NR 10 (52) 2007
ENGLISH LANGUAGE TEACHING
cena 9,50 zł (w tym 7% VAT)
www.teacher.pl
Teacher
Alina Cirlćnescu
Learning
experience
Sue Parminter
Flexible
in teaching adults
Heikki Tulkki
Applying CEF
Archery
Egzamin gimnazjalny
INDEKS 374385
Rys. Dreamstime
OCTOBER www.teacher.pl
Laureat Konkursu
Parasol noS
i przy pogodzie&
European
Nie, ten numer magazynu The Teacher nie będzie dotyczył pogody.
Language
To stare polskie przysłowie przekazuje w dosłownym słowa znaczeniu
Label
obawy przed deszczem i burzą, która może się pojawić ni stąd, ni zowąd
wiec lepiej zawsze być przygotowanym niż dać się zaskoczyć. Przysło-
wie zrozumiane jednak w sposób metaforyczny może nam posłużyć ja-
ko okreS
lenie różnorakich obaw związanych z zawodem nauczyciel-
Redaktor Naczelny:
skim. Być może dlatego tak wielu z nas nosi taki przysłowiowy parasol
Elżbieta Kwiatkowska
do pracy, żeby pomóc sobie na co dzień w przezwyciężeniu obaw, wąt- (22) 425 19 44
[e-mail]
pliwoS
ci, czy niespodziewanych sytuacji które nam się zdarzają.
Koncepcja magazynu:
Artur Wąsowski
Po rozwinięcie tej metafory odsyłam Państwa do artykułu Aliny
[e-mail]
Cirlćnescu  Teaching English: a learning experience for students only? Czyta-
Redakcja:
jąc artykuł, można zaprezentowane w nim doS
wiadczenia autorki, S
mia- The Teacher
ul. Grzybowska 77
ło porównać z własnymi obawami czy sytuacjami problemowymi, oraz
00-844 Warszawa
odpowiedzieć sobie na nurtujące nas pytania jak sobie z nimi poradzić. (22) 425 19 44
(22) 425 19 45
[e-mail]
A starając się złagodzić obawy związane z nowym egzaminem gimna-
Jarosław Krajka - Technology Tips
zjalnym, sprawdzającym również znajomoS
ć języka obcego, postano-
[e-mail]
Stanisław Wanatowicz - Sport
wiliS
my rozłożyć nad Państwem parasol ochronny i rozpocząć nową
[e-mail]
sekcję GIMNAZJUM, która będzie zajmować się tym zagadnie-
Krzysztof Polok - Sport
[e-mail]
niem. Na dobry początek artykuł Małgorzaty Wieruszewskiej  Egza-
min gimnazjalny z języka angielskiego informujący o ogólnym zarysie
Reklama:
Tomasz Płoszaj
podstaw prawnych egzaminu, jego długoS
ci i przykładowych zagad-
(22) 425 19 44
nieniach jakich będzie dotyczył. W dalszych częS
ciach tej sekcji bę-
(22) 425 19 45
[e-mail]
dziemy publikować artykuły bardziej szczegółowe wraz z zadaniami
egzaminacyjnymi. Mamy nadzieję, że sekcja ta spotka się z Państwa Montaż elektroniczno-graficzny:
Jacek Janowski
aprobatą i zainteresowaniem.
[e-mail]
Prenumerata:
Zdajemy sobie sprawę, że nie tylko uczniów gimnazjów trzeba moty-
Beata Rudzka
(22) 425 19 44
wować. Mali słuchacze i uczniowie szkół S
rednich również wymagają
(22) 425 19 45
uwagi i odpowiedniego podejS
cia, stąd publikacja artykułów dotyczą-
[e-mail]
[e-mail]
cych właS
nie tych grup wiekowych. Katarzyna Ożóg-Gilowska propo-
nuje artykuł  Intercultural competence and how to teach it to secondary scho-
Redakcja nie zwraca materiałów
ol students o nauczaniu różnic kulturowych w krajach anglosaskich
niezamówionych, zastrzega sobie prawo
i korzyS
ci z tego wynikających, przedstawiając temat na przykładzie
redagowania otrzymanych tekstów i nie
odpowiada za treS
ć zamieszczanych reklam.
konkursu wiedzy o Zjednoczonym Królestwie Wielkiej Brytanii
i Irlandii Północnej oraz Republiki Irlandii. Drugim tematem zajmu- Zdjęcia zamieszczone w magazynie pochodzą
z Dreamstime, jeS
li nie zaznaczono inaczej.
je się Gabriela Nowaczyk w artykule  How attitudal factors, intelligence
and motivation influence the process of learning English by Young Learners
Wydawca:
gdzie podnosi kwestię postawy, inteligencji i motywacji oraz ich wpły-
The Teacher
wu na proces uczenia się języka angielskiego przez młodych słuchaczy.
Dyrektor Generalny:
Tomasz Płoszaj
Nie zapomnieliS
my też o dorosłych uczniach, z którymi wielu (22) 425 19 44
[e-mail]
z Państwa pracuje. Heikki Tulkki, który zapozna nas z tematem
zastosowania CEF w odniesieniu do umiejętnoS
ci językowych i ich
wykorzystania w miejscu pracy na podstawie międzynarodowego
projektu LEONARDO, zawarł wszystkie informacje na ten temat
w artykule  Applying the CEF of Reference to language and communi-
cation skills at work .
We are always interested in new
writers and ideas.
Miłej lektury
If reading The Teacher has
Redaktor Naczelny
made you feel you would like to
send in an article of your own,
please contact the editor:
10 (52) 2007
1
[e-mail]
C
ONTACTS
Teacher
Rys. Elżbieta Koralewska s. 20 s. 25
20 Autonomia (cz.4)
TRENDS ELT
Metoda projektu
4 Book Reviews 46 Teaching English: a learning
Elżbieta Koralewska
6 Laureaci konkursu experience for students only?
indywidualnego Alina Cirlćnescu
METHODS
European Language Label 52 Applying the Common
25 Short stories by American
2007 European Framework of
women writers in the English
Reference to language and
classroom teaching
GIMNAZJUM communication skills at work
Ewa Konopka
8 Egzamin gimnazjalny z języka Heikki Tulkki
32 Intercultural competence and
angielskiego
how to teach it to secondary
Małgorzata Wieruszewska SPORT
school students
55 Łucznictwo
Katarzyna Ożóg-Gilowska
YOUNG LEARNERS Stanisław Wanatowicz
14 Angielski S
piewająco Krzysztof Polok
TEACHING ADULTS
Zofia Grudzińska
38 Staying flexible in the adult
16 How attitudinal factors, WORKSHOPS
ELT classroom
intelligence, and motivation 60 ELTea - winter teacher
Sue Parminter
influence the process of training seminar series
learning English by Young 62 Registration Form for
MACMILLAN READING
Learners Autumn Workshops
DEVELOPMENT PAGES
Gabriela Nowaczyk
44 Thomas Hardy, Far from the
Madding Crowd
Hubert Karbowy
Fot. K. Ożóg-Gilowska s. 32 Fot. T. Michalak s. 46
10 (52) 2007
2
C
ONTENTS
Teacher
Professional English Internet security. It presents and explains new words
in Use ICT in context and shows learners how to use them. Primarily
Santiago Remacha designed as a self-study reference and practice book, it can
Esteras, Elena Marco be used to supplement classroom work.
Fabre Easy to use and written in a clear style, this book will be
Level: Intermediate to invaluable for anyone needing to improve their ICT
Upper-intermediate, vocabulary for work, home or study. It is also an ideal
Advanced preparation for any kind of exam session demanding more
CUP 2007 professional vocabulary usage of this area.
Professional English in Use Features:
ICT is suitable for Informed by the Cambridge International Corpus,
intermediate to advanced ensuring the language taught is frequent and up-to-date.
level learners of English. The book covers a wide range of Familiar 'in Use' format with vocabulary items presented
topics on Information Communications Technology and explained on left-hand pages and a range of practice
including word processing, financial software and exercises on right-hand pages.
databases, multimedia applications, email, web design and [red]
Multiple Intelligences Multiple Intelligences in EFL gives a brief overview of
in EFL the latest research into multiple intelligences relevant for EFL.
Herbert Puchta, Multiple Intelligences in EFL shows how you can enrich
Mario Rinvolucri your own teaching by systematically activating other
HELBLING LANGUAGES intelligences in your language lessons.
Multiple Intelligences in EFL demonstrates what you can
This publication does not do so that more students feel  addressed in your class.
really need any special Multiple Intelligences in EFL will help you to appreciate
r e c o mme n d a t i o n ; otherwise hidden strengths in your students.
nevertheless please read Multiple Intelligences in EFL provides fun lessons for
some below ideas to be totally your students  through 99 clear and easy-to-follow
convinced what a useful teaching recipes.
resource this book is. [red]
The Business Student's Book contains
John Allison Modular structure
with Paul Emmerson Comprehensive syllabus, based on Business degree
Macmillan 2007 course requirements in 13 European and Asian countries
Case studies with multimedia input
This is a major new course Internet research tasks
for the next generation of
business leaders that sets DVD-ROM
a new standard for Business Interactive practice of the vocabulary, grammar, writing
English course. The Student's and pronunciation in each unit
Book & DVD-ROM pack Full-screen, high-resolution video
provides a complete, Business Dilemmas  realistic, interactive business
blended, in-class and self- problem-solving scenarios
study solution for students. The DVD-ROM includes many Editable model business documents
hours of further grammar, vocabulary, listening, pronunciation MP3 files of all the Student's Book audio, for iPod or
and business problem-solving practice as well as a rich bank MP3 player.
of reference and downloadable materials. Other levels available
in 2008 and 2009. [red]
10 (52) 2007
4
T
RENDS
- B
OOK
R
EVIEWS
Teacher
Laureaci konkursu indywidualnego
European Language Label 2007
Szkoła podstawowa Opis przedsięwzięcia:
Uczniowie zostali zapoznani z oprogramowaniem
Anna Chmielowska służącym zarówno do tworzenia prezentacji, jak
Społeczna Szkoła Podstawowa i Dwujęzyczne i do komunikacji w sieci: Word, PowerPoint,
Gimnazjum Społeczne w Złotoryi poczta elektroniczna, chat, forum. Nauczyciele
Tytuł przedsięwzięcia: R
wiat nie jest taki duży i uczniowie kontaktowali się z partnerami, uzgad-
Język przedsięwzięcia: angielski niając wspólnie plan pracy. Wychowankowie zgro-
madzili materiał służący do prezentacji fauny i flo-
Opis przedsięwzięcia: ry własnego regionu, analizując ekosystemy lasów
W ramach projektu w szkołach podjęto na lekcji biologii i korzystając z In-
następujące przykładowe dzia- ternetu. Stworzyli prezentacje
łania: w PowerPoint o najbardziej cha-
zorganizowano Europej- rakterystycznych przedstawi-
ski Dzień Języków cielach S
wiata zwierzęcego
Obcych, i roS
linnego, które zostały
odbył się cykl 5 lekcji umieszczone na stronach in-
dot yczących Uni i ternetowych projektu, a także
Europejskiej; na utworzonej szkolnej pod-
wykonano prezentacje stronie internetowej w języku
multimedialne na temat angielskim (www.gimwie.pl).
4 krajów anglojęzycz- Korzystając z materiałów
nych; przygotowanych przez kraje
zorganizowano koncert partnerskie, uczniowie nauczyli
z okazji Dnia R
więtego Walentego   Naj- się, jak przepowiadać pogodę, obserwując zacho-
piękniejsze anglojęzyczne piosenki wanie zwierząt i wygląd chmur. Zasady odpowie-
XX wieku ; dzialnego zachowania w lesie zostały omówione
podczas zorganizowanego  Dnia Rodziny na lekcjach biologii i wprowadzone w życie
uczniowie recytowali angielskie wiersze na wycieczce do Puszczy Augustowskiej. Przez
z cyklu  Cztery Pory Roku ; okres trwania projektu uczniowie kontaktowali
udział w ogólnopolskim konkursie języka się z rówieS
nikami z Grecji i Włoch poprzez
angielskiego  English High Flier 2006 . pocztę elektroniczną, co rozwinęło u nich potrze-
bę głębszej znajomoS
ci języka angielskiego. Wy-
Gimnazja pracowane materiały służyć mogą wielu szkołom
jako pomoc w nauczaniu przyrody, biologii i ję-
Elżbieta KaraS
zyka angielskiego. Atrakcyjna forma, użycie ję-
Publiczne Gimnazjum w Wieliczkach zyka angielskiego i nazw łacińskich, pozwoli
Tytuł przedsięwzięcia: Lasy: zasoby i x
ródło na urozmaicenie S
rodków dydaktycznych w na-
życia uczaniu biologii nie tylko w szkołach polskich,
Język przedsięwzięcia: angielski ale również europejskich.
6
T
RENDS
www.teacher.pl
Szkoły ponadgimnazjalne ry i broszurek turystycznych, projekcje filmowe,
wystawy plakatów i zdjęć, prezentacje multime-
Adam Stępiński dialne, występy karaoke i koncerty, przygotowy-
Liceum Ogólnokształcące w Tarnobrzegu wanie tradycyjnych potraw, naukę podstawowych
Tytuł przedsięwzięcia: A Round-The-World wyrażeń w danym języku, udział w konkursach,
Trip korespondencję emaliową ze szkołami w kilku
Język przedsięwzięcia: angielski krajach, wycieczki i wymiany, pogadanki.
Opis przedsięwzięcia: Anna Banach
Projekt umożliwił uczniom kontakt z kulturą Liceum Ogólnokształcące w Gostyninie
dziewięciu krajów: Finlandii, Walii, Anglii, Tytuł przedsięwzięcia: Nasza szkoła, miasto
Hiszpanii, Włoch, Niemiec, Indii, Korei i Irlan- i kraj przyjazne dla go-
dii. Ramy czasowe poszczególnych przedsię- S
ci z zagranicy
wzięć rozciągały się od jednego roku (współpra- Język przedsięwzięcia: angielski
ca ze szkołami w Indiach i Hiszpanii) do kilku-
dniowych cyklów (zajęcia z przedstawicielami Opis przedsięwzięcia:
z Korei i Niemiec). Wszystkie etapy projektu Pomysł na przedsięwzięcie zrodził się, kiedy
miały strukturę trzech kroków: działania poprze- szkoła rozpoczęła współpracę z innymi krajami
dzające, właS
ciwe przedsięwzięcia i działania re- w ramach programu Socrates Comenius. Autor-
kapitulacyjno-zamykające. Podział ten służyć ka postanowiła, że uczniowie, którzy nie będą
miał optymalizacji oddziaływań edukacyjno-wy- bezpoS
rednio zaangażowani w tę współpracę,
chowawczych. W realizacji wszystkich  przy- a mają ogromny potencjał językowy, także mogą
stanków  Przystanek Finlandia, Przystanek być cenni. Zrealizowano 3 obszerne projekty.
Walia i Anglia, Przystanek Hiszpania, Przysta- Pierwszy obejmował: przygotowanie scenariu-
nek Włochy, Przystanek Niemcy, Przystanek sza, przydział ról, reżyserię i nagranie kamerą cy-
Indie, Przystanek Korea, Przystanek Irlandia, frową filmu prezentującego naszą szkołę cudzo-
Zakończenie podróży  Polska  pierwszą czyn- ziemcom. Drugim projektem było przygotowa-
noS
cią była lektura stron BBC odnoszących się nie lekcji-prezentacji o naszym kraju dla goS
ci
do danego kraju (http://news.bbc.co.uk/2/hi/coun- z Niemiec, Wielkiej Brytanii i Francji. Ucznio-
try_profiles/default.stm) oraz zapoznanie z innymi wie przygotowali prezentację PowerPoint, quiz
materiałami tam dostępnymi. z kartami odpowiedzi, krzyżówkę, grę o Polsce,
Program przedsięwzięcia był projektem autor- a co najważniejsze sami tę lekcję poprowadzili,
skim. Opierał się na brytyjskiej metodzie  budo- czym zachwycili goS
ci z zagranicy. Trzeci pro-
wania mostów pomiędzy nauczaniem języka jekt to odwiedzenie lokalnych restauracji i zapro-
a sferą  przeżycia u ucznia oraz na nagrodzo- ponowanie przetłumaczenia menu na język an-
nym w konkursie ogólnopolskim przez British gielski, tak, by goS
cie z zagranicy czuli się tam
Council pomyS
le autora na polu technik rozbu- dobrze. Warto nadmienić, że we wszystkich pro-
dowywania autonomii ucznia. jektach uczniowie posługiwali się językiem an-
Wachlarz działań zawierał wszystkie dostępne gielskim na każdym etapie przygotowań oraz, że
obecnie formy pozyskiwania wiedzy kulturowej zadania dla wszystkich uczniów zostały bardzo
w sposób atrakcyjny dla ucznia: spotkania z nati- starannie przydzielone, tak, by każdy mógł wziąć
ve speakerami, obcokrajowcami i ciekawymi udział w przedsięwzięciu, w roli, w jakiej czuł się
ludx
mi, warsztaty taneczne, storytelling, przed- najlepiej.
stawienia teatralne i kukiełkowe, czytanie literatu-
7
T
RENDS
Teacher
Egzamin gimnazjalny z języka
angielskiego
Małgorzata Wieruszewska
ocząwszy od 2009 roku egzamin gimna-
Małgorzata Wieruszewska
zjalny będzie zawierać także częS
ć spraw-
Pdzającą znajomoS
ć języka obcego. Podsta-
wę prawną przeprowadzania tego egzaminu sta-
spółautorka standardów egzaminacyjnych dla egzaminu
nowi Rozporządzenie Ministra Edukacji Naro-
Wgimnazjalnego z języków obcych, egzaminator i trener
dowej w sprawie warunków i sposobu oceniania,
szkolący egzaminatorów maturalnych, w przeszłości doradca
klasyfikowania i promowania uczniów i słucha-
metodyczny, współautorka programu nauczania i podręczników dla
czy oraz przeprowadzania sprawdzianów i egza- szkół ponadgimnazjalnych Oxford University Press Horizons
i Solutions.
minów w szkołach publicznych z dnia 30 kwiet-
nia 2007 (Dziennik Ustaw Nr 83 pozycja 562).
Zgodnie z tym rozporządzeniem uczniowie gim-
nazjów będą zdawać egzamin z języka obcego ja- Pracując z uczniem na lekcji należy pamiętać
ko trzecią częS
ć egzaminu gimnazjalnego. o częstym używaniu S
rodków audiowizualnych.
Uczniowie będą mieli prawo wyboru jednego Rozumienie ze słuchu jest chyba najtrudniejszą
z dwóch języków obcych, których uczyli się umiejętnoS
cią ze względu na ulotnoS
ć komuni-
w gimnazjum. katu. Musimy przyzwyczaić uczniów do słucha-
Poziom tego egzaminu można porównać do Key nia w różnych warunkach odbioru, różnego ro-
English Test przeprowadzanego przez uniwersy- dzaju tekstów o różnorodnej tematyce. Ucznio-
tet Cambridge. W skali proponowanej przez Ra- wie muszą mieć S
wiadomoS
ć, że aby skutecznie
dę Europy w Europejskim Systemie Opisu Kształce- się komunikować, a co za tym idzie, odnieS
ć suk-
nia Językowego (tzw. CEF), egzamin ten jest ces na egzaminie, nie trzeba znać i zrozumieć
na poziome A2, czyli niższym S
rednio zaawanso- każdego słowa, należy jednak uważnie słuchać
wanym (pre-intermediate). i starać się wyszukać wymagane w zadaniu infor-
Egzamin będzie trwał 90 minut i obejmował macje w niezrozumiałych fragmentach.
sprawdzenie następujących umiejętnoS
ci: rozu- Poniższe zadania ilustrują sposób sprawdzenia
mienie ze słuchu  10 punktów, rozumienie tek- tych umiejętnoS
ci.
stu czytanego  20 punktów, reagowanie języko-
we  20 punktów (sprawdzane zarówno na pod- OkreS
lanie głównej myS
li tekstu
stawie tekstu słuchanego jak i czytanego.)
Będzie to egzamin nastawiony na umiejętnoS
ci Zadaniem ucznia jest stwierdzenie, o czym jest
komunikacyjne, a więc na to, co na początkowym tekst, jaka jest jego ogólna tematyka. Należy
etapie nauczania jest najważniejsze i dzięki cze- zwrócić uczniom uwagę na to, aby nie zagłębiali
mu  uczenie pod egzamin może przynieS
ć się w szczegóły, ale skoncentrowali się na naj-
uczniowi same korzyS
ci. Zadania, bowiem, będą ważniejszym motywie.
realistyczne, a więc takie, z jakimi młody czło-
wiek może się spotkać w życiu codziennym. Wysłuchaj fragmentu audycji radiowej i wybierz
UmiejętnoS
ci te będą sprawdzane za pomocą za- zgodne z jej treS
cią dokończenie zdania.
dań zamkniętych typu prawda/fałsz, dobieranie
i wielokrotny wybór oraz zadań otwartych z luką (tapescript)
i krótkiej odpowiedzi. In each of Australia s six states, there is a large
W zakresie odbioru tekstu słuchanego będą city which is near a river or near the sea.
sprawdzane następujące umiejętnoS
ci szczegóło- Sixty per cent of all Australians live in these
we: six cities  and many others live near to them.
okreS
lanie głównej myS
li tekstu Sidney is the oldest and biggest city, with 3.7
okreS
lanie kontekstu sytuacyjnego million people. It is a busy, modern city and its
stwierdzanie, czy tekst zawiera okreS
lone in- high-rise buildings are the centre for much of
formacje; wyszukiwanie lub selekcjonowanie Australian business. It is also an international
informacji. city where you can eat food from all over
10 (52) 2007
8
G
IMNAZJUM
www.teacher.pl
the world, or just visit some of the thirty W poniższym przypadku chodzi o numer peronu,
wonderful beaches! na który przyjedzie pociąg z Londynu. Uczeń mu-
Melbourne, the second biggest city, was si zrozumieć nie tylko kilka liczebników (numery
the capital of Australia from 1901 to 1927. peronów i godzina odjazdu pociągu), ale także
It has wide streets, some lovely old buildings, stwierdzić, do czego one się odnoszą.
and large parks. Melbourne s theatres and
pubs are famous. Zdecyduj, czy podane zdanie jest zgodne z tre-
Brisbane, Adelaide and Perth are all large S
cią nagrania (TRUE), czy nie (FALSE).
modern cities&
The train from London will arrive at
The programme is about Australian platform four.
a. beaches. (tapescript)
b. states. Your attention, please. The eight forty train
c. cities. from London will arrive at platform three
instead of platform four today. Transfer to
W tekS
cie występują słowa beaches i states, ale platform three, please.
uczniowie powinni zwrócić uwagę na słowa, któ-
re pozwolą im dokonać wyboru prawidłowej od- UmiejętnoS
ć rozumienia ze słuchu może być też
powiedzi, czyli: six cities, the biggest city, modern ci- sprawdzana za pomocą zadań otwartych. Zada-
ty, high-rise buildings, itd. niem ucznia jest uzupełnienie notatki szczegóła-
mi podanymi w słuchanym tekS
cie.
OkreS
lanie kontekstu sytuacyjnego
Wysłuchaj rozmowy osoby rezerwującej bilety
Ta umiejętnoS
ć szczegółowa polega na stwier- z bileterką i uzupełnij jej notatkę.
dzeniu, gdzie odbywa się nagrana rozmowa lub
komunikat, kto bierze udział w rozmowie, jakie Customer s name
są okolicznoS
ci opisywanego zdarzenia. Number of tickets
Show time
Zdecyduj, w którym z wymienionych miejsc po-
dano następujący komunikat: (tapescript)
A- Would you please spell your name for me?
(tapescript) B - Sure. It s M O R R I S O N
Good evening ladies and gentlemen. The actors A - How many tickets would you like to book?
kindly request you not to take pictures during B - Six for the 7:30 show.
the show. We also remind you of turning off A - The show starts at 7.40 not 7.30.
your mobiles. Thank you. B - That s fine. 7.40 then.
a. in the gallery W zakresie odbioru tekstu czytanego będą spraw-
b. in the theatre dzane następujące umiejętnoS
ci szczegółowe
c. in the cinema okreS
lanie głównej myS
li tekstu,
okreS
lanie głównej myS
li poszczególnych czę-
Ćwicząc z uczniami tego typu zadania, należy S
ci tekstu,
nauczyć ich S
wiadomego eliminowania błędnych stwierdzanie, czy tekst zawiera okreS
lone informa-
możliwoS
ci odpowiedzi. Możemy, np. poprosić cje; wyszukiwanie lub selekcjonowanie informacji,
uczniów o wymienienie kluczowych słów z usły- okreS
lanie intencji nadawcy tekstu,
szanego tekstu i zapytać, z którym z miejsc im się okreS
lanie kontekstu sytuacyjnego,
kojarzą. rozpoznawanie związków między poszczegól-
nymi częS
ciami tekstu.
Stwierdzanie, czy tekst zawiera okreS
lone
informacje; wyszukiwanie lub selekcjonowa- OkreS
lanie głównej myS
li tekstu
nie informacji
Podobnie jak w rozumieniu ze słuchu, zadaniem
Zadaniem ucznia jest wyszukanie szczegółowej in- ucznia jest stwierdzenie, o czym jest tekst, jaka
formacji i porównanie jej z informacją w zadaniu. jest jego ogólna tematyka.
10 (52) 2007
9
G
IMNAZJUM
Teacher
Zdecyduj, która z podanych odpowiedzi jest pozostałych opisów wybiera te, w którym nie po-
zgodna z treS
cią tekstu jawiają się warzywa (powinien więc znać słowa
broccoli, onions i tomatoes i zakwalifikować je
Once a year Queen Elizabeth II opens do grupy warzyw).
Parliament, and once a week she talks to
the Prime Minister  the most important man or Przeczytaj opisy trzech rodzajów pizzy a  c
woman in Parliament. The Prime Minister is i przyporządkuj je do upodobań Mike a
much more important, but sometimes Elizabeth i Johna. Jeden opis nie pasuje do żadnej osoby.
can help, because she is an old lady now, and she
remembers many Prime Ministers. She also PIZZAS
visits a lot of schools and hospitals, she opens
new buildings, and she meets hundreds of a. Tomatoes, broccoli, onions,
people. mushrooms and cheese.
b. Sausages, tomatoes, onions,
This text is about mushrooms and cheese.
c. Ham, pineapple, mushrooms and
a. the Queen s duties. cheese.
b. the Prime Minister s duties.
c. the Parliament s duties. 1. Mike:  I don t eat meat so I ll have pizza
.
OkreS
lanie głównej myS
li poszczególnych
częS
ci tekstu 2. John:  I like meat but I don t like vegetables
so I ll have pizza .
Zadaniem ucznia jest stwierdzić, o czym są po-
szczególne częS
ci tekstu  akapity. Jest to umie- OkreS
lanie intencji nadawcy tekstu
jętnoS
ć bardzo często ćwiczona na lekcjach języ-
ka obcego, kiedy zadaniem ucznia jest dopaso- Ta umiejętnoS
ć polega na stwierdzeniu, po co
wanie tytułów do akapitów albo, w trudniejszej tekst został napisany. Na przykład, czy autor tek-
wersji, pierwszych zdań. stu chciał czytelnika o czymS
poinformować, po-
radzić mu coS
, a może przed czymS
ostrzec.
Przyporządkuj podane nagłówki poszczególnym
częS
ciom tekstu. Jeden nagłówek nie pasuje Wybierz odpowiedx
zgodną z treS
cią tekstu.
do żadnego akapitu.
1. Dear Mary,
In Scotland, New Year s Eve is called I know your teachers give you a lot of homework
Hogmanay. to do and you are very busy, but it is your last
2. year at school. If I were you I would work hard
In Edinburgh, there are house parties, to have the best results.
Scottish music and dancing, parades and a lot Best wishes,
of fireworks. Jamie
a. An old tradition. In the letter the author is
b. What you can do on New Year s Eve.
c. What name that day has got. a. giving advice
b. making a suggestion
Stwierdzanie, czy tekst zawiera okreS
lone in- c. asking for advice
formacje; wyszukiwanie lub selekcjonowanie
informacji OkreS
lanie kontekstu sytuacyjnego
Podobnie jak w zadaniach sprawdzających rozu- Ta umiejętnoS
ć polega na stwierdzeniu, jakie
mienie ze słuchu uczeń musi wyszukać i wyse- okolicznoS
ci (miejsce i/lub czas) towarzyszą
lekcjonować informacje potrzebne do wykonania przedstawionemu zdarzeniu lub sytuacji. W po-
zadania. W poniższym zadaniu uczeń sprawdza, niższym zadaniu chodzi o miejsca, w których
która pizza nie zawiera mięsa (musi więc znać przedstawione teksty mogą się znalex
ć.
słowa ham i sausage), a następnie spoS
ród dwóch
10 (52) 2007
10
G
IMNAZJUM
Teacher
Przyporządkuj tabliczkom informacyjnym 1-3 rozpoznawanie i poprawne stosowanie struk-
miejsca a - d. Jedno miejsce nie pasuje do żadnej tur leksykalno-gramatycznych niezbędnych
tabliczki. do skutecznej komunikacji,
przetwarzanie treS
ci tekstu przeczytanego
1. KEEP OFF THE GRASS w języku polskim lub treS
ci przedstawionych
2. DON T LEAVE YOUR LUGGAGE w materiale ikonograficznym i wyrażanie ich
UNATTENDED w języku obcym.
3. BUY TWO T-SHIRTS FOR THE
PRICE OF ONE WłaS
ciwe reagowanie językowe w okreS
lo-
nych kontekstach sytuacyjnych, w szczegól-
a. library noS
ci w celu uzyskania, udzielenia, przekaza-
b. shop nia lub odmowy udzielenia informacji, roz-
c. park poczęcia, podtrzymywania i zakończenia roz-
d. airport mowy
Rozpoznawanie związków między poszcze- Zadaniem ucznia jest zareagować w typowy spo-
gólnymi częS
ciami tekstu sób na usłyszaną lub przeczytaną wypowiedx

