 |
|
|
|
|
|
|
If you are English language teacher, we can support your work through online resources, including professional forums, networks and teaching materials. |
|
|
|
|
|
|
|
Past english teacher development projects |
|
 |
|
| |
| In 2003-2006 our project activities aimed to assist the Lithuanian Ministry of Education and Science in promoting CLIL in Lithuanian schools as an innovative approach to teaching. The activities included teacher development seminars and networking events for English language and other subject teachers who apply CLIL in teaching science, culture, human rights or other subjects through English. Read more |
|
|
| In 2002-2006 we implemented the project, in partnership with the Ministry of Science and Education of Lithuania. The aim was to ensure that teachers involved with the challenging age group (under 12) have the requisite skills and knowledge to allow the children to develop their language skills fully and optimally. Read more |
|
|
| In 2003-2004 a survey of English Language teaching in Lithuania was carried out by a team of thirty tertiary and secondary school teachers. We implemented the project in cooperation with the Ministry of Education and Science of Lithuania. Read more |
|
|
| In August 2003 we implemented a project to address the EU initiative for the European Year of People with Disabilities. The project included a teacher training seminar and a Model Summer School for the blind and visually impaired students to improve their English. Read more |
|
|
| In 1999 – 2001 a team of 24 teachers of English participated in our project to produce up-to-date materials for secondary level British Cultural Studies. The materials consisting of about 60 hours of classroom work in a Teacher’s Book and a Student’s Book entitled Kaleidoscope are comercially available. Read more |
|
|
| In 1993-2002 the British Council in Lithuania ran the Professional Development Programme (PDP). The participants were 24 teacher trainers, coming from 19 different towns in Lithuania. Read more |
|
|
|
|
|
|
|
