Workshops for teachers:

The series of workshops is aimed to teachers of English to refresh, inspire and enliven their teaching practice. The participants will be shown various techniques that can help them improve the quality of their teaching approach to make it more attractive for all their pupils. The activities have been designed to raise the children’s interest, keep their concentration, broad their knowledge of the English language and the ability to use it with comfort. All of them have been applied in various children’s groups and tuned in to learners’ needs.

The workshops are specified for children aged 4 – 15. The particular age group is indicated in the description as well as space and material requirements. Each part is designed to last 90 minutes. It is possible to combine particular workshops from the whole range a set for a special age group for a certain period of time, eg. one week. The number of participants is between 20 – 25 (it very much depends on space – mostly sitting around the tables in groups and sometimes moving in a free space is necessary)

Table of Contents

Workshops for teachers: 1

1.         Strategies for English lessons with young learners  (ages 4 – 9) 2

2.       English in kindergarden   (ages 4 – 10) 2

3.       English from the start   (ages 4 – 10) 3

4.         The 4 basic skills – listening (ages 6 – 10) 3

5.         The 4 basic skills – speaking (ages 6 – 10) 3

6.         The 4 basic skills – reading  (ages 9 – 10) 3

7.         The 4 basic skills – writing   (ages 9 – 10) 4

8.         The 4 basic skills – listening (ages 11 – 15) 4

9.         The 4 basic skills – speaking   (ages 11 – 15) 4

10.      The 4 basic skills – reading   (ages 11 – 15) 4

11.      The 4 basic skills – writing   (ages 11 – 15) 5

12.      Pronunciation with young learners – individual sounds (almost any age group) 5

13.      Pronunciation with young learners - stress and rhythm (almost any age group) 5

14.      Topic (project) books – introduction (certainly suitable for any age group) 5

15.      Topic (project) books – working out minibook formats (surely for everyone) 6

16.      Topic (project) books – more minibook formats (surely for everyone) 6

17.      Communication skills (ages 4 – 8) 6

18.      Communication skills (ages 9 – 11) 6

19.      Communication skills (ages 12 – 15) 7

20.      Project games (ages 4 – 10) 7

21.      Using songs with young learners (ages 6 – 11) 7

22.      Using songs with teenagers (ages 12 – 15) 7

23.      TPR and action games for teaching English (any age, but mostly primary kids) 8

24.      Fingerplays and other little games for young learners (ages 4 – 10) 8

25.      Can we “teach” grammar?  Why not…?  (ages 4 – 10) 8

26.      Grammar games for young teenagers   (ages 11 – 15) 8

27.      Vocabulary activities. 8

28.      Attract, engage, captivate - activities for young teenagers  (ages 11 – 15) 9

29.      CLIL - English in various areas of knowledge. 9

30.      Content and language integrated teaching with a story   (ages 4 – 10) 9

31.    Storytelling activities (ages 6 – 10) 10

32.     Storytelling for young learners (ages 4 – 10)

33.      Classroom management and classroom language, transitions  (ages 4 – 10) 10

34.      Teaching English in mixed classes. 10

35.      Teaching English to dyslexic children.. 11

 

Workshop details:

1.        Strategies for English lessons with young learners  (ages 4 – 9)

The course will deal with teaching English to children aged 4-9, the beginners.

The participants will be introduced to a wide range of teaching ideas on listening and speaking base. A certain focus will be placed on “activities-never-to-do“ with little kids – activities that many a teacher practises without realising they might be confusing or even bad for children. All activities work in accordance with demands of individual age and level groups. The course is aimed at offering a lot of practical ideas to those who have few opportunities to work with little children or just want to refresh their teaching approach.

 

 2.     English in kindergarden   (ages 4 – 10)

 The course can be offered as one 90-minute-session or a series of 15 sessions with detailed training.

It is aimed at helping teachers of English to children in kindergardens and playgroups with designing their lessons in a more attractive and appealing way. The participants will be shown a few/many new techniques. The course offers a large scale of procedures and various activities combined into a meaningful content, which enables the little children to adopt a foreign language naturally and effectively.

The extensive course provides an overall approach to teaching very young learners in a few themes. The participants will be taught to plan their activities on their own topics with respect to the children‘s needs and abilities.

The main purpose of the course is to teach participants to think about their potentialities so that they are able to continue without any assistance in the future.

