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Córdoba, 19-21 April 2000

Antigua Facultad de Veterinaria

Avda. Medina Azahara, s/n

Friday (17’30-18’30)

Mª José Lobo (MacMillan-Heinemann)
Moving grom primary to secondary

For many children who start secondary education, there seems to be an enormous gap between what they did in their primary school and what they are expected to do in their secondary school. Why does that happen? How much English do secondary school teachers expect their primero de ESO students to know when they start secondary education? Are their expectations fulfilled? In order to answer those questions it may be worth analysing some oral and written production of some primero de ESO students and reflect on the main teaching/learning issues that made that production possible.

Fiona Mauchline (Atlantic Services)
Pronunciation in the teenage classroom – What’s the point?

Secondary education is a potential mine-field and teaching teenagers anything, let alone English pronunciation can be a major challenge. This talk deals with factors influencing attitudes to pronunciation, and outlines activities which are both fun and practical, to help answer the eternal teen question ‘What’s the point?’.

Paul Seligson (Oxford University Press)
Helping Low Level Students to Speak

This active workshop begins from the premise that many teachers find it difficult to persuade their students to speak English in class, particularly in secondary schools. We will look at some of the reasons for this, from the point of view of both teacher and student, and suggest practical ways of improving the situtation. A range of activities will be illustrated to show how we can present, drill, practise, personalise and revise language in ways which encourage students both to want to speak and to enjoy speaking together. I will argue for more -self-testing - pair and group work – accuracy and fluency work - oral homework and oral testing. We’ll also look briefly at some realistic solutions to perennial problems like motivation, mixed ability, noise and discipline. Participants should emerge with a series of tips and techniques and a wide range of activities to get their students speaking more on a regular basis.

Montse Torreblanca Sojo (Centro de Lenguas Modernas, U. de Granada)
Spotlight on Culture and Interculture

Teaching English is not just a matter of teaching a language but also a culture. The aim of this workshop is to provide activities that deal not only with British and American culture, as usual, but also with Australian, Canadian and New Zealand cultures. The topics to be covered will range from geography or festivals to food, currency and even ghostly manifestations! Let’s have a look and enjoy ourselves!

Hannah Mary Thacker (Cambridge University Press)
It’s time for a story

In this workshop we will look at different aspects of storytelling and what we need to take into account while telling a story to children. We will also look at practical activities and some tips for storytelling, using a selection of different tales for children.

Jesús García Laborda (Universidad de Valencia)
How do attitudes affect...

Attitudes seems to have been a neglected factor in the EFL field in Spain. This workshop/talk proposes different ways to enhance students’ / teachers’ participation by reinforcing positive attitudes / likjes / dislikes. To achieve this goal, we will explore the atitudes and problems that both teachers and students bring to the English class, and we will also see ways in which we can benefit from this knowledge. This talk / workshop is very practical so be ready to cooperate and work.

Inmaculada Roldán Miranda (Universidad de Granada)
Classroom Dynamics

This workshop demonstrates a series of activities designed at developing good learning habits and building up a positive atmosphere in the English Language Classroom that may foster our students´ learning process from the very beginning. These activities include icebreakers, activities aimed at forming and maintaining a good group atmosphere among our students, activities that exploit additional and motivating resources such as games or songs and some dynamic remedial exercises which can replace typical revision lessons. If you want to have some fun and try the effectiveness of these materials, come and join us.

Mª Elena Gómez Parra (Vicens-Vives)
Teaching Reading

This lecture is mainly intended as a didactic approach to the teaching of reading in English as an L2. As Alderson claimed (Alderson, J. Ch. 1984. "Reading: a reading problem or a language problem?" in Alderson, J. Ch. & Urquhart, A.H. 1984. Reading in a Foreign Language. Longman, London, pp. 1-27, pag. 25), "there is a difference between language competence and reading skills". So it seems reasonable to conclude that there exists a distinction between learning English and learning to read in English. Our main purpose will be, from this viewpoint, to analyze some texts, corresponding to different levels of English learning (from beginners to intermediate levels). Some reading activities will be proposed, so that we can analyze the product and process approaches. Our session will be mainly practical and the audience will be invited to take part in the process of "learning" reading.

Panel Discussion (Coordina: José Lorente)
El inglés en el primer ciclo de primaria

María Jordano de la Torre (Ucoidiomas, Universidad de Córdoba)
Humanizing the classrom with the Internet: virtual communities.

I will show how flexible and motivating an English Course may become with the help of the so-called Virtual Communities. After a brief summary through their history, we will see more in detail some applications derived from the basic elements of one of the most famous Communities applied to Second Language Teaching. Finally I will introduce a collection of Educational Platforms, being step ahead towards Language Acquisition.

Simon Andrewes (GRETA), David Levey (Universidad de Cádiz), Víctor Pavón (Universidad de Córdoba)
Panel Discussion: The problem of accent variability in ELT (English Language Teaching).

English being the real lingua franca in these days there is a need to redefine the core of English pronunciation if we are to consider a feasible and appropriate model for our students. Should we use the traditional ‘native-like’ concept or should we move on towards a more actual and more present phonology? In this round table we will discuss some of the most important issues concerning the new situation of English from the perspective of native and non-native teachers of this language.

C.Pérez, M. Cobo, M. Ruda, I. Sánchez, J. Gascueña, V. Cruz.

Teaching English for specific purposes in private schools as well as
private tuition by non professional English students is an evergrowing
phenomenon in ESL in Spain nowadays.
While it seems quite an easy task at first glance, teachers often find
themselves repeating grammar exercises over and over to make students pass
their exams, thus leaving aside the creative part of language learning. The
aim of this presentation is to provide some hints for would-be teachers of
English on this level as to class planning and organization, grammar
activities and ways to season our classes with some more sensibility, fun
andaffect.

Magaly Villarroel (Richmond Publishing)
Activities for ESO: the playful approach

All work and no play makes everyone dull! So especially when we run into demotivated students early on in ESO, it is a good idea to try and vary our approach by bringing new challenges to our English classes. How? In the guise of word games, logic puzzles, questionnaires, quizzes, comics and other meaningful activities. By applying different kinds of strategies to the resolution of the problems they are faced with, students may not even notice that they are actually learning or revising grammar and vocabulary

Jennifer Ann Dobson (International House, Córdoba)
Managing little ones

One of the main keys to teaching young learners is good classroom management. If right from the very first days the children are clear of what to do, how to behave, and what is required of them, then half the battle is won. Discipline is improved, they feel secure and then real fun and learning can begin. In this workshop I will demonstrate the many techniques I have learnt over the years while working with children from the ages of 4 to 9.

Isabel Pérez Torres (Oxford University Press)
Web-based activities: classwork and homework assignments

Nowadays, many teachers and students have an Internet connection at home and schools are better equipped every year. Besides, the variety of authentic materials available on the Web makes it very attractive and motivating. In this talk we will examine practical examples of Web-based activities to be carried out as classwork or homework assignment. We will also show how teachers can use the Web to communicate with their students without any knowledge of programming or designing Web pages by means of free and easy tools for teachers accessible on the Internet.

Marisa Pacual Garrido (Universidad de Córdoba)
Developing reading and translation strategies: the knowledge of morphological rules.

Increasing students' awareness of English wordformation (focusing on the meaning of prefixes, suffixes) rules has great advantages in the development of reading-comprehension and translation skills. I will suggest the use a set of warm-up activities based on the morphological analysis of lexical units to be followed by a reading-comprehension and translation of an academic text which was actually used in class with third year students of History at the Faculty of Arts. This kind activity intended to develop reading-comprehension and translation competence may also be used with other students at an intermediate level (adult learners in secondary school or a language school).

Jennifer Murray (Teacher trainer, Linares)
Introducing Global Issues

English classes are opportunities for learning, not only about language but also about life. Using materials from organisations such as Greenpeace, Amnesty International and Christian Aid, this practical workshop looks at how we can provide our learners with stimulating topics, texts and tasks for language learning while (gently) introducing global issues into our classrooms. Many of the materials used in the session are taken from websites so are easily available to teachers, ready to use and free! The workshop is not intended to be part of the campaigning work of the above mentioned NGOs and is not political.

Steve Lever (Editorial Stanley)
Teaching Grammar through visual prompts.

The talk will focus on a motivating and interesting approach to introducing English grammar structures through the use of Flashcards. As well as assessing the effectiveness of presenting grammar structures by means of visual prompts, the talk will also emphasize the importance of the principle that every structure should first be heard, then practised in oral and finally in written form.

Simon Andrewes (GRETA)
Pronunciation and the ELF core.

Jennifer Jenkins has proposed a common core of phonological alements for ELF (English as a Lingua Franca) whose aim is to guarantee mutual intelligibility in international transaction while permitting the gratest possible L1 transfer. This talk examines how a traditional RP British pronunciation syllabus might be adapted to a common core syllabus for Spanish L1 speakers.

