1. Zespół Szkół nr 2
Gimnazjum Dwujęzyczne nr 18
W Rybniku
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the
Commission cannot be held responsible for any use which may be made of the information contained therein.
SHARING GOOD PRACTICES –
HOW OUR PARTNERS’ TEACHING METHODS WORKED
WITH THE POLISH STUDENTS
5TH MEETING IN LAS PALMAS, SPAIN 5 – 9 FEBRUARY 2014

2. BASIC ASSUMPTIONS
• WE WORK AS A TEAM – COOPERATION IS THE KEY WORD
• THE MORE COLLEAGUES AND STUDENTS GET INVOLVED THE BETTER
• WE WANT TO LEARN NEW THINGS –LEARNING IS A LIFELONG PROCESS
• WE WANT TO EXCHANGE OUR GOOD PRACTICES

3. HOW OUR TEACHERS CONTRIBUTED TO THE PROJECT METHODS SHARING AND TESTING
• A bank of interesting ideas for teaching methods and techniques on the school website
• Two French teachers tested the Italian method
• Two German teachers put into practice the Spanish method
• The entrepreneurship/economics teacher constructed a unit of three
lessons based on assignments – the Austrian way
• One of the English teachers taught a Portuguese lesson
• The same English teacher used the German lesson framework
for her own ideas
• Some Polish methods were tested by other colleagues

4. the Italian way

5. The suggested Italian learning unit consists of four lessons-stages but
for the purpose of the project the teacher focused on the first one -
PRESENTATION
Teacher : Jolanta Bieńkowska
Level : A2, 16 students
Topic : „Le logement idéal”
Subject: French

6. Teacher : Maria Dziedzic
Level : B1, 15 students
Topic : Science and technologie
Subject: French

7. Stages of the lesson
1. the teacher displayed a picture related to the topic and brainstormed the students for their speculations on it
2. The students listened to the recording for the first time and matched answers to questions
3. After the second listening the students answered more detailed questions
4. The students reconstructed the original answers from the recording
5. The students read out the script of the recording as a roleplay and once again repeated phrases pointed out by the
teacher
6. Finally the students acted out dialogues with the useful vocabulary from the recording

8. FEEDBACK FROM THE STUDENTS
• The lesson was interesting for 13/15 students , they found the objectives as well as the instructions
clear
• The tasks and the pace of work suited their level of advancement (16/15)
• They all found the atmoshere friendly and encouraging to work
• Only 3/0 students did not get involved or participated actively
• The students’ efforts were appreciated according to 13 of them, 5 got very good marks
• They would like more such lessons and they would not change anything in it
• One student does not like modern technology

9. the Spanish way

10. Teacher : Dominika Mackiewicz - Tlałka
Level : A1/A2, 16 students
Topic : „Im restaurant”
Subject: German

11. Teacher : Agnieszka Grzegorzyca
Level : A1/A2, 16 students
Topic : „Im restaurant”
Subject: German

12. Stages of the lesson
1. The students studied the menu in their coursebook
2. They listened to the recording of a dialogue between a waiter and a customer
3. They answered the questions to the recorded text
4. The students wrote down some useful vocabulary typical of the parts of the waiter and the customer
5. Next they prepared their own dialogues and finally acted them out in front of the class
6. They asked for recommendations, prices, made complaints , expressed satisfaction , footed the bills
7. Problems raised: food, dishes , healthy diet, making orders, paying

13. • The lesson was interesting for all the students , they found the objectives and
the instructions clear
• The tasks and the pace of work suited their level of advancement
• They all found the atmoshere friendly and encouraging to work
• They all contributed actively to the lesson
• The students’ efforts were appreciated and they got very good marks
• They would like more such lessons and they would not change anything in it
FEEDBACK FROM THE STUDENTS

14. the Portuguese way

15. The Portuguese lesson
A group of 14 students aged 14 years old
divided into 4 groups
2 lessons + 1 lesson of presentations

18. The results of the evaluation form
The Portuguese lesson
Teacher: Anna Drozd
Number of students taking part in the lesson and filling in the evaluation form: 14
YES
RATHER
YES
RATHER
NO
NO
1. Was the lesson interesting? 43% 6 57% 8 - 0 - 0
2. Were the objectives of the lesson clear and easy to understand? 64% 9 21% 3 - 0 14% 2
3. Were the teacher's instructions clear and easy to follow? Did you know what to do? 57% 8 43% 6 - 0 - 0
4. Did the tasks suit your level of advancement? (the tasks were neither too easy nor too difficult) 64% 9 36% 5 - 0 - 0
5. Did you like the pace of work during the lesson(s)? (the pace was neither too slow nor too fast) 50% 7 29% 4 - 0 21% 3
6. Was the atmosphere friendly and encouraging to work/learn English? 64% 9 21% 3 - 0 14% 2
7. Were all the students involved in the distribution of tasks? 57% 8 36% 5 7% 1 - 0
8. Did you work efficiently participate actively in the lesson(s)? 50% 7 43% 6 7% 1 - 0
9. Were your efforts and contribution appreciated in any way? 50% 7 36% 5 14% 2 - 0
10. Would you like more such lessons? 93% 13 7% 1 - 0 - 0
11. Would you change anything in the lesson? 14% 2 7% 1 57% 8 21% 3

19. Feedback
• The lessons were interesting to the students and
suited their level of advancement
• The atmosphere was friendly and encouraging
• All the students were involved in the distribution of
tasks and worked efficiently
• All the students would like more such lessons 
• The majority of students would not change anything,
two students would prefer different topics, one
person needed more time.

20. The German way

21. A lesson inspired by
the German lesson
A group of 14 students aged 14 years old
2 lessons
Song: The Fox by Ylvis
Aims: 1) to learn new vocabulary connected with animal
sounds, and animal families
2) to learn animal idioms and similes
3) to revise parts of the body of animals
4) to practice making questions

22. Lesson 1

23. Lesson 2

24. The results of the evaluation form
The lesson inspired by the German lesson
Teacher: Anna Drozd
Number of students taking part in the lesson and filling in the evaluation form: 14
YES
RATHER
YES
RATHER
NO
NO
1. Was the lesson interesting? 93% 13 7% 1 - 0 - 0
2. Were the objectives of the lesson clear and easy to understand? 71% 10 14% 2 14% 2 - 0
3. Were the teacher's instructions clear and easy to follow? Did you know what to do? 78% 11 21% 3 - 0 - 0
4. Did the tasks suit your level of advancement? (the tasks were neither too easy nor too difficult) 29% 4 64% 9 - 0 7% 1
5. Did you like the pace of work during the lesson(s)? (the pace was neither too slow nor too fast). 43% 6 57% 8 - 0 - 0
6. Was the atmosphere friendly and encouraging to work/learn English? 100% 14 - 0 - 0 - 0
7. Were all the students involved in the distribution of tasks? 43% 6 57% 8 - 0 - 0
8. Did you work efficiently participate actively in the lesson(s)? 43% 6 57% 8 - 0 - 0
9. Were your efforts and contribution appreciated in any way? 36% 5 36% 5 - 0 29% 4
10. Would you like more such lessons? 93% 13 7% 1 - 0 - 0
11. Would you change anything in the lesson? 14% 2 - 0 71% 10 14% 2

25. Feedback
• The lessons were interesting to all the students
• The objectives of the lessons and teacher instructions
were clear to the students
• For one person the lessons were too easy
• According to the students, the atmosphere was friendly
and encouraging; they worked actively and efficiently
• Four students claimed their efforts were not appreciated
• All of them would like more such lessons, however, two
students suggested choosing a different song 
• One student volunteered to prepare a fill-in exercise for
the whole group of the song Everything at Once by Lenka
as it contains a lot of similes.

26. the Austrian way

27. Consumer the king - how to take care of one’s rights?
TOPICS OF CLASSES: 1. Advertising - informs or deludes?
2. Protection of consumer rights.
3. Lodging complaints.
STUDENT ACQUIRES THE FOLLOWING SKILLS:
1. Reads the information contained in the adverts distinguishing it from the elements of persuasion.
2. Indicates positive and negative examples of the impact of advertising on consumers.
3. Distinguishes between advertising strategies.
4. Presents the path leading to the rights execution as a consumer.
5. Knows the rights of the consumer.
6. Lists the institutions protecting consumer rights.
7. Presents the rules for the submission of complaints in the case of non-conformity of the goods with
the contract.

28. calameo.com/books/0025207237fb192c3d006

32. Advertising - informs or deludes?
• 98% lekcje interesujące
• 97% cele i polecenia zrozumiałe
• 100% polecenia łatwe
• 92% tempo pracy odpowiednie
• 94% atmosfera i zaangażowanie
• 97% aktywnie uczestniczyło
ALE 5 OSÓB CHCIAŁOBY ABY NAUCZYCIEL WYKLADAŁ I
DAWAŁ POLECENIA!!

33. The Polish way
http://en.calameo.com/books/002520723bbdf58bd71df