rozmówcy.
Ta umiejętnoS
ć polega na dostrzeżeniu powiązań
pomiędzy poszczególnymi fragmentami tekstu. Którym ze zwrotów zareagujesz na następujące
Może być sprawdzana na przykład zadaniami wypowiedzi?
na dobieranie (dobieranie zdania lub słowa
do luki). Należy przy tym pamiętać, aby wsta- (tapescript)
wione zdanie czy słowo pasowało zarówno Your bag must be very heavy. I ll help you.
do częS
ci tekstu poprzedzające je, jak i do nastę-
pującej po nim. a. It s very nice of you.
b. Yes, you will.
Przeczytaj list, z którego usunięto dwa zdania, c. Thank you. I won t.
a następnie wstaw zdania a  c w luki tak, aby
uzyskać spójny i logiczny tekst. Jedno zdanie nie Ćwicząc na lekcji tę umiejętnoS
ć, należy przy-
pasuje do żadnej luki. zwyczaić uczniów do typowych odpowiedzi dla
danej sytuacji. Chociaż odpowiedx
b. mogłaby
Dear Sue, pasować gramatycznie, to jest ona nieprawidłowa
w tej sytuacji.
I m writing to tell you that I met a wonderful boy
at Mark s party last Saturday. 1. ____ He is very Rozpoznawanie i porawne stosowanie struk-
good-looking. I m sure you will like him when tur leksykalno-gramatycznych niezbędnych
you see him. It s my birthday next week. do skutecznej komunikacji
2. _____ Phil and some other friends are
coming, too. We ll have fun. Ta umiejętnoS
ć może być sprawdzana za pomo-
cą zadań zamkniętych (rozpoznawanie) i otwar-
Love, tych (stosowanie struktur leksykalno-gramatycz-
Joanna nych). Zadaniem ucznia jest nie tylko zareago-
wać w danej sytuacji, ale zrobić to poprawnie
a. They are all invited pod względem gramatycznym, używając odpo-
b. Why don t you come to my place? wiedniego słownictwa.
c. His name s Phil.
Przeczytaj uważnie poniższy dialog. Z podanych
W zakresie reagowania językowego będą spraw- odpowiedzi wybierz właS
ciwą, tak aby otrzymać
dzane następujące umiejętnoS
ci szczegółowe: logiczny i gramatyczny poprawnie tekst.
właS
ciwe reagowanie językowe w okreS
lonych
kontekstach sytuacyjnych, w szczególnoS
ci A: Hi, Mike. Have you seen Ann lately?
w celu uzyskania, udzielenia, przekazania lub B: Yes. I 1) ______ her yesterday.
odmowy udzielenia informacji, rozpoczęcia, A: Did you talk to her?
podtrzymania i zakończenia rozmowy, B: No, I 2) ______. She was in a hurry.
10 (52) 2007
12
G
IMNAZJUM
www.teacher.pl
1. Zadaniem ucznia jest uzupełnienie tekstu tak,
a. have seen aby był on zgodny z ilustracją. PoS
rednio spraw-
b. saw dzamy tu także znajomoS
ć słownictwa. Tę umie-
c. was seeing jętnoS
ć można też sprawdzić za pomocą zadania
zamkniętego, np. wielokrotnego wyboru.
2.
a. wasn t Popatrz na zdjęcie i odpowiedz na poniższe py-
b. haven t tania po angielsku pełnym zdaniem.
c. didn t
Przetwarzanie treS
ci tekstu przeczytanego
w języku polskim lub treS
ci przedstawionych
w materiale ikonograficznym i wyrażanie ich
w języku obcym
Zadaniem ucznia będzie wyrażenie w języku ob-
cym tego, co zostało opisane w języku polskim
albo przedstawione w materiale ikonograficznym
(np.: na fotografii, plakacie, piktogramie).
Ta umiejętnoS
ć może być sprawdzana za pomo-
cą zadań zamkniętych i otwartych.
Którym z podanych zwrotów zareagujesz w na-
stępującej sytuacji?
1 Who can you see in the picture?
Proponujesz wspólne pójS
cie do kina. 2 What are they doing?
3 Why do young people like playing
a. You should go to the cinema. computer games?
b. What about going to the cinema?
c. Go to the cinema. Przygotowując uczniów do rozwiązywania tego
typu zadania, warto przyzwyczaić ich do odpo-
Uzupełnij tekst na podstawie obrazka, wpisując wiadania na pytania pełnymi zdaniami. Za pełną
jedno słowo w każdą lukę. i poprawną językowo i merytorycznie odpowiedx

na każde z pytań uczeń może uzyskać 2 punkty,
a za odpowiedzi pełne i poprawne merytorycznie,
ale niepoprawne językowo (o ile błędy nie unie-
możliwiają komunikacji)  1 punkt. Jeżeli uczeń
nie odpowie na pytanie lub jego odpowiedx
jest
niezrozumiała, lub odpowiedx
jest zrozumiała
i bezbłędna, ale nie związana z treS
cią ilustracji,
otrzymuje 0 punktów.
Mam nadzieję, że powyższe przykłady zadań da-
dzą Państwu wyobrażenie o wymaganiach egza-
minacyjnych. Tematyka zadań będzie dostoso-
wana do wieku i zainteresowań uczniów, przez
co, oczywiS
cie, nie będzie odbiegać od tematyki
tekstów zawartych w podręcznikach przeznaczo-
nych do nauki języka angielskiego w gimnazjach.
Przygotowanie uczniów do egzaminu może stać
The picture shows a young 1. __________ się dla Państwa nowym wyzwaniem i dostarczyć
sitting at the table. She has dark, long ciekawych doS
wiadczeń. Dla uczniów, nato-
2. _____________. She is drinking some tea or miast, będzie dodatkową motywacją do nauki ję-
coffee. There is a glass of orange juice zyka angielskiego.
3. ______________ the table.
10 (52) 2007
13
G
IMNAZJUM
Teacher
Angielski śpiewająco
Zofia Grudzińska
ywają dni, kiedy na próżno oczekujesz do- je i S
piewałam. Czyli postępowałam w ten sam spo-
brych pomysłów na najbliższe lekcje. Po- sób, co z piosenkami w języku polskim, które mi się
Bwtórka z gramatyki? Nie, niedawno grupa akurat spodobały. Czego brakuje tej najprostszej
spędziła całe dwie godziny nad ćwiczeniami ze stop- metodzie?
niowania przymiotników. Czytanie? WłaS
nie tak  Uczeń nie pracuje nad materiałem leksykal-
upłynęła ostatnia lekcja. Praca w grupach, jakiS
pro- nym . Tak, jakby samo przetłumaczenie tekstu
jekt? Odpada, jeszcze wiszą na S
cianach klasy wyko- nie było pracą nad słownictwem! Cóż, jeS
li na-
nane w zeszłym tygodniu plakaty. Trudno być  kre- uczyciel chce pogłębić znajomoS
ć nowych słó-
atywnym nauczycielem ! wek, wystarczy wspólnie z uczniami pobawić się
w którąS
z licznych i popularnych gier (szubieni-
W podobnych tarapatach odwołuję się do wspo- ca,  pomieszane literki , łączenie połówek
mnień z czasów, gdy sama byłam uczennicą. Co pa- słów...), tyle że z zaznaczeniem, że korzystamy
miętam? Pierwsze do głowy przychodzą zawsze pio- wyłącznie z danej piosenki.
senki.  Ten green bottles  miałam osiem lat i cho-  Nie ma tu pracy nad gramatyką . Hmm, cze-
dziłam na dodatkowe zajęcia do osiedlowej podsta- mu nie wziąć dowolnego zdania ze słów piosen-
wówki.  My Bonnie  prywatne lekcje u znajomej ki, by je następnie przerabiać (na inne osoby,
anglistki.  Yesterday  to już liceum. Potem już czasy gramatyczne itp.)? A może napisać cytaty
na własną rękę wtórowałam popularnym piosenka- z piosenki z lukami w miejscach gramatycznie
rzom na płytach, które przywozili koledzy z zagra- kluczowych  do uzupełnienia z pamięci albo
nicy (to były lata siedemdziesiąte i nie było tak łatwo, wprost z arkusza ze słowami. To najłatwiejsze
jak dzisiaj...). Oto, co pozostało w pamięci. rozwiązanie jest tylko pozornie puste pod wzglę-
dem procesu uczenia się; tego rodzaju zadania
Nauczycielowi, który zechce sięgnąć do arsenału powodują wzrost S
wiadomoS
ci językowej, a są
metod wykorzystujących piosenki i S
piew nie grozi na tyle łatwe, że nie zniechęcą nawet największe-
wyczerpanie zasobów. Sądzę, że na upartego moż- go  słabiaka .
na jedną piosenką zapełnić cztery pełne godziny lek-
cyjne bez oskarżenia o nudę czy szablon. Pierwsza Oto bowiem największy atut i wartoS
ć piosenki jako
lekcja to wstępne zapoznanie z melodią i słowami. pomocy dydaktycznej w nauczaniu języka obcego.
Druga lekcja: dokładne zrozumienie tekstu. Trze- Pomijając możliwoS
ci wzbogacenia w ten sposób
cia: zabawa z materiałem: konkursy, ćwiczenia języ- monotonnego  przerabiania podręcznika , praca
kowe (każdy tekst dostarcza przynajmniej jednego z piosenką ma tę zaletę, że obniża znacząco poziom
pretekstu do refleksji nad gramatyką). Czwarta lek- lęku u uczniów, którzy wycofują się w konfrontacji
cja: dodatkowe zadania  rysowanie, pisanie dalsze- z innymi zadaniami. Przynajmniej przez te kilka
go ciągu, drama... minut żadne z dzieci nie musi znosić własnej niepo-
Na marginesie: na razie ani razu nie padło sformu- radnoS
ci; zamiast tego spędza czas radoS
nie, mając
łowanie:  arkusz ćwiczeń . Nie wiem, czemu szansę zapamiętania kilku nowych słówek czy sfor-
od kilkunastu lat wielu nauczycieli staje zupełnie mułowań. Uczyć bez udręki  czy może być wznio-
bezradnie w obliczu propozycji, by w trakcie lekcji S
lejszy cel szkoły?
nie posługiwać się spreparowanymi specjalnie do te-
go celu materiałami. Ja uczyłam się  z piosenką , to Największą rolę piosenki grają w nauczaniu dzieci.
znaczy przepisywałam z tablicy słowa, tłumaczyłam WłaS
ciwie trudno mówić o  uczeniu , jeS
li się go nie
14
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OUNG
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EARNERS
www.teacher.pl
opiera o te pomoce dydaktyczne. Autorzy dobrych
podręczników opracowanych specjalnie dla tej gru-
py wiekowej dobrze o tym wiedzą, czego przykła-
dem jest choćby  Hurray . Tutaj piosenki nawiązu-
ją do tematu danego rozdziału, jednoczeS
nie wpro-
wadzają lub utrwalają struktury gramatyczne. Dzie-
ci przyjmą wiele  gramatyki , nie zdając sobie nawet
sprawy, że ćwiczą przyimki, o ile tylko są one poda-
ne w formie zagadki towarzyszącej piosence. Tak
podany materiał utrwala się nie w pamięci deklara-
tywnej, dotyczącej faktów, ale w proceduralnej, któ-
ra jest po prostu zbiorem nawyków, w tym przypad-
ku językowych.
Nieco inaczej przedstawia się sprawa z nastolatka-
mi. Już w pierwszych klasach gimnazjum uczniowie
zaczynają kręcić nosem na piosenki serwowane im
przez specjalistów od materiałów dydaktycznych.
Wolą popularne przeboje. Słuchają ich na okrągło
poza szkołą, więc sprytny nauczyciel nie powinien
tracić okazji, by odcinać kupony od tego niewyczer- ko nowy tytuł bardziej się uczniom podoba
panego kapitału. Nie musi przy tym osobiS
cie stu- od oryginalnego.
diować list przebojów, o ile sam nie jest fanem rapu, Młodsze dzieci kochają każdy pretekst, by się
metalu czy innego modnego genre u, a woli pod- ruszać, więc można rozdać poszczególnym
S
piewywać w kąpieli Sinatrę czy Middle of the Ro- uczniom po jednej linijce tekstu (albo, na pozio-
ad. Nawiasem, nie próbujcie wciskać młodym swo- mie siedmio-, oS
miolatków  po jednym słowie
ich ukochanych przebojów! Nie ma nic nudniejsze- z jakiejS
wolno S
piewanej zwrotki) i poprosić, by
go, niż hity poprzedniego pokolenia, o czym każdy ustawiły się w poprawnej kolejnoS
ci.
wie najlepiej, kiedy sobie przypomni swoje czasy Poczynając od gimnazjum, lepiej się sprawdzają
szkolne. formy dramatyczne. Praktycznie do każdej pio-
senki można stworzyć inscenizację, choć oczywi-
JeS
li ktokolwiek zna choćby jeden powód, dla które- S
cie najlepsze są słowa przedstawiające jakąS
ak-
go nie polecałby piosenki jako wartoS
ciowej metody cję czy sytuację.
nauki języka obcego  bardzo proszę o informacje. KiedyS
uczennica prowadząca lekcję z piosenką
Tymczasem... ciekawe, jaką piosenkę przyniesie przygotowała całą grę: rozdała tekst zawierający
Magda na następną lekcję? błędy, które trzeba było wyłapać, a wypisane
w ten sposób słowa ustawić w hasło. Można wy-
Pomysły z nauczycielskiego S
piewnika: myS
lać nieskończone wariacje tego schematu
Nie ujawniaj tytułu piosenki, poproS
uczniów, (napisać historyjkę lub wiersz z tymi słowami,
by wymyS
lili swój własny (można to zadanie wpisać je w  Jolkę lub tradycyjną krzyżówkę,
przeprowadzić na wzór tzw.  debaty balonowej : korzystając ze słownika znalex
ć ich synonimy
najpierw każdy wymyS
la swój tytuł lub dwa, po- lub antonimy...).
tem pary decydują się na jeden z nich; kontynu- Do popularnych sposobów na wstępne osłucha-
ujemy ten proces w grupach cztero- lub pięcio- nie z piosenką należy zadanie, które polega
osobowych, wreszcie zapisujemy na tablicy wy- na policzeniu, ile razy w tekS
cie występuje jakieS