Raquel Varela (Anaya)
Teaching English to very young learners

Intended Audience: Primary In this talk /workshop, the theoretical background of teaching and learning English and the characteristics of 3-6 year olds will be discussed. Theory will be combined with practical examples, where the audience will have to actively participate in exercises such as games, song exploitations, arts and crafts, lesson structure , etc. This workshop will be aimed at Infant and Primary School teachers of English.

Pablo Carrascosa González (I.E.S. "Ategua", Castro del Río)
Reader, Steady, Go!

In this talk I intend to offer an approach to readers in a secondary class. I maintain that the first aim should be getting learners to lose their fear or, even worse, indifference facing bookish materials. Therefore, I plan both to give some ideas about choosing appropriate readers and design a set of strategies to make them attractive for students reluctant to reading. Finally, I believe it is essential to test learning in this area in an original and student-centered way. To make all this practical, some readers, as weel as different testing activities, will be shown to the attendants.

Mª José Lobo (MacMillan-Heinemann)
Activities and their potential

An activity can be just the starting point for lots of new activities. Most activities can generate lots of ideas that can lead to adjusting those activities to the needs of a particular group much better. In this workshop we will present a selection of activities and we will analyse them in order to gather ideas on how to vary and adapt them to suit different levels of difficulty.

Andrew Hastings (Anaya)
How to use dictionaries in the English classroom.

Intended Audience: Bachillerato, ESO This talk deals with the characteristics and contents of English dictionaries and how secondary school teachers and students of English Philology can use them. Different activities will be done to illustrate each topic.

Steve Lever (Editorial Stanley)
The Multiple Intelligences Theory in EFL Practice.

Dr. Howard Gardner’s Multiple Intelligence Theory is increasingly being applied in the field of foreign language learning in an attempt to develop parallel coping strategies across the whole spectrum of language skill areas. This talk will discuss the specific application of MI Theory to current EFL practice and its resultant implications in understanding second language acquisition.

Francisco Rodríguez (International House, Córdoba)
Smells like teen spirit !!

Teaching teenagers can often be extremely challenging. They tend to come to lessons out of obligation and many have distant personal goals as far as learning the language is concerned. What’s more English is just one of many subjects they need to juggle with and get through year after year. These factors affect their natural motivation levels. So, what can we do to try and get them genuinely interested in English? In this seminar, I aim to tackle this question and provide teachers with a variety of exercises which have been succesful in my classes and has made teaching teenagers for me a rewarding and enjoyable experience.

Peter Jeffries (Burlington Books)
It only takes a minute or two.

The way in which we start, end and even fill a lesson can make all the difference to the children’s enjoyment and understanding of the rest of the class. This session takes a look at exciting warmers to capture the interest of the pupils at the beginning of the class, fillers to provide a change of pace when the going gets tough and coolers to round off the class in a fun, motivating way.

Javier Ávila (I.E.S. "Nuevas Poblaciones", La Carlota)
Swapshop

This is a fun idea to exchange teaching ideas with colleagues. Share your favorite activity and collect up to 30 ideas in return by following these guidelines:

1. Write up your lesson plan or teaching idea in a clear, user-friendly format. The heading should include your name, school, lesson title, the instructional level (Beginner, Intermediate, Advanced) and age group (Primary, Secondary, Adults, General, etc.) for which the materials are most appropriate. All submissions must be typed and the maximum length is one page, back and front.

2. Prepare 30 copies of your materials. There will be photocopying facilities on-site although each participant is responsible for his/her own copying costs.

3. Take your copies to the Swap Shop table no later than breaktime on Saturday. You will receive an entrance ticket to the Swap Shop (only the first 40 activities will be accepted).

4. A copy of your materials will be published in a CD with our magazine and will be available in our Website.

Enda F. Scott (TESOL-Spain)
Teaching with the Internet

For many language teachers internet is still a new area when it comes to being used in teaching. It’s size and dependence on technology make it somewhat scary along with potentially attractive. This session will take a brief look at why it is worthwhile investigating internet for use in class and concentrate on what exactly it demands of a teacher and how to deal with those demands: technical skills, lesson planning, the teacher’s role in an internet class etc. If you are thinking of using internet, or are experienced and thinking of training others to use it, this session may be of interest. There will be a summary handout with activities and ideas based around the above areas.

Mark Hancock (Cambridge University Press)
Teaching as Attention Management.

Before we can teach our students any English, we need to engage their
attention. In this workshop, we will look at ways of doing this on three
levels:
1. through the materials we use.
2. through the tasks we ask them to do.
3. through the media available in the classroom.

Víctor Pavón Vázquez (CETA)
Hey, don’t run away! It’s not phonetics, it’s pronunciation!

Panic spread all over the classroom when the teacher announces there’s going to be some pronunciation activities. Why? Because, unfortunately, pronunciation has very often been equated to phonetics, mainly due to the fact that teaching pronunciation was traditionally associated to using drills, charts, minimal pairs and dull and boring mechanical activities, when it really shouldn’t be like that! Also, teaching pronunciation is an integral part of a global teaching of the language, and must be hand in hand with the teaching of other linguistic areas and skills. In this workshop we will deal with some of the areas of pronunciation which deserve prior attention in a different way, with the aim to point out that teaching to speak doesn’t have to do much with a lesson of phonetics.

ANDREWES, Simon

President of GRETA. Teacher at the Centro de Lenguas Modernas, University of Granada. Contributions to English Teaching Professional. Talks at GRETA annual conference since 1992. EFL teacher since 1977.

ÁVILA, Javier

He holds a Degree in English Philology and a Master Degree in TEFL. He has taught English in different places such as Prague University, and different schools in Spain. He has collaborated as a Teacher Trainer in different CEPs in Cordoba and Seville.

CARRASCOSA, Pablo

Pablo has been a teacher for over 10 years, having also being a spanish-language assistant in Derbyshire, UK. After teaching in a shool of FP (former technical studies), he currently works in IES Ategua in Castro del Río, Córdoba. Primera Clase and the Córdoba Education Supplement have published his written work about ELT.

DOBSON, Jennifer Ann

Jennifer is a teacher and teacher trainer at international house in Cordoba.

GARCÍA LABORDA, Jesús

Jesús holds a PhD in applied linguistics. He’s given training courses in Yugoslavia and Bosnia. Additionally, he’s taught in Croatia, Slovenia and USA, and 8 years in high school in Madrid. His current interest is interpersonal relations teacher-student.

GÓMEZ PARRA, Mª Elena

Ph. D. in English Linguistics. Interests in Translation Studies, Methodology and Lexicology. Teaching activity in the Faculty of Education (Córdoba-UCO) and in the Faculty of Mining Engineering and Public Works Engineering. Research in Methodology and Lexicology.

HANCOCK, Mark

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) and co-written Pen Pictures (OUP 1999), and New Ways to Go (CUP 2002).

HASTINGS, Andrew

Andrew Hastings holds a Degree in English Linguistics and a Master of Arts from Cambridge University. He was an English teacher for some years, and then became a lexicographer. He currently works at Harrap's where he is the responsible for developing bilingual dictionaries and CD-Roms.

JEFFRIES, Peter

He has taught English in Greece, Hungary and Spain. He is currently the director of studies for young learners in international House, Madrid.

JORDANO de la TORRE, María

Degree on English Language and Literature by the University of Seville, Spain. Nowadays, studying second year of PhD at the University of Córdoba and working with a grant at UCOIDIOMAS performing information tasks and Computer’s Lab management. Main research field: New Technologies applied to Second Language Acquisition.

LEVEY, David

He is currently teaching English Phonetics and Phonology at the University of Cádiz. He has published several articles on methodology and varieties of English. David has frequently participated as teacher trainer in pronunciation for courses at GRETA and various CEPs.

LEVER, Steve

Steve Lever is a graduate of Leeds University. He has 11 years of teaching experience. Currently he is working as an ELT Consultant for "Express Publishing", where he has presented seminars in various countries.

LOBO, Mª José

María José Lobo is an experienced teacher and teacher trainer. She has taught at primary, secondary and university levels. She has organised numerous seminars and has participated in many teacher training events in and out of Spain. She is co-author of Big Red Bus and Super Bus (Macmillan-Heinemann), textbooks for the teaching of English in primary education.

LORENTE, José

Teacher of primary education at C.E.I.P. Andalucía. Primary Education representative for CETA. 20 years teaching English at different educational levels.

MAUCHLINE, Fiona

Fiona has been teaching English in Spain (Granada, Catalunya and the Canaries), as well as the UK, for ‘around fifteen years’. She is also the editor of - and occasional writer for - the Atlantic Forum free web magazine for language teachers. (www.atlanticls.com).

MURRAY, Jennifer

I have been teaching EFL for over twelve years both in Spain and the UK. Currently I am Director of Studies in Linares (Jaén) where a large part of my job is providing in-service training for our staff. I am also an active member of various non governmental organisations.

PASCUAL GARRIDO, Marisa

Has been teaching at secondary school level from 1993 till 1996. She is currently teaching at the University of Cordoba where she has been working since 1996. She has given several courses on Translation (English into Spanish) at university level for undergraduate students of English Philology, as well as courses on English literature, Angloamerican history and culture, English Grammar and Academic Writing.

PAVÓN VÁZQUEZ, Víctor

He is a teacher of secondary school and is currently teaching at the University of Córdoba. He has written La enseñanza de la pronunciación del inglés (Editorial Método, 2000); co-author of Sistema software para la enseñanza de las vocales y consonantes inglesas (Servicio de Publicaciones de la Universidad de Córdoba, 2001); and has given a number of talks and workshops on English phonetics and phonology and the teaching of pronunciation.

PÉREZ, C., COBO, M., RUDA, I., SÁNCHEZ, J., GASCUEÑA, J., CRUZ, V.

Our group gathers teachers from different backgrounds and devoted to ESL
for children, teenagers and adults, as well as ESP (exams for the Army and specific professional courses for business and commerce).

PÉREZ TORRES, Isabel

English Teacher at IES Isaac Albeniz in Málaga with thirteen years of experience in Secondary Education. Several articles, talks and courses on the topic of Internet and CALL. Presently carrying out doctoral studies at Granada University. Webmaster of several Web sites. Formerly a member of Greta’s executive commitee.

RODRÍGUEZ, Francisco

Francisco has worked as a teacher for International House in Poland and Spain, and spends his summers working for pilgrims in England on teenage courses and in teacher training. He holds the RSA DTEFLA with a distinction in his practical.

ROLDÁN MIRANDA, Inmaculada

I have taught at Saint John’s School of English and have spoken at several courses and conferences organised by the University of Granada, APIGA and GRETA. At present, I am GRETA´s Secretary, work in the International Office of the University of Granada and follow post-graduate studies in English Philology.

SCOTT, Enda F.

Enda Scott has been working in TEFL for 14 years and is currently responsible for the implementation and development of multimedia / internet materials in English Language Institute, Seville. He is also finishing an MA in Educational technology and EFL at the University of Manchester and a board member of TESOL-SPAIN.

SELIGSON, Paul

Paul Seligson TEFLed since 1978 in Algeria, France, Egypt, Venezeula, Spain, the UK & Brazil & has trained teachers worldwide. An MA in TEFL and RSA Course Assessor, he's co-author of several courses including Buzz 1-3 (Longman), English File 1 & 2 (OUP), & Prepositions (Zastrugi). He's also Series Editor for Richmond Teachers' Handbooks to which he's contributed Helping Students to Speak. He currently teaches, trains and writes freelance from his home in Brighton, England.

THACKER, Hannah M.

Hannah has taught English in Spain since 1993. She has worked designing course materials, preparing exams and as an academic coordinator. She has given variuos talks and workshops around the country. She is currently a teacher trainer at Cambridge University Press.

TORREBLANCA SOJO, Montse

Montse Torreblanca is a teacher and teacher trainer. She has spoken at some teacher training courses (Centro de Formación Continua, University of Granada) and some conferences (GRETA, TESOL, APIGA). She has worked for Richmond Publishing assisting with the layout and activities of New Happy Days 3. She is currently working at CL (Centro de Lenguas y Estudios, Granada).

VARELA, Raquel

Raquel Varela holds two degrees in Philology (English and French), and a PhD in Foreign Languages Pedagogy. She has lived and worked in South East Asia and Spain, where she is currently a lecturer at the UNED. She was Head of the Foreign Language department for Grupo Anaya (Harrap's / CLE).

VILLARROEL, Magaly

Magaly Villarroel is an experienced teacher of English .She holds a degree in the Pedagogy of English from the University of Chile as well as the DOTE diploma for overseas teachers of English, awarded by the University of Cambridge (Dip RSA teacher). She has participated in numerous teacher-training courses all over Spain, organised by official development centres for teachers, by different Universities, by the British Council and by other associations such as TESOL, FERE, APIGA, GRETA, APAC , TEA etc. She has also given training courses in Chile. She was the author of the English courses for BUP (Radio Ecca. Long distance education 1980).She is a well-known primary author and has co-authored the primary courses. Magic Forest ( SM 1993), Bingo (Longman 1997), the two-part English course for young learners Eko and Tina (Pearson Education 1999). Now she has just co-authored the new ESO course, Scooter, by Richmond Publishing.