There are 3 more workshops for those of us teaching teens, adults, or even seniors. We’re sure the conference delegates will find something they can use.
Angelos Bollas (MA ELT, Delta) is based in Greece, the UK, and online. He is interested in online education and CPD, as well as pre- and in-service teacher training. His research interests focus on LGBTQ invisibility and learners’ motivation. In his free time, he blogs, participates in and co-moderates #ELTchat weekly discussions on twitter, and connects with language educators around the world. He is an iTDi Blog and EFL Magazine contributor. He has joined IATEFL Conference Committee and is @angelos_bollas on Twitter. firstname.lastname@example.org; http://www.angelosbollastefl.com
SPEAKING HOMEWORK WITH VOICETHREAD (B2 ADULTS/TEENS; UPPER SECONDARY; ALL TEACHERS) SATURDAY 10.15-11AM
Speaking has always been an area which all teachers wish their students could achieve more but has also been the one area which is often overlooked in the ELT classroom. This presentation explores different speaking homework tasks for intermediate level students as a way for them to improve on this skill. Participants will be shown how to use VoiceThread, an online tool for asynchronous oral communication, to enhance students’ performance on their homework tasks. Teachers with little or no experience with VoiceThread are welcome to attend.
Ewa Grzelak: “I am a Polish freelancer based in Warsaw. For over ten years, I have been teaching Polish and English as foreign languages, equipped with the skills I got at the College of English Language Teacher Education of the University of Warsaw. During my teaching career, I have met students of different backgrounds, professions and ages. The group I most enjoy teaching are adult lower level students, especially beginners. I am also becoming more and more engaged in developing my own materials.” email@example.com; napolskuj.wordpress.com
YOU KNOW, WHEN YOU GET TO MY AGE… (BEGINNER; SENIORS; ALL TEACHERS) FRIDAY 4.40-5.25PM
In this workshop I share my ideas on how to work with a group of people aged 55 or more who come to their first English class with an assumption that they are ‘too old to learn anything’. If we want to change this frame of mind of our 55+ students, we should start with reframing our own. This new perspective gives a chance to reconsider students’ needs and our role in the classroom.
Come to this session to have your mind reframed and to get a nice kit of practical solutions and activities.
Šárka Miková (Slovak Ventures/Pearson) is a former English teacher with almost 20 years’ teaching experience to students of various levels – from preschoolers to adults. She acquired her Master’s degree in English teaching at Charles University, Prague and after several years of teaching at primary school she spent most of her professional career as a freelance teacher working for a language school and teaching her own individual and corporate students. Thanks to the variety of courses, she has taught and organised she became interested in didactics and methodology of ELT and currently exploits her experience as a methodological consultant. Besides her long practical teaching experience, she was also involved in production of teaching materials for video classes. firstname.lastname@example.org; www.facebook.com/SlovakVentures/
Learning to learn: How can teachers support successful learning behaviour? (B1 Upper Secondary/Adults; All teachers) Friday, 2.45-3.30pm
How many teachers and teaching materials contribute to students’ successful learning? Students’ learning behaviour, i.e. what they do in order to learn a language as well as how they do it naturally varies among individuals and also among different course types. In this session, we are going to have a closer look at the specific features of teenage learners, who still have to greatly rely on their teachers but at the same time are becoming more autonomous both in their school as well as private lives. What’s more, they have to start preparing for Maturita exams. Teachers have to encourage both their controlled and uncontrolled positive learning behaviour and there is a whole range of tools and strategies how to do it.