Cordoba English Teachers
Association
(CETA)
VI
JORNADAS CETA
Dramatise your class
6th – 7th May 2005
Facultad de Filosofía y Letras
Córdoba
We would like to express our gratitude to the following institutions:
BRITISH COUNCIL
BURLINGTON BOOKS
CAMBRIDGE UNIVERSITY PRESS - SM
CENTRO DE PROFESORES DE
CÓRDOBA Luisa Revuelta
DELEGACIÓN DE
EDUCACIÓN DE
DEPARTAMENTO DE FILOLOGÍAS
INGLESA Y ALEMANA (UCO)
FACULTAD DE FILOSOFÍA Y
LETRAS (UCO)
GRETA (Asociación de
Profesores de Inglés de Andalucía)
ILMO. AYUNTAMIENTO DE CÓRDOBA
(Oficina Pro-Capitalidad Europea Córdoba 2016)
INTERACTING EDUCATION & TRAINING
OXFORD UNIVERSITY PRESS
RICHMOND PUBLISHING
TEA (Sociedad Canaria de
Profesorado de Inglés)
TESOL-SPAIN
UNIVERSIDAD DE CÓRDOBA
Friday
(17’30-18’30)
La enseñanza de lenguas exranjeras a debate
Uno de los aspectos más
llamativos de la enseñanza de lenguas extranjeras en España lo constituye el
hecho de que, tras un número elevado de años aprendiendo una segunda lengua,
los alumnos muestran una flagrante incapacidad en el uso de las destrezas
lingüísticas, especialmente las orales. Resulta, por tanto, esencial realizar
una reflexión pormenorizada sobre las causas de esta situación, analizando uno
por uno los elementos que la provoca y que en última instancia son los que
determinan la eficiencia de cualquier sistema educativo.
Saturday (13’00-14’00)
Teaching:
it’s no joke!
In this session
I'll tell you a few jokes and use these to make some serious points about
teaching and learning and how we might make these more successful. You probably
won't be taking too many notes in this session, but hopefully I'll give you
something to think about … & you may
even laugh at the jokes!
Saturday (18’30-19’30)
Teenage
learners are very diverse individuals. Few people would dispute this. Yet
teenage learners also have many characteristics in common, and a good number of
these have to do with the particular stages of teen development. The talk will
look at how setting explicit teaching/learning goals is particularly suited to
the developmental needs of teenage learners. It will show how goals can be
translated into an action-oriented methodology which allows learners and
teachers to evaluate progress on a regular, ongoing basis. It will give
practical examples of how teachers can cater for the diverse needs of their
learners as these are identified during the ongoing evaluation process.
Friday
(18’30-19’30)
Marina Arcos
(University of Seville)
Primary
Materials
development or how to make materials work in our primary classrooms
The
presentation will combine theoretical and practical elements related to
materials development as a way to provide students with the most suitable materials. We will discuss reasons for
evaluating, adapting and making materials. Then, a selection of four different
types of teaching materials, aimed at primary school learners and illustrated
with examples drawn from a bilingual project, will be discussed. We will be using
visuals and authentic materials throughout the presentation and
will ask teachers to contribute with their own experience and opinions.
Secondary
/ Adult
Lend
me your ears
´¡ No entiendo nada!´ Is this a familiar cry from
your students after doing a classroom listening? And playing the tape again doesn´t seem to help matters? Are we testing rather than practising
important sub-skills? In his session we´ll be trying
to find enjoyable, fun ways to exploit existing course book material and
hopefully develop a positive attitude towards this important skill.
Juan Ramón
Guijarro and Raúl Ruíz
(University of Granada)
Secondary
Queer readings or reading queer: Building identities in the EFL classroom through Billy Elliot’s boundaries of gender
This
talk reflects on the issues raised when we aim at addressing gender and sexual
orientation issues in EFL contexts. It explores the benefits of Queer Theory
for educational settings and the central role of teachers when implementing
these practices. Developing gay-friendly pedagogies to satisfy the questions
posed by same-sex orientation otherness and the way it is perceived and
answered by people is at the core of current educational debate arena. Besides
this, we satisfy the demands of the Spanish Educational Law regarding
cross-curricular education in terms of Foreign Language teaching as well as The Common European Framework for the
Teaching of Languages. In this context, cinema is among the best materials
to be brought into the FL practices due to its highly motivating component.
Fiona Mauchline
(TEA)
Secondary
/ Adult
Something to talk about
Ever
tried a 'speaking activity' that only got three sentences of mumble from
your students? Or worse? 'Speaking skills practice' looks a piece of
cake, on paper, but is it? And could it be? A few ideas to motivate
students - whether teens or adults - to get them talking, making an effort,
enjoying, and to dare them to go where no.....well, beyond where they've
gone before.
Friday
(20’00-21’00)
Primary
In my experience, children
learn better when they are exposed to instructional materials which, in
addition to being visually attractive, are designed to be enjoyed through the
sense of touch. Furthermore, young learners favour classroom activities that
develop their creative powers, such as painting, sculpting or inventing their
own fairy tales. Consequently, making and using multisensory
interactive storybooks in the EFL classroom is a highly stimulating, practical
activity of great educational value. In this workshop we shall discuss basic
techniques to make visual-tactile learning material and the possible uses of
these storybooks with young learners.
Secondary
Conforme cambian los planes
de estudios de las universidades también cambia la preparación metodológica de
los futuros profesores. Así, hoy en día, los profesores noveles cuentan con una
preparación muy diferente a la que recibían los profesores en décadas pasadas,
aunque por otro lado carecen de la sabiduría que emana del conocimiento de la
realidad diaria de las aulas. En esta charla-debate pondremos en contacto dos
mundos, el de la experiencia y el de la actualidad metodológica, en principio
alejados, pero que deben tender a encontrarse.
Secondary
Of the four skills, speaking
seems the most important. Classroom activities that develop learners' ability
to express themselves through speech would seem to be an important component of
a language course but it is difficult to design and administer those
activities. In this workshop we shall look briefly at the theoretical
principles that support the development of speaking skills. Then we shall look
at different types of activities that can motivate the adolescent learner to use
the language meaningfully while we keep control of the class.
Primary
Putting your stories on stage not only motivates your students but also
gives them a goal to work towards. Playacting stories provides an opportunity
for children to be totally immersed in a wave of language. They are no longer
working through a language exercise, they are enjoying taking part in real
communication.
Primary
Motivation & the Importance of Multiple Intelligences in the Primary Classroom
In this session we'll talk about what motivates a young learner. We'll
take a look at the the origins of Multiple
Intelligences and discuss the different types. We'll then look at examples of
how coursebooks deal with multiple intelligences and
the benefits of these on young learners.
Primary / Secondary
While the term ‘self-esteem’
usually makes reference to the individual evaluation a person makes of his/her
personal attributes, ‘collective self-esteem’ is related to the individual’s
feelings regarding the group s/he belongs to. Following Tice and Baumeister (2001), who claim that personality changes seem
to proceed from the outer self to the inner self, we claim that understanding
how an individual reacts at a social level will make us grasp the underpinnings
of his/her personal self-esteem. Participants in this workshop will learn how
to make the most of groups to enhance students’ self-esteem and motivation to
learn.
Secondary
Branagh’s Othello has come to Santa Fe or how to encourage ESO students to read
Have you ever thought about
having one of those “animaciones a la lectura” our colleagues of Spanish hold several times
along the course? They ask their
students to read a book which they happily do, but most of the times they have
been encouraged with an entertaining meeting with the author or even a lovely
performance of the play or novel. I’m afraid you won’t be able to have
Shakespeare in your school but do not be pessimistic and use what Branagh offers through his film. Here are the tools, the steps to follow, the
activities, and the results of our experience with Othello and the students of
4º ESO in Santa Fe (Granada).
Secondary
In this talk I aim to show
that it is possible and worthwhile to awaken cultural interest in teenagers. We
shall examine our own knowledge, weigh up the relative merits and importance of
Art and Culture for teenagers and shall finish up by looking at some practical
ways of using Art and Culture in the classroom and at home.
Saturday (11’45-12’45)
Enda Francis Scott
(TESOL-Spain)
Secondary / Adult
This is a run through a
number of ideas which can be used with virtually no preparation and which are
easily adaptable for a wide variety of levels.
They could be used as warmers, fillers, pace changers or simply to add
variety to traditional tasks and activities. There will be a handout.
Secondary / Adult
This talk focuses mainly on
the role Reading Journals can exert on the acquisition of a second or foreign
language. We state a new way of approaching the Reading skill within the
language classroom far closer to the students’ self-perception of the reading
process. Reading journal, from our point of view, emerges as a new tool which
frees our students from the comprehension-evaluation oriented tasks carried out
for years in the EFL settings. We must provide opportunities where they can
voice out their thoughts, where they do not feel assessment as the main goal,
where they reflect upon their reading process.
Secondary / Adult
A journey into the minds of
those men who were driven to their own destructions and a journey also into the
mind of Shakespeare their creator.
Secondary / Adult
Commercial presentation of Burlington
Speech Trainer
Imagine your students practising
vocabulary, expressions and dialogues from their books… and receiving
personalised speech correction at school or at home. Burlington makes this
dream a reality! This session will be a
demonstration of how the revolutionary new Burlington Speech Trainer works.
Saturday (17’00-18’00)
Primary / ESO
Teaching writing skills is a
time – consuming process that requires good planning, careful selection and
preparation of materials and high levels of enthusiasm to motivate students to
participate in an activity they often find boring in their own language. In
this workshop, we are going to examine some reasons for teaching children to
write in the foreign language and then, I will present a series of activities
of varying degrees of complexity that have been successful in getting children
to write in English.
Secondary
Open
your books – encouraging our students to read
The positive results of
extensive reading may be clear to us as teachers but it is often very difficult
to persuade our students to read. In this talk I will highlight the benefits of
extensive reading for learners, examine the differences between extensive
reading and traditional classroom reading and outline some of the ways we can
encourage students to read in English.
General
The
Communicative Approach Questioned
This is a reflective look
back at the communicative approach which dominated TEFL for 30 years, (the time
the speaker has been in the business). Over the last decade
the shortcomings of Communicative Language Teaching have become more and more
subject to criticism. These shortcomings, I will argue, stem from the premises
on which it was founded: - about the
type of learner it was aimed at (one who needed to learn English to get by in
an English speaking country); and about the type of classroom it was taught in
(mixed nationalities in Britain, Australia, and North America).
Primary / Secondary / