content that is inappropriate for students. Therefore, it is
unacceptable to use materials from the Internet (movies, podcasts, photos, etc.) without first verifying
them.
The pace of development of information technology tools and technologies may render the tools
proposed here obsolete by the end of this curriculum, as they will be replaced by newer and arguably
more attractive ones. Teachers should have
18 ICT - Education Development Center. Kits of materials for teachers of training schools - foreign languages. Set 5, Book 1,
Warsaw, 2017.
59
be aware of this and constantly observe changes by exploring the internet on your own, reading blogs,
following teachers 'and educators' vlogs from around the world or exchanging experiences in discussion
groups (e.g. on Facebook Panaceum na Lyceum or Teachers of English).
4.3.9. Techniques for developing self-learning skills
One of the key competences desirable for a high school graduate, which is included in the core
curriculum, and - one of the objectives of this English language curriculum, is to introduce students to
self-education. Some self-learning strategies have already been discussed in the Work Techniques
Review as they are strategies that help develop language skills. In order for the student to be able to
independently manage his learning process, especially learning English, and to take responsibility for
the results of this process, as well as to use various sources of knowledge, it is necessary to first help
him recognize the preferred learning style and then familiarize him with the various ways to increase the
efficiency of this process. The way of learning should be individualized, tailored to the individual learner
(not
- student to the way of learning). Depending on the preferred sensuality, there are four main learning
styles: - visual;
- auditory;
- touch;
- kinesthetic 19.
Visual learners like order around them, remember colors and drawings well as well as the location of
objects. They have trouble remembering names, titles, names, etc. They use phrases: "I can see it
dark", "see what beautiful music", "look how easy it is to understand", "look how beautiful it smells".
Auditory learners like to talk and this is their forte. They learn by listening to others, by hearing
themselves in conversation and by discussing with others. They may have trouble reading maps and
geometry, but they remember music and dialogues well. They often use the phrases: "something is
grinding here", "listen how interesting it is", "listen how good it is".
Dotykowcy / czuciowcy are most often reflective, sensitive and calm people. They learn by touching,
experiencing sensations on the surface of the skin, using their hands and fingers, combining what they
learn with the sense of touch and emotions. They use the phrases "I feel ...", "I have an impression ...".
Kinesthetics are most willing to learn while in motion, by being actively involved in the learning process
through stimulation, role-play, experiment, research and movement, and by participating in activities of
daily living. They get tired of listening to lectures and then need even the smallest form of movement.
They like mess. Characteristic phrases are: "it moves me", "I feel pressure / tension".
In order to effectively learn and remember new elements of language, the phenomenon of synesthesia
should be used, i.e. the ability to associate impressions received by various
19
Sometimes tactile people (otherwise: sensualists) and kinesthetics are treated as one style of learning.
60
the senses, e.g. smells with flavors, sounds with colors. Such a procedure makes
recreating the memorized content becomes easier: it is enough to recall one of the senses
associated with a given content (sight, hearing, smell, touch, kinesthesia) to recall the information.
The new content should be associated with something we already know well, which is stable in
our mind, using keywords that will help recreate the chain of associations. Encourage students to
use humor: funny situations or statements are much easier to remember. Therefore, it is worth
adding funny drawings to your notes, creating funny stories and using funny associations.
It is important to involve both hemispheres of the brain in the learning process: by taking notes,
the student can number keywords according to the clock face, use symbols and colors, eg assign
a specific color to a specific part of speech, which will allow the imagination to "see" the elements
of language in colors. What stands out from the crowd is remembered better. Therefore, in their
notes, the student should highlight key words, make them bold and / or underline them, use
acronyms, add drawings, diagrams and other graphic elements.
The learning methods and mnemonics recommended in this program include20:

- Mind map - a popular technique based on creative notation and searching for connections and
associations between given keywords.
- Creating history - that is, looking for associations between the acquired knowledge and the
knowledge we already have, or information formulated in a way that is more accessible to us.
- Memory Palace - it consists in arranging the information that we want to remember in an
imagined room (eg in the "drawer" by the window "we will find" ways of formulating questions
during Past Simple, and in the "closet" in the corner - past forms of irregular verbs). Further
information on a different or the same topic (if it is extensive) is placed in the next "room". A large
number of rooms will create the final memory palace.
- Acronym formation - a useful way to remember longer phrases and phrases or a sequence of
words that do not make up a sentence.
20 Teeth. https://witalni.pl/pojecie/efektywna-nauka/
61
- First letters method - here we create a logical sentence in which each word begins with the letter of the next
word that we want to remember. Useful when remembering the order of, for example, adjectives in a sentence.
- Nursery rhymes, poems, songs - a popular and pleasant method of remembering, based on the sense of hearing.
- Mentally walking - imagining the impressions that would accompany direct contact with a given issue that we
want to remember. This technique allows you to remember more complex topics and develops your imagination.
One of the objectives of this program, resulting from the core curriculum, is to develop the ability to create and
deliver public speeches in English, which involves the need to remember often longer text. The following is an
example of a technique that helps to remember an oral speech21:
1. Try to understand the content.

The basis of remembering is understanding information. If the text is complex, make sure you understand exactly
what each element is from.
2. Remember the content:
- read the text aloud while playing with the intonation;
- rewrite the text on a piece of paper, playing with graphic effects;
- make a summary (if the text is longer);
- create an abbreviation from the first letters of the words of the memorized text.
3. Remember the content:
- after taking all the content from memory, take a break of no more than 5-8 minutes for the first time;
- after the break, do the first repetition, extract all the content from your memory (without help);
- if it does not work out, activate as many associations as possible, created by you during the course
memorization; remember the text again after another 10-15 minute break.
The above memorization techniques can significantly support the learning process. However, one should not forget
about the most important method, which is repetition. In order for the information to stay in the mind of the student,
he or she should go through a repetition process - right after graduation, after a few hours, on the following day,
three days later, one week later, two weeks later, one month later, three months later, six months later. . Cyclical
refreshing of information will allow it to be preserved.
In addition, the following will be helpful for the student:
- the ability to use a dictionary, encyclopedia, lexicon - explain to students, e.g. how words and passwords are
arranged, what are the meanings of individual abbreviations;
- the ability to formulate self-assessment (i.e. proper, i.e. critical, assessment of both one's own contribution to the
learning of a given material and the result of this work);
21 Teeth. https://szybkanauka.pro/jak-nauczyc-sie-na-pamiec/
62
- ability to search for additional materials and use various sources of information (critical analysis
and selection of content); - ability to collaborate with others - learning from each other, asking
together and sharing information; - self-checking the correctness of the tasks performed with the
answer key, - learning and using compensation techniques (e.g. describing a word, asking for
repetition or confirmation of information); - regularity in doing homework, including reading the
preparation material for the next lesson recommended by the teacher (flipped classroom).
4.4. Materials and teaching aids
Manuals:
– Focus Second Edition 1, 2, 3, 4
LUB
- High Note 1, 2, 3, 4
Support materials:
– Culture CLOSE-UP
– Illustrated History of Britain
– All About the USA
– MyGrammarLab Intermediate: B1 / B2
Dictionaries:
– Longman Essential Activator

– Longman Pocket English Dictionary
Reading:
– Penguin Active Reading / Pearson English Active Readers
– Penguin Readers / Pearson English Readers
4.5. The course of the lesson - an example scenario
Target group: students from grades II / III of general secondary school or technical secondary school
I. General
assumptions 1. Lesson duration: 45 minutes, place: classroom.
2. Theme: Famous prisons / Sÿynne prison.
3. General objective: mastering the ability to create the form of the passive voice in the past,
present and future tense and with modal verbs.
4. Specific objectives:
- improving the ability to search for detailed information in the written and listened text;
63
- creating short oral statements;

- improving the ability to react verbally in typical situations.
5. Forms and methods of work: the method of the flipped classroom, working in pairs, working in groups
(the Running dictation exercise).
6. Teaching aids:
- textbook: Focus 3, Second Edition, ed. Pearson (Lesson 8.2, p. 104)
- materials to be watched and analyzed by the student before the lesson, devoted to the rules of
creating the passive voice: (a) Active and Passive Voice tutorial and (b) examples of passive sentences
in films.
a) https://www.youtube.com/watch?v=uOpwDaMM2Ao
b) https://www.youtube.com/watch?v=Ur0jc9N-d-Q
Example: Focus 3. Student's Book (p. 104)
64
II. The course of the lesson
Stage 1: presentation of new material - the whole class

The teacher asks the students about their impressions and possible difficulties with working with the material
to be viewed at home. At this stage, students can ask the teacher to explain incomprehensible elements and
provide additional examples to illustrate the construction of sentences in the passive voice.
Stage 2: work on new linguistic material - groups

The teacher spreads out cards with sentences on the active page in various places in the class.
Students in each group choose a secretary (responsible for writing down the sentences correctly). The other
students' task is to run to all places in the class where there are sentences with sentences, memorize the
sentence (you are not allowed to take the page), return to the group and dictate the sentence to the secretary.
Students do it in the form of a relay race - the next student cannot start until the previous one returns.
Examples of sentences to be placed in different places in the class:

– Somebody has opened the door.
– They are building a new road in the suburbs.
– They can’t do the project without the manager’s permission.
After writing down all the sentences, students convert the sentences to the passive voice.
Stage 3: consolidation exercises - individually and with the whole class

Students read a text about Robben Island - a famous island prison near Cape Town - and answer questions
about the place's other functions over the years.
Then they read the next text (about Alcatraz prison), fill in the gaps with the passive voice on their own and
listen to the recording to check the correctness of the answer.
At the end of this stage, the students independently perform an exercise consisting in completing the forms of
the passive voice in the given sentences.
Stage 4: production - creating information - individual and pair work

Students change the given sentences, illustrating everyday situations, into a passive voice, think about which
of them relate to their experiences, and compare their answers in pairs, e.g.
• I was given some money for my birthday. And you?

ÿ I wasn’t. I’m being picked up by my mum today. And you?[…]
Stage 5: summary, homework assignment

1. The students are asked to complete any three tasks in the workbook (chapter 8.2).
2. The teacher draws a thermometer on the blackboard and asks the students to come out of class
they marked their initials at the temperature value that corresponded to their assessment of the lesson (the
higher the temperature, the more they liked the lesson).
65
5. Assessment
5.1. Educational requirements
In accordance with the Act on the Education System22 and the Regulation of the Ministry of
National Education of August 3, 2017 on the assessment, classification and promotion of
students in public schools, the teacher develops educational requirements, which are the
starting point for assessment, and at the beginning of each school year, students and parents.
Educational requirements are the teacher's expected student achievements necessary to
obtain individual mid-term and annual placement assessments. Educational requirements
must be measurable. The starting point is the curriculum and core curriculum that define the
goals of education, students' achievements and the scope of content, the implementation of
which will allow them to be achieved. Their formulation consists in describing the activities of
students in such a way that the assessment of their achievements becomes possible. They
constitute an important element of intra-school assessment specified in the school statute. It
may adopt school-wide rules for the formulation of requirements, which every teacher should
take into account when developing subject requirements.
The formulation of educational requirements can take place according to various models, e.g .:
1.multi-level, covering the requirements of:
- necessary;
- basic;
- expanding;
- complementary;
- going off.
The consequence of choosing a multi-level model is building a comprehensive register of
detailed knowledge and skills assigned to school grades.
2.three-level, covering the requirements of:
- basic;
- expanding;
- complementary.
3.a two-level one, covering the requirements of:
- basic;
- secondary.
The scopes of requirements for individual grades can be determined, e.g. pass - necessary
requirements (K), sufficient - basic requirements (P), good - extension requirements (R), very
good - supplementary requirements (D).
In this program, a two-tier model has been adopted and the scope of basic and secondary
requirements has been established. Within this division, requirements have been distinguished
corresponding to school grades. It should be remembered that the curriculum contains full
content, which probably not all students will master within the set time and in full
22
Education System Act, Art. 44b.
66
range. Therefore, the requirements set out in the table below are program requirements, formulated by the authors of the
program, and the teacher implementing the program has the right, or even the obligation, to verify the scopes of the
requirements and adapt them to the school's needs /
class.
BASIC LEVEL SUB-BASIC LEVEL
AREA
INSUFFICIENT ACCEPTABLE GOOD VERY GOOD EXCELLENT
REQUIREMENTS
BASIC HIGH
LOW DEGREE MEDIUM DEGREE
DEGREE DEGREE
FULFILLMENT FULFILLMENT
FULFILLMENT FULFILLMENT
REQUIREMENTS REQUIREMENTS
REQUIREMENTS REQUIREMENTS
EDUCATIONAL EDUCATIONAL
EDUCATIONAL EDUCATIONAL
The student Student: Student: Student: Student: The student
does not • knows • knows • knows most of • knows all meets the
meet most a limited some of the words the words and entered words criteria for a
of the criteria number of and phrases entered; phrases entered, and phrases; very good
to receive a pass very basic words • makes a lot of • they grade and
mark, i.e. has not and phrases mistakes in their usually spell • spells and demonstrates
mastered the introduced by spelling and and pronounce pronounces knowledge and
basic knowledge pronunciation; them correctly; them correctly; skills exceeding
and is not able to teacher's; • they know most • knows all the • knows and these criteria.
perform the tasks • makes numerous of the introduced introduced applies all
o mistakes in their structures grammatical introduced
elementary spelling and grammatical; structures; grammatical
degree of pronunciation; • makes a lot of • makes structures;
difficulty even • knows the lexical errors few lexical errors • commits
with the simple, occasional
ispelling
help of a teacher. elementary -gramatics in -gramatic. lexical errors

The grammatical more difficult
gaps in knowledge structures tasks. -gramatic,
and skills are so introduced by which he can
extensive that teacher's; usually correct
they prevent him • makes numerous himself.
from learning in lexical errors
vocabulary,
phonetics
grammar
NEWS:
and the next stages.
-gramatic in all
types of tasks.
67

• they • can partially • they • they
understand some understand longer understand understand
longer statements statements in the most of the longer
in the standard standard variety longer statements in the
variety of the of language; statements in the standard variety of
language; standard variety the language;
• Can hardly • Rather, it of language; • Keeps up with
follow more follows more • follows the even the
complex complex complexity of my complicated ones
discourse discourse on arguments on most with arguments
on curriculum topics in the subjects included on the topics
topics; curriculum; in the curriculum; included in the
program
teaching;
• they • they
• they understand • understands understand
understand most TV news; most of the most TV news
some TV TV news and and current
news; • partially some affairs programs;
• they understands movies
understand the in the standard variety current affairs
general sense of the language; programs; • they
of films in the understand
standard variety • they • they most
of language; understand some understand standard
• they of the longer most language
understand short articles and reports standard movies;
RECEPTION
blog entries; on the problems language • reads

• has problems of the contemporary movies; with
they world; • generally reads understanding
understanding articles and
articles and • partially understanding reports on the
reports on the correctly articles and problems of the
problems of the solves reports on the contemporary
modern world; reading and problems of the world, in which
listening modern world, writers present
tasks. in which writers specific positions
• solves some present specific and
listening tasks; positions and
views; views;
• in • they
solves reading understand
tasks to a limited contemporary literary prose;
extent. • solves • solves
correctly correctly
reading and reading and
listening listening
tasks, usually tasks, is able
short-term to justify their
answers.
justify your answers.
68
The The The The

student: student: • can student: • can student: • can
• combines combine combine phrases combine phrases
expressions in a very simpleexpressions
and in a in a simple and in a simple,
not a very fairly simple and generally consistent coherent and logical
consistent and not always consistent and logical way to way to describe
logical way to and logical way to describe experiences experiences and
describe experiences describe experiences and events, as well events, as well as
and events, as well and events, as well as their dreams, their dreams, hopes
as your dreams, as their dreams, hopes and ambitions; and ambitions; •
hopes and ambitions; hopes and ambitions; • can briefly justify can briefly justify
• can explain their • can very briefly and and explain their
plans very briefly; • justify and explain views and plans; •
their views and can relate events
plans; • can do very and tell the course
briefly explain of action in books
can convey the your views and or films, describing
general meaning plans; • can briefly their own reactions
of books or films report events and and impressions; •
in very simple tell the course of can write simple
sentences; • can action in books or texts on topics
write very simple report events films, describing known or related to
and short texts and tell the their own their interests -
on familiar course of action impressions; • can
topics, such as in books or films, write simple texts
SMS, greetings, describing your on known topics,
postcards, e-mail own impressions; • e.g. a note, an
and blog entries; • can write simple announcement,
longer written and short texts on
statements are known topics, e.g.
PRODUCTION
largely illogical and a note, an
inconsistent; announcement,
invitation, me, e.g. a note, an
wishes, announcement,
message, invitation,
invitation, SMS, postcard, wishes,
wishes, e-mail, story, message,
message, letter SMS, postcard,
• uses a SMS, postcard, e-mail, story,
small range of e-mail, story, private, letter
vocabulary letter curriculum vitae,
i structure; CV, cover letter, private,
• makes numerous private, blog post; • curriculum vitae,
lexical errors - curriculum vitae, makes few lexical CV, cover letter,
CV, cover letter, errors - blog post; •
-gramatics that blog post; • makes sporadic
may interfere makes a lot of lexical errors -
with lexical errors - -gramatic that
communication. do not interfere
however
-grams which do not communication; -gramatic;
• they most • uses
however, they interfere often use a formal formal or
with communication; or informal style of informal style of
• not always expression expression
uses a style adequately to the appropriate to the
of speech situation. situation.
appropriate to the
situation.
69
The The The Student:

