We encourage our learners to use, practice and develop all their communication skills in English as much as they do in Polish, during their lessons, projects or collaborative tasks and presentations.

This space offers an extra element of linguistic support allowing our learners and their parents to access quality language resources for learning English at home or when travelling.

W ciągu dnia szkolnego dzieci mają kontakt z nauczycielami języków obcych, wychowawcami klas i asystentami nauczycieli, którzy mówią po angielsku przez cały czas lub przez większość swojego czasu.

Zachęcamy naszych uczniów do wykorzystywania, ćwiczenia i rozwijania wszystkich swoich umiejętności komunikacyjnych w języku angielskim, tak samo jak w przypadku języka polskiego, podczas lekcji, projektów lub wspólnych zadań i prezentacji.

Ta przestrzeń (PADLET) oferuje dodatkowy element wsparcia językowego, umożliwiając naszym uczniom i ich rodzicom dostęp do wysokiej jakości zasobów językowych do nauki języka angielskiego w domu lub podczas podróży.

🎤 Speaking Mondays Plan (16 weeks)

Weeks 1–4 →

Building Comfort & Expressing Opinions

1. Four Corners Debate
   Topic: Homework should be banned.
   (Students move to Agree/Disagree corners and justify.)

2. Opinion Line
   Topic: Social media is more helpful than harmful for teenagers.

3. Ball Toss Discussion
   Topic: Would you rather live in the city or the countryside?

4. Yes, but / Yes, and
   Topic: Cats vs dogs — best pet.

Weeks 5–8 →

Expanding Arguments & Group Dynamics

5. Fishbowl Debate
   Topic: Should video games count as a sport?

6. Hot Seat (Role Play Expert)
   Scenario: You are the school principal — explain why you banned phones in school.

7. Speed Debating (2 min per side, rotate partners)
   Topic: Books are better than movies.

8. Taboo Debate
   Topic: Should animals be kept in zoos? (Ban words: zoo, cage, animals.)

Weeks 9–12 →

Critical Thinking & Collaboration

9. Mini Panel Discussion
   Topic: Fast food should not be sold in schools.

10. Two Sides Role Play
    Scenario: The government wants to make school 6 days a week. Parents vs students debate.

11. Problem-Solution Roundtable
    Prompt: Our school produces too much trash. What can we do?

12. “Agree or Disagree?” Cards
    Teacher gives provocative statements (e.g., Money can buy happiness). Students hold up agree/disagree cards and explain.

Weeks 13–16 →

Formal Debate Prep & Showcase

13. Debate Teams (Mini)
    Topic: Should teenagers work part-time jobs?

14. Moderator Debate
    One student moderates, others argue. Topic: Technology is making people smarter.

15. Classroom Parliament
    Students propose a new school rule. Teams argue for/against.

16. Final Big Debate Showcase
    Teams prepare in advance, then debate in class. Topic: School uniforms should be required.

🧰 Scaffolds (use every week)

• Sentence starters posters on the wall:
  

  • I believe… / In my opinion… / I see your point, but…

  • One example is… / Another perspective is…

• 
  

• Roles: Moderator, speaker 1, speaker 2, note-taker, summarizer.

• Timers: 2–3 minutes per speaker, visible countdown.

1. Wellbeing for Children: Healthy Habits
   https://www.youtube.com/watch?v=dhpCdqOtuj0

2. Kids Learn Good Habits and Healthy Eating
   https://www.youtube.com/watch?v=0fIQWbTi5hU

3. Healthy Habits Every Kid Needs to Know!
   https://www.youtube.com/watch?v=pRrozi5X5cI

4. Small Steps to a Healthy You
   https://www.youtube.com/watch?v=21s8-SMOSTY

5. Healthy Eating Habits for Kids
   https://www.youtube.com/watch?v=lZp6Ntomljc

6. Healthy Eating for Kids – Nutrients
   https://www.youtube.com/watch?v=EhfOZMOF9W4

1. Think-Pair-Share
   

   • Think: What is one healthy habit I already do?

   • Pair: Share with a partner and explain why.

   • Share: Volunteers tell the class.

   
   

2. Agree / Disagree
   Show statements like:
   

   • “Drinking water is more important than juice.”

   • “Fast food is okay if eaten only once a week.”
     Students move to “agree / disagree” side and defend.

   
   

3. Healthy Habit Challenge
   In groups, brainstorm 2–3 new healthy habits (for diet, sleep, exercise) they can try for a week. Present to class.

4. Role Play
   Students act out dialogues, e.g.:
   

   • A child refusing junk food from a friend.

   • A family deciding what to cook for dinner.

   
   

5. My Day vs Ideal Day
   Students talk (or draw then present) their typical day and then describe an “ideal healthy day” with changes.

6. Question Carousel / Stations
   Put discussion questions at different desks. Students rotate, watch a segment, then at each desk answer a question and leave a short note for next group.

• Language is not a separate subject - it’s the medium of inquiry.

• Students learn English best when they have a reason to communicate (purpose, audience, authenticity).

• Play and inquiry are both contexts for meaning-making - not rewards after “work.”

• The ESOL teacher’s job is to build linguistic bridges, not parallel programs.

KEY Publications:

• IB PYP Language Scope and Sequence (2018)

• From Principles into Practice: Learning and Teaching (esp. Language and Transdisciplinary Learning)

• The Learner in the Enhanced PYP (focus on agency, voice, and choice)

  
  

🗣️ Communication-first

• Use “message abundance” - surround students with oral and visual language. Model, gesture, show, and repeat meaning in many ways.

• Recasts and expansions - instead of correcting, model the correct form naturally:

  • Student: “He go park.”
    Teacher: “Yes, he goes to the park every Saturday, right?”

    
    

• Interactive storytelling - co-create stories (through drama, drawing, photos, puppets). The teacher acts as narrator and language model.
  

🎨 Play as pedagogy

• Keep dramatic play corners open even in Grade 2–3 (shops, hospitals, travel agencies). Embed target structures naturally.

• Use “loose parts” for story building: stones, photos, LEGO, cards. Let children construct narratives before writing them.

• Introduce roleplay journals - children write or draw as their play character.

🕵️ Inquiry scaffolds

• Use language inquiry prompts: “What do you notice about…?” “How could we say this in another way?” “When do people use this?”

• Build language ladders - anchor charts that grow through the unit with vocabulary grouped by function (e.g., describing, questioning, connecting).

• Encourage multilingual resources - home language books, bilingual word walls, dual-language captions.