british council

The British Council and LAKMA are pleased to invite English teachers to a summer school 



teachers of young teenagers working at the lower secondary level of education (forms 5-8)
teachers from different regions of Lithuania
teachers representing and / or working with students from various cultural / ethnic groups
teachers with different working experience, including pre-service teachers / trainees
teachers working with 4th formers of primary schools


  VENUE The Lithuanian University of Educational Sciences, Studentų g. 39, Vilnius




August 23–25 SESSION ONE (Registration on Tuesday at 12:30)

Sylvie DOLAKOVA. Bridging the Gap Between Primary and Secondary English.

Damian ROSS. British Council Teaching for Success.


August 25–27 SESSION TWO (Registration on Thursday at 16:30)

Damian ROSS. British Council Teaching for Success.

Diana LINDSAY. CLIL Projects for Young Teenagers.

Johanna STIRLING. Humanistic Factors in Teaching Young Teens.





SESSION ONE 30 eur LAKMA members / 50 eur non-members / 10 eur BA students

SESSION TWO 30 eur LAKMA members / 50 eur non-members / 10 eur BA students

BOTH SESSIONS: 50 eur members / 90 eur non-members / 15 eur BA students

The fee covers the training sessions, coffee breaks and a certificate.

Lunch/Dinner is not included. Participants will be given a list of restaurants in the area.



The travel costs to/from Vilnius will be covered. Please keep your tickets for reimbursement.

Accommodation at the Ecotel Hotel (including breakfast) will be provided free of charge to the participants from the regions. Two-bed or three-bed rooms will be offered.




Sylvie DOLAKOVA MA, Masaryk University Brno and freelance teacher trainer focusing on teaching English to children aged 4 – 12. She specialises in teaching English through music, art and stories, and publishes language game books and CDs for children. Sylvie also works as an ELT consultant for NILE


Bridging the Gap Between Primary and Secondary English. The year of transition from primary to secondary school is crucially important for students as they are moving from childhood into young adulthood and have to deal with their physical and psychological changes. In this series of workshops, we will try to find ways of how to meet learner needs at this period, how to engage them in learning, increase their autonomy, and captivate their interest in what is done in class. We will learn fun communication, vocabulary and grammar activities; we will look at ways of using songs, texts and projects to engage learners through content and creativity; we will also consider the issues of personalising learning and dealing with dyslexia. The workshop techniques will involve participants in meaningful activity and help them revise their approaches to teaching young teens.


 Damian Ross


Damian ROSS leads support in implementing the British Council's approach to teacher development, Teaching for Success, for BC teams across the globe. He is a specialist in education and English language development management, with 16 years’ experience of teaching, training and educational project management in various locations across Europe, the Middle East, and Central and Southeast Asia.

Researchers Walter & Brigg (2012) identified seven characteristics of effective professional development: it should be classroom-based; it involves teachers collaborating with other professionals; it should engage with expertise outside the teacher’s institution; it should involve teachers in selecting their own professional development activity; it includes mentoring and coaching; it should be sustained over time; it requires the support of leadership. British Council Teaching for Success is our approach to teacher development, and supports teachers, institutions and governments in embedding these characteristics within classrooms and schools. During the session, we will consider tools and resources for self-directed Continuous Professional Development and discuss the challenges of implementing this approach in the local context.

 Diana Lindsay


Diana LINDSAY is a teacher, teacher trainer and materials writer based in San Sebastian, Spain. She has co-authored teaching materials and training courses for CLIL in Primary and Secondary education. Her current interests include English-medium subject instruction from Primary to Higher Education, and professional standards for teachers.


CLIL Projects for Young Teenagers. School subjects can provide interesting contents to develop project-based sequences for our students. By using subject contents, language is no longer an abstraction or a mere focus of study, but a real tool to develop both subject and communicative competences. In this workshop, we will look at some examples of how CLIL projects, by working on content using English, can provide an effective answer to the linguistic and motivational needs of our students.

 Johanna Stirling


Johanna STIRLING is an ELT Consultant, who works with teachers around the world. She has written materials for Cambridge and her own award-winning book Teaching Spelling to English Language Learners. She also works for NILE where she runs the NILE Online teacher development courses. Johanna’s website, The English Language Garden, is for teachers and learners and The Spelling Blog is about all things spelling.


Humanistic Factors in Teaching Young Teens. No matter how good our lesson plans may be, there are always classes that just don’t go to plan. Why’s that? Because our classes are made up of humans! We need to understand how humans, especially young teenage ones, learn. In this workshop we will look at factors that learners (and teachers) tend to have in common and factors that make them different. We’ll explore the reality of learning styles, how we commit new learning to memory and how we can help learners with specific learning differences such as dyslexia.