student: • has student: • can student: • can • can deal with
difficulty coping cope with some cope with most most situations
with some of the situations situations which likely to arise
situations that may that may be may arise while while traveling
arise while traveling encountered while traveling in a in a country or
in a country or traveling in a country or region region where the
region where the country or region where the language is
language is spoken; where the language is spoken; • can -
• can join language is spoken; spoken; • can - without prior
conversations for a • can join without prior preparation -
few without prior conversations on preparation -
preparation well-known private
topics or everyday
life (e.g. family,
interests, join conversations join conversations
on on
most of the familiar topics
familiar topics well-known of private or
related to private or everyday life (e.g.
private or everyday everyday topics family, hobbies,
life (e.g. family, (e.g. family, work,
hobbies, work); work, hobbies, work,
travel and current
events); • the travel and current
• the statement statement is short events);
is very short - -
words or sentence travel and current • spontaneously
equivalents; sentence events); • reacts reacts in
equivalents or in the form of a the form of a
single sentences; simple written text simple written text
• occasionally • can (e.g. message, (e.g. message,
INTERACTION
reacts in the form react in the form SMS, private letter, SMS, private letter,
of a very short, of a very short,
simple written form, e-mail,
simple written text text (e.g. message, comment,
(e.g. message, SMS, form, e-mail, chat entry /
SMS, comment,
chat entry / forum), a
form, form, e-mail, statements are

comment, chat comment, forum) ; coherent and
post / chat entry / • the statement logical;
forum); is reasonably • makes
• longer written forum); coherent and occasional
responses are to a • longer written logical; mistakes that they
large extent responses no • makes a are able to correct
they are few mistakes, but themselves; •
illogical and always logical not disturbing adjusts the style of
inconsistent; and consistent; speech to the
• makes numerous • makes a lot of communication; situation and the
phonetic, lexical mistakes, but
do they
not • generally recipient.
and grammatical interfere with adjusts the style of
mistakes that communication; expression to the
interfere with • makes situation and the
communication; attempts recipient.
adjusting the
• no style of
adjusts the expression to the
style of situation and the
expression to the recipient.
situation and the
recipient.
70

• in • partially • correctly • can
is able to corrects the communicates analyze the
provide information the information materials
information in contained in contained in
the English the materials the materials visual (e.g.
language to a in English in English charts, maps,
limited extent symbols,
contained visual (e.g. pictograms) or
in the materials visual (e.g. charts, maps, audiovisual
visual (e.g. graphs, maps, symbols,
charts, maps, symbols, pictograms) or (e.g. films,
symbols, pictograms) or audiovisual commercials)
pictograms) or and provide
audiovisual the information
audiovisual (e.g. movies, contained
(e.g. movies, commercials); therein in
(e.g. movies, commercials); • is able English;
commercials); • is able to convey • can summarize
• is able to convey most of the and convey in
to convey in some information English
English a information in English in information
few simple in English in English; • is formulated in
information English; • is able able to convey that language; •
formulated in to provide briefly most of the can summarize
this language; • in English some information in and provide in
is able to convey information Polish in English; English information
in English the formulated in • is able to convey in Polish; • can
content of a few Polish; • can most of the provide information
very simple provide quite a information in in Polish
MEDIATION
information lot of information English in Polish;
formulated in in Polish
Polish; • can
communicate
some in Polish
formulated in
English;
formulated in
English; • is able
to present
information • is able to the public
in English; to present • is able in English
publicly in to present previously
English a publicly in prepared
• in short, simple English a material, eg
to a limited material, e.g. longer presentation,
extent, it solves a presentation material film;
tasks for - prepared in
transformation advance, eg a • solves
and translation presentation, problems
makes quite a film; • makes few correctly on
fragments of lot of mistakes; mistakes; transformations and
sentences. • partially translation of
corrects tasks • solves fragments of
for correctly most sentences.
transformation of the tasks for
and translation transformation
of sentence and translation of
fragments. fragments of
sentences.
71
5.2. Assessment methods
The basis for in-school assessment is the statute of the institution where the program is implemented.
Pursuant to the provisions of the Act on the Education System, intra-school assessment is aimed at
purpose:
1. informing the student about the level of his / her educational achievements [...] and about the progress in
this respect;
2. providing the student with help in learning by providing the student with information about what he did well
and how he should continue learning;
3. providing guidelines for self-planning of one's own development;
4. motivating the student to further progress in learning and behavior;
5. providing parents and teachers with information on the progress and difficulties in learning […];
6. enabling teachers to improve the organization and methods of didactic and
-educational.
Teachers of the subject, according to the educational requirements they have formulated, evaluate the
student: they set interim and annual grades as well as current grades, mid-year classification grades for
compulsory and additional educational activities.
The assessing teacher: a)
monitors the student's work;
b) provides the student with information about his achievements that helps him in learning, i.e. indicates what
the student did well, what needs improvement and how to do it, and how the student should continue to learn.
When assessing, the teacher should also take into account the assessment recommendations from the core
curriculum in the implementation conditions section. In assessing a modern foreign language, it is necessary
to take into account the uneven development of the student in terms of individual language activities and
carry out a diagnosis at the entrance to ensure that students actually continue learning the language on the
basis of the previous educational stage.
Moreover, the educational requirements should be adjusted to the individual developmental and educational
needs as well as the psychophysical abilities of the student (e.g. on the basis of the decisions and opinions
of the psychological and pedagogical counseling center).
Regardless of the grading system adopted in the school (e.g. points, descriptive grade, weighted average),
the teacher expresses the annual grade on a six-point scale: from 1 to 6.
Ways of checking educational achievement The