brane w ten sposób trzy czy cztery i głosujemy słowo (rzecz jasna, wybieramy takie, które rze-
(w grupach bardziej zaawansowanych moż- czywiS
cie się powtarza!).
na poprosić najpierw o uzasadnienia). Nierzad-
15
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Teacher
How attitudinal factors, intelligence,
and motivation influence the process
of learning English by Young
Learners
Gabriela Nowaczyk
he main focus of the research is environment to suit the various learner
the influence of young learners types .
Tattitudes, their intelligence and Long (1975; cited in Brumfit 1984) points
motivation on learning English. The influence out that it is better if learners are in groups
of affective and personality factors is going to having much more talking time and that
be checked according to how it works at groups provide appropriate environment for
primary school for upper primary learners. language acquisition.
The issues of interest in this research are: Phillips (1993) argues that young learners
whether the attitude to the target language have positive attitude to speaking as they are
presented by 10-year-old learners and 12- less self-conscious than older learners.
year-olds is positive and the same, Phillips (1993) says that writing is
whether the attitude to the teacher and considered to be the most difficult
the learning environment is positive, productive language skill.
whether they like working in groups of 2-4, Harmer (2001) suggests that if a learner is
whether speaking is their favourite language better at doing something than other
skill, learners, it causes that her brain works
whether writing is the most difficult skill for differently and consequently  responds
them, differently to the same stimuli.
how intelligence and motivation influence
the learning process of young learners at Subjects
the age from 10 up to 12. The research study was carried out at primary
From the survey of relevant literature it can be school in four forms. Two of them were
concluded that this is what researchers say the fourth forms and two were the sixth. There
about the respective issues: were one hundred students in the forms
Krashen (1982; cited in McLaughlin 1987) altogether. The questionnaire was filled in by
suggests that children are in a comfortable 100 learners altogether, that is by 47
situation in a language development sixth-graders and by 53 fourth-graders.
because their affective filter is low.
Schumann (1975; cited in Brumfit 1991) Results
suggests that children are not biased against 87% of the learners like their learning
a new language or new cultural experiences environment and the teacher, 6% do not like
and if so, young learners may be better
motivated towards learning languages.
Harmer (2001) talks about a lot of
enthusiasm for learning a language if
children are not bored by the topic.
Phillips (1993) says that young learners are
mostly unselfconscious and willing to follow
the teacher s instructions. It is profitable
and highly motivating if she creates
Fig. 1.The learners' attitude to their teacher and learning
the  supportive and cooperative environment
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www.teacher.pl
them, 7% are not sure. The students who The second part of the questionnaire
responded negatively were all the sixth- presents the learners attitude to the four
graders. language skills. The highest score for the most
There are 86% of positive responses, 10% of pleasant language skill was given to speaking
negative answers and 5% of the learners are not in both of the fourth forms. In contrast,
sure if they like the activities in English the sixth-graders gave the most points to: form
lessons. 7% of those who did not enjoy 6a  reading, form 6g  listening.
classroom activities were the sixth-graders.
There are 75% of the learners who like their It can be easily noticed that writing is
textbook and dialogues, 10% dislike them, the least pleasant language skill, and it is
whereas 15% are not sure. relatively considered, by all the respondents, to
Questions about pairwork and groupwork be the most difficult language skill
have 80% of positive responses, the remaining (Fig. 5.).
20% consists of those who do not like working
in groups or are not sure. The details are
shown on the pie chart (Fig. 2.).
Fig. 5.The learners' attitude to the four language skills
Each form s preferences are presented in Fig. 6.
Fig. 2.The learners' attitude to pairwork and groupwork
The results are comparable to Fig. 5.
As for points about enjoying learning
English and the English culture, there are 69%
of the learners who like it, whereas 15% do not
enjoy the language or English culture (Fig. 3.).
Fig. 6.The learners' attitude to the four language skills
within each of the forms
The results of my observation strengthen
the idea of the influence of intelligence and
Fig. 3.The learners' attitude to the target language and
motivation on the learning process. Majer
English culture
(1993) says that intelligence is a  powerful
Now the learners attitude to the same issues is determinant of success in formal language
presented in Fig. 4, respectively for the two age learning and this is the case. The best young
groups. learners are those with verbal/linguistic
intelligence who memorise words and phrases
very well. They are active and innovative, no
matter how they work: individually, in pairs or
in groups of 3-4 people. They like speaking
and are very dynamic while role-plays are
practised, or during the brainstorm. As Loom
(No date; cited in Harmer 2001) states about
those with verbal/linguistic intelligence, they
are also good at making-up stories in pairs or
groups of 3-4 people.
Fig. 4.The comparison of the learners' attitudes to
The second group of the best students are
the language and English culture between 10-year-
olds (1) and 12-year-olds (2)
the learners with logical/mathematical
10 (52) 2007
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Teacher
intelligence whose ability to use grammatical languages. On the other hand, a lot of the features
rules, in spite of their young age, is significant. the learners have, are helpful. In language
They are popular members of each group, if syllabuses there are songs to read or sing, physical
learners are grouped, because they are activities, pictures to describe or colour, maps to
systematical and good at solving problems. They study, projects to draw, colour or describe,
are able to give appropriate pace to groupwork. role-plays, miming, and acting. The learners with
Unfortunately, other types of intelligence are artistic abilities make more mistakes than those
less profitable in learning the language. with predominant logical/mathematical or
Of course, the teacher and the learners do their verbal/linguistic intelligence, but very often their
best but the effects are not always as good as they pronunciation is better.
are with those whose capacity for learning Nevertheless, no capacity to learn is sufficient
the language is bigger. without motivation. It is pointed out by Ellis
Observing the work of interpersonal learners, (1985) to be a salient factor in second language
I must say that they are extremely helpful acquisition. Gardner and Lambert (1972; cited
in the situation when there are some in Ellis 1985) define motivation as the second
intrapersonal, shy people who do not, or better language learner s  goals ,  orientation , and
still, cannot work in groups. Interpersonal  attitudes which are present in her
learners lead others, try to avoid conflicts and determination to achieve a goal.
cooperate smoothly. Thanks to their ability to The picture of the learners attitudes emerges
make contact easily, they learn to communicate from the questionnaire and, as we can see, they
and have a real chance to succeed in naturalistic are generally positive. In the light of
environment, as well. the above-mentioned findings, most of
Mentioned above, intrapersonal learners are the learners are strongly motivated to learn
very often weak or helpless at learning, and rather English. As Gardner (1979; cited in Ellis 1985)
difficult to get on with other learners. It is suggests, learners attitudes relate to motivation
difficult to involve such a student in activities because attitudes support their orientation.
done in groups because, either such a group Children, whose attitude towards learning
works without her, or the whole work is the language and to the teacher is good, are
disrupted. As Harmer (2001) suggests, learners highly motivated. Their presentation, no matter
who avoid responding to tasks and  hide behind what it is  be it homework, in-class activity, or
others, should be grouped together so as not to a project  is well prepared.
refuse responses. But the problem is more MacNamara s (1973; cited in Ellis 1985)
serious. The teacher is not sure, whether a given view that motivation  lies in the act of meaningful
student is an intrapersonal learner, or so anxious communication , seems to be the most
or vulnerable because she does not accept persuasive. Young learners with high motivation
the situation. Some of the sixth-graders become strive to cope with tasks not only in class, but also
more reluctant to learn the foreign language and beyond the syllabus, attending evening classes,
treat it as something dangerous for their playing games, or watching satellite television
emotional self-identity. As Brown (1994) says, programmes. Not only learning, but first of all,
only learners with high self-esteem and ego second language acquisition takes place there.
strength are more likely to withstand threats and Such children are more motivated to learn
her defensive behaviour may not appear. in class. This sort of learners work at good pace.
Moreover, those weak learners are not motivated They do not have to be the first to finish, but to
or competitive. They do not seem to have do their task successfully. Although they receive
 the inner drive, impulse, emotion or desire only feedback, and no grades, prizes, or praise are
called motivation by Brown (1994). However, given by the teacher, next time they work even
sometimes, such learners present their own better. They must be, as Deci (1975; cited
product and then, the role of the teacher is in Brown 1994) suggests, intrinsically motivated
extremely important. Giving them fair feedback, learners. Their internal  feeling of competence
being critical, and teaching them self-criticism is they reach after each well done activity, is more
troublesome, because of the emotional barriers rewarding for them than any other form of
and their reluctance. reward.
Kinaesthetic learners and those who are keen In contrast, those learners with extrinsic
on music, have their predominant intelligence motivation cope with tasks even more quickly and
more artistic and of lesser importance in learning are more competitive in order to win and to be
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www.teacher.pl
rewarded. Otherwise, their performance is a success, even the introverts are more willing and
weaker. As Bruner (1962; cited in Brown 1994) motivated to cooperate and to feel responsible for
says, those extrinsically motivated may become finishing the task and successful product
 addicted to prize or praise . Then, children are presentation.
 greedier for rewards than for knowledge. It
happens that good or average youngest upper Concluding Remarks
primary learners are below average when they are Issue 1 has been partly confirmed because,
fifth or sixth-graders. First of all, their extrinsic however, the attitude to the target language and
motivation is temporary, they do not work English culture is generally positive, it differs
systematically, or as Bruner says, stop learning if between 10-year-olds and 12-year olds.
they are not rewarded. Moreover, their attitudes The youngest upper primary learners attitude to
change, and unfortunately, syllabus requirements the English language and culture is better.
become higher. The sixth-graders sometimes Issue 2 has been confirmed. The attitude to
cannot understand that the teacher demands the teacher and the learning environment is
more than before or that they should work a little positive and this salient attitudinal factor reduces
harder. Communication between the teacher and the learner s stress additionally.
such learners is no longer meaningful. They stop Issue 3 has been confirmed. The young
transforming or internalising the target language. learners like working in groups of 2-4 people.
According to Cameron (2001), human Especially, they like groups of 4, because of
intelligence characteristic is  the ability to learn a good opportunity to cooperate, talk, and
through instructions and mediation measured compete with other groups, but there is
by what  a learner can do with skilled help . This the danger of the use of Polish.
is the case in my observation. If the learners Issue 4 has been partly confirmed. Speaking is
practise a new grammatical model, some of them the fourth-graders favourite language skill.
can quickly repeat it accurately, some are unable The sixth-graders in one of the forms like reading
to repeat it precisely, whereas the most intelligent most, whereas in the other form the learners most
students can use  previously learnt phrases favourite skill is listening.
in this new model. When a quick response is Issue 5 has been wholly confirmed. Writing is
necessary, just as Harmer (2001) points out, the most difficult language skill for all
better learners learn more and their performance the learners.
is successful. Unlike them, anxious, weaker Issue 6 has been confirmed. 10-12-year-old
learners with lower self-esteem, find the situation learners confirm the view about the influence of
stressful enough and refuse to respond. In such different predominant intelligences on learning
circumstances, neither the teacher s help nor English by individuals. The best learners
encouragement can persuade them to perform. It performance and the most successful learning is
is, as I can see, their peers presence that causes connected with verbal/linguistic and
anxiety. The lack of their acceptance, fear of logical/mathematical intelligence. The more
negative evaluation made by them, discourage successful the learning process, the higher
such students from being active, at least, in that the motivation the learner has.
part of the lesson. In this case, foreign language
anxiety causes communication apprehension. But
there are conditions in class when some tension,
Answer key to the Sport section pp. 55-59
called by Brown (1994)  facilitative , really helps
the learners to be more creative and competitive,
II. SHAFT, TARGET, ARROW,
especially when they are grouped.
SCORE, CONTEST, ROUND
Jolly and Early (1974; cited in Brumfit 1984)
say, that working in a small group involves
III. A/ 2, B/ 4, C/ 5, D/ 1, E/ 3
the individual learner more intellectually and
emotionally in the task of learning the language,
VI. 2/ the, 3/ quite, 4/ an, 7/ a
especially when the group succeed. As I can
observe, this is connected with a typical socialiser
VII.1/ number (l. 6), 2/ selected (l.5),
being a leader of the group, the topic that cannot
3/ competitors (l. 2), 4/ groups of two
be completely new, the topic that all the members
(ll. 2-3), 4/ predefined stream of events
like, friendly relationship in the group, and
(l.1), 6/ [point] score (l. 5)
sometimes the teacher s little help. After such
10 (52) 2007
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Teacher
Autonomia (cz.4)
Metoda projektu
Elżbieta Koralewska
iemy już jak bardzo mogą różnić się
Elżbieta Koralewska
pomiędzy sobą nasi uczniowie, wiemy
Wteż, że ich autonomię budujemy po-
przez podmiotowe traktowanie, zachęcanie do ak-
oktorantka w Instytucie Filologii Angiel-
tywnego uczestnictwa w zajęciach, dawanie możli-
Dskiej UAM w Poznaniu. Główne dziedziny
woS
ci wyboru i stwarzanie życzliwej atmosfery.
zainteresowań to: wpływ konstruktywizmu
na glottodydaktykę, autonomizacja nauczania
Ważne jest również, aby język obcy stał się dla
języków obcych, metoda projektu i wykorzysta-
nich S
rodkiem ekspresji, narzędziem, za pomocą
nie technologii w nauczaniu Business English.
którego będą oni wyrażać swoje opinie i mówić
Jest nauczycielem mianowanym. Uczy języka
o swoich odczuciach. Autonomię budujemy rów-
angielskiego w liceum ogólnokształcącym.
nież poprzez rozwijanie ich umiejętnoS
ci współ-
pracy z innymi oraz poprzez pobudzanie ich
do refleksji nad własnym uczeniem się. wych, angażujących większą iloS
ć nauczycieli, my
Metoda projektu, którą zajmiemy się w tym natomiast skupimy się na projektach realizowa-
artykule, z powodzeniem wpisuje się w postulaty nych w ramach jednego przedmiotu- języka obce-
wygłaszane przez zwolenników autonomizacji na- go, jednak uczniowie będą w większoS
ci przypad-
uczania języków obcych, gdyż przygotowując na- ków czerpać z wiedzy i umiejętnoS
ci zdobytych
szych uczniów do działania w autentycznych sytu- podczas realizacji programu innych przedmiotów
acjach obcojęzycznych spełnia wszystkie wymie- w zależnoS
ci od swoich zainteresowań i wyborów,
nione powyżej warunki. których dokonają dostosowując tematykę projektu
do własnych preferencji.
Co to jest projekt?
Wilczyńska stwierdza, że  opieranie dydaktyki Cechy projektu
języków obcych na realizacji zadań (zwanych nie- Powyższa definicja jest jednak pojęciem bar-
kiedy projektami) można uznać za najbardziej dzo szerokim i nie daje konkretnych wskazówek,
charakterystyczną cechę ery postkomunikacyjnej, jak w jaki sposób projekt zrealizować. Dlatego, jako
niekiedy okreS
la się z pewnym przekąsem lata uzupełnienie definicji posłuży nam poniższe ze-
90te (1999:247). Istnieje wiele definicji projektu, stawienie głównych cech omawianego w tym arty-
czy zadania. Wciąż roS
nie iloS
ć publikacji na ten kule zadania projektowego.
temat, a przedstawiane w nich definicje uwypukla-
ją różnorodne jego aspekty. Dla celów niniejszego AutentycznoS
ć wykonywanego zadania: pozwala
artykułu najbardziej użyteczna zdaje się być defi- zastosować w praktyce zdobytą wiedzę i umie-
nicja podana przez Królikowskiego, którą uzupeł- jętnoS
ci zarówno językowe, jak i związane z in-
nimy jednak o zestawienie cech projektu omawia- nymi dziedzinami. Język nie jest tu czymS

