A few days ago we had an interesting English Lesson on managing money in class 2A (group 1). An English teacher offered us an additional work – we were supposed to prepare a notice or an advert with our ideas for ways to make money. Three of us (Katarzyna Gawron, Ola Janus, Patrycja Stodółkiewicz) took the challenge and presented some great tips on how to get richer.
Kasia and Ola proposed a few ways (presented below) to earn some income and gain valuable experience as a teenager:
- Help people around your neighborhood (pet sitting, babysitting, washing cars, mowing)
- Enter competitions offering cash prizes
- Tutor in subject you are strong in
- Declutter your home and sell stuff on online marketplaces (e.g.Vinted)
- Become an influencer
- Sell handmade things ( paintings, jewellery or any handcraft)
- Get a summer job ( leafleting, fruit picking)
Patrycja got a closer look at making money by sharing a passion on the Internet. She mentioned a few people who had successfully turned their hobby into profit. We found out how youtubers, bloggers and other content creators earn money by doing what they love. Here are some discussed ways to profit from your passion:
- Collaboration with brands ( sponsored posts, being a brand ambassador, product placement)
- Affiliate marketing
- Paid ads
- Selling your own products (e-books, webinars, launching product lines)
This lesson was really inspiring and helped us understand that there are many opportunities these days for everyone who is willing to put some effort and time in making money in a creative way.
Article written by Patrycja Stodółkiewicz, Ola Janus and Kasia Gawron from class 2a, edited by Ms M.Kossak.
The students of class 2a ( Group 1) participated in an international lesson of the BBC
Live Classes. Unfortunately, due to the current epidemiological situation, it wasn’t possible
for us to meet at the school to take part in the project together. But we managed, thanks to
the excellent communication and the help of Professor Marzena Kossak-Wąchała, who gave
us useful tips.
It was the fifth lesson of this project where students from our school could expand their
English skills and integrate with people from other countries. This initiative brings together a
community of students and teachers from around the world who are passionate about
learning, expanding their abilities and overcoming language barriers.To our surprise, the
lesson wasn’t attended only by students from Poland. We had the opportunity to hear people
from Mongolia, Slovakia as well as Russia.
The theme of this intriguing lesson was “Street Art and Graffiti”. Not only did it win the hearts of all
art lovers but the rest of us as well. In addition to completing the worksheets on the subject of teaching, we gained the knowledge about many useful phrases that will help us to express our opinion in the future.
We did many kinds of tasks, from listening to reading comprehension. We learned the
difference between graffiti and street art and also listened to the opinions of other
participants. A very interesting element of the class was the division into groups where we
were able to find out about the famous artist, whose works we can see during the tour of
Bristol. The discussed artist was Banksy, whose world-famous works we admired in this
While using the Padlet website, we could express our opinion on the asked question. Many
of our classmates chose the option of recording themselves, which did not escape the
attention of the anchor, who esteemed our speeches.
The presenter, despite the huge response, tried to catch, appreciate and comment on each
statement. Thanks to the commitment of the lecturer, all participants were very active in
expressing their opinions and answering questions. However, the coach usually showed the
answers of the students from our school, which was both surprising and rewarding.
Finally, Michael Brand thanked us for our active participation in the lesson. Then, he offered
to take part in an additional project, which was to make a video about the breathtaking
murals in our area. Our classmate – Patrycja Stodółkiewicz decided to overcome the
challenge. She did a great project that met with approval and praise from the presenter.
We are glad that we had the opportunity to benefit from such a brilliantly organized and
educational initiative. We are looking forward to the next classes and hope to be part of
You can watch Patrycja’s presentation on Pearson & BBC L ive Classes:
News prepared by Katarzyna Gawron and Ola Janus from 2a, edited by Ms M.Kossak
J.R.R Tolkien – brilliant mind of the 20 th century.
John Ronald Reuel Tolkien is a famous figure, well-known for his iconic creations: “The Hobbit” and “The Lord of the Rings” trilogy. What is less known, though, is that “The Hobbit” started as a simple story, which he told to his kids.
As his son Christopher Tolkien recalls, he was an inquisitive child, greatly concerned about petty inconsistencies in the story that appeared whenever his father started his telling from the beginning. “Last time, you said Bilbo’s front door was blue, and you said Thorin had a golden tassel on his hood, but you’ve just said that Bilbo’s front door was green, and the tassel on Thorin’s hood was silver.” Tolkien then had no choice, but to start making notes.
Tolkien himself had said that he never intended for “The Hobbit” to become something bigger than a tale told for his children’s amusement, but as it proceeded it grew larger and more heroic.
“The Hobbit” was published in 1937 and the first British and American editions even contained illustrations which Tolkien drew personally. It is truly astonishing how much work he put into something that was never supposed to leave the ranks of a simple children’s story.
Three weeks after “The Hobbit” was published, Tolkien heard that “a large public” would be “clamouring next year to hear more from you about Hobbits”. He replied that, while he had nothing more to say about Mr Baggins’ adventures, he had developed the universe and he “should rather like an opinion, other than that of Mr C.S. Lewis and my children”. That is how “The Lord of the Rings” came to life. Tolkien’s universe has one of the most complex and meticulously created diegetic words in literature. It’s funny how deeply his stories have rooted into history of writing, knowing that the creation was fuelled by an accident. What’s interesting is that “The Hobbit” is not a single example of a situation when the story became a masterpiece regardless of the author’s intentions.
Arthur Conan Doyle – the mastermind of detective fiction.
Sherlock Holmes is a character of the sixty stories written by Arthur Conan Doyle between 1886 and. He, and his companion Dr John H. Watson, quickly became famous figures, easily recognised even by people who have never read the stories. It has been claimed that the original stories have been translated into more languages than any other work save The Bible. That is a huge success and should certainly be a reason for pride, isn’t it?
Turns out, Conan Doyle wrote the stories quickly and carelessly, convinced that his literary fame would arise from other, more serious work. He never intended for Holmes to appear in more than one story, which can be seen in small inconsistencies between “A Study in Scarlet” and “The Sign of Four”.
Conan Doyle was basically using Holmes as a base to gain publicity and publish his other, more significant works. He felt like the character of Holmes was taking his mind from better things and the intricacies of plot, necessary for the detective story, were too time-consuming. When he was asked to write another story featuring the famous detective he demanded one thousand pounds, thinking that such a huge amount of money would deter anyone from asking ever again. To his surprise, however, his terms were immediately accepted and thus came into being “The Memoirs of Sherlock Holmes”. That was also when Conan Doyle decided to kill off Sherlock Holmes, so he could no longer stand in his way of doing more serious writing. “The Final Problem” appeared in December 1893, and the impact on readers exceeded all expectations. Young city men put mourning crepe on their hats, and Holmes’ death was referred to as “a dreadful event”.
Conan Doyle always said that he never regretted getting rid of Sherlock Holmes, however, under the hit of inspiration and a small ploy to get more money, he revived the detective in a yet another story: “The Hound of the Baskervilles”.
Deciding to continue with the detective stories, Conan Doyle was set on publishing only the ones he deemed suitable: “I would not write a Holmes story without a worthy plot, without a problem which interested my own mind, for that is a requisite before you can interest any one else”. Hence, Holmes’ adventures were completed in 1927 with the stories collected as “The Case-Book of Sherlock Holmes”.
The impact of Holmes’ character has been great since the beginning of his creation. Despite the fact that it never appears in the original tales, the phrase “Elementary, my dear Watson” has entered the language and is used whenever the speaker wants to emphasise that he sees a confusing matter as perfectly apparent. Tourists in London still visit Baker Street, hoping to see the famous rooms under 221B, and there were even letters from people convinced that Holmes was a real person able to help them.
A poll carried out in 2008 by UKTV Gold showed that 58% of the Britons surveyed believed that Sherlock Holmes indeed, was a real person. By contrast, 23% of those surveyed also believed that Winston Churchill was a fictional character.
The example of the two remarkable writers show how unintended “accidents” can turn into real masterpieces able to make their mark on history.
written by Lena Kozłowska from 3G, edited by Ms J. Wołkowicka