3. What aspects of pronunciation should be taught and why.

Focus on problems that Polish

learners typically have. What activities would you recommend?
1. What makes teenagers a specific group of language learners? Describe this group in
terms of their psychological/motivational features. What activities would you
recommend using with this age group?
 Exercises:
Running dictation! It‘s competitive. One student has to read it, memorize as much as they
can, and then come dictate it to their partner who writes it down. At the end, the team has to
put the sentences in the correct order.
Board games are one of my favourites for teenagers because they can be tailored to any
grammar or vocabulary point that you‘re teaching. They‘re also extremely student-centered
when played in small groups of 3-4 students.
Memory Game
Password - The secret word is ―snow.‖ Students can use other words they know like, ―cold,
white, not rain, ice rain, winter‖ in order to describe it. That‘s a lot of vocabulary covered right
there!
A-Z Alphabet Game - students write the alphabet down on a piece of paper. Then, they have
to think of a word that starts with each letter according to a certain topic. For example, jobs.
3 Things - students choose three things for their partner. They can be totally random and
unrelated. Then, their partner has to write a story that connects them all together, it can be
silly.
Me Too! - each person says a fact about themselves to see which of their classmates has it in
common with them;
Sentence Building Activities
Dictogloss
Man/Woman on the Street Interviews - each student takes a turn as the reporter, asking a
current events question from a card. The group members answer as a man/woman on the
street;
Word Association - It‘s basically a mind map of vocabulary words about a certain top.
Presentations Group - presentations in English can be a fun task-based learning project;

2. What is intelligence and what types of intelligence do you know?

Intelligence has been defined in many ways: higher level abilities (such as abstract reasoning,
mental representation, problem solving, and decision making), the ability to learn, emotional
knowledge, creativity, and adaptation to meet the demands of the environment effectively.
 Naturalistic intelligence describes people who are sensitive to the natural world. They
enjoy being outside, nurturing and exploring the environment. People with high naturalistic
intelligence are sensitive to subtle changes in nature and the environment around them.
Activities: caring for classroom plants, Sorting and classifying natural objects, such as leaves
and rocks
 People with musical intelligence are generally more sensitive to sound and often pick up
on noises that others would not normally be aware of. They have an excellent sense of rhythm
and the ability to recognise tone and pitch. More often than not they play an instrument or are
involved in music as a profession. Activities: Writing their own songs and music about
content-area topice, Listening to music from different historical periods
 Logical–mathematical intelligence People with this type of intelligence are excellent at
maths and working with numbers. They can recognise patterns easily and work out processes
in a logical manner. They have excellent reasoning skills and can often talk themselves out of
trouble. People with high logical–mathematical intelligence are often drawn to games
involving strategy and the solving of puzzles.
 Existential intelligence often think more deeply about daily occurrences. They ask
questions similar to why are we here? And, what is the point of all this? They are often deeply
philosophical thinkers and they have the capacity to look for answers to questions bigger than
themselves. Existential intelligence is often called spiritual or moral intelligence.
 interpersonal intelligence. People with this type of intelligence are often good at reading
verbal and non-verbal cues as well as determining temperament and mood. They feel empathy
easily. Often this type of intelligence can be found in leaders, politicians, social workers, life
coaches and psychologists. Activities: Working in cooperative groups to design and complete
projects, Interviewing people with knowledge about content-area topice.
 Linguistic intelligence is the type of intelligence that is most commonly shared by
humans. It involves our ability to think in words and use these words to make oneself
understood. People with high linguistic intelligence are very good at putting their feelings and
thoughts into words in order to make others understand them. They are drawn to activities
such as reading, writing and public speaking. Activities: completing crosswords puzzles with
vocabulary words, writing short stories, telling a story to the class, using digital resources
(word games).
 Bodily–kinaesthetic intelligence have an excellent sense of timing and a great mind-body
coordination as well as fine and gross motor skills. They are able to use their bodies to convey
feelings and ideas and, as a result, they often take up roles in dance, sports or medicine. They
use their bodies to solve problems and create something meaningful. Activities: creating
costumes for role – playing, Performing skits or acting out scenes from books or key
historical events
 Intra-personal intelligence refers to an understanding of oneself and the human condition
as a whole. They are known as ‗self-smart‘ people and, despite having a deeper
understanding of their own emotions, they are often quite shy. Philosophers, spiritual leaders,
psychologist and writers usually have high intra-personal intelligence. Activities: Writing
essays from the perspective of historical figures, such as WW II soldiers, Writing goals for the
future and planning ways to achieve them.
 Spatial intelligence is defined as the ability to consider things in three dimensions. People
with high spatial intelligence are generally very creative and usually have a vivid imagination,
high artistic ability and excellent spatial reasoning. These people are often referred to as
‗picture smart‘ and can be found in professions such as architecture, design and map reading.
Activities: Taking photographs for assignments and classroom newsletters, Using maps to
study geographical locations discussed in class.
4. Alternative methods
The Bilingual Method
Objectives of the method are as follows:
1. to make the learners of a second/foreign language fluent and accurate in the spoken word.
2. to make the learners accurate in the written word.
3. to prepare the learners in such a manner that he may be able to achieve through
bilingualism.
Principles:
When a child learns the mother tongue, he forms the concept and grasps the situation and
learns the meaning of words simultaneously. The advocates of the Bilingual Method believe
that it is a waste of time to recreate the situation while teaching a foreign language. Their
argument is that teaching-learning process is facilitated if only the mother tongue equivalents
are given to the learner without duplicating the situation. The Bilingual Method, therefore,
makes use of the mother tongue in this restricted manner. It differs from the Grammar
Translation Method in two ways:
1. In the Bilingual Method it is the teacher who always makes use of the mother tongue to
explain meanings and not the students.
2. The learner is sufficiently subjected to sentence pattern drills, which are not provided in the
Grammar Translation Method. Moreover, in the Bilingual Method reading and writing are
introduced early in the course of language teaching and there is an integration of the speaking
and writing skills.
Advantages of the Bilingual Method:
Some of the advantages claimed for the Bilingual Method are the following:
1. The teacher is saved the botheration of maneuvering situations in order to convey the
meanings in English only instead he gives the meaning in the mother tongue of the student.
2. The time thus saved is utilized in giving pattern practice to the learner.
3. Even an average teacher of English can teach through this method without any elaborate
preparation.
4. The Bilingual Method promotes both fluency and accuracy. It promotes theory as it lays
emphasis on speech and pattern practice. It promotes accuracy as the meanings of new words
are given in the mother tongue of the learner.
5. It does not require any teaching aids and is suited to all kinds of school-rural and urban.
6. Unlike the Direct Method, which ignores the linguistic habits already acquired by the
learner in the process of learning the first language, the Bilingual Method makes use of them.
Disadvantages:
1. A possible disadvantage of the method is that if the teacher is not imaginative enough, this
method may degenerate into the Grammar Translation Method with all the attendant
drawbacks.
2. Secondly, whereas, the Bilingual Method is useful at the secondary stage, the Direct
Method is more useful than the Bilingual Method at the primary stage.
What is dictogloss?