nego w tym artykule. Tak więc: do wyuczenia się na pamięć, lecz S
rodkiem wy-
rażania opinii i porozumiewania się z innymi.
 istota projektu, jako metody nauczania pole- Branie pod uwagę zainteresowań uczniów: podej-
ga na tym, że uczniowie realizują okreS
lone zadanie- S
cie autonomiczne daje uczniom możliwoS
ć
znacznie obszerniejsze niż tradycyjne zadania reali- wyboru tematu. Możliwe są tu dwa rozwiąza-
zowane w klasie, czy w domu i na ogół w dłuższym nia. Pierwsze z nich zakłada, że uczniowie sa-
czasie (kilku tygodni, semestr) (Królikowski mi przedstawiają swoje propozycje, drugie po-
2000:10). lega na tym, że dokonują wyboru z listy tema-
tów przedstawionej przez nauczyciela. (W lice-
W swojej publikacji na temat tej metody zachęca ach warto stworzyć listę tematów do wyboru
on do realizacji projektów międzyprzedmioto- w obrębie zagadnień maturalnych, z której
10 (52) 2007
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www.teacher.pl
na pewno każdy uczeń będzie w stanie wybrać tu. W porównaniu z tradycyjnymi zadaniami
wiele interesujących dla siebie). taka forma zajęć jest dla uczniów znacznie cie-
OkreS
lony cel, temat oraz metody pracy: są to za- kawsza i znacznie bardziej angażująca. Jednak
gadnienia do omówienia podczas lekcji wpro- pod warunkiem, że nie będzie to jedynie od-
wadzającej. Uczniowie powinni być S
wiadomi czytanie tekstu z kartki. Warto uczulić
tego, po co robią dany projekt i w jaki sposób uczniów na fakt, że prezentacja ma być cieka-
przyczyni się on do wzrostu ich kompetencji wa dla innych, ma ich czegoS
nauczyć, zainte-
obcojęzycznej. resować, czy nawet rozbawić.
OkreS
lone sposoby realizacji celów: jako że wiele Kryteria oceny: warto je przedyskutować razem
dróg może prowadzić do osiągnięcia tych sa- z uczniami, aby byli S
wiadomi, czego się
mych celów np. zdania egzaminu, rozwijając od nich oczekuje, za co mogą uzyskać punkty,
autonomię uczniów poprzez realizację zadania a za co je stracić, co na pewno zwiększy efek-
projektowego dajemy im możliwoS
ć dostoso- tywnoS
ć projektu.
wania uczenia się do własnych możliwoS
ci Produkt finalny: jest jedną z najbardziej charak-
i preferencji. Etapy i sposoby realizacji są dys- terystycznych cech zadania projektowego.
kutowane w grupach oraz z nauczycielem. Najlepiej, gdy jest przedstawiony w formie
mówionej (prelekcja, wywiad) uzupełnionej
o formę materialną (plakat, prezentacja multi-
medialna, książka, folder). Bardzo ważne jest
stworzenie takich warunków, aby niemożliwe
było jedynie bezmyS
lne odczytanie tekstu wy-
drukowanego z Internetu, ponieważ nie przy-
czyni się to do zwiększenia kompetencji przed-
stawiającego i będzie nudne dla pozostałych.
rys. 1 Etapy i sposoby realizacji są dyskutowane
w grupach oraz z na uczycielem
Termin realizacji: jest bardzo ważną cechą za-
dania. Dotyczy zarówno terminu ostatecznej
prezentacji, jak też jego kolejnych etapów.
Ustalenie takiego terminu ma uczyć organiza-
cji pracy i odpowiedzialnoS
ci. Warto również
pamiętać o ustaleniu maksymalnego i mini-
malnego czasu prezentacji, aby jej zawartoS
ć
nie była zbyt uboga, lub zbyt nużąca dla słu-
chaczy.
rys. 2 BezmyS
lne odczytanie tekstu wydrukowanego z In-
Wykorzystane zasoby: czyli x
ródła informacji
ternetu jest nudne dla pozostałych
oraz użyty sprzęt i materiały. UmiejętnoS
ć
skutecznego docierania do potrzebnych infor- Współpraca z innymi: praca w grupach jest jed-
macji oraz efektywnego ich wykorzystania jest nym z głównych atutów tej metody. Uczeń au-
bardzo ważna dla rozwoju współczesnego mło- tonomiczny to właS
nie taki, który potrafi
dego człowieka, również wykorzystanie kom- współpracować, wymieniać się doS
wiadczenia-
putera czy projektora multimedialnego stano- mi i uczyć się od innych. Możemy też powie-
wić będzie przydatne doS
wiadczenie. dzieć, że projekt jest bardzo atrakcyjny towa-
Wpływ odbiorców: publicznoS
ć również ma rzysko, co potwierdzają ankiety przeprowa-
wpływ na ostateczny kształt prezentacji projek- dzone przeze mnie wS
ród uczniów.
10 (52) 2007
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Rys. E. Koralewska (4)
Teacher
kło. Bardzo dobrze jest również, jeS
li nauczyciel
skłania uczniów do samooceny np. w postaci prze-
prowadzenia krótkiej ankiety.
Przygotowanie projektu
Ten etap pracy nad projektem obejmuje swo-
im zakresem wszystkie pozostałe, dlatego ograni-
czymy się do dokładniejszego opisu jedynie tej
częS
ci zadania. Jak już pisaliS
my wczeS
niej, w po-
dejS
ciu autonomizującym bardzo ważne jest roz-
wijanie samodzielnoS
ci uczniów, dlatego warto
włączyć ich w procesy decyzyjne dotyczące róż-
nych zagadnień związanych z realizacją zadania.
Podczas zajęć wprowadzających projekt ko-
nieczne jest przedyskutowanie z uczniami kilku
zagadnień.
Pierwszym etapem jest uzgodnienie, czy pro-
rys. 3 Projekt jest atrakcyjny towarzysko
jekt będzie się opierał na pracy w grupie, czy pra-
InterdyscyplinarnoS
ć: dzięki różnorodnej tema- cy indywidualnej. Co prawda idea autonomizacji
tyce projekt pozwala łączyć wiedzę z różnych opiera się na rozwijaniu umiejętnoS
ci współpracy,
dziedzin i wykorzystywać to, czego uczniowie ale myS
lę, że zasadne jest, aby uczniowie takiego
nauczyli się na innych zajęciach. wyboru dokonali sami. JeS
li praca będzie przebie-
gać w grupie, uczniowie muszą doprecyzować, kto
Etapy projektu za jakie działania będzie odpowiedzialny.
W celu osiągnięcia najlepszych efektów nie- Kolejnym zagadnieniem jest wybór tematu.
zbędna jest współpraca pomiędzy nauczycielem Dotyczy to zarówno ogólnego zagadnienia, jak
a uczniami na każdym etapie tego typu zadania. i tematu szczegółowego.  Łatwiej będzie realizo-
Jednak interwencja nauczyciela powinna być wać projekt, jeS
li od początku będzie on bazował
ograniczona do niezbędnego minimum, aby nie na naturalnej motywacji uczniów wynikającej z ich
wyręczać uczniów w tych działaniach, z którymi zainteresowań i jeS
li będą oni współdecydowali
mogą sobie poradzić sami. Możemy wyróżnić na- o wyborze konkretnego tematu (Królikowski
stępujące etapy: 2000:25). Możliwe jest bowiem pogodzenie wy-
przygotowanie projektu  większoS
ć czynnoS
ci mogów egzaminacyjnych z zainteresowaniami
przed przystąpieniem do realizacji będzie i potrzebami naszych uczniów. Tak, jak wspomi-
przedmiotem negocjacji zgodnie z założeniami naliS
my wczeS
niej, wybór tematu jest dokonywany
autonomii; samodzielnie przez uczniów lub z zestawu propo-
realizacja planu  jest to moment, w którym zycji podanych przez nauczającego.
projekt  wychodzi poza zajęcia , gdyż ucznio- Po wyborze tematu powinno nastąpić ustalenie
wie samodzielnie, już bez pomocy nauczyciela celów i sposobów ich realizacji. Nauczyciel musi
realizują założone działania; wziąć pod uwagę ogólny cel edukacji, podstawy
prezentacja pracy  jest możliwoS
cią zaprezen- programowe, cele wychowawcze oraz wymagania
towania wyników poszukiwań, przećwiczenia egzaminacyjne i w tym duchu zastanowić się
wystąpień publicznych i różnych sposobów z uczniami, po co robią dany projekt, czego chcą
prezentowania wyników własnej pracy, pozwa- się nauczyć i dowiedzieć, w jaki sposób projekt
la na zademonstrowanie zarówno wiedzy, przyczyni się do rozwoju ich umiejętnoS
ci, ale
umiejętnoS
ci, jak i pomysłowoS
ci czy kreatyw- również z czym mogą mieć największe trudnoS
ci
noS
ci poszczególnych członków grupy; i jak mogą je przezwyciężyć. Ten etap służy rów-
ocena projektu możliwa jest tu ocena wysta- nież ustaleniu szczegółów zadania i wstępnemu
wiona przez nauczyciela, ocena dokonana podziałowi pracy. Przy czym wybór zadań służą-
przez innych uczniów, ale również samoocena. cych realizacji celu powinien być zgodny z osobo-
Przy czym nie wystarczy wyrażenie oceny od- woS
cią i umiejętnoS
ciami poszczególnych człon-
powiednią cyfrą. Uczniowie powinni znać kryte- ków grupy. Jednym ze sposobów pomocy
ria, według których będą oceniani wczeS
niej, uczniom jest spisanie na tablicy ich pomysłów do-
przed prezentacją, a potem dowiedzieć się za co tyczących różnych form służących realizacji zada-
zdobyli punkty, a gdzie tych punktów im zabra- nia do wyboru (np. film z ich udziałem, przepro-
10 (52) 2007
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wadzenie i prezentacja wyników ankiety, prezen- etapy, który może być dostarczony w póx
niejszym
tacja multimedialna, wywiad, gazetka, scenka). wyznaczonym terminie, kiedy prace nad projek-
Z mojego doS
wiadczenia wynika, że najciekawsze tem zostaną już zainicjowane.
prezentacje to takie, które są połączeniem kilku Kryteria oceniania również powinny być prze-
form. Zaletą takiego rozwiązania jest to, że daje dyskutowane z uczniami, tak, aby zdawali sobie
ono jednoczeS
nie możliwoS
ć wykazania się róż- sprawę, jakie są wymagania i lepiej mogli się przy-
nym typom osobowoS
ci np. osoba panicznie boją- gotować do prezentacji. Omawiany przeze mnie
ca się wystąpień publicznych może nagrać swój projekt kładzie główny nacisk na doskonalenie
wywiad na wideo. umiejętnoS
ci mówienia, dlatego kryteria powinny
być sformułowane w taki sposób, aby niemożliwe
było bezmyS
lne odczytanie tekstu z kartki.
System oceniania powinien dostarczyć informa-
cji zarówno uczniom, jak i nauczycielowi. Ucznio-
wie maja dowiedzieć się, co robią dobrze,
a nad czym powinni jeszcze popracować. Ocena
ma skłonić ich do refleksji nad własnym uczeniem
się. Nauczyciel, natomiast, uzyskuje informację, co
może zrobić lepiej następnym razem np. poprzez
wprowadzenie innowacji w lekcji wprowadzającej.
Dowiaduje się również, czy założone cele projektu
zostały zrealizowane. Trzeba również pamiętać
o tym, że  oceniane powinno być to, co jest istotne
dla danego przedmiotu lub zagadnienia, a nie to,
co łatwo ocenić (Królikowski 2000:63).
Kryteria oceniane Kryteria oceniane
wspólnie indywidualnie
1. Projekt interesujący, 1. Wygłoszenie kwestii
ciekawy = 1 punkt ustnie, bez czytania
= 2 punkty
2. Wyczerpujące 2. PłynnoS
ć
przedstawienie wypowiedzi
tematu = 1 punkt =1 punkt
rys. 4 Jednym ze sposobów pomocy uczniom jest spisanie
na tablicy ich pomysłów dotyczących różnych form
3. Logika wypowiedzi, 3. PoprawnoS
ć
służących realizacji zadania do wyboru
dobra organizacja, i zrozumiałoS
ć
bez przerw, =1 punkt
Analiza zasobów, które mogą wesprzeć realiza-
cję powinna dokonywać się równoczeS
nie z dysku- milczenia = 1 punkt
sją dotyczącą sposobów realizacji celów. Mogą to
być zarówno osoby, które są w stanie dostarczyć
4. ZawartoS
ć 4. Bogactwo językowe
potrzebnych informacji lub pomóc w znalezieniu
elementów (słownictwo +
materiałów i sprzęt, jaki uczniowie mają do dyspo-
wizualnych struktury
zycji, ale również indywidualne zasoby uczniów,
(np. prezentacja gramatyczne)
takie jak ich zainteresowania czy umiejętnoS
ci oraz
posiadane przedmioty, które mogą uatrakcyjnić
multimedialna, = 2 punkty
prezentację.
plakat) = 1 punkt
Termin realizacji również powinien być przed-
miotem dyskusji, tak, aby był możliwy do dotrzy-
mania i nie kolidował z innymi obowiązkami Powyżej przedstawiam przykładowe kryteria
uczniów. Nauczyciel może też zasugerować stwo- oceniania, które wykorzystywałam do oceny zadań
rzenie harmonogramu wykonania projektu z gra- projektowych. 40% kryteriów jest oceniane wspól-
fikiem osób odpowiedzialnych za poszczególne nie dla danej grupy, co przy stosowanej w danej
10 (52) 2007
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Teacher
szkole skali ocen było równe ocenie dopuszczają- Rola nauczyciela to również ocena projektu,
cej, 60% kryteriów to ocena wystąpienia konkret- która ma pobudzić uczniów do refleksji nad wła-
nej osoby. Przy tak skonstruowanym systemie snym uczeniem się.
oceniania, każdy z uczniów będzie musiał się wy- Wydaje się, że zadań tych jest bardzo dużo,
powiedzieć, co pozwoli uniknąć sytuacji, w której jednak z mojego doS
wiadczenia wynika, że
cała grupa otrzymuje taką samą ocenę niezależnie uczniowie są z reguły bardzo samodzielni podczas
od tego, czy był wkład w realizację projektu każ- prac nad projektem i jeS
li dostaną wyczerpujące
dego z członków zespołu. instrukcje podczas zajęć wprowadzających, potra-
fią większoS
ć problemów rozwiązać samodzielnie
O zasadach obowiązujących podczas prezentacji we własnej grupie.
projektów warto wspomnieć jeszcze przed
przystąpieniem do pracy i kolejny raz Podsumowanie
przypomnieć je zaraz przed prezentacjami. Cel, jaki mi przyS
wiecał podczas pisania po-
Chodzi o to, aby uczniowie słuchali siebie wyższego artykułu to podzielenie się własnymi do-
nawzajem, nie przerywali i nie komentowali S
wiadczeniami z pracy metodą projektu, jako kon-
wypowiedzi. Ponadto, aby słuchając innych uczyli kretnym rozwiązaniem kształtującym autonomię
się, co i w jaki sposób można powiedzieć na dany uczniów. Ma on być jednoczeS
nie zachętą dla in-
temat. nych nauczycieli języków obcych do skorzystania
Lekcja wprowadzająca powinna zaowocować z moich doS
wiadczeń i ewentualnego podzielenia
odpowiednią notatką w zeszycie dotyczącą się ze mną swoimi spostrzeżeniami. Z przeprowa-
wynegocjowanych założeń. dzonych przeze mnie badań wynika, że większoS
ć
nauczycieli jest pozytywnie nastawiona do tej me-
Rola nauczającego tody i stosuje ją na swoich zajęciach, jednak nie za-
PodejS
cie autonomiczne zmienia rolę nauczy- wsze odbywa się to w duchu założeń konstruktywi-
ciela. Nie chodzi jednak to,  by eliminować do- zmu i autonomizacji. Chciałabym zachęcić na-
tychczasowe nauczanie instytucjonalne, zastępo- uczycieli do obserwowania uczniów, zdobywania
wać tradycyjne zajęcia systemem autonomicznym, wiedzy o nich, ich potrzebach i zainteresowaniach
lecz by je usprawniać, podnosić efektywnoS
ć na- oraz umożliwienia im wywierania większego wpły-
uczania/uczenia się poprzez działania autonomi- wu na to, co dzieje się podczas zajęć, gdyż  zazwy-
zujące , a  ogólny cel działań nauczyciela w tym czaj nasze domysły odzwierciedlają przede wszyst-
zakresie to pomoc w przełamywaniu stereotypo- kim nasze własne poglądy i doS
wiadczenie w tym
wych wyobrażeń na temat uczenia się języków ob- względzie, a te mogą być przecież inne niż u uczą-
cych (Cichoń 2002:25-26). cego się (Wilczyńska 1999:244). Natomiast moż-
Zadaniem nauczającego jest przede wszystkim liwoS
ć wyboru tematu projektu, czy współudział
inicjowanie projektu, czyli wzbudzenie zaintereso- w ocenianiu mogą bardzo pozytywnie wpłynąć
wania uczniów, motywowanie do działania, orga- na wzrost efektywnoS
ci nauczania języka obcego.
nizacja zajęć wprowadzających, wspólne z ucznia-
mi ustalenie zasad współpracy oraz okreS
lenie mi-
nimalnych wymagań. Ważne są również starania
o pozytywne nastawienie uczniów do zmian i po- (Artykuł został opracowany na podstawie mojego referatu
dejmowania nowych wyzwań. wygłoszonego na konferencji  Autonomia ucznia w naucza-
Poza tym, prowadzący zajęcia monitoruje wy- niu języków obcych- co osiągnęliS
my i dokąd zmierzamy?
konanie projektu oraz pomaga służąc radą, budu- w Koninie w dniach 9-11 maja 2007 zorganizowanej przez
jąc narzędzia ułatwiające realizację oraz kontrolu- Instytut Neofilologii Państwowej Wyższej Szkoły Zawodo-
jąc projekt na poszczególnych etapach realizacji. wej w Koninie oraz UAM w Kaliszu).
Bibliografia
Cichoń, Maria. 2002. "Uczyć się uczyć: autonomizacja studentów I roku filologii romańskiej", w: Wilczyńska, Weronika. (red.). 2002.
23-34.
Królikowski, Jacek. 2000. Projekt edukacyjny- materiały dla zespołów międzyprzedmiotowych. Warszawa: Wydawnictwa CODN.
Wilczyńska, Weronika. 1999. Uczyć się czy być nauczanym. O autonomii w przyswajaniu języka obcego. Warszawa- Poznań:
Wydawnictwo Naukowe PWN.
Wilczyńska, Weronika. (red.). 2002. Wokół autonomizacji w dydaktyce języków obcych. Badania i refleksje. Poznań: Wydawnictwo
Naukowe Uniwersytetu im. Adama Mickiewicza w Poznaniu
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Short stories by American women
writers in the English classroom
teaching
Ewa Konopka
he present reality of English classroom specially published for school needs present
teaching in Poland, particularly understandable texts but still the number of such
Tin teaching secondary school students, magazines is inadequate. So, the best solution to
who want to take their school leaving exam at this problem seems to be turning to literature,
the advanced level, is that there is a constant particularly short stories. Thinking pragmatically,
problem of low accessibility of original texts they might be an endless source of inspiration
in English. Since the whole educational process taking into account their wide range and easy
in a secondary school aims at preparing accessibility in Poland from bookshops, libraries
the students for their A-level exams, which mainly or via the Internet. What is more, they are simply
focus on reading comprehension, the teacher faces a good read, not too complicated and interesting
a difficulty of finding numerous texts that can be enough to give some food for thought.
presented to students as interesting material to
read either in the classroom or at home. What is Why short stories?
more, such texts must be processed by the teacher
in order to write exercises, which will develop What may attract students to reading short stories
the students reading skills. The form of exam is their generic shortness, since recently young
limits the choice of testing to close-answer people in Poland rarely turn to long literary
questions such as multiple choice, true/false, works. By definition, a short story is any fictional
ordering or assigning. Thus, ambitious teachers prose between  one or forty average printed pages
who want to prepare their students well for (Scofield 2006, 4) or as Poe elucidates, that can be
the exam, have a seemingly impossible task to read in one go (Reid 1977, 9). Since in a short
perform: firstly, they have to find short interesting story the ending is close to the beginning,
texts and then, they have to invent tests that will the reader can perceive the whole of narrative at
check their students understanding. one time without interruption. Thus, as Lohafer
Finding appropriate texts might not appear to states (Friedman 1989, 27) perception of the short
be a real problem. However, even experienced story world distances us from our personal life as
teachers know how much effort this task involves. we can concentrate on the narrative alone. So,
The most popular course books are still grammar- reading involves more attention and concentration
centred and considering their usual division into on sentences whose density  aspect of syntax, and
fifteen units, include at the most one interesting intensity  aspect of diction, convey deeper
text per unit. Whereas, the course books recently feelings and thus they appeal more to the reader s
flooding the market, which have been specially emotions.
written with the aim of preparing students for In McClave s definition, the short story
secondary school exams in English, concentrate  embodies the completed moment, immediate,
on vocabulary exercises. Though they include self-contained, isolated from casual chains of
texts to develop listening or reading events (1980, 2). Therefore, the plot of a short
comprehension, their number is still insufficient to story is easy to follow as there is only one narrative
satisfy the needs of both students and teachers. line with one major scene and one major event
On the other hand, the texts from magazines and happening (Kostelanetz 1982, 288). That helps
newspapers are too difficult and include too much the reader to understand the motifs of the main
sophisticated journalese vocabulary. Therefore, character s action better. Short stories, thus,
they need simplification, which makes do not aspire to show the wholeness of life with all
the teacher s work even harder. A few magazines its complexities. However, by transmitting a focal
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point from a description of a string of events to in the symbolic substructure. Only the short story
the perspective of a single event, they may proper has a potential of making the reader
concentrate on pinpointing certain aspects of life confused as to the real meaning of the plot. Such
and commenting on them. As Richard Grayson stories may, beside the sheer pleasure of reading,
a contemporary writer says, in short stories  you bring students some emotional and intellectual
can take real life and take it around so that involvement in disentangling the meanders of
everything works (Kostelanetz 1982, 293). thematic and structural intricacy.
Although short stories mirror reality, this reality is
slightly better organized so that all its elements Why American short stories?
click into place, thus allowing the narrator to
explicate his or her position. Contrary to novels, The short story has played an important part
in short stories the reader recognises the fictitious in American literature. The genre is considered to
world through subjective inference from single have been selected by American writers as best
episodes rather than acknowledging the objective suitable to meet the needs of democratic society
evidence shown in the plethora of details and reflect the diversity of national culture. This
(McClave 1980, 5), which means that thanks to genre was first adopted at the beginning of
its simplicity the plot of short stories might be the nineteenth century by Edgar Allan Poe whose
easier to comprehend even by inexperienced ambition was to create an independent literary
young readers. On the other hand, the limited tradition in the USA (Scofield 2006, 6). In his
number of words presupposes that a short story is opinion, a fast developing country cannot be just
characterised by a certain brevity. Each word another English-speaking province and should
counts, every scene matters, every gesture bears break through with the European affiliation to
a meaning. So no detail can be overlooked or the novel. One advantage of the short story was its
forgotten in the whole understanding of shortness which appealed to citizens whose fast
the general idea. Therefore, short stories entice pace of life did not allow long hours to be devoted
the reader to undertake the intellectual effort of to reading. The other was its simplicity thanks to
probing behind the thin veneer of their which it could have been enjoyed by readers from
incomplexity. different walks of life and classes. Finally, its
Despite their seeming textual simplicity, short affinity to oneness, explicated in portraying an
stories have a well organized structure. As some individual character or a representative scene, let
critics maintain (Reid 1977, 5) short stories the writers successfully introduce new and exotic
consist of at least three events joined together that figures, places or topic and thus depict
form a continuity of beginning, middle and end the plurality of American cultural traditions.
though the events do not have to be always Therefore, since the short story has been claimed
logically linked since  fiction can be as disjunctive to have been a typically American genre which has
[...] as a weird dream (Reid 1977, 7). been mastered to perfection by American writers
Considering the triple construction of the plot, for two centuries now, the best examples of
Kostelanetz (1982, 289) proposes a taxonomy of the form must be found in this literary circle.
short stories into three categories. The arc story Thus, presenting American stories to Polish
climaxes in the event that is presented students will ensure the access to the most
in the middle of the narration so that the story has worthwhile and diverse samples of short fiction.
its beginning, a middle and an end. Taking into account American racial, ethnic
In the epiphany story, the plot invariably proceeds and geographical diversity, and the fact that short
to the last event which cements the whole stories are considered to depict best American
narration. The flat story does not include any consciousness (Weaver 1983, V), it might be
culminating point so the main idea is clear from interesting for Polish students to get acquainted
the beginning to the end. Rohrberger (1989, 43) with unknown national and regional cultures.
distinguishes between two sorts of stories, Traditionally, the USA consists of four main
the simple narrative and the short story proper. regions, New England, the South, the Midwest
In the former the meaning is obvious as it does not and the West. The authors who felt closely
include any mysteries. In the latter the meaning is affiliated to these areas, chose them for
not easily intelligible as it lies hidden meaningful settings to their literary productions,
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thus creating literature unique in portraying development as papermaking, bookbinding,
regional characteristics. For example, short stories the rotary press, road and rail networks allowed
from New England depict the region s straggle to a distribution of cheap books to a large number of
preserve its rural identity; stories from Americans (Baym 1988, 289). Simultaneously,
the Midwest concern the middle class ethos of men, who constituted the majority of readership
upgrading one s existence; Western short fiction in earlier centuries, took more interest in business
is associated with the frontier spirit and than culture. Therefore, energetic publishers,
the pioneering battle with nature. Finally, there sensing that printed books might bring large
are short stories from the South which developed profit, sought a new type of audience and new
as if against the national tradition. In the country types of authors to fill up the place deserted by
which voices the ideas of industrial development, men. Thus, women were admitted to literary
equality and personal freedom, it showed circles both as readers and writers. Baym
commitment to agriculture, aristocracy and racial challenges (1988, 290) a widely accepted notion
segregation (Cox 1988, 779). That is why short that women writers were despised by general
stories from the South epitomise the region s public. According to the norms of propriety
alienation from the mainstream culture and widespread in the nineteenth century it was
history. Therefore, as Cox argues (1988, 781) a shame for a genteel women to work in the public
the short story has become the classic regional domain. Writing could not be treated as public
form, which was successfully used to describe work since the whole activity was confined to
local personages and customs. home. So, contrary to popular claims, women
Moreover, the short story, as Scofield claims writers were highly esteemed and praised by
(2006, 8,) helped to introduce to the mainstream publishers and editors, who gave them moral and
literary tradition various ethnic groups, for financial support and encouraged them to fulfil
instance Native American, African, Hispanic or their literary ambitions. What is more, women
Asian. By showing complicated relationships writers who wrote for mass audiences were
between different American nations, the genre has recognised as inculcators of moral and aesthetic
disseminated ideas of cultural diversity expressed standards in nineteenth-century American society.
through various ethnic voices and examined them Therefore,  the advent of female authorship itself
from different angles of native attitudes. could be, and was frequently, perceived as a sign
Therefore, by reading short stories written by of a rise in general standards of culture (Baym
American authors of different ethnic minorities, 1988, 290).
Polish students may get to know the convolution As more and more women dabbled
of cultural assimilation of different traditions that in literature, writing rose to the rank of a vocation
have not always harmoniously coexisted. Thus, (Baym 1988, 290) and literary forms turned into
through evoking cultural awareness, the feeling of the agenda from which women could voice their
respect and tolerance for the otherness might be opinions and diffuse moral ideals. Thus, women
aroused. Moreover, young people in Poland, could actively shape the socially accepted
living in the era of globalisation, might learn that standards of morality by presenting the ethical
it is possible to preserve one s own national code of right and wrong. For example, early
identity against the pressure of more powerful American female authors focused on domesticity
world dominant cultures. That openness of because, presumably, at that time the home and its
the American short story to battle with a wide moral concern for another person were devalued
range of topics and characters might allow Polish in comparison with  competitive individualism,
students to get acquainted with diverse world aggressive consumption and financial
cultures that make up the unified picture of advancement (Baym 1988, 291) that dominated
a literary melting pot. the public sphere. In the second half of
the nineteenth century, female literature
Why the American short stories written by introduced new ideals, it showed a picture of
women? the New Woman  independent, who seeks
fulfilment through work not marriage and rearing
The boom in US female authorship goes back to children, who makes conscious decisions about
the beginning of 19th century when such technical her life and is free in all her choices (Tichi 1998,
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590-592). Thus, such writers as Kate Chopin, Answering the first question made in this
Edith Wharton, Charlotte Perkins Gilman, Ella article it must be stated that Polish students who
Glasgow or Willa Cather, by liberating their want to improve their reading skills should turn to
fictitious heroines from the yoke of domesticity, short stories because firstly they are short so
set a new standard of female behaviour to be reading them does not demand a lot of time. What
followed by real American women. Moreover, is more the plot is easy to follow since it shows
women writers played a great role in introducing single events so students will not lose interests in it
new exotic topics and areas to the mainstream before getting to the end. Secondly, their
literary tradition (Cox 1988, 767). Willa Cather, shortness determines the complexity of structure
for example, chose Nebraska as the settings to her and themes which might demand from students
works, and Kate Chopin wrote about Creole a deeper intellectual or emotional response.
community in Louisiana. That is why both of Therefore, short fiction might constitute good
them, as well as many other female authors, were material to discuss in the classroom or create
called local colourists due to the use of local the mean to test their comprehension.
vernacular and settings in their works. The issue of why Polish students learning
Despite all its merits, female literature has been English should read American short stories is not
underscored in the bulk of literary texts of male complicated to solve. Considering that the short
authors. Presently, feminist literary criticism aims story is a typically American genre, which since
at restoring the position due to women writers. the nineteenth century has reflected American
Thus, as Spencer defines (1982, 158) it has four codes of mores, social manners and morality,
goals, namely, bringing to light these texts that Polish students might, beside developing their
have been previously underestimated or reading skills, learn cultural awareness since
misunderstood, freeing the interpretation of a foreign language cannot be taught outside its
popular female texts from gender bias, examining cultural contexts. Moreover, since the USA has
the picture of women in literature and finally always been thought to be a melting pot in which
assembling the set of literary texts indispensable to various ethnic traditions mingle, Polish students
create a full spectrum of women s literature. might get to know the diversity of world customs,
Going along the lines defined by feminist literary filtered through American experience, without
criticism, it seems a good idea to make Polish reading national Asian, African or Mexican
students acquainted with the number of short literature.
stories written by women authors, which cannot Finally, Polish students of both genders,
be easily found in anthologies of American might find it challenging to read American short
literature. Their reinterpretation would allow prose written by women authors as such stories are
the students to refute the stereotype of an not widely known despite their literary merits.
American woman, as it has been presented Additionally, American women writers are
in books written by men, based on a dichotomy of considered to sustain and even upgrade
feminine types between angelic or devilish, the standard of national culture since their works
submissive or domineering, seductive or virginal. focus on spheres neglected by the male
Moreover, the students should find it individualistic struggle against society.
noteworthy to draw generalisations about human Consequently, women s fiction mirrors
experience on the ground of specifically female a specifically feminine attitude to life different
attitude to life, expressed in fiction. In the era of from the male perspective. Therefore, getting
women s liberation, many women, as Jakielaszek acquainted with the short prose of American
defines (1995, 43) feel  torn between women writers might broaden the discernment of
the ambitions for a career, preoccupations duality of the gender spectrum and thus deepen
concerning workplace, and home, children, the understanding of mutual relations between
husband . As it is not possible for a single woman men and women.
to find a balance between those two opposing
spheres of life and handle them equally well. Below I enclose a part of the short story  Lou,
Possibly, such texts might help female students to the Prophet written by Willa Cather. I also
resolve the conflicting issue of freedom gained present an example of how this story can be used
thanks to feminism, whether to pursue their own in English classroom teaching and a test which
individual ideals or to be at odds with themselves checks its reading comprehension.
but adjust to the normative standards outlined by
male perception.
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References:
Baym, N. 1988. The rise of the woman author. In Columbia literary history of the United States.
ed. E. Elliot, 289-305.
Cox, J. M. 1988. Regionalism, a diminished thing. In Columbia literary history of the United States.
ed. E. Elliot, 761-784.
Elliot, E., ed. 1988. Columbia literary history of the United States. New York: Columbia University Press.
Friedman, N. 1989. Recent short story theories. In Short Story Theory at a Crossroads. eds. S. Lohafer, and J. E. Clarey, 13-31.
Jakielaszek, A. K. 1995. Female identity and feminism. In Essays in American Literature. ed. T. Pyzik, 34-47.
Kim, E. H. 1988. Asian American literature. In Columbia literary history of the United States. ed. Emory Elliot, 811-821.
Kostelanetz, R., ed. 1982. Vol.1 American writing today. Washington D.C.: Forum Series.
Kostelanetz, R., ed. 1982. Vol.2 American writing today. Washington D.C.: Forum Series.
Kostelanetz, R. 1982. Short story writing. In Vol.2 American writing today. ed. R. Kostelanetz, 287-309.
Lohafer, S., and J. E. Clarey, eds. 1989. Short story theory at a crossroads. Baton Rouge and London: Louisiana State University
Press.
May, C. E. 1989. Metaphoric motivation in short fiction, In the beginning was the story. In Short story theory at a crossroads. eds.
S. Lohafer, and J. E. Clarey, 62-73.
McClave, H., ed.1980. Women writers of the short story. A collection of critical essays. Englewood Cliffs: Prentice-Hall, Inc.
McClave, H. 1980. Introduction. In Women writers of the short story. A collection of critical essays.
ed. H. McClave, 1-10.
Mortimer, A. K. 1989. Second stories. In Short story theory at a crossroads. eds. S. Lohafer, and J. E. Clarey, 276-298.
Paredes, R. A. 1988. Mexican American literature. In Columbia literary history of the United States.
ed. E. Elliot, 800-810.
Pyzik, T. ed. 1995. Essays in American literature. Katowice: Wydawnictwo Uniwersytetu R
ląskiego.
Reid, I. 1977. The short story. London-New York: Methuen.
Rohrberger, M. 1989. Between shadow and act. In Short story theory at a crossroads. eds. S. Lohafer,
and J. E. Clarey, 32-44.
Scofield, M. 2006. The Cambridge introduction to the American short story. Cambridge: Cambridge University Press.
Spencer, S. 1982. Feminist criticism and literature. In Vol.1 American writing today. ed. R. Kostelanetz, 157-261.
Stepto, R. 1998. Afro-American literature. In Columbia literary history of the United States. ed. E. Elliot, 785-799.
Tichi, C. 1998. Women writers and the New Woman. In Columbia literary history of the United States. ed. E. Elliot, 588-606.
Weaver, G., ed. 1982. The American short story 1945-1980. A critical history. Boston: Twayne Publishers.
Weaver, G. 1983. Introduction. In The American short story 1945-1980. A critical history. ed. G. Weaver, I-IX.
Wright, A. M. 1989. On defining the short story. In Short story theory at a crossroad. eds. S. Lohafer, and J. E. Clarey, 46-53.
about them. They have to think too much about
Lou, the Prophet how they shall get bread to care much what soil
gives it to them. But among even the most
blunted, mechanical people, the youths and
by Willa Cather the aged always have a touch of romance in them.
Lou was only twenty-two; he had been but a boy
when his family left Denmark, and had never
It had been a very trying summer to every one, ceased to remember it. He was a rather simple
and most of all to Lou. He had been in the West fellow, and was always considered less
for seven years, but he had never quite gotten over promising than his brothers; but last year he had
his homesickness for Denmark. Among taken up a claim of his own and made a rough
the northern people who emigrate to the great dugout upon it and he lived there all alone. His
west, only the children and the old people ever life was that of many another young man in our
long much for the lands they have left over country. He rose early in the morning,
the water. The men only know that in this new in the summer just before daybreak;
land their plow runs across the field tearing up in the winter, long before. First he fed his stock,
the fresh, warm earth, with never a stone to stay its then himself, which was a much less important
course. That if they dig and delve the land long matter. He ate the same food at dinner that he
enough, and if they are not compelled to mortgage ate at breakfast, and the same at supper that he
it to keep body and soul together, some day it will ate at dinner. His bill of fare never changed
be theirs, their very own. They are not like the year round; bread, coffee, beans and
the southern people; they lose their love for their sorghum molasses, sometimes a little salt pork.
fatherland quicker and have less of sentiment After breakfast he worked until dinner time, ate,
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within the next two weeks, his entire crop would
be ruined; it was half gone now. All these things
together were too much for poor Lou, and one
morning he felt a strange loathing for the bread
and sorghum which he usually ate as
mechanically as he slept. He kept thinking
about the strawberries he used to gather on
the mountains after the snows were gone, and
the cold water in the mountain streams. He felt
hot someway, and wanted cold water. He had no
well, and he hauled his water from a neighbor's
well every Sunday, and it got warm in the barrels
those hot summer days. He worked at his
haying all day; at night, when he was through
feeding, he stood a long time by the pig stye with
a basket on his arm. When the moon came up,
he sighed restlessly and tore the buffalo pea
flowers with his bare toes. After a while, he put
his basket away, and went into his hot, close,
little dugout. He did not sleep well, and he
dreamed a horrible dream. He thought he saw
the Devil and all his angels in the air holding
back the rain clouds, and they loosed all
the damned in Hell, and they came, poor
and then worked again. He always went to bed tortured things, and drank up whole clouds of
soon after the sunset, for he was always tired, rain. Then he thought a strange light shone
and it saved oil. Sometimes, on Sundays, he from the south, just over the river bluffs, and
would go over home after he had done his the clouds parted, and Christ and all his angels
washing and house cleaning, and sometimes he were descending. They were coming, coming,
hunted. His life was as sane and as uneventful as myriads and myriads of them, in a great blaze of
the life of his plow horses, and it was as hard and glory. Then he felt something give way in his
thankless. He was thrifty for a simple, poor, weak head, and with a cry of pain he
thickheaded fellow, and in the spring he was to awoke. He lay shuddering a long time
have married Nelse Sorenson's daughter, but he in the dark, then got up and lit his lantern and
had lost all his cattle during the winter, and was took from the shelf his mother's Bible. It opened
not so prosperous as he had hoped to be; so, of itself at Revelation, and Lou began to read,
instead she married her cousin, who had slowly indeed, for it was hard work for him.
an  eighty of his own. That hurt Lou more Page by page, he read those burning, blinding,
than anyone ever dreamed. blasting words, and they seemed to shrivel up
A few weeks later his mother died. He had his poor brain altogether. At last the book
always loved his mother. She had been kind to slipped from his hands and he sank down upon
him and used to come over to see him his knees in prayer, and stayed so until the dull
sometimes, and shake up his hard bed for him, gray dawn stole over the land and he heard
and sweep, and make his bread. She had the pigs clamoring for their feed.
a strong affection for the boy, he was her He worked about the place until noon, and then
youngest, and she always felt sorry for him; she prayed and read again. So he went on several
had danced a great deal before his birth, and days, praying and reading and fasting, until he
an old woman in Denmark had told her that was grew thin and haggard. Nature did not comfort
the cause of the boy's weak head. him any, he knew nothing about nature, he had
Perhaps the greatest calamity of all was never seen her; he had only stared into a black
the threatened loss of his corn crop. He had plow furrow all his life. Before, he had only seen
bought a new corn planter on time that spring, in the wide, green lands and the open blue
and had intended that his corn should pay for it. the possibilities of earning his bread; now, he
Now, it looked as though he would not have only saw in them a great world ready for
corn enough to feed his horses. Unless rain fell the judgment, a funeral pyre ready for the torch.
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7. At the end of the story Lou becomes
a) zealously pious.
b) closer to nature.
c) aggressive towards people.
d) prejudiced against farming.
Questions to discuss:
1. How is life of the first settlers usually
shown in American films?
2. What was Lou s life like? Think of his
home, daily routine, food, pastime,
companionship.
3. What do you think of his life? Why do you
think he endures it?
4. Why do you think Lou is described as
 weak in the head ? What is Lou like?
Testing questions: 5. How have the events of the last year
1. Danish men, unlike other immigrants, changed Lou?
do not miss their country because 6. What sort of judgment is Lou talking
a) they are unemotional. about at the end of the story?
b) they have to pay mortgages. 7. Why do you think Lou is called
c) they expect to achieve prosperity.  the prophet in the title of the story?
d) they work too hard on their farms. 8. Why do you think the writer says that
young and old people are more romantic?
2. The most unbearable thing in Lou s life
was Vocabulary:
a) tedious work. Find the words connected with agriculture
b) unvaried diet.
c) lack of pleasure.
d) loss of livestock. Answer key to the story on page 37
3. Lou cannot be described as
Answer key to the quiz pp. 32-37
a) wasteful.
b) persistent. (easy questions- version for 1 point)
c) slow-witted. I. 1/b; 2/a; 3/c; 4/a; 5/d;
d) hardworking. II. 1/Tony Blair; 2/London; 3/Dublin; 4/Edinburgh;
5/red
4. Lou s mother III. 1/T; 2/T; 3/T; 4/F; 5/F
a) died of deep sorrow. IV. 1/b; 2/a; 3/c; 4/e; 5/d
b) pitied his weaknesses. (questions of the average level of difficulty  version for 2 points)
c) believed in superstitions. I. 1/d; 2/c; 3/a; 4/a; 5/b;
d) never showed her feelings. II. 1/No; 2/The United Kingdom of Great Britain and
Northern Ireland; 3/Yes; 4/60 millions; 5/80 years
5. Drought in the summer old (she was born on April 21st, 1926);
a) prevented hay harvest. III. 1/T; 2/T; 3/F; 4/T; 5/T
b) made water in the well dry. IV. 1/b; 2/e; 3/a; 4/d; 5/c
c) destroyed Lou s crop totally. (difficult questions  version for 3 points)
d) made Lou detest his nourishment. I. 1/c; 2/d; 3/a; 4/c; 5/b (population density in Scotland
is 64 people/ km2; population density in Northern
6. Lou started praying Ireland is 121 people/ km2
a) to ease the pain. II. 1/e.g. Oxford, Cambridge, University College
b) to mollify his feelings. London, Imperial College, King's College; 2/three
c) inspired by the dream. times; 3/St. David; 4/5; 5/Tell Tyler;
d) because of lonesomeness. III. 1/T; 2/T; 3/T; 4/F (1999); 5/F;
IV. 1/a; 2/d; 3/c; 4/e; 5/b;
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Intercultural competence and how to
teach it to secondary school students
Katarzyna Ożóg-Gilowska
 How shall I talk of the sea to the frog,
If it has never left his pond?
How shall I talk of the frost to the bird of the summerland,
If it has never left the land of its birth?
How shall I talk of life with the sag,
If he is prisoner of his doctrine?
Chung, Tsu, 4th Century B.C.
ccording to Wikipedia s definition
Katarzyna Ożóg-Gilowska
Intercultural competence is the ability of
Asuccessful communication with people of
other cultures. This ability can exist in someone
ualified and licensed TELC- the European Language Certificate
at a young age, or may be developed and
Qand New Matura examiner and legal certified translator. She
Teaches as a "nauczyciel dyplomowany" in Maria Skłodowska Curie
improved due to willpower and competence.
Secondary School in Czechowice-Dziedzice and Wyższa Szkoła
The bases for a successful intercultural
Bankowości i Finansów in Bielsko-Biała. In 2005 she participated
communication are emotional competence,
in Socrates Comenius 2.2. Secondary Teaching Course held
together with intercultural sensitivity.
in University of Kent in Canterbury. She is interested and deeply
involved in teaching intercultural competence programme.
Interculturally competent is a person who
captures and understands, in interaction with many facets (linguistic, social cultural) and
people from foreign cultures, their specific should be based on true tolerance and openness
concepts in perception, thinking, feeling and towards other cultures. Learning it requires
acting. Earlier experiences are considered, free overcoming many problems and cooperating
from prejudices; there is an interest and across many types of boundaries. Intercultural
motivation to continue learning. competence always includes knowledge of
the world  not only of the target language
In language subjects, we focus on the role of community. This knowledge can be more or less
language in intercultural competence. That comprehensive but is absolutely vital if
means that we deal in particular with linguistic the intercultural competence is to be fully
aspects of cultural difference i.e.: lexis, grammar, developed.
syntactic patterns neglecting intercultural, socio-
linguistic competence or teaching it without Intercultural competence can be taught with
actually calling it the development of only modest extra effort but the benefits from
intercultural competence. But there is a great learning it are enormous. I would like to present
need of teaching materials that in particular the idea of teaching it in an attractive for
focus on the cultural side of language, just as students way. To draw students attention to
there is a great need of research within this area. the issue of cultural diversity of different English
speaking countries we can organize  The District
Foreign language teachers should also Competition: Knowledge about the United Kingdom
remember that intercultural competence goes far of Great Britain and Northern Ireland and
beyond what is expressed in the language the Republic of Ireland encourage them to
concerned- it is a broader notion. A well- participate in competition. The subject can
developed intercultural competence comprises further be extended to other English speaking
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Fot. J. Różewska
www.teacher.pl
countries. The competition consists of several have to do with the use of language but also of
parts: tasks and theoretical knowledge test. the tradition, culture, custom.
Students are asked to form traditional Scottish Such school events are a good way of teaching
clans which consist of four to five communicative and linguistic competence within
representatives. Each clan that represents one the confines of the following language skills:
particular class or school has to prepare special speaking, listening, reading, writing. Moreover,
presentation i. e.: name. coat of arms, anthem they support acquiring socio cultural elements of
and history of their clan that could be either real English speaking countries. Such events also
or imaginary one. The most spectacular part of integrate the district school environments.
clans presentation are Scottish or Irish dances. To support the idea of teaching students
The clans have to write a test on culture, intercultural competence I also wrote and
geography, politics, history of the UK and implemented the programme of developing
the Republic of Ireland. The tests which are intercultural competence (the attitude of
prepared by the teacher have three levels of curiosity openness towards other cultures while
difficulty for 1, 2 3 points respectively. communing with the English language and
The presentations of the clans are awarded using the modern Internet tools. The programme
points from 1-10 by the jury appointed by was written in compliance with the basis of general
the school headmaster. education for secondary vocational and general
The current edition of the competition was schools of February 26th, 2002 which states that
the sixth in the Maria Skłodowska Secondary school teaches students how to get to know
High School in Czechowice-Dziedzice. It has the cultural legacy of the national culture
become a school tradition and enjoys great perceived in the perspective of European and
popularity. world culture and where the school s task
This kind of competition motivates students to (especially foreign language teacher s task) is to
broaden their knowledge about the history, support students intercultural competence i.e.
geography, politics and cultural diversity of the attitude of openness for other cultures and
the particular part of the United Kingdom of cultural diversity.
Great Britain and Northern Ireland and The program is introduced in few stages:
the Republic of Ireland. While preparing for Firstly students learn some theoretical issues:
the competitions students had a lot of English: introducing the Internet slang
opportunities to self study and thus become expressions and vocabulary from the semantic
aware not only of the cultural differences that field: culture, tradition, etc.
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Fot. K. Ożóg-Gilowska (2)
Teacher
choosing the topics for the English language
essays or/ and multimedia presentations
concerning: cultures, free time activities, systems
of educations, national holidays: religious and
customary and opportunities of studying abroad
for Poles in other countries emphasizing
English speaking countries.
Students search for additional information
related to the topic using the Internet
Discussing the essays and/ or multimedia
presentations in terms of subject matter,
language appropriateness- estimating
the students work effectiveness while doing
the project. It could be done during the English
classes and extra free cultural awareness lessons.
I provided only few examples of developing
intercultural competence in teaching English to
secondary school students. Intercultural
IT: training students in using the basic Internet competence training activities improve the overall
tools especially Internet Rely Chat protocol. class performance, develop the learner s fluency,
Practical implementation of the skills introduced: confidence as a language user, openness and
Using the Internet Relay Chat (IRC) in order to tolerance towards cultural diversity and can be
get to know the culture, education of other taught with only modes extra effort.
countries, in particular English speaking
countries and registering the conversations  Here are examples of questions used
LOG. in the  The District Competition: Knowledge about
Discussing the information received by the United Kingdom of Great Britain and the Northern
the students during English classes and Ireland and the Republic of Ireland 2007.
Warm-up crossword
1. T H I S T L E
2. G R E A T F A M I N E
3. L I V E R P O O L
4. C A R D I F F
5. H A G G I S
6. G A E L I C
7. T O W E R O F L O N D O N
8. W H I S K E Y
9. C A U S E W A Y
10. S T P A U L  s C A T H E D R A L
11. B E L F A S T
12. B E N N E V I S
13. S T R A D F O R D U P O N A V O N
1. The Symbol of Scotland. 9. The most famous mass of stone columns
2. It took place during the following period in Ireland often called  the eighth wonder of
1845-49. the world .
3. The hometown of the Beatles. 10. The place where Prince Charles and Lady
4. The capital city of Wales. Diana got married.
5. A kind of sausage made of the heart and 11. The capital city of Northern Ireland.
other organs of sheep. 12. What s the name of the highest mountain
6. Irish people used to speak this language. in Britain?
7. The place where Crown Jewels are kept. 13. The birthplace of William Shakespeare.
8. The Irish word for  whisky .
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(easy questions- version for 1 point) III. Decide if the statements are true or false:
I. Multiple choice questions. 1. The oldest tube in Europe is located
in London T/F
1. What is the Internet domain of UK? 2. The biggest harbour in England is
in London. T/F
a) .gb 3. David Gilmour is the guitarist of Pink
b) .uk Floyd. T/F
c) .com 4. Stephen King is a British writer. T/F
d) .en 5. Zinedine Zidane is from England. T/F
2. The highest place in UK is IV. Match the names of famous writers from
the UK with their books.
a) Snowdon
Agatha Christie a) The Adventures of
b) Ben Navis
Sherlock Holmes
c) Scaffel Pike
d) Slieve Donard
Sir Arthur Conan Doyle b) Murder in Orient
Express
3. Which of these bands isn t from the UK?
J.K.Rowling c) Harry Potter and
a) Iron Maiden
the Chamber of
b) Cradle of Filth
Secrets
c) Sepultura
d) Sex Pistols
Charles Dickens d) Romeo & Juliet
4. Where are the Olympics 2012 going to be
William Shakspeare e) Oliver Twist
organised?
a) in London (questions with the average level of difficulty 
b) in Glasgow version for 2 points)
c) in Dublin
d) in Cardiff I. Multiple choice questions.
5. Which of these companies is 1. Which of the following countries Elizabeth
a telecommunication company? II isn t a Queen of?
a) Reuters a) Canada
b) Rio Tinto b) Antigua
c) HSBC c) The Bahamas
d) Vodafone d) The Faeroe Islands
II. Answer the questions: 2. What is the symbol of Ireland?
a) rose
1. What is the full name of the British Prime
b) thistle
Minister? & & & .
c) shamrock
2. What is the capital of the UK? & & & .
d) daffodil
3. What is the capital of the Republic of
3. When did the battle of Agincourt take place?
Ireland? & & & .
4. What is the capital of Scotland? & & & .
a) in 1415
5. What colour are the famous London
b) in 1451
double-deckers? & & & . c) in 1451
d) in 1514
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4. Jacob I was from... dynasty. (difficult questions  version for 3 points)
a) Stewarts I. Multiple choice questions.
b) Yorks
c) Dutchs 1. Which of the lines below indicates nominal
d) Lancasters value of money which exists only in the form
of notes?
5. When was the Peace Treaty between
Scotland and England signed? a) 5Ł 2Ł 10Ł 200Ł
b) 100Ł 5Ł 200Ł 500Ł
a) in 1344 c) 1,000,000Ł, 5Ł 10Ł 100Ł
b) in 1244 d) 5Ł 10Ł 100Ł 200Ł
c) in 1250
d) in 1300 2. How many names of the UK, quoted below,
are written in the languages used in the UK?
II. Answer the questions:
United Kingdom of Great Britain and
Northern Ireland
1. Was the UK an island 9,000 years ago?
Teyrnas Unedig Prydain Fawr a Gogledd
& & & &
Iwerddon
2. Write the full name of the UK. & & & &
An R�oghachd Aonaichte na Breatainn
3. Is Queen Elizabeth II the Queen of Mh�r agus Eirinn mu Thuath
Riocht Aontaithe na Breataine Móire agus
Jamaica? & & & &
Thuaisceart �ireann
4. How big is the population of the UK? Give
Unitit Kinrick o Great Breetain
the number to the tolerance of 10 millions
an Northren Ireland
& & & & An Rywvaneth Unys a Vreten Veur hag
Iwerdhon Gl�dh
5. How old is Queen Elizabeth II? & & & &
a) only one
III. Decide if the statements are true or false: b) three of them
c) none of them
1. Gibraltar is a part of the UK. T/F d) all of them
2. The word coo in Scottish is a cow in English.
T/F 3. The highest temperature ever recorded
3. The Glenlivet isn t a name of Scottish in the UK was:
whiskey. T/F
4. Mountain hare lives in Scotland. T/F a) 38.5�C
5. Shag is a kind of bird which lives in the UK. b) 39.9�C
T/F c) 42.6�C
d) 36.5�C
VI. Match the words on the left with their
counterparts on the right 4.  The ladies from hell was the nickname of:
a) the Scottish soldiers who fought during
Dail a) Conservative
the Second World War
b) the British warriors
Ottomain b) Irish parliament
c) the machine gun corps  the Gordon
Highlanders who fought in the First
Tories c) Malaya
World War
d) the Gordon Highlanders who were not
Wiliam I d) The Conqueror
really brave
Malaysia e) Turkey
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5. Which part of the UK has the lowest 4. The first for almost 300 years meeting of
population density rate? the Scottish Parliament was held in 1997
T/F
a) Wales 5. Armagh is a city in Wales. T/F
b) Scotland
c) Northern Ireland IV. Match the names of traditional Wales
d) England dishes with their English names
Cawl cennin a) steak with lamb
II. Answer the questions:
and leeks
1. Write three names of universities in the UK
Crempogs b) pork meatballs
& & & &
Welsh rabbit c) toasts with cheese
2. How many times did the Scottish racing
and butter
drivers Jim Clark and Jackie Steward
become world champions? & & & &
Bara brith d) buttermilk
3. Who is the Saint Patron of Wales? & & & ..
pancakes
4. How many cities are there in Wales?
Faggots e) fruit bread
& & & &