This course can be extended to 20 – 30  lessons!!! 

Info on the complex course here

 

3.      English from the start   (ages 4 – 10) 

 English from the first word, first phrase, first sentence, first lesson to first knowledge

Teachers often look for the answer to the question “How do I start teaching very young children?” No wonder, they are rarely given it, not even at universities which are supposed to prepare them for this job. Our workshop offers one possibility of teaching a foreign language naturally in a mother tongue environment, of making do without translating all the words, while making sure the children understand as much as possible – in short a guideline for teaching from the very first word, first phrase, first sentence, first lesson, first week to the first months of English in the lives of very young beginners.

 

4.        The 4 basic skills – listening (ages 6 – 10)

Activities presented in this workshop will show various ways to use effective strategies to get children used to listening. Some activities were chosen to show the way to simply use any course book to liven up the listening part, others offer profound procedures to fulfil the task focused on listening.

 

5.        The 4 basic skills – speaking (ages 6 – 10)

Many teachers simply do not know how to make their lessons more communicative. They wait till the children absorb more language. However, we lose the most suitable time to start – the very beginning. The workshop will deal with activities motivating the students to use English based on simple situations using simple pieces of text but, being perfectly meaningful – to exchange messages and convey the meaning.

 

6.        The 4 basic skills – reading  (ages 9 – 10)

All activities presented here serve as examples of the various activising techniques and they can be further adjusted for different levels of English by simply choosing other texts. It means all the techniques can help us teach school children throughout their school attendance, thus being highly inspiring for all the teachers.

 

7.        The 4 basic skills – writing   (ages 9 – 10)

Writing is definitely the last skill to be practised in the process of teaching English with primary children. First we start on the base of words, then sentences and finally creative writing. We will go through the whole process, looking for different procedures so that children can enjoy various techniques while working on the tasks.

 

8.        The 4 basic skills – listening (ages 11 – 15)

We can use this fact to practise every possible area of grammar, vocabulary or communication.

Activities presented in this workshop will show various ways to use effective strategies to get children used to listening. Some activities were chosen to show the way to simply use any course book to liven up the listening part, others offer profound procedures to fulfil the task focused on listening.

 

9.        The 4 basic skills – speaking   (ages 11 – 15)

Children aim to fulfill the task and do not realise they are in fact drilling the structures and vocabulary. By using direct instructions, visual stimuli, reading the text and manipulation with cards and react with the movement they are exposed to all aspects of learning styles

 

10.     The 4 basic skills – reading   (ages 11 – 15)

Reading activities provide space for practising flouent reading, vocabulary and grammar structures in a relatively natural and safe environment. Children read tasks and either answer the questions, or spontaneously react to what is required from them.

 

11.     The 4 basic skills – writing   (ages 11 – 15)

We will explore the whole process of learning to write from simple tasks, requiring to fill in a certain information to free, creative writing, looking for different procedures so that children can enjoy various techniques while working on the tasks.

 

12.     Pronunciation with young learners – individual sounds (almost any age group)

Pronunciation seems to be quite an easy matter in teaching English to young learners. Some teachers say that as the little kids are very talented in imitating and miming, it is not a difficult deal. However, the easier they master the sound, the faster they forget to apply it in their oral production. The teacher must know a lot of tricks to eliminate making the incorrect sounds and keeping the pronunciation routine. You will be surprised over the variety of activities to be practised with quite little kids.

 

13.     Pronunciation with young learners - stress and rhythm (almost any age group)

Pronunciation is a basis for learning English. We teachers have to provide the pupils with correct model of it not only in terms of sounds but also regarding stress and intonation. In this section we will focus our attention on practising word as well as sentence stress, intonation, linking sounds. We will learn how to make pronunciation interesting for the children, and we’ll try how important is to visualise all the teaching materials - how to make our own games, activities and worksheets.

 

14.     Topic (project) books – introduction (certainly suitable for any age group)

Topic (project) books enormously increase children’s interest in working with (not only) foreign language and facts. It is a wonderful way of attracting your students for new forms of work with information, facts, knowledge and manual skills. Any topic can be covered in topic books, which suits many ideas of CLIL, namely science, history, literature, storytelling etc.
Some art techniques enable children to deal with vocabulary, structures, functions and grammar together with attributes such as co-operation, organization, multiple intelligences, presentation skills and many others. You will see a few examples of those project books. In this first part the idea and strategies of topic books will be described and introduced.