Dictogloss is a classic teaching technique where students are required to reconstruct a text by
listening and noting down key words.
How many steps?
Steps:
• Model the steps of the process with students prior to having them co-construct a
dictogloss on their own.
• Create a short passage that embeds a particular grammatical form you wish to
emphasize. It should be a form that students know well but that is often produced
inaccurately by students. Try to incorporate a majority of vocabulary that
students know.
• Review difficult or possibly unknown vocabulary that appears in the dictogloss.
• Provide a short (3-5 min.) review lesson on the grammatical form being emphasized.
• Read the dictogloss through once at a normal speed, asking students to listen
carefully.
• Read the dictogloss a second time, and encourage students to jot down notes.
• Have pairs of students work together for approximately 20-25 minutes to
reconstruct the dictogloss, reminding students that they should try to write their
text so that it will be as close to the original as possible in grammar and content.
Kowal told her students that the original sense of each sentence needed to be
present and the reconstructed sentences had to be as grammatically accurate as
the students could manage, but the words and phrases didn’t have to be identical to
the ones in the original passage. During this time students form hypotheses and
test them, using available resources such as dictionaries and verb reference books.
The activity should also encourage noticing and, ideally, metatalk.
• Select at least one student example and use it to engage in whole-class discussion
with particular focus on the grammatical form emphasized. The students’ coconstructed
texts should be compared with the original dictogloss.
What is the purpose of dictogloss?
• To introduce key words and target lexical items,
• To improve students’ note taking skill,
• To help students to focus on meaning when listening to spoken text,
• To develop listening skills and to provide relevant listening practice,
• To develop proof reading and editing skills,
• To provide a real opportunity for cooperative learning,
• To assist weaker learners and learners who require useful support with reading and
writing activities.
What text will be used?
Song. You should break out the lyrics and not give the learners full song unless it is upper
level class. You do not need to speak; you just need to play the song chunk by chunk.
Remember that always use your students’ favorite songs.
Story. We should remember to keep the story short. Make sure your students can hear clearly
by reading in normal speed.
Audio. Again, keep the level of the student in mind. You can use audio from the movie, or
recite it yourself. Be sure that your audio is doesn’t contain noise and harsh accents.
Learning Their Way: Dogme ELT
By: Dale Coulter
In an article published in 2000, Scott Thornbury called into question English language
teaching's (ELT) over-reliance on published materials in classrooms, which Thornbury argues
may actually make learning the language more difficult. The article quickly found
sympathizers, who voiced similar concerns about language learning principles they
considered to be restricting students' communication time with an overzealous use of
published materials. Their counter-proposal took the form of Dogme ELT, a materials-light
approach to teaching, driven by the people in the room, their lives and their language.
These three ideas became the language learning pillars behind the approach with the
publication of the first Dogme book, Teaching Unplugged, in 2009.
• Dogme is about teaching that is conversation-driven
• Dogme is about teaching that is materials-light
• Dogme is about teaching that focuses on emergent language
(Meddings & Thornbury, 2009:7)
What is Dogme?
Dogme is an approach to teaching that goes beyond the traditional way of considering the
language classroomin three important ways. First, students' language needs and their interests
take the place of materials containing prescribed language points to be delivered by the
teacher. Second, grammar and vocabulary work arise naturally during the lesson, but do not
drive the lesson. Third, the classroom becomes a no-go zone for the English language
textbook. In other words, Dogme puts the learner back at the centre of the language learning
process.
The thinking behind this move is that students can recall and internalize language with more
success if it is immediate and relevant to them. Practitioners of Dogme say that ELT
classrooms had experienced an invasion of materials in the form of copious photocopies,
workbooks, tapes, tape-scripts, flashcards, transparencies, and technological gimmicks. They
argue that students, however, find personalized contexts much more engaging,, so teachers
should strive to encourage students to find their own reading and listening texts in addition to
the conversation they provide.
Some Theoretical Aspects
Some of the linguistic theory behind the approach is as follows:
• Language learning is an emergent phenomenon—self-organizing and coming from the
learner, not imposed by some external structure;
• Teachers engage learners in real-life communication, pushing them to produce more
language and become more engaged in the accuracy of their message for genuine and
authentic social interaction;
• The environment created in a Dogme classroom is even more conducive to learning
because it lowers learners' affective filter enough for them to feel uninhibited in a second
language;
• Language is more personalized and gives learners more ownership over their
utterances in class, which can lead to higher motivation.
Dogme from a teacher's perspective:
Dogme involves putting the learner back at the center of the language learning process.
Previous communicative language teaching methods relied on teacher or syllabus decisions
regarding classroom content, with a traditional table-and-chair layout to the classroom and
rigid lesson plans. Dogmeticians, on the contrary, generally express a preference for more
equal, circular seating( giving students the power to decide the day's language focus or topic
for class) and using very few materials—many opt for board pens, a pen, and some paper.
Such a minimalist pedagogy undoubtably puts more strain on what Thornbury refers to as
“inflight teaching skills” (Thornbury, 2010), which tend to be masked by the use of ELT
materials. It requires the teacher to listen very carefully and make on-the-spot decisions
regarding language focus, skills focus, and practice activities. What’s more, teachers lacking
classroom experience could find such a task overwhelming and therefore may choose to shy
away from putting their necks on the line.
Nevertheless, a well-prepared and earnest attempt to teach in this way pays high dividends for
both parties involved. On the teacher's side of things, there's a lot to be said about the
confidence boost you can get from the knowledge that you can use your teaching skills to deal
with students' difficulties learning English on-demand. On top of that, you might just find out
something brand new about your students, so why not give it a try?

6. How to motivate teenagers and how to encourage them to speak English?

7. Teaching Methods
To some, the Silent Way has seemed somewhat inhuman, with the teacher's silence acting
as a barrier rather than an incentive. But to others, the reliance students are forced to place
upon themselves and upon each other is exciting and liberating. It is students who should
take responsibility for their learning; it is the teacher's job to organise this.
Some of the procedures employed in these four methods may strike us as being (or having
been)
outside the mainstream of classroom practice, or even somewhat eccentric. Nevertheless, in
their own ways, they contain truths about successful language learning. Community Language
Learning, for example, reminds us that teachers are in classrooms to facilitate learning and to
help students with what they want to say. Suggestopaedia's insistence on lowering the
affective
filter reminds us how important affect is in language learning. Nor is there any doubt about
the appropriacy of getting students to move around in lessons, as in TPR. For students with
a more kinaesthetic inclination (see page 89), this will be especially useful. Finally, getting
students to think about what they are learning and to rely on themselves matches our concern
for cognitive depth (see page 57), where close attention to language by individual students has
a beneficial effect on the learning process.

8. Features of a good lesson plan

A lesson plan is a document that a teacher can work from in the lesson, so it should be neat,
clear, well-organized with clear and appropriate as well as achievable aims. Although the
contents of a lesson plan vary from one teacher to another, there are some universal
components that guarantee the effectiveness of the plan:
1. Level of Class: an effective lesson plan must feature the class of learners for which the
lesson is being designed;
2. Timing - Length of the Lesson: a good lesson must have a clearly stated time span. This
will help the teacher determine the amount of content for each stage of the lesson;
3. Aims: the aim is the overall idea of what is set to achieve in the lesson. Having the aim in
mind will prevent from losing focus. Each lesson plan should start by considering what
students will learn or be able to do by the end of class. The best objectives are action-oriented
and focus on the most important and essential learning needs of the class.
They should be measurable, so teachers can track student progress and ensure that new
concepts are understood before moving on, and achievable considering the time available.
Clear and realistic aims are essential if a lesson is going to be successful.
4. Learning activities This is the heart and soul of a lesson plan: the step-by-step walkthrough
of the lesson itself. In this section, teachers break down the lesson into individual learning
activities and describe what will happen in the classroom during each one, the amount of time
the activity will take. Since activities make up the bulk of learning time, it‘s important to
incorporate a variety of them within a single lesson plan.
5. Materials and resources: include every material use in the lesson. From course book to print
outs and every other teaching aid. Identifying these items upfront makes sure teachers can
gather everything ahead of time so they‘re not caught short during the lesson.
6. Assessment. Did the lesson meet its objectives? Teachers can find out by including some
form of assessment – or a check for student understanding – into each lesson. If the objective
was about understanding a concept, the teacher might ask students to complete an activity
around explaining or using that concept. If the objective was to learn a new skill (or even
strengthen an existing one), the assessment might require students to perform that skill to
demonstrate their proficiency.
7. Evaluation and reflection Once the lesson is over, teachers can step back and take a few
notes about both their observations during class and their own thoughts about the lesson. This
component is all about continuous improvement, identifying gaps in learning and building
stronger lessons in the future.
When planning, teachers need to consider the sequence of the lesson. For that, learning
activities can be split into lesson. It is important to have lesson planned out. However,
teaching should be flexible; students must have an influence on what is taught. Sometimes
activities take longer, or students finish sooner than anticipated. This is where lesson plan
needs to be flexible.