5. Write the full name of the singer whose name
Answer key to the quiz on page 31
is Bonnie. (she is from Wales) & & & &
References:
III. Decide if the statements are true or false:
Susan Sheerin, Jonathan Seath, Gillian White, Spotlight
on Britain
1. The National Mod is a celebration of Gaelic Video cassettes with previous editions of the competition
recorded- school library
music and poetry? T/F
Internet school website: www.loczedze.prv.pl
2. Witchcraft became a crime in Scotland
http://encarta.msn.com//
in 1563. T/F
http://en.wikipedia.org/wiki/Category:Scottish_people
3. About 80% of the land in Wales is given to
Other sources and magazines available: The Teacher, Sure,
agricultural use T/F Current.
Answer key to the story pp. 25-31
Testing questions: 1854 every immigrant who was 21 years old could get for free
1C, 2D, 3A, 4C, 5D, 6B, 7A or buy for very little money a 160-acre piece of land. After
Questions to discuss: farming for 5 years on this land without leaving it you became
Ad.1 Ad.2 its legal owner. Therefore, the death of the cattle and drought
Life in the West in westerns meant for Lou the loss of his farm as he could not repay his
Lots of adventures, fighting, horse-riding, rearing cattle, debt. Therefore he had a premonition of failure and
shooting, brotherhood of men, drinking in saloons, etc. bankruptcy and since the tension became unbearable, he found
Life in the West in Willa Cather's story solace in devout religiousness.
Uneventful life; Home  dug out in the ground; Routine  Ad.6. He believes that God will send fire to punish people for
work from dusk till dawn, in winter he gets up hours before their sins. Drought and fires were not uncommon in Western
sunrise, he works in the fields and rears cattle.; Food  all year prairies. Therefore, according to the Settlement Act of 1854
the same: coffee, bread, beans,mollases, salt pork; Pastime such natural disasters extended the five-year residency period
activities: cleaning and washing, visiting his parents, and moved the prospect of land ownership to a later time.
sometimes hunting; Company  he lives all alone; Ad.7. In the second part of the story, which is not given here,
Ad.3. open question Lou believes that drought has been sent by God as
Ad. 4. "Weak in the head" refers both to his emotionality and punishment for people's sins so he exhorts them to convert and
intelligence. Although it is said that Lou is less promising than pray. However, everybody thinks he is insane and must be
his brothers, simple and thickheaded, Lou is also loving, kept in detention.
caring, emotional and easily hurt. Lou is thrifty, hardworking Ad.8. open question
and persistent, too. Vocabulary:
Ad. 5. He had a very close relationship with his mother, so her Verbs and phrases: plow, delve the land, rise before daybreak,
death made him heartbroken. He felt grief-stricken when his feed the stock, gather strawberries, haul water from the well,
fianc�e broke up with him. According to the Settlement Act of work at haying, pigs clamour for their food,
10 (52) 2007
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Staying flexible in the adult ELT
classroom
Sue Parminter
What's wrong with us going yet again for an exercise or classroom strategy that has worked in the past (many
times, in fact)? Why should we be on a constant lookout for a fresh way of doing things, rather than hang on
to our precious tried-and-tested lesson plans? In the October installment of the Macmillan Teaching Adults
2007 article series, guest-edited by Grzegorz R
piewak, Sue Parminter  herself a teacher and EFL writer 
argues for a flexible approach to both teaching and writing materials. In her view, flexibility is what can
save us from deadening routine and burnout. Read on to see why and how!
 m not going to be talking in this article about
Sue Parminter
bringing aerobic step exercises, yoga or pilates
Iinto your English Language Teaching
classroom, but rather about the importance of
s an experienced ELT teacher and teacher
maintaining a healthy mental agility and an
Itrainer who has taught and trained in many
openness as an English language teacher if you want
countries around the world, spending
your classroom behaviour to stay vibrant, to move
a number of years in Hungary, Belorusia,
Canada and Spain. She is the co-author with
with the times, and not to become fossilized. As
her husband, Bill Bowler, of Move
such, I d like to share with you three different quotes
Elementary. She has lived near Alicante
about flexibility from three very different sources:
in Spain for the last fourteen years with Bill and their three
children.
I am positive that flexibility is a feminine
characteristic.
Emma Bonino  Italian Politican a gale. During the course of the dark tempestuous
night the oak tree, so rigid and unyielding, was
Nothing is softer or more flexible than water, yet blown over. Her branches were broken and
nothing can resist it. crushed in her fall, and her roots were snapped
Lao Tzu  Ancient Chinese philosopher in two. However, the humble and flexible reed,
who had moved with the flow of the prevailing
Stay committed to your decisions, but stay flexible wind, who had allowed himself to be buffeted to
in your approach. left and right, and who had not tried to stand up
Tony Robbins  American Motivational Speaker against such a powerful force, had survived. He
was slightly the worse for wear it is true, but
And I d like to begin the article itself by recounting nevertheless alive and still rooted in the ground.
a short cautionary tale. The story goes like this:
As with all fables, a number of interpretations are of
A small reed and a mighty oak grew next to each course possible. But for me the key point of the story
other. The oak was big and tall. She had deep is that flexibility is a good survival tactic, and rigidity
roots and a thick trunk and branches. She was is a recipe for obsolescence. In the words of British
proud of her strength and her fixed nature.  Look naturalist Charles Darwin,  It is not the strongest of
at you! she said to the reed.  So little and weak. the species that survive, nor the most intelligent, but
When the slightest puff of wind comes along, you the one most responsive to change. By the way, you
dance this way and that in the breeze. You re so probably noticed that, in order to be even-handed,
changeable and spineless, not like me, someone I deliberately made the oak female and the reed
with a firm backbone, who s not afraid to stand male in my version of Aesop s fable. It s not that
up for herself! The reed himself said nothing I disagree with Emma Bonino entirely in her gender
in reply. Instead he merely quivered and shifted typing of flexibility as a feminine trait. However,
from side to side at her words. But that evening these days men as well as women are looking to their
a terrible storm blew up and the wind became  gentler side, and women as well as men are ready
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to exhibit  tougher more
traditionally masculine
qualities.
 But how does this affect
what we do in the EFL
classroom? I hear you ask.
Well, I was coming to that.
My feeling is that becoming
stiff and inflexible
in the classroom is an easy
trap to fall into. Of course as
the years go by, one gets into
routines in one s teaching,
tried and tested approaches,
examples and materials that
have worked well many times
in the past, and which are
tempting to repeat over and
over, until eventually they
become stale. Perhaps for
the student they are not
exactly hackneyed, but for
the teacher using the same
book over a number of years,
they lose their freshness. One
of the delights, and also one
of the challenges, of writing
a new English language source: Move Elementary Student's Book, p.73.
teaching coursebook, is of
course to find a fresh and sparky angle on things intermediate and advanced adult students have texts
which will help to keep the teacher interested and tasks that treat them as sophisticated human
in what he or she is going to teach. Of course, beings, while elementary adult students are too often
everyone has their own favourites in any book. I was infantilized by the use of over simple texts and low
especially intrigued myself when researching to find challenge tasks? As long as support is given by
a text on the origins of company names which the teaching material and the teacher, my feeling is
eventually found its way  in adapted form  into that elementary students can  and should 
my elementary adult coursebook Move. do some interesting things in their English classes
too. Authentic material and a focus on
My suggestions for classroom exploitation here communicative skills, as emphasised
would be to bring in a selection of authentic brand in the Common European Framework, help
name adverts into class (some featured in the article provide a good bridge from the controlled language
and some others) and begin  with books closed  practice that takes place in the classroom, and
by conducting a class discussion on the origin of the real use of English that a student may make
the brand names before the students open their in the world beyond the classroom walls.
books and begin to read the text. A follow-up to Of course rigidity of approach is not always
the reading could be to ask students to do some confined to teachers who have been teaching for
Internet research for homework on the origin of some time. In my job as a teacher trainer I have
the other brand names in your authentic advert sometimes worked on pre-service training courses,
selection. or on in-service training sessions for newly qualified
In any case, this kind of information-rich text is teachers. In such cases I have noted on a number of
interesting in its own right, and I believe it s good to occasions that less experienced teachers may not
have such authentic or semi-authentic materials always be more flexible than their more experienced
in teaching materials, even with low-level students. colleagues. Why is this?
Of course texts can be judiciously simplified, but Sometimes it can be simply that the teacher
let s have some flexibility here. Why should upper- in such circumstances is attempting to teach their
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Teacher
students something by replicating the way that they Sleeporama  for the most comfortable night s sleep
themselves were taught it, irrespective of whether you ve ever had!
this approach suits their students needs or not. It Dogs delight  a healthier choice than other dog foods.
takes time to find one s individual voice and Shade city  the most fashionable sunglasses at
confidence as a teacher. It s like starting out the cheapest prices!
in anything  first one studies and imitates, and then Washmaster  at last, a faster washing machine!
one learns to innovate. A good recipe book can be Unique  the most unusual perfume in the world!
a useful guide for a novice chef to follow. (For an The banana pocket book  smaller than other
experienced chef the very same cookbook could computers, but with a bigger memory!
provide a handy springboard to experimentation Students work in pairs. Student A needs a pencil
and personalized interpretation). For a relatively and paper, he/she must sit in their chair and
recently qualified English teacher, a trusted yet write the sentences that student B will dictate to
stimulating coursebook can have a similar function them. Student B dictates the six sentences to
of providing a patterning and confidence-boosting their partner. He/she has to memorize
framework within which the teacher can experiment the sentences and then go to their partner and
and grow in expertise. dictate them. (He/she can return as many times
A second reason why new teachers may as they like to check back with the text stick up
sometimes tend towards rigidity in their classroom on the wall.) This is known as a  wall dictation
approach is because they are so busy planning Alternatively each student in the pair dictates
carefully what they themselves will be doing three sentences so that they both get practice
in the classroom, that they forget to leave space to in memorizing, dictating, and writing.
consider what their students might end up doing as The first pair to write down all the sentences
a result. Sometimes teachers in training produce shouts Stop!
lesson plans that are so packed with teacher Check the answers with the class. This activity is
 busyness that they could only work if there were designed as a language accuracy task involving
no students there to slow things down! A more reading, speaking, listening and writing.
experienced teacher who is more confident and
relaxed in the classroom can often exploit a smaller This kind of activity  one incidentally that I first
amount of teaching material to greater effect, by learnt about from attending a workshop run by
concentrating in a  heads up way on his or her Mario Rinvolucri many moons ago  is one of my
students. This kind of approach means that favourites for a fun change of focus in the classroom.
the teacher can remain open and sensitive to how It s the sort of thing that is very appropriate to add
students seem to be absorbing the teaching input, as an optional extra to a lesson recipe, as it requires
where they are having difficulties in their output, no previous preparation (unlike photocopying) and
and where remedial work or further teacher input provides tremendously good all-round
might be called for. communicative language practice. I don t know
In the Move Elementary Teacher s Book, I took about you, but I personally need to have such ideas
care not only to give step-by-step teaching notes, but written down to refer to as a convenient memory
also to provide preparation lists (the collection of jogger, otherwise  in the heat of the moment, when
a number of authentic adverts to bring into class that I m thinking on my feet and my lesson looks as if it
I mentioned earlier is one such example), extra ideas might be running a little short time-wise  all
for warmers, optional activities, and most important the good ideas fly out of my head and my mind so
of all the aims of the lesson from the student s point often goes a complete blank as I try to come up with
of view, for example: Can express likes and dislikes, can something that I personally could add to the pre-
talk about families, can talk about free time activities. prepared Student s Book mix.
Here is an example of an extra optional Another area where I believe teaching materials
revision activity based on a unit topic of brands, can really support both teacher and students is
products, and advertising  to show the sort of in giving different routes or ways of progressing
thing I mean: through the material. If the coursebook is too rigid,
it tends to trap students, and teacher, into
Advertising slogan wall dictation: a  lockstep approach, where all students start at
the beginning of the book and all work their way
Write these slogans on pieces of paper and stick through to the end at the same pace. Unfortunately
them up around the class. Students shouldn t be this often means that students  and sometimes even
able to read them from their chairs. teachers  end up viewing progress through
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the pages of a coursebook as the only measure of
learning achievement.  My coursebook this year is
96 pages long, and I m on page 48, so I ve learnt
half of it, would be far too simplistic
a generalization for any student to make seriously.
But I get the feeling that some students really
do tend to see what goes on in a language course like
that, even if they maybe don t express it in quite such
a  pat way. For me, learning really isn t so easily
quantifiable. It doesn t work like clockwork, more
like osmosis, that natural process whereby plants
gently suck up moisture. Let s consider also
the reality of teaching, for example, in a school
where there is continuous enrolment, with students
coming for a month and then leaving. A single rigid
linear route through a book would be an extremely
limiting concept in such circumstances. That s
where the idea of an alternative, more flexible,
approach can come in.
One way to achieve this in published material is
to abandon the mainstream sequential syllabus
in favour of a modular one. This is what the author
team of Move wished to achieve, structuring each
book as three free-standing modules, each
containing four main units covering different sub-
topics. In a modular approach to syllabus design
vocabulary knowledge is not assumed from one
module to the next, so it really gives the teacher
the flexibility to teach the modules to students
in a different order, depending on when they enrol
on a course.
Whatever published material you are using,
I would thoroughly recommend drawing adult
students attention to grammar reference material, to
review activities, and to tapescripts  their
whereabouts and what they are useful for, too. That
sort of thing is very helpful indeed for adult
students, in order to help them revise for tests, or to
review their learning so far. Of course at regular
intervals in the teaching process some kind of
revision is advisable in order to consolidate learning,
and we empower our students by pointing out
the tools within the coursebook that they can use for
this. Naturally in a modular syllabus, the ideal place
to deal with such things is at the end of every
module. This provides the perfect point for standing
back and reflecting on learning so far. And that,
indeed, is the approach that we took in Move,
though we decided to lighten things up in our
modular review sections by also including playful
touches like a review game, and a song, as well as
a speaking activity to give an opportunity to assess
oral interaction skills. Of course most ELT
coursebooks these days also include photocopiable
unit tests to provide teachers with readymade
10 (52) 2007
Teacher
assessment tools, to be used as they stand, or to be than helpful. Bearing concerns like these in mind,
customized to meet individual needs. Move is no the author team of Move decided that it would be
exception to this, but because of the book s modular much more user-friendly to integrate workbook-
approach, we also decided to include a placement type Extra practice exercises within the Student s
test, and module tests, as well as unit test materials. Book itself. That way students only need to carry
one book around with them. Sometimes  in an
increasingly complex world  the simplest, most
 back to basics solution can not only be the most
attractive but also the most practical!
We also decided it would be good to include
a CD-ROM of practice activities in the back of
the Student s Book. Now I don t know where you
stand on CD-ROMs. Some teachers love them,
others hate them. I myself feel strongly that
computer technology will never actually replace
the flesh-and-blood teacher. However, Computer
Assisted Language Learning of some kind is a very
useful tool in the EFL or ESOL teacher s toolkit
these days. Moreover, increasingly students are
expecting to have some kind of interactive material
as part of a language course in order to practise
the language that they are learning  either
source: Move Elementary  At a glance page in the computer lab at school or on their own
personal computer at home.
Another point where I believe in thinking
flexibly is in the area of student autonomy. It s
a mistake to believe that students learning only
happens as a result of the teacher s teaching. True,
the two activities often coincide, but not always.
From time to time students  especially adult
students  can learn better independently of
the teacher. And conversely, on occasions
the teacher can spend a lot of time trying to teach
students something with little tangible learning
taking place. This is why I was very excited by
the fresh approach we took to practice material when source: Move Elementary  At a glance page
writing Move.
Many coursebooks these days traditionally The Move CD-ROM is also divided into three
require students to tote both a Student s Book and modules, each with four units, and there is a CEF-
a Workbook around with them at all times. Yes, inspired functional dialogue task, a listening task,
I know commonly the Workbook exercises are a vocabulary task and a grammar task in each unit.
the things that we set for homework, but don t we Aside from that, there are opportunities for students
usually prefer to start our students  especially to check their marks, to note their improvement,
elementary level ones  working on the exercises electronically to bookmark activities they wish to
in the classroom? That way we can do an example return to, and to create their own computerized
item with the whole class from each exercise that we word lists organized in the way they want. There s
are setting for homework, and hopefully point a Help section too on the Home page of the CD-
students in the right direction and get them off to ROM to assist students in their autonomous
a good start each time. Demonstration is frequently learning, and to take the pressure off the teacher to
much better than explanation, after all! have to provide that support on his/her own.
My favourite coursebooks are those that are Here even the least computer savvy of your
supremely easy and transparent to use, and which students will be able to find their way around with
don t have too many separate components to them, ease. There are drag-and-drop gapfills, click-on
since this can often end up being more confusing multiple choice activities, crosswords, and games.
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The latter are my particular favourite. As I said
earlier, why should only higher level students have
all the fun? The great motivating factor of a ludic,
game-like, approach to language learning cannot be
underestimated. And as students can get instant
feedback on their successes and their areas for future
improvement, they can play a game again and again
until they see they are getting better at it. Try getting
students to do that with a traditional pen-and-paper
exercise!
I am satisfied with the way Move works to
support the teacher without limiting him or her.
With the CD-ROM, the Extra practice pages
in the Student s Book, and the photocopiable
communication activities in the Teacher s book,
the permutations for practice are pretty varied (=
flexibility). And yet the clear modular and regular
unit structure of the Student s Book, of the CD-
ROM, and of the Teacher s book means that both
teacher and students should find the material very
simple and transparent to use (= commitment to
thoroughness in language teaching, and
decisiveness in terms of choosing appropriate ready-
to-hand practice activities). That for me is the acid
test of good and serviceable teaching material. How
much does it support you and yet on the other hand
how much does it leave you still with some elements
of choice, and some amount of personal flexibility
and individual interpretation too?
Finally, I d like to reconsider the story of the oak
and the reed in the context of teacher burnout.
Teaching can be a stressful profession at the best of
times. However, if you remain too set in your ways,
too resistant to the changes of new technology
in teaching, for example, too impervious to
the needs of your students, believing that you know
best and that the success or failure of your students
ultimately lies in your hands alone, then I m afraid
that the energy required to maintain such rigidity
can lead very easily to a severe case of teacher
burnout over time. Better to take a leaf out of
the humble reed s book, to give yourself the space to
roll with the punches, and to allow yourself
sufficient time to respond intuitively to the particular
circumstances where you find yourself in as
appropriate and as authentic a way as you can.
If you can find the way to do that, you will be like
Lao Tsu s soft, flexible water. With gentleness, and
malleability there is naturally no risk of friction, wear
and tear, or untoward breakages. Instead you will be
able to proceed inexorably and unstoppably
onwards, and your teaching will  in turn  be quite
irresistible.

10 (52) 2007
Teacher
Thomas Hardy, Far from the Madding Crowd
by Hubert Karbowy
AIM: to raise students' awareness of cohesion and coherence in written discourse;
to build a story from prompts
TASKS: Creative writing
MATERIALS: Worksheet (one copy per pair)
TIMING: 30 to 40 minutes
LEVEL: B1+ (strong pre-intermediate) upwards, teenagers and young adults
PREPARATION: Photocopy the worksheet. Have two or three pairs of scissors ready for cutting up
the domino cards.
PROCEDURE:
Warm-up
1. Divide Ss into two groups. Group A should list all the advantages of living in a village over living
in a city that they can think of. Group B, in turn, needs to find arguments for living in a city rather than
in a village.
2. Ask Ss to form pairs with one student from Group A and one from Group B. Ss try to convince each
other about the better place to live. Get feedback.
Cut-up story
1. Divide Ss into pairs and hand out the worksheets.
2. Explain that the cards marked with a number and the letter  a (1a, 2a, 3a, etc.) contain events in a story.
The connection between individual cards is not obvious because some events are missing.
For example, what might be the link between a pretty, unmarried young woman (1a) and the sentence
 Among them was Gabriel Oak (2a)? From the fact that Bathsheba wasn't married and from the fact that
Gabriel Oak was in love with her too, we can speculate that them may refer to the many of Bathseba's
admirers.
3. Ss must work together to reconstruct the missing links in a similar way. Allow 15 to 20 minutes for
reading and discussion in pairs.
4. When Ss are ready, tell them to write their ideas on the cards marked with a number and the letter  b .
The  link between 1a and 2a should be written in 1b; the  link between 2a and 3a  in 2b, etc.
Emphasize that the final text should be one complete story.
5. Ask Ss to cut out all the cards from the worksheet along the lines indicated and throw away the card
headers (1a, 1b, 2a etc.). Next, Ss shuffle the cards and exchange the cut-up stories with other pairs.
6. Pairs now try to re-create the stories written by other pairs. They need to put the cards next to each other
so that they arrive at a coherent and cohesive text.
Follow up:
1. If there are any original or humorous stories, you can ask Ss to read them aloud.
2. Alternatively, you can have all versions read out aloud and then vote for the best one.
3. The events and the characters in this activity (Bathsheba, Gabriel Oak, Mr Boldwood, Sergeant Troy)
are the same as in Far from the Madding Crowd by Thomas Hardy. Encourage Ss to read the simplified
version of the book and check if their predictions about the  missing links were correct.

