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Programa
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sobre charlas y ponentes (pdf)
How to Talk
Like a Teacher
In this talk
I will highlight some patterns in English language classroom talk. I will suggest
how these patterns arise, and what their implications are for language learning.
I will conclude that it may be better not to talk like a teacher sometimes.
Friday (18’30-19’30)
A dozen
forms of constructive feedback
“The development
and learning of our pupils is shaped as much by the feedback as it is by input
and stimulus.” In this practically focused talk, we recognise the influence
of feedback on our learners’ attitude, motivation and progress. We shall look
at various procedures and techniques for giving effective feedback, in both
written and oral forms, suggesting some useful resources and activities for
use in class.
Saturday (13’00-14’00)
An
Introduction to the European Language Portfolio (ELP)
In this presentation I will
talk through examples of typically representative ELP sections which have
been taken from a variety of portfolios for language learners of different ages.
I will show how these reflect the different functions of the ELP, a formal and
dynamic record of language proficiency which simultaneously encourages the learning
of foreign languages and develops learner autonomy.
Friday
(20’00-21’00)
Joe Mackenna Gleeson (EOI-Córdoba)
Common European Framework? Don't read it
- plunder it!
EOI Córdoba is nearing the end of a
2-year project to adapt the syllabuses of its 3 languages - English, French
& German - to the terms of the CEF. This talk will show you what the
English dept. used to have, what we have now - and tell you how we got
there.
Let’s
Speak
“Why do students feel so uncomfortable when doing
speaking activities?” Are the exercises too hard, of little relevance or just
plain boring? In this session we will try lots of activities designed to motivate
all students, regardless of their linguistic competence. Why worry about your
students’ poor grammar and limited vocabulary? After all, only 7% of communication involves
words!”
J. Daniel Torres Olalla (CEP-Málaga)
The Multiple Intelligences game
board
The aim of this workshop is
to give ideas to Primary and Secondary teachers to make a gameboard based on
Gardner´s Multiple Intelligences theory that tries to achieve three aims:
1.-To foster the communicative
use of the foreign language in the classroom.
2.-To give a chance to learn
to all the different types of intelligences in the classroom.
3.-To motivate the pupils by
enjoying a lesson based on a ludic approach.
Saturday
(10’00-11’00)
Cross-curricular
activities in ESO.
Activities, ranging from quizzes
and games, mini-projects and mini-lessons, to extensive projects, based on materials
from the course books in other school subjects, such as maths, technology, the
social sciences and natural science. The activities are aimed at the first cycle
of ESO. They have the potential to motivate students and develop learner autonomy.
Tips for helping students improve at EFL oral fluency
Quite often EFL teachers complain
that their students show overt reluctance to speak once the phase of “controlled
practice” in the learning of a FL language is over. “Students –teachers add-
seem to have nothing to contribute!” In this talk, we’ll have a look at useful
ways of making Speaking plain for students, by providing them with both self-confidence
and motivation, so that they find Speaking relevant and may find (at least!)
something to say in the target language.
Fun
with Flashcards
Come along to this practical
workshop for lots of flashcard ideas. Flashcards are a versatile, colourful
and fun resource for teachers and the aim of this session is to provide teachers
with over thirty ideas for using flashcards in their lessons. Some ideas may
be old favourites but I hope to demonstrate some new ideas as well. Be ready
to take part.
Making
I.T. work for you
From games and flashcards to
complete lesson plans and the power of real-world content and communication,
the Internet provides enormous potential for language teachers. This talk aims
at providing a very practical and realistic overview of these possibilities.
There will be a handout.
Is there grammar behind the
proverbs? How to make the most of well-known sayings in the foreign language
class.
This presentation explores the
use of proverbs and well-known sayings as a way to learn, review or remember
some of the most common grammar rules of English language. Far from replacing
any other approach to the teaching of grammar rules, the use of proverbs is
regarded as a complement that makes the acquisition of grammar both effective
and fun. The role of proverbs in everyday conversation (and in songs, titles
of books, films, etc.) will also be described, pointing out their relevance
in three different components of the communicative competence: grammatical,
sociolinguistic and strategic.
Jackie
Reilly (Oxford University Press)
Happily ever after
“Young learners acquire language
unconsciously. The activities you do in class should help this kind of acquisition.
Stories are the most valuable resource you have. They offer a world of supported
meaning that they can relate to. Later on you can use stories to help children
practise listening, speaking, reading and writing.” Mary Slattery & Jane
Willis, (2001), English for Primary Teachers, OUP
If we are going to exploit the
use of this useful resource in primary, it is important to introduce children
to stories as early as possible. In this session we will look at a number of
stories and storytelling approaches to use with very young learners. We will
concentrate on choosing an appropriate story for this age group, how to introduce
it for the first time and techniques for re-telling it. We will then consider activities which consolidate
the language from the story. These are
activities that tap into the children’s need for fantasy and fun. Be prepared
to participate!
Javier Alfaya (Thomson-Heinle)
Europe Joins Tongues: the position
of foreign languages in European education systems
We will have a look at the position
of foreign languages in European systems. We will compare certain aspects of
European curricula and comment on the Lisbon Strategy. We will also compare
the education systems of Spain, Sweden, Italy, France and the United Kingdom
in order to see differences and common aspects. The aim of the lecture is to
have a clue of how the daily work in the classroom is influenced by the European
Union policy on language learning.
Nilsa
Pereyra Climent (Pearson
Education)
Lovely
Stories from Great Authors
I’ll recommend some great children’s
authors for telling stories to young learners. I’ll give examples of how to
work with these stories and explain some tricks to adapt them for non-native
speakers. It’ll be an interactive workshop, where I expect teachers to take
part in the activities and share their experiences if they want to. I will present activities
and games focused on the stories.
Blogging? Tell me how to do
that…!
This workshop tries to give
a general background about Weblogs
and the great impact they have had in the field of Education. After going through
some of the most famous Weblogs created
by English teachers and others, not so focussed on teaching matters, we will
have the possibility to create our own blog
with the help of free tools.
Setting
up a resource centre for EFL undergraduate students
This talk will deal with the
experience of setting up a resource centre for EFL learners at university. The
project currently being undertaken in the Modern Languages Department of the
University of Castilla-La Mancha will be described. This presentation will discuss
the potential of multimedia language laboratories as an invaluable self-study
instrument complementing conventional face-to-face tuition in EFL. The role
of variables in the design of the resource centre such as personnel, equipment,
materials, document cataloguing and methodology, will be discussed. The applicability
of the experience in non-university academic domains will be finally examined.
Pronunciation
in the Curriculum for Secondary Education: survival activities
We will start this talk by having
a look at the situation of pronunciation in coursebooks, and then we will move
on to analyse what are the causes for such situation: it is a fact that they
very frequently just offer a mere rendition of what the contents of the Spanish
curriculum in Secondary Education are with respect to núcleos (Oral and Written Communication,
Reflection on Language, Sociocultural Aspects), type of contents, and tasks.
After this brief introduction we will have a workshop in which some different
pronunciation activities will be put into practice.
Saturday
(18’30-19’30)
Testing
Teens – Motivation vs. Ouch & Zzzz
Why is homework such a drag?
Why are tests such a bore? What do we actually ask our
students to do when we test them? Can’t tests and homework be more motivating?
Less stressful? More fun? More meaningful? Oh, I hope so! This workshop will
try to find some ways to take the ‘ouch’ and the ‘zzz’ out of testing tens,
teens and grotty grown-ups!
Francisco Rodríguez Vázquez (Idiomaster, Lucena)
There comes a point in every
teacher's teaching career when they'll be either called upon to teach a substitute
class at the drop of a hat or have to teach their own class having had very
little time to prepare. This practical session looks at ideas which teachers
can implement in such situations.
Angélica González, Mercedes Casado, Fernando Rubio, Víctor Pavón
(Colegio Alauda,
Guardería Los Peques, Universidad de Huelva,
Universidad de Córdoba)
De la posibilidad
a la realidad: enseñando
los sonidos del inglés
a niños de infantil y primaria
Esta ponencia pretende mostrar
los resultados obtenidos en las aulas tras llevar a cabo un proyecto innovador
en el campo de la enseñanza de
BIODATA
Javier
Alfaya is a Secondary Education teacher at IES Laguna de Joatzel; Education Advisor
at Centro de Apoyo al Profesorado in Fuenlabrada (European and Foreign Languages
Advisor); Presently working as Education Technical Advisor for the C.I.D.E.
(Centro de Investigación y Documentación Educativa), Contact Person for the
CIDREE (The Consortium for Research Institutions in Europe), Ex-Fulbright participant
at the University of Illinois, Chicago.
Simon
Andrewes is a free-lance teacher based in Granada, where he has lived
and worked the last 13 years; member
of GRETA since 1992, was President for three years and is this year’s conference
co-ordinator.
Angélica González and Mercedes Casado
hold a Degree in English Philology and are currently working as teachers at
the Colegio Alauda and Guardería Los Peques, respectively. Fernando
Rubio teaches EFL Methodology at the University of Huelva, and Víctor
Pavón teaches English Phonetics and Phonology at the University of Córdoba.
Eduardo de Gregorio holds a PhD. in English Studies. He currently lectures
EFL and British Culture at the University of Castilla-La Mancha. His EFL research
focuses on the development of self-study strategies for students of English.
He has been a contributor in various EFL forums including Encuentro, OnlineEduca,
RED or GRETA.
Mark Hancock has been involved in TEFL for
17 years, in Sudan, Turkey, Brazil and Spain. He holds an MSc in Teaching English
from Aston University. He has written Pronunciation Games (CUP; 1995), Singing Grammar (CUP; 1998), English Pronunciation in Use (CUP
2003) and co-written Pen Pictures
(OUP 1999) and Team Up (CUP 2004).
María Jordano is CETA co-webmaster with Isabel Pérez. She works as a teacher
of English and Computer Lab coordinator at Ucoidiomas, She has trained teachers
in ITC as a CNICE tutor and taking part at CEP courses. She is writing her dissertation
on the use of CoPs for teaching and learning LSP. She moderates and participates
very actively on collaboration projects: WIA, TESOL-EV 2005 Coordination, etc.
Joe Mackenna
taught in the UK, Indonesia, Morocco and Japan before settling in Spain. In
Córdoba and apart from EOI classes, he's run a number of university extension
courses, while elsewhere he's involved in conference presentations at IATEFL
and TESOL-Spain.
Now based
in Seville, Fiona Mauchline has been
teaching in Spain for over 16 years. Apart
from teaching EFL, she also teaches ‘opositores’. Her professional interests
include motivation, and closing the gap between English, School Subject and
English, Living Language. She is a member of the Junta Directiva of T.E.A.
Annie McDonald started her teaching life in
Claire Medwell has been teaching in Madrid since 1992 to learners of all
ages and levels. Formerly at International house as Senior Young Learners Teacher
where she was responsible for in-house training, materials development and selection.
She now works as a teacher trainer for Burlington Books and is closely involved
in current young learner projects.
Mª del Pilar Montijano lectures at the University of
Málaga. She’s got a degree in English Language and a PhD in EFL Methodology.
She has published several articles in the field on EFL Methodology, and has
given talks in Conferences such as GRETA, TESOL, CETA, and others. She is the author
of Claves Didácticas para
Jennifer Murray is Director of Studies at The English Centre in Linares where
she is responsible for the in-service teacher training programme. Jennifer is
the regional coordinator for TESOL-Spain in Andalucia.
Mark Ormerod has taught young learners in Spain since 1992, working for
International House, the British Council and at schools in Catalonia. He is currently the Head of Teacher Training
for Macmillan Heinemann ELT. He is the author of The Superbus Festivals and Celebrations
Pack and Holiday Time 1 & 2
(Macmillan Heinemann ELT, 2004).
Víctor Pavón holds a PhD on English Phonetics and Phonology. He has written
La enseñanza de la pronunciación del inglés;
co-author of Sistema software para la
enseñanza de las vocales y consonantes inglesas; co-author of Guía de
fonética y fonología para alumnos de Filología Inglesa. Current president
of CETA.
Nilsa Pereyra Climent studied English translation and teaching in Argentina and extended my studies
in Oxford, Madrid and Paris, and with the Open University. She has been working
for Pearson Educación for over a year: She writes and edits teaching material
for primary level. She has been teaching for twenty years, but in the last six
years She has focused on story-telling. Her main interest and aim is to show
children that English is fun and to develop reading in English. She tries
to have a nice atmosphere in my sessions and create a climate of worth and trust.
She does believe that teaching is more than giving instructions that it is also
about love, caring and sharing.
Jackie Reilly is a teacher
and teacher trainer. She has worked with primary children for over 25 years
and before that with secondary children. She has an MA in Education specializing
in children’s reading and writing and children’s with special educational needs.
She is currently training Pre-school Primary and Secondary teachers from all
over the world. She is also co-author of the Oxford University Press Teacher
Resource Book Writing with Children.
Francisco Rodríguez is a teacher and teacher trainer.
He has taught English to students of all ages and levels in England, Spain and
Poland and is a member of the Pilgrims Teacher Training Team. He is currently
the Director of Studies at Idiomaster in Lucena
Enda F. Scott has been working in TEFL for 16 years and is currently assistant
DOS at English Language Institute, Sevilla where he has also been responsible
for the implementation and development of multimedia / Internet materials. He
has an M.Ed in Educational technology and EFL from the University of Manchester.
He is vice-president of TESOL-SPAIN and responsible for the maintenance of:
www.tesol-spain-org/resources
.
Daniel Torres is a Primary and Secondary English teacher. At the moment he
has been working at the Teachers in Service Training Centre in Málaga for five
years. He has published different didactic materials and articles and works
with some editorials.