 

15.     Topic (project) books – working out minibook formats (surely for everyone)

With a project (topic) book, all the knowledge will be stored in a meaningful and appealing format. We will learn how to make these little minibooks with our own hands. Do not forget, there isn’t any person in the world who would not be able to fold, cut and form any format of the minibook.
(take a pair of scissors and a glue stick, if you happen to have them with you).

 

16.     Topic (project) books – more minibook formats (surely for everyone)

The manual skills support the development of the left hemisphere and thus creative thinking. While working on the minibooks, the creators will develop not only their knowledge but also analytic and synthetic thinking, organization and presentation skills, some mathematical operations, precise and accurate writing and a proper sense of the layout, and last but not least, the pride over their achievement as well as the means of revising and recycling. Come and see!
 

17.     Communication skills (ages 4 – 8)

Some small communication games enable little kids to use communicative structures in a natural, lively context. Children solve various tasks in various situations that provoke a certain kind of oral involvement from them. They practise using messages without realising they are exchanging ideas in a foreign language. The sub-consciousness of this procedure is very beneficial in the learning environment as the children do not need to think about the language much.

 

18.     Communication skills (ages 9 – 11)

Some small communication games enable little kids to use communicative structures in a natural, lively context. Children solve various tasks in various situations that provoke a certain kind of oral involvement from them. They practise using messages without realising they are exchanging ideas in a foreign language. The sub-consciousness of this procedure is very beneficial in the learning environment as the children do not need to think about the language much.

 

19.     Communication skills (ages 12 – 15)

Some small communication games enable little kids to use communicative structures in a natural, lively context. Children solve various tasks in various situations that provoke a certain kind of oral involvement from them. They practise using messages without realising they are exchanging ideas in a foreign language. The sub-consciousness of this procedure is very beneficial in the learning environment as the children do not need to think about the language much.

 

20.     Project games (ages 4 – 10)

Project games are beneficial for young learners; they provide a meaningful context for a range of activities that can be considered revising, reinforcing, or even drilling. Children can understand quite easily because all the exercises are bound to one learning environment and thus we can develop a more profound knowledge of vocabulary and structures.

This workshop introduces a lot of various activities for (very) young children. The activities offer many different ways not only to learn some vocabulary and sentence structures but they also include games, music and action activities and a bit of art. Children would be involved in learning in quite an entertaining way.

Nobody is going to kick their heels!

Laughter is free of charge.

 

21.     Using songs with young learners (ages 6 – 11)

Songs are considered a very useful tool in EFL teaching. They not only provide a natural text in a meaningful context but also keep the text together, which means children can remember all the structures and vocabulary from them. There is also a psychological effect – those who sing can never frown at the same time. Songs thus contribute to a pleasant, stress-free atmosphere in classrooms, they support mutual understanding.

 

22.     Using songs with teenagers (ages 12 – 15)

Teenager can identify with the singers quite easily, they are keen to listening to music with the help of multimedia. However, teaching through songs has been often limited to “fill-in-the-gap“ activities only. This workshop will show how we can avoid this stereotypical mechanism and will offer a wide range of appealing actions instead.

 

23. TPR and action games for teaching English (any age, but mostly primary kids)

 

TPR is one of the most effective ways to provide the children with meaningful text to be carried out and thus show their understanding the message. However, we can offer more activities to the children to immerse them in a natural English surroundings. Fast warm-ups to begin with, some physical training, action and motoric games to finish the lesson. A lot of terminology will be offered in this workshop and, of course, some movement.

 

24.     Fingerplays and other little games for young learners (ages 4 – 10)

One of the most important tasks of the ESL teachers is to draw children’s attention away from the fact that they are speaking in a different language. It is very beneficial to get the usage of the language into the subconscious – not to think too much about what the mouth and tongue must create. Fingerplays and other little games for children are an ideal tool to gain this asset as they provide a large scale of various activities, a rhythmical, rhyming text in a natural language in meaningful context, accompanied by some lively movement.