Macmillan Readers - a perfect mach for your students' needs

perfect to read or listen for pleasure

perfect to encourage reluctant readers to read in original

perfect in the classroom to supplement any Macmillan course
For the complete list of available titles, please contact your local Macmillan representative.
AVAILABLE IN LANGUAGE BOOKSHOPS ACROSS POLAND
10 (52) 2007
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R
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www.teacher.pl
1a 1b
Once upon a time there was a pretty young lady
called Bathsheba, who inherited a farm
in Weatherbury. She wasn't married, so...
2a 2b
Among them was Gabriel Oak, Bathsheba's farm
manager. At first he was in love with Bathsheba
too, but later...
3a 3b
But there was one person who was completely
uninterested in Bathsheba. His name was
Mr Boldwood. Bathsheba...
4a 4b
She regretted her foolishness because from that day
Mr Boldwood...
5a 5b
He asked her to marry him, but Bathsheba was an
independent woman and...
6a 6b
One day, a soldier arrived in Weatherbury.
His name was Sergeant Troy and he was very
handsome...
7a 7b
Gabriel saw all this and was very worried. People
said that Troy had a mistress and was only
interested in money but...
8a 8b
And then they had an argument over money. Troy
left the house and didn't come back. When his
clothes were found on a beach, everyone thought
he had drowned. However,...
9a
9b
After two years he returned. By that time
Mr Boldwood had proposed to Bathsheba again
and she had almost accepted. Seeing that Troy was
back, Mr Boldwood...
10a
10b
Bathsheba lost all her hopes for a happy life.
And as if that wasn't enough, she received a letter
from Gabriel, who said he wanted to leave the farm
... and they lived happily ever after.
manager's job and emigrate to America.
Photocopiable� Macmillan 2007
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Teacher
Teaching English:
a learning experience for students
only?
Alina Cirlćnescu
ive years of theoretical study, followed by
Alina Cirlćnescu
four years of practice as a teacher  three
Fin Romania and one in Poland  and the-
English teacher at the Jagiellonian Language Centre
re is still a question that has never stopped puz-
zling me:  What is teaching?
Contrary to common knowledge, having
experienced the transition from graduate to te- Most of the weaknesses I discovered during
acher does not guarantee a ready answer to this my first two years of teaching were those most te-
long-standing question to anybody in the te- achers have to fight against daily, especially at
aching profession. Actually, there is no  right the beginning of their career, when their te-
age for asking it, and it is always worth  trans- aching experience is not yet rich enough to guide
lating it into personal versions, even after years them through real-teaching situations.
of practice as a teacher. This is the time when the young teachers find
However, why the need to  translate it? out that the theoretical knowledge they have be-
The question seems to be as general as any te- en relying on for most of their student years is
acher s quest for perfection. Yet, different te- simply not enough when it comes to  real stu-
achers may  translate it differently. They may dents. It is the time when they discover that they
ask themselves questions like  Does the profes- often have to act on their  teacher s instinct be-
sion I chose entirely represent me? ,  Am I satis- fore, during, or after a particular learning situ-
fied with my  teacher identity? ,  How do my ations. The problem is that the  teacher s in-
students perceive my identity as a teacher? , or stinct is a concept very difficult to pin down, let
 Does my way of teaching have the impact alone understand and control.
I expect on my students? and so on. The way For this reason, one among many others that
I  translate it to myself at the moment is  What I am not going to discuss in this paper, the first
are/ should be my own standards of teaching? years of teaching are years of intensive learning,
Despite the great variety of particular transla- years of learning how to cope with and fight aga-
tions, there seems to be a sound piece of advice inst many obstacles that I am going to refer to as
for any teacher out there. It may sound like this:  every teacher s fears .
persist in open-mindedly asking yourself such As I grew to understand from my experience,
questions, and constantly seek for right answers these weaknesses or fears illustrate something of
and sooner or later an answer to  What is te- a paradox.
aching? will come your way.
How will this happen? Is there going to be
a clear picture or rather an answer in disguise?
Keep on reading and you will find out you how
I found some of my answers.
What are My Strengths as a Teacher?
One of the first steps I took in addressing
the question was to analyse my strengths and we-
aknesses in teaching, to assess my professional
progress, my views on teaching and my view of
what it means to be a teacher.
10 (52) 2007
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Fot. J. Różewska
Fot. Tomasz Michalak
www.teacher.pl
I am very fond of metaphors; my favourite is how I developed a positive expectations system
the metaphor of learning as mountaineering  that allowed me to deconstruct every single one
widely discussed with my students. Therefore, of the common fears teachers have. This is how
I am going to explain this paradox in a meta- I built my positive expectation system:
phorical way, by associating it to the fear of ra-
in and thunderstorm, or, more simply, to Expect good timing:  No matter when I te-
the umbrella one carries every day to work, even ach during a day, my classes have a perfect ti-
on sunny days, when there is no sign of ra- ming!
in in the sky. What could one hear such a man Expect good conditions:  I can teach anywhe-
say about his umbrella? re (no matter how poor the conditions are).
 I ll take it just in case it rains. Or  Of cour- Expect students interest:  There are always
se I ll take my umbrella. It might rain, and even some interested students I can teach.
if it doesn t seem so in the morning, it s always Expect students cooperation:  I can help my
wise to be on the safe side. students to interact and collaborate in lear-
However, it would be so easy for our hero to ning.
find a remedy for his  What if -s if only he left Expect shifting of focus from conflict to lear-
his umbrella at home, in a corner in the hall, ning:  I can get my students to change focus
especially on those days when it would definitely from (personal) conflict to learning (with/
not rain. from others).
I think it is just as easy for any teacher to get Expect having plenty of time:  There is eno-
rid of his fears as it is for this man to overcome ugh time in a class for me to finish teaching
his prudent pedantry. By the way, good news for the most relevant content points of the lesson
teachers: it is highly unlikely to rain inside I planned.
the classroom! Expect professional satisfaction:  I am satis-
 Strong teachers gradually manage to over- fied with my activity as a teacher and I am gi-
come the fears that they may feel in the begin- ven recognition as a competent teacher by my
ning of their career. They manage to do that not students, and the fellow teachers whom I ad-
by getting rid of them completely (remember vise and get advice from.
that the umbrella is left at home, in the corner,
not thrown away, because it might be very useful Overcoming even a small number of these fe-
on rainy days), but by learning to control them, ars at a time, or any other  teaching/ learning
and convert the energy created around them into obstacles for that matter, becomes a little victory
the very triggers of positive actions. that ensures future success from the very begin-
Some of the most common fears of all te- ning of the teaching experience.
achers are: the belief in a bad timing for their Such little victories add up to the confidence
classes, the  fear of teaching in poor condi- level of any teacher, consequently improving his
tions, in the absence of basic facilities needed competence while motivating him to learn more
in the process, the lack of interesting teaching about how to teach and about himself as a te-
material, the students lack of interest acher.
in the subject, the students bad mood and bo- Moving the perspective from weaknesses to
redom, the lack of student-student coopera- strengths, I will further analyse the most impor-
tion, various forms of conflict between the stu- tant strengths I have developed during my fo-
dents, the lack of time, the thought that the te- urth year of teaching English at the Jagiellonian
aching effort will go unrewarded, that there Language Center in Cracow.
will be no satisfaction at the end of the day for A crucial part in analysing anybody s work as
the teacher, who may end up seeing himself en- a teacher should be analysing their students fe-
gaged in an activity from which he cannot real- edback. At the end of every month during
ly benefit. the first term and at the end of every other month
How do  strong teachers manage to overco- during the second term I asked my students for
me or work with such fears? feedback and collected their answers on a series
My personal approach was a change of per- of feedback lists.
spective. What I decided to do was to leave my My strengths as a teacher are therefore also
house without my umbrella because every day the summing up of my students opinions and
could be a potentially cloudless, sunny day, comments about my way of teaching and its re-
a perfect opportunity for new discoveries. This is sults.
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Teacher s Strengths Assessment aching. The same is true of students. Every one
has a signature of his own.
There are many ways in which a teacher can Here is an interesting question for any te-
assess his competence as it is reflected in the qu- acher:  Are my students able to recognize my
ality of his teaching. Apart from classroom obse-  teacher-signature strengths?
rvation, asking the students or other teachers for If a teacher receives an affirmative answer to
feedback, analysing the students test results, or this question, it means that his strengths are mo-
external assessment, there are alternative ways of re or less the same in his students eyes, which al-
assessing a teacher s strengths. lows the teacher to examine his professional pro-
I recommend, for instance, filling in the qu- file in an objective way, based on his students fe-
estionnaire called Values in Action Inventory of edback.
Strengths (VIA-IS), which is available on Soon after I started teaching English in Cra-
the website http://www.authentichappi- cow, thanks to my
ness.sas.upenn.edu. It is a 240-item students feedback,
self-report questionnaire I was able to draw
which can generate the top up a unique si-
five character strengths gnature as
of the test-taker. Ac- a teacher.
cording to the re- My in-
sults of this test, terest
my top five cha-
racter streng-
ths are:
(1) Capacity to love
and be loved
(2) Citizenship, team-
work, and loyalty
(3) Creativity, ingenuity, origi-
nality
(4) Kindness and generosity
(5) Appreciation of beauty and excellence.
The relevance of the results can easily be in con-
extended from the personal level to stantly assessing my
the professional teaching has led me to
one, and it pro- build on my professional identity on
vides every te- the basis of five  teaching strengths that I am
acher with an going to discuss further on.
a c c u r a t e
strengths pro- My Top Five Strengths as a Teacher
file that he co-
uld use when te- 1. A Strong Interest in Personal Development
aching. October, 2006, was the time when I started
When I applied teaching English at the Language Centre of
them to my way of teaching, these character the Jagiellonian University in Cracow. It was
strengths that are also called  signature streng- the fourth year of my teaching experience, and
ths took the form of the five strengths that I will the first year of teaching abroad. Every teacher
further discuss. They reflect a particular way of with international experience may have asked
teaching, my  signature as a teacher. himself  as I did, at this point -:  Two coun-
Needless to say, there are no identical signa- tries  Poland, Romania -, one way of te-
tures, just as there are no identical ways of te- aching?
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As I was about to notice very soon, my way I love discussions  it helps me improve my
of teaching was essentially the same, but its language skills, fluency of speaking and, most of
impact and improvement were much more vi- all, pluck up the courage and SPEAK.
sible in the new learning environment compa- (Maria, C1 student)
red to the one with which I had already got
used to back in Romania. I like the atmosphere of our classes, our discus-
The main reason for my taking the oppor- sions that can sometimes get fierce, but are very re-
tunity of teaching in another country was freshing in comparison to other University classes.
in the first place the challenge I set for myself, (Aleksandra, C2 student)
the challenge of aiming further, of constantly
improving my professional skills. At the end of the first month of my traine-
Coming to Cracow for one term, as a result eship I was offered the chance to prolong my
the  Global Education project and the part-  visit at the Jagiellonian Language Centre
nership between the Jagiellonian Language from one term to a year.
Centre and the non-governmental organisa- Recently, I have decided to take the oppor-
tion Aiesec, I discovered that I managed to tunity of teaching the same students next year,
do that, and much more. I was able to impro- too, and I have to admit that I am entirely ple-
ve not only my professional skills, but also my ased with my decision.
social interaction abilities and my understan- My interest in my own development has
ding of different cultures. led me to influence other people s develop-
My interest in my personal development ment, and my motivation has led my students
expanded to a more general interest in contri- to discover motivational sources of their own.
buting to all my students development on Not surprisingly, as a result, my professional
the duration of the first half of the academic satisfaction has been excellent.
year. This served as a very powerful motiva- What is best, my positive expectations sys-
tional source for the enthusiasm with which tem has expanded, too, and I can often hear
I infused my classes from the very beginning. the  echo of my own expectations resonating
Gradually, I noticed that my enthusiasm across the classroom through my Jagiellonian
was passing on to my students, that their lear- students voices.
ning skills started to improve, and that their In terms of the  umbrella metaphor, even
interest in the subject I taught started to in- if, one day, it will start raining and I do not
crease visibly. have an umbrella, I know there will be at least
I have selected below some of my students one student willing to lend me his.
opinions about our classes from the feedback
lists at the end of the first month since I beca- 2. Impact through Innovation
me their teacher: Traditionally, copybooks used to be
the students learning logs. However, this is
I really enjoy that my teacher is teaching in an not a rule anymore. The contemporary copy-
interesting way, and that the lessons are only book is nowadays easily replaceable with other
in English. Lessons aren t boring because my te- devices like the laptop, the blog or web log.
acher has a sense of humour and a good contact The current teaching methods and appro-
with students. aches should obviously take changes like the-
(Anna, B1 student) se into account. I have been trying as much as
possible to make each class I teach different
What I like: you are engaged in teaching, you and appealing to students, using not only
are patient, you work with all group rather than the English textbook to achieve this aim.
with single people. As I tell my students, there s no end to le-
(Jedrzej, B1 student) arning. Therefore, I allow and encourage all
of them to make discoveries about themselves
I like conversations, in my opinion it s the best as learners with different personalities and
way of learning. views. That is why my classes included pro-
(Anna, C1 student) jects and talks on my students interest in mu-
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sic, films, books, lists of most inspiring quota- The impact of these meetings on my stu-
tions and funniest jokes, a karaoke experi- dents was impressive, as the next selection of
ment, word games and movie miming, essay their comments shows:
writing on crossroads and regrets in the stu-
dents lives, on their ideal biography, school I loved the idea of inviting foreign guests to our
days memories or other topics they found ap- classes, it s an excellent way for us to learn about
pealing. different cultures and practice our language skills.
With the advanced and proficiency stu- (Aleksandra, C2 student)
dents I have organized meetings with Aiesec
trainees from Romania, Finland, Japan, In- I wholly approve of inviting foreign guests to
dia, Egypt, Russia, Spain, and the USA. I in- our classes, requiring students to participate acti-
itiated the project Discover your Potential in- vely in ongoing discussion. I m grateful for frien-
volving voicework, voice profiling and voice dly attitude and smile.
analysis in order to help the students become (Justyna, C2 student)
more skilled in using their voice while spe- The lessons I enjoy most are those in which
aking and reading. we re hosting guests and we can talk about their
Offering the students this wide range of countries, hobbies etc.
topics to deal with allowed me to focus on (Ewa, C2 student)
the aspects that were most interesting to them,
on the aspects that could provide them with I find your lessons very interesting because you
assistance in improving their skills in acqu- invite foreign guests  we have an opportunity to
iring knowledge about a foreign language. talk to them and find out some new things about
The approach of my teaching was to look their countries and they talk about their lives. I li-
at even the most common problems in langu- ke also discussions because we can exchange our
age learning by constantly making use of in- views and impressions.
novation, which, in my experience, has (Justyna, C1 student)
the most powerful impact on all language le-
arners. 4. Commitment to Quality
Connecting what learners know with what Raising the quality in teaching should be
they don t know by using different perspecti- the most important aim of every teacher. By
ves  that often come from different teachers using a series of feedback lists of questions
than me, from teachers like life, true stories, I made sure to consider all of their opinions
books, guests, songs and from many other so- on how to improve my way of teaching.
urces  is always a very appealing and innova- However, the feedback questions had a do-
tive way of learning a language. uble purpose: to help me improve my way of
teaching and to make the students aware of
3. Cultural Understanding their own essential contribution in learning.
Cracow is an amazingly inspiring city, Some of the questions I used run as follows:
where I have had many opportunities of inte-
racting with people from different cultural What did you learn about your own way of
backgrounds, especially with the trainees who learning?
arrive here in the same way that I did, as a re- Which suggestion I made were helpful for
sult of the Aiesec Exchange programme. you in particular?
Innovative as I was, I got many ideas, so- How would you describe your best state of
me of which I put into practice. Among these, mind for learning?
one soon proved to be brilliant. It was the idea What did you discover about yourself that
of sharing my unique international experience you were not aware of during/ because of
with my students. I decided that the best way our English classes?
of doing that was to invite some of these En-
glish-speaking trainees from all over Quality is connected to having a reasona-
the world to my classes for half-an-hour talks bly high standard of teaching while ensuring
on cultural issues. that the students knowledge is long lasting.
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One requisite of quality teaching is, there- The teacher is also learning a foreign language
fore, the students awareness of their own in- in some way (copybook with Polish words and
volvement in teaching, reinforced by their phrases).
awareness of their teacher s own involvement (Pawel, C1 student)
in learning. Thus, the students interest in le-
arning will echo back their teacher s own inte- This copybook is more than a Polish survi-
rest in learning. ving guide for the Romanian teacher. It is
the material proof of the permanent exchange
5. A Proactive Approach to Learning of cultural information between me and my
In my opinion learning is a two-way pro- students. It is possibly the best guarantee that
cess: it allows the teacher to learn about him- learning is actually shared, that not only
self, his students and his own way of teaching, the students are involved in learning, but also
and it allows the students to learn about them- their teacher.
selves, their teacher, and their way of learning. The concept of  compulsory learning is
Such an approach to learning is mutually thus replaced by the universal concept of  li-
satisfying, all the more so if the teacher and fe-long learning, whose laws are none other
the students do not share the same cultural than the laws of life.
and linguistic background. I see teaching as learning and the teacher
With every new class I learn more about as a student on a higher level. This is the an-
Polish culture, traditions, superstitions, ga- swer I arrived at when  translating what te-
mes and so on, while allowing the students to aching and being a teacher mean to me.
ask questions about my country, or about It may not be the ultimate answer, and
other countries and cultures, as well, when we I might reach new  translations as time will
host foreign guests. pass. However, despite changes and qu-
For this cultural exchange I have introdu- estions, despite fears and regrets, I head to
ced a special copybook in which my students a destination that remains unchanged.
write down interesting things connected to On my way there my aim is to teach as
Polish culture and traditions, ideas that are much as I learn.
brought up as we go along, during our classes.
References:
Billingham, Jo. 2003. Giving Presentations. Oxford: Oxford University Press.
Eggert, Max A. 2000. The Motivation Pocketbook. Alresford: Management Pocketbooks Ltd..
Johnson, K. 1996. Language Teaching and Skill Learning. Oxford: Blackwell.
Jones, Pam and Janie van Hool. 2004. The Impact and Presence Pocketbook. Alresford: Management
Pocketbooks Ltd..
MacGilchrist, Barbara, Kate Myers and Jane Reed. 1997. The Intelligent School. London: Paul Chapman
Publishing Ltd.
Malley, Alan. 2004. The Language Teacher's Voice. Oxford: Macmillan Heinneman.
O'Malley, J. Michael and Anna Uhl Chamot. 1995. Learning Strategies in Second Language Acquisition.
Cambridge: Cambridge University Press.
Papworth, Michael. 2003. Stress Busting. London: Continuum. The Classmates Series.
Rinvolucri, Mario and Paul Davis. 1991. The Confidence Book: Building Trust in the Language Classroom.
Harlow: Longman.
Rinvolucri, Mario and Paul Davis. 1995. More Grammar Games: Cognitive, Affective and Movement Activities
for EFL Students. Cambridge: Cambridge University Press.
Stuart, Cristina. 2000. Speak for Yourself. London: Judy Piatkus Ltd.
The Council of Europe. The Council of Europe and Languages. CD-ROM. 2004. Council of Europe.
http://www.authentichappiness.sas.upenn.edu/
www.training-youth.net
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Applying the Common European
Framework of Reference to language
and communication skills at work
Heikki Tulkki
uring the last few years a major effort has
Heikki Tulkki
been made in Europe to link all
Dthe language curricula at different
educational levels to the Common European
orks as the Language Centre Director at the Jyv�skyl�
Framework of Reference for Language Studies
WUniversity of Applied Sciences in Finland.
(CEF). The CEF is a Europe-wide document. It is
a comprehensive, transparent and coherent frame of
reference for language learning, teaching and in secondary vocational language learning and
assessment. The CEF views users and learners of higher education language learning but the scope
a language as members of society who have tasks, has been rather limited and their importance
i.e. language activities, to accomplish in a given set in the actual course implementation relatively
of circumstances, in a specific environment and shallow in many cases. Furthermore,
within a particular field of action. Language the introduction of the CEF and the aim of all
activities, again, form part of a wider social context, the language curricula and the target learning
which alone is able to give them their full meaning. outcome levels to be linked to it, call for a new
The Framework divides the language proficiency approach. In the vocational and professional
levels into three different major categories by using language learning sector this means a challenge to
A for the beginner level, B for the intermediate and combine both the CEF and the requirements set
C for the advanced level. for language learning by the working life.
As the CEF, however, mostly concentrates on The purpose of this article is to briefly introduce
the aspects of the general language, there are no the process and the outcomes of the international
linkages to the vocationally or professionally Leonardo project A Common European Framework
oriented language usage. However, in this field of Reference for Professional Language and
there are increasing needs of efficient language use Communication Competencies (later in this article
as the companies and other organisations face referred to with its shortname CEF Professional).
the needs of a rapidly internationalising world. One of the main aims of this project was to link
An important skill for an increasing number of the CEF and the needs of the working life.
professionals is the ability to express oneself The project was started on October 1, 2005 and
professionally and in an efficient manner. As it will end on November 30, 2007. The project is
the resources for language education coordinated by the Jyv�skyl� University of Applied
in the traditional schools are often simultaneously Sciences; the contents coordination lay on
on the decline, the language classes and curricula the shoulders of the Helsinki Polytechnic, both of
need to be more focused. Furthermore, there is which are institutes of higher education in Finland.
an emergence of in-house company language The membership comprises ten different partner
training, which needs to have a clear focus. To organisations representing six European countries,
make it even more challenging, mere language Finland, the Netherlands, Hungary, Bulgaria,
learning is not enough but the aspects of Germany and Poland. The partners function both
intercultural communication need to be covered. in the field of secondary vocational and higher
professional language education. In addition,
The last decades have witnessed the importance of a European language auditing association and two
vocationally oriented language learning and private consulting companies were included.
languages for specific purposes arising. There have Nevertheless, all the partner organisation
been theories introduced and studies made as to representatives have a number of years of
how these should be taken into consideration experience in vocationally oriented language
10 (52) 2007
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learning (VOLL) and language for specific
purposes (LSP).
The roots of the project are in Finland. It was felt
that, in spite of all the previous surveys (e.g.
the Prolang study; Huhta 1999) that have
produced valuable information on the needs of
the working life as regards the language and
communication needs of the working life, these did
not translate properly into the language curricula of
the institutes of the secondary and the higher
education. Rather, the language course and
curricula contents could to a large extent be
characterised by intuitions by language professionals
or groups responsible for designing the course
contents for their own courses or the courses at their
own institute. Because language teachers for
instance rarely have obligatory placements
in the companies of the specialist domain, and as
they are seldom expected to have personal contacts
with these companies, some of the course contents
may be based on the impressions of requirements
without precise information on how the language
classes should be organised to provide the learners
with a solid base upon which they can start
constructing their own proficiency in language and
communication skills.
Our Leonardo project CEF Professional was
introduced to cater for the needs of the language
and communication teachers working in the field of
vocational and professional language education.
It aimed at a process of designing and implementing
language courses that better correspond to
the language needs of the future professionals
in their respective fields. Four fields and seven
professions were included in the project. The four
fields were selected according to the following
principles: 1) they were to represent major fields of
importance across Europe, and 2) they were to
cover the main fields of interest among the partner
organisations involved in the project. These were
technology, business, health care and law.
The project was divided into five: 1) producing
seven language profiles in the professional fields
selected, 2) experimenting the profiles in actual
organizations, 3) creating guidelines on how to
translate the findings into made-to-measure
courses, 4) designing two model courses that take
the needs analysis profiles with their current
language need information as a starting point, and
finally, 5) utilising the guidelines to produce
made-to measure courses. The profiles represent
both secondary and higher education.
10 (52) 2007
Teacher
For the project s need analyses, several guarantee a wider coverage, the guidelines will also
professionals working in the companies and other be translated into French and German.
organisations of a particular field were interviewed,
and language curricula of the institutes providing The third and the last step of the product was to
vocational and professional language and design and implement two model courses, one of
communication studies were carefully studied. them in Warsaw University Poland, on legal
The professionals were asked to give information English and the other in Finland. Facing the time
on the following: in which situations and to what constraints of the project, the Polish model course
extent they need languages in their work, which only included the design phase, as for organisational
languages are needed in addition to English, and reasons, the first chance to implement the design fell
to give the most typical and the most demanding on timing beyond the end of the life span of CEF
situations in which they have been using Professional. In Finland, however, the full cycle of
the language. The results of the needs analyses the model course could be realised.
were processed in a special format that we called
CEF Professional Profiles. They cover a wide In two countries, Finland and Germany, a training
range of contextual information on seminar for teachers working were to be organised.
the communicative situations in the fields studied. In Germany, where the training seminar has already
The profiles for technology were created taken place, the target group was the language and
in Bulgaria and Finland, both for the secondary communication educators, whereas in Finland,
and tertiary education. The business profiles were where the seminar will be organized towards the end
made in Finland (higher education) and Germany of the project, both secondary and tertiary education
(secondary vocational education). The health care will be targeted. The idea is to produce a model for
profiles in Finland are meant for higher education training seminars on how to utilise the whole process
only, as is the law profile made in Poland. developed in CEF Professional.
For validity and reliability, the profiles were All the products and outcomes of the CEF
evaluated by partner organisations and improved to Professional will be in full available via the project
cover a wide European target domain. Another website www.cefpro.org. All the partner
procedure to improve the quality of our profiles was organisations have been active in the dissemination
to test them through experimentation in actual activities. The project has also been presented
course design and implementation. Using during its life-span in numerous national and
a documented method, each teacher taking part international conferences, as well as different
in the experimentation of the profile provided language education publications. Articles and
the coordinators with a detailed report on conference presentation materials will also be
the usability of the profiles in their own course work. available via the website.
The main responsibility for creating the profile It is essential to realise that the scope of the project
guidelines was given to a Netherlands-based is not only limited to the fields of scrutiny of CEF
language auditors association and a Hungarian Professional. In spite of the importance of
consulting company. However, all the partner the findings in the language and communication
organisations contributed to the production needs in the four different fields and seven different
process. The aim of the guidelines is to provide sub-fields, the most important aspect of this project
a concrete tool for a newcomer in the field of is the process. Although a small number of fields
vocational / professional language and were included in the CEF Professional project,
communication education how to design efficient the process itself is transferable to other fields, as
made-to measure courses to cater for the needs of well. It therefore provides a language educator with
the future professionals, second, to give a language an efficient tool on how design and implement
professionals already working in the field courses that provide the learners with a tangible
an efficient tool to update the quality of their base to develop their own language proficiency
language and communication teaching. To in their future working life.
References
Huhta, M. 1999. Language and Communication Skills in Industry and Business. Report for Prolang/Finland. National
Board of Education. Helsinki:Hakapaino
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A
ucznictwo
Stanisław Wanatowicz  tekst
Krzysztof Polok  ćwiczenia
awno, dawno temu, pradawni miesz- leka wojska przeciwnika. Łuk stanowiący
kańcy Ziemi odkryli, że z kamienia wczeS
niej niezbędne wyposażenie rodzinne go-
Dmożna wykonać bardzo użyteczne na- spodarstwa został zaadaptowany do celów mi-
rzędzia. Dzięki tym pierwszym wynalazkom litarnych i miał znaczny wpływ na dzieje za-
ich życie nabrało nowej jakoS
ci, a wiele uciąż- chodniego S
wiata. Nie inaczej było na wscho-
liwych do tej pory czynnoS
ci stało się łatwiej- dzie, gdzie starożytne mocarstwa do perfekcji
szymi do wykonania. Około 12 tysięcy lat te- rozwinęły sztukę wytwórczą tego oręża. Jedno-
mu człowiek wynalazł łuk, dzięki któremu mo- czeS
nie na całym cywilizowanym S
wiecie łuk
notonne i nieefektywne polowania zamieniły stał się elementem mitologicznych kultów.
się w profesjonalne łowiectwo. Ludzie wyposa- Atrybutem czczonego w różnych formach
żeni w półtora metrowe zagięte pałąki i sosno- i na gruncie różnych kultur boga Apollo był
we strzały zakończone kamiennym grotem nie między innymi właS
nie ów sprytny łuk, który
tylko zapewnili sobie przetrwanie, ale mogli dla człowieka stał się czymS
więcej, niż tylko
dalej rozwijać swoją cywilizację. Wraz z jej prostym narzędziem służącym do polowania
rozwojem, co raz lepsze stawały się również czy skuteczną bronią przeciw wrogom.
narzędzia, będące wczeS
niej podstawą i moto-
rem rozwoju ludzkoS
ci. I tak już kilka tysięcy R
redniowiecze umożliwiło przekształcenie
lat póx
niej starożytne armie Egipcjan, Persów tych mitologicznych fascynacji w pompatyczne
czy Greków obfitowały w specjalne formacje legendy, mające niekiedy charakter epopei na-
łuczników, którzy potrafili dziesiątkować z da- rodowych. Szwajcarzy mają swojego Wilhelma
10 (52) 2007
55
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Teacher
Tella, strzelającego w jabłko postawione mierzenie do celu, które zaczęło współczesne-
na głowie jego syna. Anglicy mają Robin Ho- mu człowiekowi sprawiać spontaniczną ra-
oda, wyrównującego społeczne niesprawiedli- doS
ć. Można w uproszczeniu powiedzieć, że
woS
ci w hrabstwie Nothingham. Anglia koja- właS
nie w wyniku romansu historii i nauki
rzy się z łucznictwem jeszcze z innego powo- łucznictwo z rzemiosła przerodziło się w dys-
du. Podczas wojny stuletniej z Francją angiel- cyplinę sportową.
scy łucznicy okazali się niesamowicie precyzyj-
ni i niesłychanie skuteczni, siejąc postrach Łuk sportowy ma nieco inną budowę i kształt
wS
ród francuskiego rycerstwa udowodnili niż łuki klasyczne (longbow), które notabene
po raz kolejny, że dobrze wyszkolony łucznik dalej są produkowane dla fascynatów łucznic-
jest niezbędny w każdej liczącej się armii. twa tradycyjnego. W odróżnieniu od swoich
przodków łuki z rodziny refleksyjnych (recu-
Postępujący rozwój technologiczny sprawił, rve bows) wykonane są z mieszanki włók-
że nieporęczne i ciężkie pałąki przekształcały na szklanego, włókna węglowego i różnych
się w coraz bardziej wyrafinowaną i powszech- rodzajów drewna. Taka kompozytowa struk-
ną broń. Jednak wynalezienie prochu sprawi- tura łuku oraz zakrzywione końcówki ramion
ło, że nawet najbardziej zaawansowane tech- sprawiają, że przy dużo mniejszym nakładzie
nologiczne łuki zaczęły stopniowo odchodzić sił strzały lecą o wiele dalej. Ponadto wbudo-
w niepamięć. Broń palna, mimo że początko- wany stabilizator i celownik znacznie ułatwia-
wo niedoskonała, dawała dużo lepsze efekty ją trafianie do celu. Wiele zależy także
na polu bitwy. Poza tym, S
rednio rozgarnięty od strzał, a dokładniej od materiału, z jakiego
rekrut umiał całkiem przyzwoicie strzelać już są zbudowane (węgiel, aluminium, drewno 
po kilku dniach intensywnego treningu, pod- do wyboru do koloru) oraz od lotki (z piór
czas gdy szkolenie wykwalifikowanego łuczni- ptasich lub plastiku). Od odpowiedniego wy-
ka zajmowało lata. Te czynniki sprawiły, że konania i skalibrowania lotki będzie zależało
przeciętnie od XVIII wieku łuki niemal cał- to, czy strzała oprze się podmuchom wiatru
kowicie zniknęły z wyposażenia armii na rzecz i precyzyjnie trafi w cel. Łucznicze osiągi mo-
broni palnej. że poprawić także sam łuk. Najnowsza gene-
racja łuków bloczkowych (compound bows) za-
Mimo faktycznej S
mierci łuku, w błędzie byli pewnia jeszcze większą efektywnoS
ć w strzela-
ci, którzy myS
leli, że podzieli on los maczug. niu. Wypuszczone swobodnie strzały osiągają
Na wschodzie, w Japonii i w Korei łucznictwo odległoS
ci z rzędu 250  300 m. W S
rednio-
oparło się całkowitemu zapomnieniu. Kulty- wieczu nawet najlepszym, najsilniejszym łucz-
wowana od wieków tradycja obroniła się nikom trudno było o takie wyniki. Cięciwa też
umiejętne uciekając od powszednioS
ci stając nie jest bez znaczenia. Obecnie wykonuje się
się ekskluzywną wiedzą. Podobnie było je z bardzo trwałych tworzyw sztucznych, ale
na kontynencie amerykańskim, gdzie rdzenni de facto da się ją wykonać także z każdego
mieszkańcy obu Ameryk mimo, że jak wszy- tworzywa naturalnego. JeS
li więc dysponuje-
scy rozsądni zamienili łuki na strzelby, byli my nadmiarem owłosienia nic nie stoi na prze-
przywiązani do swojej dawnej broni. Czasem szkodzie by je umiejętnie zagospodarować.
pewne niecodzienne okolicznoS
ci powodowały
powrót łuku do łask. Po wojnie secesyjnej by- Wyposażeni w odpowiedni sprzęt możemy ru-
li żołnierze konfederacji używali łuku do po- szyć do boju. Osoby ceniące sobie rekreacyjne
lowań, gdyż ówczesne prawo Stanów Zjedno- walory strzelania do celu, a także ci, którzy
czonych zabraniało im posiadania broni pal- sentymentem darzą łowieckie konotacje łuku
nej. Tym samym, siłą rzeczy łucznictwo za- powinny zainteresować się łucznictwem tere-
częło nieS
miało powracać na utracone pozycje. nowym (Field archery). Dyscyplina ta to nic
innego jak niewinna symulacja polowania. Po-
W XX wieku łuki przestały być jedynie ruszając się po leS
nej gęstwinie tudzież dzi-
obiektem zainteresowania antropologów czy kich stepach strzelamy do rozstawionych
archeologów. Wielki potencjał zaczęli w nich na szlaku celów. Ich różnorodne rozmieszcze-
dostrzegać naukowcy, pragnący udowodnić, nie i towarzyszące strzelaniu naturalne utrud-
że łuk w niektórych wypadkach bywa skutecz- nienia powinny skutecznie zwalczać potencjal-
niejszy od karabinów łowieckich. Zresztą nie ną nudę. Bardziej wybredni, dla zwiększenia
tylko o polowania tu chodziło, ale o zwyczajne dawki realizmu mogą strzelać do trójwymia-
10 (52) 2007
56
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www.teacher.pl
rowych makiet królików, saren, czy dzików
(3D archery). Jednak w klasycznym łucznic-
twie tarczowym (target archery) możemy zapo-
mnieć o tego typu atrakcjach. Ta wersja dys-
cypliny przeznaczona jest dla perfekcjonistów
 cele rozstawione są w chirurgicznie odmie-
rzonych odległoS
ciach, w zależnoS
ci od płci
i rodzaju zawodów jest to dystans od 30 do 90
metrów. Każdy strzał w tarcze jest punktowa-
ny, ale naturalnie nie każdy tak samo. Trafie-
nie, w któryS
z dziesięciu okręgów oznacza-
nych różnymi kolorami na tarczy powoduje
zdobycie punktu w skali od 1  10. Nietrud-
no się domyS
lić, że przysłowiowy  strzał
w dziesiątkę wykonać jest bardzo trudno.
Dla początkującego łucznika w ogóle trafienie
w tarcze może stanowić nie lada problem.
W takich wypadkach warto zadbać o szcze-
gólne S
rodki ostrożnoS
ci. Do strzelania nie
wystarczy bowiem wytrawne oko. Koniecz-
na jest także cierpliwoS
ć, dyscyplina i we-
wnętrzny spokój, który sprawi, że na mistrzo-
stwach, w decydującym momencie zawodni-
kowi nie zadrży ręka. Przypływ adrenaliny
powoduje fakt, że w oficjalnych zawodach
do celu nie możemy mierzyć w nieskończo-
noS
ć. WłaS
nie ta presja czasu była przyczyną
tak wielu dramatów podczas olimpijskich
zmagań.
Łucznictwo przeszło doS
ć typową ewolucję.
Na początku łuk był zwykłym narzędziem po-
mocnym w życiu codziennym człowieka. Na-
stępnie stał się bardzo skuteczną bronią, dzię-
ki czemu zapisał się przy okazji trwale w mi-
tologicznej S
wiadomoS
ci dziejów. Wreszcie
po kilkuset latach wegetacji łuk został odkry-
ty na nowo jako sprawiająca frajdę zabawka,
a strzelanie z niego zostało pozbawione wszel-
kiej użytecznoS
ci. Pozostając w ewolucyjnej
poetyce, czy można takie zmiany traktować ja-
ko zwyrodnienie gatunku? Łucznictwo jest ty-
pem dyscypliny, której korzenie przeplatają
się z korzeniami całej ludzkoS
ci. Takich spor-
tów rodzących się z pragmatycznej potrzeby
jest oczywiS
cie wiele, ale o ile przenikliwi, sta-
rożytni dowódcy mogli przewidzieć, że tre-
ning kawalerii, jaki serwują swoim podwład-
nym może stać się kiedyS
grę zespołową (Po-
lo), to czy walijskiemu łucznikowi mierzące-
mu do nacierającej z dala piechoty mogłoby
przyjS
ć do głowy, że kiedyS
owe naznaczone
dramatem wojny strzelanie będzie przepyszną
rozrywką?

