10 pomysłów na lekcje w ruchu, które rozruszają uczniów i język

Hinzugefügt: 2026-06-04

[00:00:05]Good morning. Good morning. Good evening.

[00:00:07]Hello everyone, I warmly welcome you all.

[00:00:09]This is Ania Popławska. Please let me know if you can see me or hear me. Now a bigger one will appear here and I will switch to chat here.

[00:00:20]Very important information. At the beginning of the webinar, you can always see or hear the presenter. Great, I see that you are connecting here from Lublin and Konin. Opole, Kuyavian-Pomeranian Voivodeship. I'm very glad you're here. I am very happy that all of Poland is with us, and perhaps also abroad, because you usually train in other places.

[00:00:44]Before I start, listen up, because these webinars are already starting, I don't know if you know that in December the webinar in general will be 10 years old, we're turning 10 with Luiza, but webinars have been running for about 12 years now, every Tuesday at 9:00 p.m. Can you imagine? In my family, everyone simply knows that these webinars, Tuesday will definitely be a webinar. Um, so I'm curious how long you've been coming to these webinars too.

[00:01:11]Y, since how long. I am very, very curious about this too. So share it in the chat. In the meantime, I welcome all the people who have joined and are joining. My name is Anna Popławska and I have been running edynation with Luiza Witowicz Waga for almost 10 years. And these webinars, as I said earlier, we've been doing them for 12 years now. Well, you see, I said that Ukraine is there, I said that the whole world will be there, right?

[00:01:39]I have always seen that you are here, you write that you have always been here connecting with Gesie. Well, that's great. I've been with you since the pandemic, see? Okay, since the pandemic. Okay, so we have people here who have been with us for some time.

[00:01:54]When it comes to the rules, what a serious word this is, remember that each webinar ends with a certificate that comes to you by email the day after the webinar. Uh, so this is such an important thing. If there are any notes to download, to receive, they appear a day later on my Instagram anapopławska.pl or on Facebook, so you can look for me there. So, for example, if my webinar is today, then tomorrow the presentation will also be available for download on my Instagram. I have been married for two years. I really like our teacher. Well then, listen up. Oh, Białystok is here. Well, listen, I'm from Białystok, so I also send greetings to my hometown. Okay, listen up, the required two minutes of waiting here before we start training properly. It's over, so we can start.

[00:02:43]I like to get straight to the point, because you also went for specific ideas, specific solutions, if we understood each other correctly, why we are meeting here today. Okay, the magic button has been added. He added.

[00:02:58]Okay, we see everything. We have a presentation. 10 ideas for lessons on the move. People who have been training with me for some time know that when it comes to lessons in motion, I love it and I always have this movement, whether I'm in online lessons, in person, or learning with my own child, and recently with both my own and non-own children, because when word got out that I was teaching spelling in a less conventional way, I had half a class dedicated to learning spelling. Now the kids are still sitting after learning spelling, because we're running around, we have running dictations on the wall, we have all sorts of things to copy, so we have a lot of different non-standard things. Today I'm going to show you a few very basic things, and that's why I created this webinar, to show you that you don't have to make any really strange blocks, any strange things, or pull out some strange apps to make these lessons make sense, be fun, be attractive, I mean, for children or for adults, but also to make them learn something, because my kids, I can already say that I think I'm in a class of my own in spelling, we still have a 10 out of 10, because we had really poor results when they learned the conventional way. whatever they simply learn and it really works very, very well. So if someone here does n't write to me, because you're nice, but on Instagram they sometimes write that what am I doing online, right, that's how I am doing in person, so in person now I have a control group of six seven- year-olds, who in the British system, I see that Sylwia here is from the UK, she's learning with me bravely, because my mother is crazy, how can she be, because sometimes I think, she can't teach properly, because I can't sit at the table and just lecture. At my place, we all just run around and have fun, because at least then I'm less bored, because why should I do something when I'm also dying of boredom? But okay, listen, let's get to the point. You came for specific ideas on what could be done here. Well, listen up, we're coming with some concrete ideas.

[00:05:00]And I'll say right away that my printer and I never got along, somehow.

[00:05:07]Even now that I have my own bigger laser one, we still don't like each other. She might be the reason I keep getting stuck. But today's ideas will also be about how not to photocopy to the max, because this is also something that, listen, I think kills the dynamics in the lesson a bit. We have the feeling that everything has been photocopied, everything has been distributed, so everything has been learned. I photocopy less, I always have photocopied less, because I've always had less access to a printer, so today's solutions will also be more focused on things that we do n't necessarily have to print, or even if we do print, we print in smaller quantities. I'm also not in favor of giving everything away to everyone all the time and handing everything over to them, because this is a photo, listen, from my lesson. I really regret that when I had a lot of live lessons, it wasn't the time when there were so many things going on in the socials and people would go out and take photos. I'm very, very proud of being 15, maybe 17 years old, when, you know, the height of technology in classes was a working projector that connected to a computer and everything worked, so that was about 17 years ago in my classes, but even then I love movement in classes, and even if they were adults or a corporation, my students moved around with their faces covered because those were still times when even if you took photos, you didn't think that someone would talk about it on social media.

[00:06:32]But here, for example, we prepared for the discussion. There were a lot of questions here.

[00:06:37]There were many, many questions that they had to prepare. And look, I didn't hand out these cards, and not just because I'm sometimes a lazy teacher who doesn't hand them out for everyone, but they had to choose the questions themselves, they had to read them, they had to write them down. I don't remember here, but I think, knowing myself, I probably have to choose three or five questions to ask someone and this will also be one of the exercises shown during today's discussion. Look, this is the first thing that even when I want to show the questions, I'm not afraid that I won't hand them out to everyone, that everyone won't get the card, that these things won't be handed out to everyone right away. And even here I'm not afraid to just show it off so they can copy it down, come over, and check what the word is exactly. So this is also an introduction to normal conversation in motion, because of course I could have printed it out, I could have put it on the bench in the large conference room, I could have told them, " Now, in pairs, talk," but there would have been less dynamics, less liveliness, and especially when you're studying in corporations, you know very well that it's either too early or too late for English, or any other language, because in the morning when they come in at 7:00 before work, they're exhausted because they've just woken up, and in the evening when they come to English class, they're exhausted because they've already finished work and they've had enough of everything and probably want to go to bed. So, at school, when you teach young people, you know that there is just constant overstimulation, fatigue, and sometimes simply no concentration, so we have a lot of situations where we have to figure things out. I also prepared this webinar because sometimes I also don't like spending a lot of money from my resources on printing, but there are also some things that don't require much preparation from us and work really well, i.e. they save us time. Will I do something smart, cool, that will lead my lesson to its goal, because I always know in every lesson what my goal is, what I want to achieve. It doesn't always have to be a crummy one that the farmer will just bravely sit down and fill.

[00:08:26]So the same goals, that is, the very thing that wants to dawn on them, for them to learn something, we can achieve in a way that is more, I would say, marketing-oriented for the teacher, right, but in a more fun, more interesting way, so that we can simply make this lesson more attractive. And here I am very careful with the word make more attractive, because until now, when we thought about making classes more attractive, it was usually as if there was not a very large, let's say, repertoire. At this point, when I think about these possible ways to make things more attractive in the classroom, these applications, and I have this application, you can really get lost in it all. So I also think that as I get older, I become more and more analog and I have more and more questions, I would say more conservative ideas. So there wo n't be much technology today. None of the ideas will be related at all to this technology appearing anywhere. So you'll see more analog-induced movement today. And I know I'm a modern technology trainer, but remember that modern technology doesn't mean bringing a lot of equipment and apps to your lessons. she always said during my training sessions, so today I'm inviting you to analog ideas on how to get children and adults moving during our lessons too. There will be a lot of dachshunds, because as you know, I simply love dachshunds, so I threw in a few dachshunds. Okay, listen up, let's start with the first one. Questions on the walls. This is a very simple thing where we can just take the questions from the textbook and spread them out somewhere.

[00:09:59]They, see, do not have to be printed in large format right away.

[00:10:03]For example, I usually, when I have a list of questions that I print out, I can sometimes cut them up. In the past, it was attached with so-called blue tags, but now I would n't even go there to stick it somewhere, I would just literally put it somewhere, or for example on a bench. I would leave, for example, three questions on the next desk somewhere, another three questions in the next place, some other things, so these are, for example, questions from the text, but see, this is the type of question I most often use when we have a conversational lesson, so I want the students, for example, to talk about something, to ask each other questions, and they pair up and simply walk from wall to wall or from flower to flower, wherever you place these questions. And I also taught live, now I see that my own child was already here, because I have this pig from Ikea, the one that makes a funny noise when you squeeze it, or was it a pet shop, and that was my signal to move on.

[00:11:00]So look, you have people, they're just walking around, I'm just saying, maybe they can, it can be a wall, it can be hung on the wall, it can be placed on benches, it can be in various places, and it was a regular exercise where they couldn't just talk to each other, but we immediately had more movement, much more was happening.

[00:11:15]Secondly, during this walking you can, for example, ask for a quick change of partner each time. When we go to the next base, make sure that you are now with a different person, and not the one you were just working with. So here we also have an additional mix of these people. Another thing that is related to this type of exercise is the station method.

[00:11:36]Task station method. In general, the station method comes from the gym, where there are training sessions where people exercising after, for example, 60 or 90 seconds move to the next station, where they perform another exercise. And that's where the station method came from. That's what Sylwia writes here, that it 's circuit training. Exactly, because it came from the gym. This is definitely circuit training, which I also really like doing on my own. And here you just need to prepare these stations nicely. There will be modern technology here and now.

[00:12:07]Look, because until now these modern technologies were just fireworks during classes, but now new modern technology is coming in. Like me, for example, let's assume I was a teacher, now I'm an experienced beginner, because maybe there are people like that here too, and I thought, God, such a cool idea, but how am I going to come up with this station now? She would come into the GBT chat and I would pump it up and say, listen, I want to work using the station method, which means that I will do five exercises, so for example, my students will have four five minutes to do each exercise. I plan to do four stations, so there will be four exercises. Now, for example, I have a human body, we have here, you can paste a list of, for example, words that we have, and I have no idea at all what it could be at these stations. check on the internet, because remember that the DPR research option is also available, for example in the GPT chat or in Gemineu. Look for ideas, write to me what the ideas for this station could be, and this way, even if you have no idea how to handle it, he will do cool things for you and create such stations with tasks. What stations I did, of course, depended on what my goal was, because remember that these things that I'm showing you here are meant to help you with these lessons, and the purpose of the lesson is not to make it more attractive, right? Because we understand each other, right? And now look, when I had grammar, for example, I could print out one page where there were grammar things with gaps to fill in, so for example it was I always go or going, right? There, for example, to make a choice or choose, or generally a gap where they have to fill in the correct form of the verb, and at these stations they can simply do it in their notebooks, for example, in pairs or three people approach, they have one sheet of paper and they have to quickly write, copy down all the sentences, right? and then I print one sheet and I have a station arranged here, depending on, of course, also the number of these, the number of these, just some things to fill in. I can do it, or for example, you can print in the GPT chat, for example, a letter on a specific topic where some words, for example, are replaced with emojis, and the GP chat will do it for you in a second. Right, you paste the text or say, "Write me a text, for example, about my favorite food, and replace all the words or verbs related to food with emojis, and the students, for example, have to decipher this letter and copy it into their notebook in the appropriate form. If this is supposed to be an exercise, for example, on grammar as well, then say that you know what, because it will be a letter on grammar, on the present continuous and, for example, all the verbs where it is supposed to be a zing, for example, replace this emoji with mine and mark it so that you can also do something with it. So you also write here that it can work this way.

[00:14:38]I encrypted it with a QR code. Absolutely.

[00:14:41]QR code encryption is also possible at these stations. The other guys come over and scan these things. Only then you need to have mobile phones, which, as we know, they will probably announce soon, right? We won't have them, so I won't give these examples here, so that the internet won't shout at me that they won't exist soon, it won't matter, right? You can use QR codes, you don't need QR codes. We can be more analog on these stations.

[00:15:04]We can, for example, have the beginnings and ends of sentences at one station so that they don't connect, for example, right? If, for example, we have idioms, look, I always loved cutting these idioms in half and they just had to, for example, at one station they had to pronounce everything from the envelope and they had to put everything in pairs and then assign these pairs to the notebook, right? And then, see, you do it as one set and they just, each time they arrange it, copy it, put it away and have another station and you only do one thing, instead of printing 20 sets for the whole class. Okay, so I hope we understand this now.

[00:15:35]Let's move on. Today I have these 10 ideas.

[00:15:39]And as I look at my watch, the situation requires me to summarize it more or less like this. Okay, another thing. Find someone who does a typical exercise, right, which we really like to do, which is just simple questions, we have a survey, the students just have a list of things to prepare and most often it looks like this. I also often use the GPT chat here, where I also add what was discussed during the classes and say, "Is it possible?" If you've been to previous trainings or some of my AI schools, you know that I talk to him most often by voice, when I'm designing tasks, and look, this is the first version that you could create a walking version of. I just love it when I listen to groups live, for me this type of exercise find someone who was played very often. I'll just show you in a moment how I played it, so that it's not too monotonous, always about the same thing. So, for example, I had a list of things where someone had to find, for example, who loves pizza or who likes to eat pizza on, I do n't know, certain nights, or sushi, and so on. So it can be simple things like that too, right? Do you love eating pizza? True? They came to us and asked us these questions.

[00:16:52]Just remember that we can also make this exercise more complicated, because also something like giving them a list so that they find someone who, well, you know, it 's that simple. So I have a half version, right? So we have half a dachshund, see in the exercise, i.e. the students have to complete such a questionnaire themselves.

[00:17:12]Most often, when I do find someone who, I do it this way. So it's also GP time, I'll give you a hint right away, I'm also processing it, I'm not doing it manually, and if you haven't done find someone one who in the GPT chat before, you can remember that you're also leading him through an exercise, for example, you're doing an exercise when he gives you the basic version and you say, okay, now I want a different version, let's make a version with lines for things that, for example, children have to complete or come up with on their own.

[00:17:42]You know why I like the find someone who version, because in this version, people ask themselves different questions, because if you print out find someone one who for everyone and everyone has the same answer, then do you like eating pizza? Do you like eating pizza? Do you like eating pizza?

[00:17:59]They go around asking exactly the same thing.

[00:18:01]So all kinds of surveys and they are nice, they work very well. I really like to do this kind of half-baked semiol here, meaning I give a bit of a skeleton, but they don't have to add the second part, because then these conversations are simply more interesting. Then the student doesn't answer the same question to 20 people, but has to think things through.

[00:18:27]something to eat or and then they can think up and do these things. Additionally, when I do this type of exercise and I know that I have a group that may have a hard time dealing with these questions, remember that during GPT you can also generate these types of questions, for example, right? so that they can also prepare these questions in advance. So, as I said, I'm a modern technology trainer, and listen, these are real modern technologies at school that help you in life, not just that you know about them, because there's this hype surrounding the word modern technologies, that it's so unnecessary, but I hope you see that it can really be a great help. So I usually have these kinds of things prepared, locked away, so if, for example, my students wouldn't be able to do it, or I see that, or I just know they'll have trouble with it, we can also, for example, add the beginnings of questions to such surveys so they can choose, for example, fill them in, and then the conversation part itself is done and they can interact with each other.

[00:19:34]Next, next thing number four is running dictation dictation. It is clear that it was not the chat that wrote it, but Popławska herself, so it was a running dictation.

[00:19:45]We have running translation or running dictation. What is this about? This would seem to be a rather simple and unproductive exercise.

[00:19:54]However, I use them now. I'll give you an example, because I still have it at home, I hope you don't hear the noise, because unfortunately only Tuesdays are the only day when everyone from the block and school can just meet at my place, and that ends now. I now have a group of six, probably seven-year-olds, whom I simply teach spelling, because at school they were not very good at learning by heart. Secondly, learning British speling by heart is completely pointless, so I teach them the rules. We simply have to learn these words.

[00:20:27]And at the beginning it was Zola, who suddenly had great results. Other moms asked, how did it turn out? How did I do it? I started explaining and came to the conclusion that maybe I'll bring the baby to you, and you can also go to Zola right away. So we're having group classes at the moment and you can see it on Instagram, because I also sometimes post videos of that on Instagram, so you can see some old skates showing how I do it. And why am I telling this digression here?

[00:20:47]Because running dictation turned out to be an absolute hit for us for learning how to assign these words. How do I do it? Listen, so as not to make any unnecessary changes to one page, because everyone has a different insert with different words, because everyone also has their own level to make it easier, because they have different groups, just the spelling ones, so if I have five or four children, well, more or less, they will have slightly different words, but everyone has their own notebook with the insert they learned for a given week. I place them in one part of the room and on the other side of the room there is a piece of paper and a pencil. And this is very important.

[00:21:26]Listen, this is one of the most important safety rules. We don't run around with pens or pencils here. This is an absolute thing for me. You can't take either a pencil or a pen.

[00:21:36]And it's great for teaching vocabulary. This is great for assigning sentences in general. This is great for learning this particular spelling. So they simply learn the rules of spelling. Um, they're always in three groups on these spelling things, but you just generally have to kind of memorize how the different sounds sound. Now look, if I have 10 words and they have to copy those 10 words, then I'm like, okay, I could dictate it and they could write it all down by ear, but that's not cool at all. For them it's like, God, we still have to write by ear. It's always like, okay, let's do this, because I have to do this at the end to verify, because that's how the schools will be, the kids will be verified at school.

[00:22:17]So these notebooks are lying around. I'll start the stopwatch and show you one more thing. About these gadgets, [snort] maybe it's there, I don't even remember the kid hearing this kind of gadgets, I know it's there, you know, you can buy it on Allegro and simply when time passes or when we do it, these sounds have a great effect on them, you know, it gives them that motivation. They all stand at the starting docks and run to complete these goals, and the motivation to do so is much greater. The fact that kids generally recommend learning Ola's mom's spelling, because Ola's mom runs around teaching this spelling and Ola's mom has hammers with suction cups that she uses to catch fish and so on. You know, on the one hand, okay, on my part it's really a very small sacrifice. It doesn't cost much to do these things, because it doesn't have to be a specially made baser. It could be a cell phone ringtone, a pig that's grunting, for example, or a regular bell, but kids just absolutely love it. So here we have this dictation, so we, for example, assign these things.

[00:23:24]For now, we're just assigning words, because they're still seven-year-olds, but in a year we'll probably be assigning whole sentences.

[00:23:30]And with older kids or adults, which I also did, we assigned translations, so they saw a word, for example, a sentence in Polish, and while running, they had to translate it into English, and those were the running translations, so you can choose here, but this movement is really great. I remember doing running dictations when I was alone in primary school in Polish, and these were dictations on Polish spelling, where we simply copied the text that the principal, the principal, remembers me, taught me Polish, hung from one part of the corridor, and we ran for the other. Now I probably would n't run in the corridors, but a full classroom is enough. For me, the living room is enough, but I have to take all the things I can kill myself with along the way. And remember, we don't run with a pencil, because they just run with whatever is waved everywhere, everything sharp. So I have one rule. I always have a pencil next to my notebook or a piece of paper and I just copy it. I don't even print anything special there.

[00:24:24]I just copy it into my notebook and leave the sheet on the other side of the room. So this is a really cool idea. You can use fragments of textbooks for this. You can simply put the textbook on one side and ask them, for example, to copy one paragraph while running to the other side of the room.

[00:24:39]So you don't have to photocopy it every time. Okay, we've got that. I guess they left. Okay, it's getting quiet now.

[00:24:46]I guess they all went home.

[00:24:49]Another thing is truth or falsehood in motion. One side of the room will be true. The second solo, the side of the hall, will be false, for example. And look at this even if you have listening or you have some reading, and for me it really always evoked very nice emotions during lessons, because for example we had, okay, for example, John likes carrots, right? Let's assume he does n't like it, because he said there that he simply hates carrots, the smell itself turns him off, then everyone runs to the false side, right? when I have another sentence, everyone, for example, can run to the other side, so it will be very nice for us here with this true falls and tension, but also, for example, with adults, I did it with agree and don't agree, so for example we had that this part would be agree, this part s is I don't agree and, for example, I read the sentence for example working in the thing, right? And now maybe it was necessary to go, and when the boss was in the group, for example, it was so stupid to stand, right, in one part of the room. So here, depending on what I need, I prepare these sentences.

[00:25:51]Now look at how I, for example, because I also always try to cram a lot of talking into every activity I do, when they went to this part as agree, I could quickly start a discussion, okay, why are you even standing here? Why do why do you agree, right? Why do n't you agree? and we could, for example, banter a little and argue a little on both sides of this room, because I already had people who stood on two different, how to say, sides of the barricade.

[00:26:22]Here's a very similar exercise, namely the four angles of opinion, where we can do either an opinion or four angles of response, depending on whether we want to do it again on our opinion, on our opinion, or on doing, for example, an ABCD test. Because now, look, let's take this ABCD test for example, where we say that this corner is A, B, C, and D. And for example, we can literally flash a question where we have four answers, only one is correct, they can't read it anymore and they have to run to the account that is the correct answer. And now, of course, if you have a class where you know that one person will run, the rest will run after them, then we can just use pieces of paper and then I would also do voting, where the students don't even have phones, they don't have kahutas. Just look at the piece of paper where I have written a B C D and everyone votes and raises their answer.

[00:27:15]Then we can also play around with it in a way that does n't just mean solving it from a piece of paper. um or when we have an opinion, for example, I agree, I don't agree or I don't care and you can stand in different corners and then we can also move this discussion forward. So here we have really, really, really, really, really, really many possibilities to play with. I hope what you see at this point is that these things are very flexible. I'm probably saying that this is actually a speaking exercise for the topic of food in general, because whenever I was teaching, I always saw that I had some time for speaking, that I could maybe do something more, or for example, I saw that my class was simply asleep, that they were barely communicating, and I simply saw that I had some great exercises prepared, but they would never do it for me because I simply had some rather weak sitting models, so I knew I just had to pick them up, at least for those 5 minutes, to liven them up a bit, and it was like I was choosing from the repertoire I had in my head, and it just happened. Another thing is the race for the correct answer. You might have different answers in different parts of the room, and I used to underestimate this exercise and thought I'd stick some answers under my desk somewhere, that I didn't want to do it there. I was observing one of the school owners in a school near Warsaw, and she was doing one exercise in her lesson, and it turned out fantastically, and the kids' engagement was fantastic, and I'll be honest, the weirder the places, the more the kids were happy that there were some answers somewhere. Of course, what was the strangest place for them, as if everything that was under the desks, that you could go under the chair, that you could look for it. That's one more thing. If someone wants to watch, they say: "Batko, baba bosk, I won't do this in subsequent lessons, in every lesson, of course it's not.

[00:29:06]Listen, you won't make a whole lesson out of all the ideas from this webinar, because someone will think that something strange is happening in this lesson. And it's not about the entire lesson being, listen, in motion, for it to be carried out. Remember that this webinar today gives you various ideas for livening up this class. Not only so that the entire class and the entire lesson are running, but also so that you have a repertoire, so that if necessary, you can simply lead these students in a slightly different way. And here are the correct answers, but they can also be some tips, they can also be things that are needed, for example, to complete certain things. These could be some answers to tasks that will be simply hidden in various places in the classroom. These could be, for example, QR codes that someone mentioned here earlier, which we are looking for, for example. I know that some of you conduct various extracurricular activities, or are you doing Some school festivals, so here we also have a cool exercise where you can hide things. The weirder this place is, the more interesting it is. And here, if, for example, you don't have any idea how you could hide something here or what quizzes to do, these types of exercises are very good for various things where you don't need linguistic accuracy, but for example, some knowledge. For example, when I did these types of exercises, it was for cultural studies, where we had knowledge about London, or knowledge about England, where, for example, I don't know how, for example, what the Union Jack is, right? And you had to look for the answer to this, to this question, or for example, some Christmas crackers, or for example, all sorts of things that had to be found somewhere. It was just full of information posted, which you had to read, and there was information on our simple list of questions to answer. I hope you understand. So again, if you're just having trouble figuring out how to construct it, I can refer you to the chat or PTI where you can describe what you want. Do whatever you want, for example, to structure this lesson or this lesson task, and the chat will also be very nice. It will instruct you in a very nice way, suggesting what kinds of questions you can ask, for example, where to ask them. I won't do this because I always keep an eye on the time because I was asked not to do such long webinars, so I'll stick very firmly without digressions.

[00:31:15]So I really think this can be a great thing when you're looking for and when you hide special things, especially related to knowledge here, or for example, some cultural information, knowledge about England in specific places. Another thing is language speed dating.

[00:31:36]The idea for the game came from speeding, which is simply a real-world activity. And here we played in such a way that we simply stood in pairs and had to ask each other questions very quickly.

[00:31:51]The students either had this list of questions prepared or they could prepare them themselves, but here I'm usually a bit of a col-freik, so I didn't want the students to, for example, just look, because it won't be It worked when you're pressed for time and when a student has to, I don't know, quickly cut the time and ask their partner some questions. Obviously, [gasp] they 'll be thinking about what they're going to ask for 20 seconds, right? So the preparation stage is very important here for these types of exercises. It's sometimes even more important than the production stage itself, when we prepare these exercises, for example, questions, and let's say we have a lesson about food, right? And we want to learn as much as possible about our partners, so we can ask each of them to prepare two questions. Or during the GPT, we can prepare, for example, 40 such questions.

[00:32:40]We ask students that of these 40 questions, read them now; we'll ask each other in a moment. Choose, for example, 10, which you'll ask different people in the class. Now you have greater security that these questions won't be repeated all the time, because otherwise, it would be like giving everyone the same list of questions. Again, it would end with each person changing person, because the point is that in one One row stands still, and the other simply moves by one person, meaning you talk to a new person every two minutes, for example.

[00:33:09]Then, the problem is that the same questions are constantly asked, and it just gets boring very quickly. To make these questions more diverse, you can simply arrange them in a way that gives students a larger list of questions, or in a different way.

[00:33:23]You can simply arrange the questions in a different order, because most often everyone chooses the questions that are at the top of the list, because that's when they're most interested. They usually choose what's at the very end, at the very top, so I often mix it up to force them to simply read questions that others have at the very end of the list, for example. Then we also have the option of having these questions arranged slightly differently. So, yes, is this editing exactly as you're describing here, or is it speed dating? It 's exactly speed dating as it is in the real world. Here, for example, we simply have—of course, the goal is completely different, but it's still the same. Why should students do this? We could, for example, have them find—it could be a find- someone game. Who, right? So they just have to ask around, ask around, to find people who can just tickle each other with specific people who, for example, I don't know, like to eat pizza on Friday nights or hate spinach, and so on. Or we can then play a knowledge test, what do we know about a specific person, for example, and then we can simply repeat to ourselves, for example, about Kuba, right? What do you remember about Kuba, right? What did Kuba tell you?

[00:34:33]So that will also work very, very well. But just like in this particular case of this exercise, I think the stage preceding this exercise is much more fun and much more accurate than the speaking stage itself, because preparing the questions here is also really cool. This is a great exercise also for practicing questions. Okay, I'm glad you like it. And another exercise that we can easily do on the go is walking questions, and each student simply gets a question cut out from a single sheet of paper, or it can be written down, or for example, you can see from the questions, each Maybe I should copy this question, if that's what works for you. The biggest problem here is that some people write it so badly that no one will read it. In that case, it's best to print it out. And now, look, they go around with one question and ask it to three people, and then after the third question, that question is passed on to someone else, and they either take another question from the chapter, which they then go around and ask other people, or they exchange questions. So it's also worth having a few more questions here. I won't deny that I would do this type of exercise now, just like I would today, because I used to do it analogously—I wrote this, I wrote it myself, and so on—it took a while. Now, I would probably take a picture of the board with what was discussed during the lesson, a picture of what's in the notebook, and a picture of, for example, what was in the textbook during the lesson. I would prepare discussion questions that, for example, address a specific lesson objective. Or a question about preferences or daily routines— whatever comes to mind— and I would do it that way. So they could ask questions, for example, and after three, uh, questions, they'd pass that question on to someone else to ask, uh, or take that question from someone else's hands, or take another one. So it works that way too. And all those walking conversations were great, and they've always worked really well for me, because you know what the difference is between a conversation in motion and a conversation where they're sitting in pairs. I have the impression it 's louder. There's a lot more laughter, of course, but that also applies to adults, and I have the impression that they're less afraid of someone listening to them speak. I just check if they're speaking Polish, or if they're even talking at all, so that it's not just them walking around and chatting, I don't know, about Netflix or something else, because that also needs to be monitored here. But in these types of exercises, I don't check for accuracy, because the exercises I'm showing you today are typical fluency exercises, not fluency exercises.

[00:37:07]correctness. So here they are more like semi-colloquial or generally in a free practice. So here she was more checking to make sure they were talking, for example, and not trying so hard to hear if everyone was somewhere at the end of the question or if they were asking, because that's not the point here. But I have the impression that with this greater noise, they were happy, at least the adults. The kids are probably used to noise, but the adults talked much more interestingly, more pleasantly when it was loud, when they felt like their voices were drowning out all the noise, the whole class. And at the end, I'll show you sequences of various exercises.

[00:37:49]Here, by the way, when I was looking for a photo, this one is from September 27, 2015. Listen, this is 11 years ago.

[00:37:57]I remember one of the first spice-ups I ever did, and I showed an exercise with balloons, and balloons in general were one of my favorite gadgets for years. As you can see, I showed it at training sessions 11 years ago. And I always know that people who They were at my training sessions and said they were great for any classes where photos were taken, or a project, or the principal came because someone came to observe. Those balloons always looked great. And now I'll show you how I used those balloons, because I'm the only one with a pump. I'll tell you right away that from a practical point of view, this exercise requires a pump.

[00:38:36]For example, I'm very afraid of inflating balloons. For example, I can't inflate a balloon at all. My daughter always makes fun of me, so I have a balloon pump that allows me to inflate it very quickly. But once we have the balloons inflated, everyone inflates their own balloon.

[00:38:53]Here we have different editions of these training sessions of mine.

[00:38:59]Why only three likes after this video?

[00:39:00]Listen, because they're listening here, I don't know, some likes... Listen, [laughter] no, because I'm calming down the chat here, because here Olex, when you write here, remember that I have A captivated audience. They just sit and write down ideas, not looking for likes. Okay, back to the balloons with categories. What's the point? And just like there were various exercises based on NMS, you might remember from another school, balloons also have their colors, which I like to use. And now I have a few different versions of how we'll approach this.

[00:39:29]See, because when we inflate these balloons, and for example, this is the first version and these balloons are just lying there on the ground, then for example, I can now say, yes, listen, the yellow balloons are, I don't know, they'll be verbs, the blue ones will be nouns, the red ones will be, let's say, adjectives, whatever we want. Or, I don't know, yellow is food, red is animals, green is humans. And now, for example, I say, it's time to start.

[00:39:52]You simply have to find a balloon, and at a time you can only write one word on the balloon, and you just write it, and then take another balloon and check which category it falls in. For example, there's a balloon. So that's the first thing. Of course, you could do it on a piece of paper, right, but it's much more fun with a balloon. And the only thing I don't recommend is writing with a pen with a very sharp tip. A regular, soft tip works just as well, and we usually wrote on the glass with a pen. Of course, a marker would be the best, but it's a real hassle to make sure everyone had markers and so on. So we also wrote on these balloons with a pen, and we could write with it.

[00:40:26]Of course, if someone bit hard, it would break through. So that was the first part where we could write on these balloons regarding the categories. And of course, once I've drawn the balloons, once I've blown them up, it's not about just writing and moving on to the next exercise. I've used it more. So another thing with the balloon is that, listen, if we have, for example, let's say we already have the words written down, right? They've already done it, we've already done it, there are a lot of words there, So they wrote, threw a balloon away, took another one, added another, threw it away, added another, took another one. So, for example, now we have another thing.

[00:41:02]In the second edition, for example, we have to add a word, so you simply take balloons, check which words are already there, and you have to add a word that, for example, isn't there. And you can experiment with this in pairs, we can add words.

[00:41:13]So, for me, a lot of these words appeared on these balloons, but not just for writing, because then, once we got past this vocabulary review, we used these balloons to talk. We used these balloons to talk about something, to discuss something. And for example, when we had a balloon where we had a lot of words, for example, related to food, we had to lead the discussion in a way that we used all those words. So it was a really cool exercise where they checked, as if they were holding this balloon, checking what else they could use, what other little words they could do, and to make it even more dynamic. Look, I can do it this way: they were talking, for example, I'd say you'd talk for two minutes, and after two minutes there'd be a signal, and you'd change partners and balloons. After two minutes, I'd give a signal, and we'd change balloons, and those balloons would fly again. It's a cool place then, and then it's like a great photo opportunity, right? Yes, I'd give a signal, all the balloons would fly, we'd take a new balloon, a new partner, and, for example, we'd talk about something again. So these balloons really worked great for me here, so we could pass them around, throw them away, take new ones, talk. So here you have colors, and lots of vocabulary, so it really, really added a lot of dynamics. So this might not be a great exercise for every lesson, because it's quite a lot of work to bring the balloons, come on, and so on. But what's more, I know one of the teachers said she used them, for example, with another group who had already climbed onto the ready-made balloons and, for example, just did a review. They had the same moment with the vocabulary. in the textbook, so we can experiment with this here. And also remember that if it seems like a big challenge to implement this in a lesson, because every lesson obviously doesn't work like that, so we can take smaller steps, like some sentences on the walls or stations. And if we need something that will look good in photos, because balloons always look really nice in all observed classes and so on. Or, for example, if you have projects, for example, sometimes you say you have some " Prazmus" projects where everyone just takes pictures and so on, so I know that this type of exercise always looks good too. Listen, I'm looking at the watch, saying 414 minutes, and I'm perfectly here, and I fit in the time, so I hope you like the different ideas. That was only ten. It was just a little something, I'll call it. I hope you were inspired.

[00:43:34]Let me know in the chat what ideas you come up with, what ideas you think you could implement in your classes. And this webinar, too. As you know, the "y" usually appears at a specific moment, because the pre-sale for the Teach it Movit course ends at midnight tonight, in which I'm also participating. This course will be an amazing event, because not only I, but also other truly fantastic trainers are participating. I'll paste the link here so I don't get lost, where my mouse is, so you can see for yourself. What I showed you today is literally a tiny, tiny, absolutely tiny snippet of what can be done with movement.

[00:44:24]We'll have the Movie Teach course on August 28th, and it's at a lower price until midnight today, and it will be led by four trainers. I'll be having sessions with myself, Gosia Słoń, Magdalena Zawadka, and Marta Przygoda. And if you look specifically at today's reel, for example, which was on edation, which Marta Przygoda recorded, she made cutouts of her own lessons. That's why I invited Marta, and other girls, but Marta shows it most on social media, and Marta shows it most. This movement in her classes. I have the impression that no one sits in her classes. And she has an incredibly well-functioning school, where she has a lot of clients. At this point, I already know she has a lot of follow-ups, so it's clear the kids really like it. The kids really want to learn from her, so I really wanted her to come and show us her ideas, but I'll quickly show you what this course is all about. So we'll have a module on the foundations of working in movement, how to do warmmaps, language routines, energizers, and energy management in the classroom. And then we have vocabulary in movement, grammar in movement, repetitions, automation in movement, running dictation, movement dictations, corners, moves, and all those choys—all those exercises today. There was a lot of that. Find someone who walks and talks, moves and matches, memory in movement. M.

[00:45:47]Guessing, translation description, human sentences, listening and reading in movement, songs, rhythm, and pronunciation. There's really, really, really a lot of that.

[00:45:57]A lot. And listen, this pre-sale ends today. Um, so if you want a really, really big, big package of, uh, different ideas from four trainers—there are 14 of these sessions, and I have tons of ideas in each session—this is a really, really great time to sign up for this Movie Teacher. As you can see, this price is really attractive. It's valid until midnight tonight, and it won't get any cheaper, it will only get more expensive, as they say. So I cordially invite you and encourage you to sign up for this Teachit Movit, because at the end of August, exactly a few days before the start of the school year, there will be a new batch of energetic exercises that involve students moving. So I hope everyone got a lot of ideas today, that everyone is inspired today, and I hope so, that I'm looking at you right now, that you have lots and lots of ideas. Okay.

[00:46:53]You regret that you can only click your thumb once. Okay. Okay, so I hope this was great. Okay, that's it. you say balloons. Okay, so order your balloons. I hope to see you on the course as well, where there will be many, many more of these ideas. And today I would like to thank you very much for your attention and I hope to see you soon on the course and in the next webinars.

[00:47:16]Okay, see you soon.