10. Enumerate and briefly characterise learning theories that you know.
LEARNING THEORIES: 1. Behaviourism: mechanical repetition and drills; creating a habit;
the focus is on the result of learning , not the process itself; Learning can be explained from
observable events related to the behavior and the context in which learning occurs; some
behaviorist theorists are Pavlov‘s dog and Skinner
2. Cognitivism: Cognitivism studies how the mind interprets, processes, and hand stores
information in memory. Its foundation lies in obtaining learning from childhood, proposing
that children have an orderly structure for information processing. In this theory, individuals
are an active entity in their learning process. The primary authors of this theory are Jean
Piaget, David Ausubel, Bloom; brain is like computer procesor; adapting and integration
information; the focus is on the way we are learning;
3. Andragogy: adults can only be successful with an approach designer directly in Line with
their own characteristic; self- concept, experience, readiness to learn and motivation; problem
– solving and performance based – task; mutual respect for the previous experience; Malcolm
Knowles
4. Constructivism: the focus is on learning itself; student is a the kreator of knowledge;
learning through experience; Shift from the „knowledge acquisition‖ to „knowledge
construction‖; Piaget, Vygotsky 5. Connectivism: Digital age theory; Internet based learning;
knowing where to find information is important more than knowing info; online courses,
emails, online communities, web searchers,video tutorials, reading blogs; Downes, Siemens.
11. Incorporating Young Adult (YA) literature
into your lessons can greatly enhance student engagement and language learning. Here are
some examples of topics and activities you can use:

1. Topic: Identity and Self-Discovery

Activity:

Choose a YA novel that focuses on themes of identity and self-discovery, such as "The Perks
of Being a Wallflower" by Stephen Chbosky or "Speak" by Laurie Halse Anderson.
Have students read excerpts from the novel and discuss how the characters' experiences relate
to their own lives.
Encourage students to reflect on their own identities and share personal anecdotes or thoughts
related to the themes presented in the novel.
Assign writing prompts that ask students to explore their own identities, values, and beliefs,
using the novel as inspiration.
2. Topic: Social Issues and Activism

Activity:

Select a YA book that addresses social issues and activism, such as "The Hate U Give" by
Angie Thomas or "All American Boys" by Jason Reynolds and Brendan Kiely.
Divide students into small groups and assign each group a specific social issue addressed in
the novel (e.g., racial injustice, LGBTQ+ rights, environmental conservation).
Have students research real-life examples of activism related to their assigned issue and
prepare presentations to share with the class.
Organize a debate or panel discussion where students can express their opinions on the social
issues raised in the novel and propose potential solutions or actions for change.
3. Topic: Friendship and Relationships

Activity:
Choose a YA novel that explores themes of friendship and relationships, such as "Eleanor &
Park" by Rainbow Rowell or "To All the Boys I've Loved Before" by Jenny Han.
Have students analyze the dynamics of the relationships between characters in the novel,
focusing on communication, trust, and conflict resolution.
Assign role-playing activities where students act out scenes from the novel or create original
dialogues between characters, exploring different perspectives and emotions.
Facilitate group discussions where students can share their own experiences with friendships
and relationships, drawing parallels to the themes depicted in the novel.
4. Topic: Coming-of-Age and Transition

Activity:

Select a YA book that follows the journey of characters as they navigate coming-of-age and
transition, such as "The Catcher in the Rye" by J.D. Salinger or "Looking for Alaska" by John
Green.
Have students create character profiles or timelines that track the development and growth of
the protagonist throughout the novel.
Organize a storytelling or narrative writing workshop where students can share personal
anecdotes or fictional stories about significant moments of transition in their own lives.
Invite guest speakers, such as authors or counselors, to discuss the challenges and
opportunities associated with adolescence and coming-of-age transitions.
These are just a few examples of how you can incorporate YA literature into your lessons. By
selecting relevant topics and engaging activities, you can create meaningful learning
experiences that resonate with students and foster their language skills, critical thinking, and
empathy.