10 (52) 2007
Teacher
Archery Vocabulary: Exercises
arbalest  kusza (S
redniowieczna) The exercises present different levels of difficulty. It is
archer  łucznik, strzelec (hist.) the responsibility of a teacher to decide which exercise
archery  łucznictwo; (adj.) łuczniczy will appear to be useful for his/her students.
arm  ramię The answers to more demanding exercises are given
arrow  strzała next to each of them. More exercises of this type can
bow  łuk be found in my books on sports.
bowman  łucznik
bowstring  cięciwa I. Make five (5) archery expressions out of
bracer  ochraniacz (na przedramieniu) the following parts of words, as
bull's eye  S
rodek tarczy,  dziesiątka in the example:
contest  zawody Example: outlaw
crossbow  kusza (sportowa)
head  grot (strzały) arm, bow, bow, bracer, bull's, eye, man, man,
lane  tor marks, string.
marksman  strzelec wyborowy, snajper
quiver  kołczan II. Make good archery-connected English
rebound (v.)  odbić się (od tarczy) words out of the following scrambled letters
rings  koła na tarczy strzelniczej as in the example:
round  runda Example: NELA (LANE)
score  wynik, rezultat
shaft  drzewce SFATH WAROR CONSET
stabilizer  statecznik, lotka GRETTA CEROS DRUNO
target  cel
tournament  turniej III. Match the figures placed in Column A with
their counterparts indicated in Column B.:
Useful Expressions: Column A Column B
A. 36 1. a shooting distance
to have two strings to one's bow  mieć podwójny B. 12 2. number of arrows
zawód; C. 10 3. round completion
to have another string to one's bow  mieć coS
D. 60 4. number of rounds
jeszcze w zapasie; E. 2,5 5. the bulls' eye
to pull strings  pociągać za sznurki
IV. Complete the sentences below with accurate
archery-connected expressions, as
in the example. There is one dummy phrase:
Example: Another name for an archer is
[a bowman]
kept in a quiver, help the archers in shooting,
made of aluminium, a tournament instrument,
a bowman, made or reed and stone or iron,
a perfect bowman, called a shaft
a) Modern arrows are & & & & & & & &
b) Ancient arrows were & & & & & & & &
c) Arrows are& & & & & & & & & & & &
d) The body of an arrow is& & & & & & &
e) Stabilisers should & & & & & & & & &
f) A marksman is & & & & & & & & & &
PHOTOCOPIABLE
10 (52) 2007
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www.teacher.pl
V. Continue the second sentence so that its 4. begin. This round is the elimination round
meaning approximates the first one. Look at during which the competition finalists are
the example: 5. selected. The competition winner is either
Example: Another name for an archer is a the archer with the best total point score, or the
bowman. An archer [is also 6. one who has scored the highest number of
called] a bowman. hits.
1. It is twelve rounds for the archers to shoot VIII. Expand the following sentences as
36 arrows. in the example. Don't change the words given:
All the archers & & & & & within & & & Example: archery/ancient sport.
2. The archers must complete their round Archery is an ancient sport.
within 2.5 minute.
It's 2,5 min. & & & & & & of the round. 1. Middle Ages/ archery/ military skill/
3. Both the archers and the scoring committee amusement.
members verify the shots. 2. bow/ that time/ wood/ bowstring/ animal
Not only & & & & & & & & shots. intestines.
4. The archer that has hit the bull's eye scores 3. ancient arrows/ reed/ stony/ iron heads.
ten points. 4. pictures/ show/ archers/ bows/ hands/ many
The bull's eye hit & & & & & & 10 points. arrows/ quivers.
5. An arrow hitting in-between the two lines 5. even/ gods/ perfect archers/ Artemis/Eros.
brings the archer the higher number of points.
The higher number of & & & & & & & IX. Provide definitions to the expressions placed
awarded if & & & & & & & & & . in the crossword below:
VI. Place all the redundant words (5) on the right

in the indicated line, as in the example:

1. Robin Hood, a mythic outlaw from

the Sherwood Forest, who has & has& .

2. robbed the rich and helped the poor, is

a hero of a great number of the & .& & .
3. stories. He became quite renowned for his
shooting talent. His bow and & & & . DOWN: 1. & & & ; 2. & & & ;
4. his fast-hitting arrows saved him from ACROSS: 1. & & & ; 3. & & & ; 4. & & &
an oppression many a time. His & & & .
5. opponents were the Sheriff of Nottingham X. You and your partner were requested to
and his helper, a notorious & & & . prepare a quiz on archery. Basing on
6. Guy of Gisborne. Robin also had a band of the information you can find in the text as
his merry men who helped & & & . well as your earlier knowledge, prepare at
7. him in his fight with the Sheriff. One more least ten (10) quiz-like type questions on
a very important character of & & & . the topic in question. Discuss the contents of
8. the story is a woman of his heart, a noble- each pf the questions with your partner.
born lady called Fair Marian. & & & . Next let some other pair (group) answer
VII.Read the passage below and find your questions. Look at the example of
the expressions that mean: /1/ amount; the question:
/2/ chosen; /3/ contest participants; /4/ pairs; Example: Robin Hood was
/5/ pattern; /6/ result.
a) a mythic outlaw;
1. An archery competition usually follows b) a historical person;
a predefined stream of events: the aim of c) an errand knight.
the first

2. round (also called the ranking round) is to
put the competitors into shooting groups of
3. two, or four and it is only after such groups
have been formed when the second round can Answer key to the Sport section on page 19
PHOTOCOPIABLE
10 (52) 2007
59
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The Further Certificate for Teachers of Business English (FTBE) is
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AKTUALNA OFERTA THE TEACHER
The Teacher
Miesięcznik edukacyjny dla nauczycieli języka angielskiego, studentów
oraz dla wszystkich zainteresowanych kulturą krajów anglojęzycznych
The Teacher to metodyka na najwyższym poziomie, wymiana doS
wiadczeń i materiały,
z których możesz skorzystać na lekcji, to wywiady z ludx
mi znanymi z życia publicznego
i artykuły ukazujące znane miejsca w nieznanym S
wietle. The Teacher publikuje: przegląd
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English Teaching Professional
Praktyczne wskazówki, przewodnik i x
ródło materiałów dla nauczycieli
English Teaching Professional jest wiodącym, międzynarodowym magazynem dla na-
uczycieli języka angielskiego. W każdym numerze znalex
ć można wiele ciekawych
i niestandardowych pomysłów na lekcje. Pomoże on każdemu nauczycielowi rozwijać
się zawodowo i osiągać zamierzone cele dydaktyczne. W magazynie publikowane są
praktyczne materiały na lekcje, artykuły na temat rozwoju zawodowego i szkoleń, jak
też konkursy i recenzje książek.
Modern English Teacher
NowoS
ci, praktyczne wskazówki metodyczne, miarodajne recenzje podręczników
Kwartalnik Modern English Teacher ukazuje się od 30 lat. Magazyn zajmuje się
praktycznymi aspektami nauczania języka angielskiego. Publikowane są w nim artyku-
ły na temat teorii i praktyki nauczania oraz recenzje najnowszych materiałów dydak-
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rze znalex
ć można sekcje poS
więcone egzaminom i testowaniu, teorii języka, metody-
ce oraz tematom bardziej specjalistycznym np. ESP i CALL. Dzięki tej publikacji
można S
ledzić na bieżąco najnowsze trendy w dziedzinie nauczania języków obcych.
Modern English Digest
Cenna pomoc dla wszystkich uczących się języka angielskiego
Modern English Digest jest skierowany do wszystkich uczących się języka
angielskiego, którzy chcieliby rozwinąć znajomoS
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artykuły dotyczące, np. gwiazd filmowych, kultury, nauki, biznesu i bieżących wyda-
rzeń. Artykuły pisane są w języku brytyjskim i tzw. International English,
są również stopniowane pod względem poziomu znajomoS
ci języka. Przy artykułach
publikowane są glosariusze trudniejszych słów. Modern English Digest
jest cenną pomocą nie tylko dla uczących się języka angielskiego, ale również dla na-
uczycieli, którzy mogą skorzystać ze specjalnych wskazówek metodycznych.
ESL Magazine
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ci, praktyczne wskazówki, recenzje, magazyn
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Jest jednym z wiodących, międzynarodowych magazynów dla nauczycieli języka ame-
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regionach S
wiata jak Kanada, Stany Zjednoczone, Ameryka R
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oraz Azja Południowo-wschodnia. W każdym numerze nauczyciele znajdą recenzje
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