teacher - the implementer of this program is aware of the objectives of assessment, and therefore uses both
formal and informal diagnosis of the level of student achievement: with a frequency high enough to minimize
the risk of measurement error.
To check knowledge, skills and educational progress, he uses a variety of measurement tools, such as:
observation of the student's work during educational activities, student's participation in exercises,
tests, tests, written assignments, quizzes , oral statements,
72
home, participation in project work and other forms provided for in the provisions on
intra-school assessment of the institution where the program is implemented.
The grades obtained by the student are open, they are subject to justification, and the assessed
written works - for inspection (according to the rules set out in the statute of the institution).
The grading procedure, like all technical grading issues, is set out in the statute
the facility where the program is being implemented.
Formative Assessment
The teacher who carries out this program helps the student learn by assessing. This goal
achieves, by providing students with four-element feedback: 1.
identifies the good points, aspects of the student's work;
2. notices possible shortcomings of the student's work - notes what requires additional work or
improvement;
3. gives very specific tips: how to improve, what materials, exercises to use, where to look for
information, etc .;
4. gives the student a hint on how he should continue working so that he can enjoy future
progress.
By formulating personalized feedback, the teacher assesses in a formative way, accompanies

the student in his work on the language. Its purpose is not to conclude work on specific content
with summative assessment, but the actual effect in the form of knowledge and skills
assimilated by the student. The method of evaluation in formative assessment allows the
teacher to eliminate the aspect of the student's fear of assessment, to use it to improve the
student's skills, and to raise their own methodological competences. Formative assessment
also enables personalization and individualization in the approach to the learner, which
translates into good relations between the teacher and the class team taught, as well as
between learners.
5.3. Sample assessment tools
Examples of assessment tools accompanying the handbooks include:

1. Placement test for class 1.
2. Lessons for vocabulary - one lesson per section.
3. Lessons for grammar - one or two sheets for the department.
4. End of section tests (versions A and B and easier version C).
5. Test at the end of the first semester (versions A and B and easier version C).
6. Year-end test (versions A and B and easier version C).
73
Example: Focus 2. Test
74
6. Evaluation differently
6.1. Evaluation of the program in the traditional approach
Pursuant to the provisions of the Act on the Education System (Article 3 (13b)) , "the curriculum shall be understood as
a description of the manner of achieving the goals of education or training and the teaching content set out in the core
curriculum for preschool education or the core curriculum for general education for a given stage of education,
respectively."
Because the educational stage in the case of education in general secondary school and technical secondary school is -
respectively - 4 years and 5 years, it is advisable to systematically evaluate selected areas in
during the program implementation and a comprehensive evaluation after its completion.
When selecting the area of evaluation, it is worth referring to the most important aspects of the program, that is:
- its effectiveness in implementing the teaching content contained in the core curriculum;
- effectiveness of teaching methods and techniques proposed in the program;
- the effectiveness of the curriculum in the context of the organization of the teaching process23.
It is reasonable to use simple and friendly tools so that the data analysis is not a cumbersome and time-consuming
process, and the conclusions allow to clearly define the value of the program and help decide about the need to
introduce any modifications.
23
School reality curricula. Creation - selection - evaluation. Education Development Center, Warsaw,
2012.
75
In the evaluation process, it will be necessary to formulate key questions. For example, a teacher interested in
examining the degree of effectiveness of teaching using a given curriculum may formulate the following key
questions:
1. To what extent have the program objectives been achieved?
2. What factors contributed to the achievement of the goals?
3. What factors hampered the achievement of the goals?
4. What was the impact of students' attitudes and behavior in improving learning outcomes?
5. Which methods and forms of work made students active in the classroom?
6. What factors had a significant impact on the increase of students' motivation to learn?
These questions will then require more detail using selected evaluation criteria, which may be: effectiveness,
relevance, efficiency, durability, usefulness.
The assessment of the degree of achievement of the goals of the curriculum can therefore be examined by means of the following questions:
1. Have all program objectives been achieved?

2. Which goals were partially achieved?
3. Which goals have not been achieved?
Valuable sources of evaluation from the teacher's point of view will be:
- teaching results - partial, semi-annual, annual grades;
- the results of monitoring the implementation of the curriculum;
- opinions and experiences of other teachers implementing this program;
- students' opinions;
- own experiences acquired during the implementation of this and other curricula;
- records contained in school documentation.
The most popular research tools and methods are:

- questionnaire;
- interview;
- analysis of school documentation;
- observation;
- case study;
- student works (e.g. tests, essays).
A useful, easy-to-use and transparent tool for the analysis of information at the last stage of program evaluation
is the SWOT24 analysis, which consists in dividing the available information into four categories:
1. S (Strengths) - strengths: everything that is an advantage, advantage, advantage of the analyzed object;
2. W (Weaknesses) - weaknesses: everything that constitutes a weakness, a barrier, a defect of the analyzed
object;
3. O (Opportunities) - opportunities: everything that creates a chance for a favorable change for the analyzed
object;
24
https://pl.wikipedia.org/wiki/Analiza_SWOT
76
4. T (Threats) - threats: everything that poses a risk of an unfavorable change for the analyzed object.
The final stage of the program evaluation is the preparation of the final report containing:
- the subject and objectives of the evaluation;
- evaluation timeframe;
- description of the research methods and tools used;
- sources of information obtained;
- interpretation of the results;
- conclusions and recommendations;
- attachments.
6.2. Alternative curriculum evaluation methods

In addition to traditional evaluation methods based on strictly defined criteria, indicators and numerical
statements, there are so-called soft evaluation methods that can be a perfect complement to the traditional
evaluation.
Here is a brief overview of a selection of soft methods useful in curriculum evaluation25:
Identification of obstacles (individual method)

This method allows you to easily identify, for example, obstacles that prevent you from achieving a goal.
Students complete a form listing the obstacles and -
contrasted with them - factors that facilitate learning.
Example:
Source: eraewaluacji.pl
Advantages: Speed and ease of data acquisition.

Disadvantages: High level of subjectivity.
Interview triangle (interpersonal method)

This tool is used to gather information on a specific topic from different points of view. Most often, an outsider
(usually a teacher, the so-called critical friend who does not know a given class), at the teacher's request,
collects information from
25
http://www.nauczycielbadacz.ore.edu.pl/action/actual/323
77
one student or group of students on a given topic. An outsider discusses the same topic earlier with
the teacher teaching the class. So he has a chance to get to know his students' point of view and find
out if and (if so) how much this perspective differs from what the teacher perceives or judges.
Advantages: Obtaining information from different people and from different perspectives on a given
topic allows for obtaining an objective picture of the situation.
Disadvantages: The need to participate in the study of a trusted person who, during the interviews,
comes into possession of data about the observed person and his students. The method is time-
consuming, requires very careful preparation and orientation of the study. It is advisable to record the
conversations for later analysis.
Group tools
Moving target - students move around the room depending on their attitude to the statements about
the program or activities being evaluated. An object representing the center of the shield is placed in
the center of the room. The teacher reads the statements aloud and the participants choose a place in
the classroom depending on how much they agree with the statement. The more the participant
agrees, the closer he or she moves to the object in the center of the room. After all seats have been
taken, students are asked to
an explanation of why they took such places.
Pros: Shows the group's views and feelings and allows participants to reflect on
how others perceive a given activity, whether they perceive a given problem. Easy to carry out, it is not
time consuming.
Disadvantages: Focused primarily on the group dimension of the learning process.
Visual tools
Wind rose - a graphical method that allows you to evaluate many elements of the activity at the same time.
On the axes, instead of the directions of the world, there is the name of the element to be assessed
(the atmosphere of the classes, the usefulness of the materials). The number of axes is arbitrary and
can be expanded depending on your needs. We divide the axis line into sections and assign appropriate
values to them, eg a 0–6 rating scale. On the graph prepared in this way, students mark points
corresponding to their assessment. Then they connect the points marked on individual axes, we
connect and receive a rose.
Advantages: Multiple elements can be evaluated using one tool.
Disadvantages: Requires preparation of graphs for each student in advance.
Source: eraewaluacji.pl
78
E- mail - A few minutes before the end of the class, the participants of the evaluation finish their sentences on the
previously handed out cards. On large envelopes, glued to the blackboard, for example, we put fragments of
sentences that we ask students to complete. After completing the sentence, the students put the cards in the
envelopes.
Sample sentence fragments:
- The atmosphere during the lesson ...
- During the classes I would change ...
- I want to propose that ...
- I appreciate...
- I don't like it when ...

Students do not need to complete all sentences. For the next lesson, it is a good idea to prepare an evaluation
summary and share it with your students.
Advantages: Immediate feedback, a method that does not require complicated preparations.
Disadvantages: If this activity is left to the last minute, learners may finish sentences too quickly or in a patterned
manner without in-depth reflection.
Regardless of whether we decide to evaluate in a traditional way, or we want to enrich it with alternative soft
methods, remember to carefully plan the entire process in order to make the most effective use of time and
resources. The better the planned evaluation, the greater the chance of gathering reliable information, drawing the
right conclusions and formulating appropriate recommendations.
79
List of legal acts
Act of 7 September 1991 on the education system (Journal of Laws of 2018, items 1457, 1560, 1669 and
2245)
Act of 14 December 2016 - Education Law (Journal of Laws of 2017, item 59)
The Act of December 14, 2016. Provisions introducing the Act - Education Law
(Journal of Laws of 2017, items 60, 949, 2203, 2245)
Regulation of the Minister of National Education of 28 March 2017 on the framework curricula for public
schools
Regulation of the Minister of National Education of 3 August 2017 on the assessment, classification and
promotion of students in public schools
Regulation of the Minister of National Education of 30 January 2018 on the core curriculum for general
education for general secondary schools, technical secondary schools and sector secondary schools
Regulation of the Minister of National Education of August 1, 2017 on the detailed qualifications required
of teachers
Regulation of the Minister of National Education of 9 August 2017 on the rules for the organization and
provision of psychological and pedagogical assistance in public kindergartens, schools and institutions
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81
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Program Nauczania - Ang. - Kompetentny Nauczyciel Kształtuje Kompetencje Kluczowe - Iii.1p

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Program Nauczania - Ang. - Kompetentny Nauczyciel Kształtuje Kompetencje Kluczowe - Iii.1p

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Anna Abramczyk, Anna Pasternak, Joanna Stefaÿska

A COMPETENT TEACHER SHAPES

Type of school: four-year general secondary school and five-year technical

Anna Abramczyk - a certified teacher with 20 years of experience in teaching German in

Anna Pasternak - a graduate of the Faculty of Philology at the University of Wrocÿaw.

Joanna Stefaÿska - a certified teacher with 30 years of experience in teaching English.

1. Main assumptions of the program ............................................. ............................ 4

1. Main assumptions of the program

1.1. General characteristics of the program and its main assumptions

1.2. Addressing the program

1.3. Conditions for the implementation of the program

1.3.1. Division into groups

1.3.2. Room equipment and teaching aids

The following sources of authentic language are also indicated:

- films and audiobooks;

1.3.3. System of supporting the self-education of students

2. Those of the program

2.1. Learning objectives - general requirements

- shaping key competences.

2.2. Learning objectives - detailed requirements

- uses a fairly extensive range of linguistic resources, enabling the implementation of

- develops the ability to speak in public in English;

2.3. Learning objectives resulting from key competences

2.4. Aims of upbringing

- developing social and aesthetic sensitivity;

- promoting a healthy lifestyle and physical activity;

3. Learn to know more - learning content

6 A. Pogorzelska, Guide to didactic theory and practice, PWSZ, Suwaÿki, 2015.

3.1. Detailed requirements

e-mail, story, private letter,

Student: Student: Student: Student:

1) responds to 1) defines the main idea of 1) describes people, 1) describes people,

8) distinguishes information feelings and emotions; feelings and emotions;

9) distinguishes between formal and disadvantages of various disadvantages of various

informal text style. solutions; solutions;

10) presents the procedure 10) presents the procedure

opinions, agrees or his likes, preferences,

3.2. The range of grammatical measures

Grammar issues at the B1 + / B2 level suggested for implementation include:

– Future Continuous, np. We’ll be working tomorrow.

- some, any, no, every and assemblies with them;

1. Cardinal, ordinal, fractional and decimal numerals.

– it’s time, np. It’s (high) time she found a job.

4. Learn to act - procedures for achieving the

4.1. Learning methods

4.1.1. Pedagogical concepts and main didactic assumptions

- use various methods and techniques of work;

4.1.2. The main model and the main teaching method

4.1.3. Learning to live in society - the concept of cooperative learning

enabling reflection on group work.

Examples of cooperative learning techniques:

Method the Course

THINK-PAIR-SHARE - Simultaneous COURSE:

4. Possible discussion of differences in outcomes.

5. Reflection on cooperation in a couple, focused

PARTNER-CHECK - Solving tedious, COURSE:

CAROUSEL OF TASKS - Preparation for a COURSE:

3. The task should be written on an A4 sheet in capital

with the answer - the letter O.

5. The solutions are compared with the answer

PLACEMENT - Development of COURSE: