7 задачи от лятното училище, актуални и през есента

Все по-често ученето на английски език далеч надскача усвояването на набор от граматически правила и заучаването на семейства от думи.

Необходимостта от изследване на познати ситуации наново, за да се преповторят и затвърдят езиковите структури е “претекст” децата да изучават света наоколо по-внимателно. Така те развиват нови умения. Случайно или не, това са и същите тези умения, които различните източници класифицират като soft skills, 21st century skills или life skills.

Ето какви задачи си поставихме по-конкретно:

  1.   Да изследваме и опознаваме средата, която ни заобикаля. Да не забравяме да виждаме и да се интересуваме от всичко, което е “под носа ни”!

2. Да пишем с конкретна цел и за конкретна публика. Конкретно: да изработим  карта с интересни места, които наш приятел, който не е от София, би могъл да посети и открие с наша помощ.


3. Да работим заедно, да откриваме кои са силните ни страни и да помагаме на другите да видят своите незаменими умения.

4. Да не се страхуваме да питаме експертите и да се учим от хората, които обичат работата си. Да научим малко повече за това, как се създава една картина или скулптура например.

5. Да обръщаме внимание на различни фактори, когато планираме покупка.

6. Да реализираме идеите си.

7. Да не се притесняваме да представяме себе си пред публика и да се веселим от сърце. DSC06896DSC07207DSC07045


Pilot course teaching with technology – ‘Skills for the workplace’

Session on presenting skills – presenting micromastery skills. The items below are possible props to be used. For example a student can opt to deliver a short presentation on cutting onions without ending up in tears. Such micro skills can help boost a student’s self-esteem and show them that anyone can learn new things.


Putting together a fruit-fueled presentation.33677178_10210820603820674_3964410425168101376_n

Session on conflict resolution. Students were asked to throw around snowballs (or rather crumbled paper balls) to anonymously share a conflict that they have recently experienced or observed. Interpersonal clashes ranged from personal hygiene disputes with younger family members to disagreeing with a business partners on new product prospects.  DSC01129

Brainstorming possible resolutions and entering them and letting the Wheel Decide which ones to act out. Discussing the outcome. DSC01137

Using Quizlet alongside with some good old printed treats. 33696481_10210820616580993_4641498120868331520_n

Meeting others. 33711482_10210820610060830_4231125008031678464_n

Using Kahoot! to introduce the topic of cultural differences. It turns out Bulgarians don’t waste their time on unwarranted politeness 😉DSC01123

Lesson plan based on raw material from York (part 2)

The below images were taken in York.

What caught my eye was the large amount of vacancy adverts all around the city centre. I noticed a great amount of useful language throughout these short notices.

Compare and contrast – short and concise vs. wordy and detailed:

Compare and contrast – posh and elegant (please esquire within) vs. sloppy and basic (drop off CV in hotel reception):

Think about the outlook of these locations. How do you imagine them? Can you Google any of them?



Everyday technology – the Swiss-army knife for language teachers and learners

“Strategy for technology’s three-dimensional integration into English language teaching for adults”

Project number: 2017-1-BG01-KA-104-035764

01.06.2017 – 31.05.2018


Within the framework programme Erasmus+ and through the Key Action 1 (KA1) of people’s mobility for learning purposes and, more specifically, of staff mobility for adult education, English Plus Language Centre (Bulgaria) has embarked on a one-year journey of integrating the readily available technological tools into adult language learning. As a final tangible result of the Project, a workshop in language skills for the workplace will take place in April. It will be based on a blended approach and will consist of 4 face-to-face sessions and online asyncronous tasks where learners will have the possibility to enrich the content based on their own area of expertise.


Why “three-dimensional”?

First, the process of mastering a foreign language is often a simulation of “reality“ –  aimed to prepare learners for future situations and to equip them with the necessary skills to make the most out of each opportunity (for interaction, self-expression, mixing and mingling of ideas and cultures, etc.). In this context, we imagined a course that allows students to encounter vivid lifelike situations and learning materials. “Three-dimensional”, in this regard, stands for skills and abilities that are deep, solid and full-blooded rather than flat (on paper).

Second, anything related to technology is often seen as carrying a risk of “virtualising” life. So, we chose the wording as a reminder that all learning materials need to be created with a hands-on approach where technology is a means to an end and not an end in itself.

And of course, not to miss the three-dimensions of blended-learning that come into play – in part online learning, in part face-to-face and the correlation between these two. A course that has all three dimensions aims at transforming the experience rather than than simply translating traditional methods into a “technology-rich” environment based on the same principles.

The mindset where students are recipients and teachers are knowledge-givers is replaced by a more flexible approach. Traditional teaching methods based on a robust structure are not discarded but balanced out by encouraging learner-driven content, critical thinking, initiative, observation, questioning, experience, reflection and reasoning as a guide to belief or action.


York Homestay

Click on the photos for captions.