 

25.     Can we “teach” grammar?  Why not…?  (ages 4 – 10)

There used to be a period when the word GRAMMAR was considered forbidden in teaching young learners. However, how can we achieve any accuracy when we do not provide our pupils with the confidence in their speech or writing? And it’s so easy! Let’s try to focus on correct use of language with good-hearted drilling and a lot of fun.

 

26.     Grammar games for young teenagers   (ages 11 – 15)

All learners like to play, even if young teenagers would never confess that. A little trick works for teachers to manage the situation. If you ask them not to play a game but to do an activity, they play anyway with broad smiles on their faces. What is the benefit of games? They provide learners with a feeling of safety (nobody is going to test them), action (they have to achieve the goal), and thrill (who is going to be the best?), which are the attributes among the most precious for the teacher’s success.

 

27.     Vocabulary activities  

Let’s explore a few ways how vocabulary is introduced, reinforced and revised in a safe environment of various activities that can be easily adapted to every age and level.

 

28.     Attract, engage, captivate - activities for young teenagers  (ages 11 – 15)

Everywhere in the world we encounter a problem of weak communication skills in young teenagers. They usually do not express themselves comfortably in their mother tongue during this difficult phase in life, let alone in a foreign language; especially when they do not feel quite sure about their knowledge of it. What they need most is an opportunity to use the language without much thinking about the grammar, pronunciation, spelling and vocabulary. All these attributes must go aside when we practise communication in our activities.

Everybody who teaches young teenagers knows that to attract them, engage and captivate their attention is a very difficult task with not such a safe result. Participants will be presented a few activities that invite this age group to use a foreign language willingly and with interest.

 

29.     CLIL - English in various areas of knowledge

It is a very natural process to include English in other school subjects. This workshop will focus on a range of activities suitable for Maths, History, Geography and Biology. Focusing on a substance of the topic, children get used to express themselves in a simple, prompt way. Do we, teachers, realise, how large scale of possibilities this technique provides for? Can we present them in a proper way?

 

30.     Content and language integrated teaching with a story   (ages 4 – 10)

A special workshop shows how to use a simple story to cater for all the areas of children’s learning, namely language (both mother tongue and English), maths, biology, music, art and craft and physical activities, all of them on the base of a story. Children are immersed into the story in every activity they do and so they do not need long introductory activities and motivation at the beginning of each lesson. They build their content awareness step by step from every possible aspect; construct their knowledge on the base of understanding the relationship of the topic to the curriculum.

 

31.     Storytelling activities (ages 6 – 10)

Stories are a rich material for children to learn about the world in the magic terms of poetry, imagination and adventure. Storytelling has all the benefits of promoting the foreign language in English lessons; it improves listening skills, speaking, later reading or writing. It stimulates inventive thinking, enriches vocabulary, knowledge of phrases and structures, it enables cognitive development of children, comprehension without understanding all the words, it supports imagination and creativity. Story-based activities involve children in understanding authentic communication within a natural, comprehensible context. A wide range of activities will be presented to be done before a story, during, or after the listening.

 

32.     Storytelling for young learners (ages 4 – 10)

It is a well known fact that children of a very early age, if properly guided, can absorb foreign language easily. Due to their curiosity they like stories. Are we, teachers, ready to teach English to little learners this way?

The workshop presents not only telling various stories to children but some activities for them to listen to, comprehend, retell, and remember phrases by listening, acting, miming, fingerplays, drama, action games, songs. The workshop is meant as an inspiration for teachers, as it offers various ways to succeed.
Participants will be given an opportunity to learn story-games for different ages.

Welcome to the fascinating world of children’s imagination!

 

33. Classroom management and classroom language, transitions  (ages 4 – 10)

 

Teaching a foreign language surely requires some aspects to be considered; how to manage a group of children accommodating the communication in a foreign language as naturally as possible, how to organise the space, time and activities so that the children get the most of the process. Classroom routines help them get used to the process enormously, can we, teachers, establish them in our groups?

 

34.     Teaching English in mixed classes 

The course is designed to teach teachers to offer one activity in various ways. Basic skills – listening, active communication, pre-reading and reading skills and writing including the creative writing preparation can be offered to children of different ages and abilities. The teachers will try using the same topic with activities suitable for different levels, combined in a way to ensuremake sure the children can work in groups autonomously.

 

35.     Teaching English to dyslexic children

A special workshop shows how to use a a range of activities suitable to work with children with special needs, especially  those that promote better reading and writing skills.