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Macmillan: TEACH BIG Konferencja metodyczna dla nauczycieli języka angielskiego, 02.02.16, Koszalin
Wydawnictwo Macmillan serdecznie zaprasza na bezpłatną konferencję metodyczną dla nauczycieli
języka angielskiego pod hasłem TEACH BIG

Koszalin, 2 lutego (wtorek)

Politechnika Koszalińska (sala 13B), ul. E. Kwiatkowskiego 6e
Trener: Karolina Kotorowicz-Jasińska

Sesje metodyczne poprowadzi doświadczona trenerka, nauczycielka,autorka podręczników oraz publikacji metodycznych Karolina Kotorowicz-Jasińska

PROGRAM KONFERENCJI

09.30 –10.00
Rejestracja uczestników

10.00 –11.10
Sesja dla nauczycieli szkoły podstawowej
Supporting primary learners through formative assessment: the why, the what and the how.
Materiały konferencyjne:
Ocenianie kształtujące.
Praktyczny przewodnik dla anglisty

11.10 –11.30
Przerwa techniczna/rejestracja uczestników

11.30 –12.40
Sesja dla nauczycieli szkoły podstawowej, gimnazjum
oraz szkół ponadgimnazjalnych
A short stroll down memory lane.... On memorising and
revising wisely.

Materiały konferencyjne:

Train your Brain.
Ideas and activities for remembering easily and revising wisely.

12.40 –13.00Przerwa techniczna/rejestracja uczestników

13.00 –14.20
Przerwa techniczna/rejestracja uczestników
Sesja dla nauczycieli szkół ponadgimnazjalnych
Login: Success, Password: Language.
Use of English in the upper secondary classroom.
Materiały konferencyjne:
Nowość!
Password 2
książka ucznia

Let’s Play Use of English for Matura.
Zestaw ćwiczeń w formie gier.
Prosimy o dokonanie rejestracji na konferencję poprzez wypełnienie krótkiego formularza on-line.

Karolina Kotorowicz-Jasińska
Karolina Kotorowicz-Jasińska is a graduate from Maria Curie-Skłodowska University in Lublin.
Her teaching practice began for good when she was still a student and discovered that teaching
English is great fun. Since then she has had an opportunity to work with different age groups at
all proficiency levels. For many years Karolina was doing her best to unravel the mysteries of
ELT methodology to students of the English departments in Lublin and Warsaw. She was a PhD
student at Zakład Metodyki Nauczania Języka Angiel
skiego of MCSU and she is now busy working on her doctoral dissertation on academic listening and note
-taking skills. Some time ago her career took an unexpected turn and so she became the English teacher of a bunch of lovable and smart kids at Canadian School of Warsaw.
In her private life, Karolina is mainly a full
-time mum, who is desperately trying to improve her still pre-intermediate yet ever increasing parenting skills

SESJA METODYCZNA DLA NAUCZYCIELI
SZKOŁY PODSTAWOWEJ
Supporting primary learners through formative assessment: the why, the what and the how
Let’s face it –school cannot exist without tests and grades. Evaluating students’ progress is part and parcel of the learning experience, as our educational system puts high stake assessment in the centre of the teaching process, constantly reassuring
us about the importance of marks, band scales and exams. The problem is the discouraging impact that this sort of ‘summative’ assessment has on what goes on in the classroom. So how to make sure our
assessment is supportive enough?
This is where formative assessment (‘ocenianie kształtujące’) comes to rescue. It can assist the teacher in creating a learner-friendly environment
, boosting students’ linguistic progress as well as in developing their life skills. In the session, I will a
im to translate some of the most basic tenets of formative assessment into practical tips
for everyday classroom and look for some
alternative evaluation techniques. We will explore such areas as providing positive feedback, reacting to students’ mistakesor introducing peer assessment. If any of these happen to grab your attention, come and see how formative assessment can work in your classroom!

SESJA METODYCZNA DLA NAUCZYCIELI
SZKOŁY PODSTAWOWEJ, GIMNAZJUM I SZKÓŁ PONADGIMNAZJALNYCH
A short stroll down memory lane....
On memorising and revising wisely
How many times do you need to read a word to commit it to memory? Why are some words more memorable than others? How come a student can easily recall all the details of the NBA Western Division, while he cannot remember fifteen words to pass
a vocabulary quiz? Why do most students fail a test on irregular verbs after we’ve been practicing them for a month? I bet some of these questions have crossed your minds at least once in your teaching career. It has always been one of our biggest challenges to help learners revise the material and memorise
bits and pieces of language. However, if we look into the science of learning, it turns out that some of the common techniques we apply to achieve that goal are actually rather useless, as they go against
the natural processes that take place in the brain.
In the session, devoted to teaching English to all age groups, we are going to ponder over brain-friendly teachingandlearning, debunk some of the popular
myths about memoryas well as outline a bunch of
practical mnemonic devices that might help
your learners remember more and forget less. On top of that, we are going to look for age-specific revision techniques for effective recycling and consolidation to maximise students’ exam success.
Interested? See you there.

SESJA METODYCZNA DLA NAUCZYCIELI SZKÓŁ PONADGIMNAZJALNYCH
Login: Success, Password: Language.
Use of English in the upper secondary classroom
Year in, year out, the exam reports reveal that the level of the use of Englishskills achieved by upper secondary school graduates leaves a lot to be desired. With the average scores of about 30% at the extended matura exam, the knowledge of lexico-grammatical features emerges as an underdeveloped area of students’ linguistic competence and as such calls for immediate remedial measures to be taken if things are to improve in the nearest future. What can we do to develop students’ linguistic competence more effectively?
The solution does not come with the quantity, but the
quality of practice students get engaged in and might result from adopting an ‘out-of-the-box’ approach
towards teaching the use of English. Promoting
repeated, generative and deep processing of the
language material, drawing inferences between the
target language and a mother tongue, developing
translation fluency and context sensitivity are just a few elements of a well-organised lexico- grammatical syllabus. Now, how to go about it all in the classroom? Join us for plenty of activities and a bunch of examples form Password, the new flagship Macmillan course for Polish upper secondary learners

Zarejestruj się teraz >>

http://www.macmillan.pl/component/conferences/?task=register&id= 186&miejsce=koszalin 2016-01-24

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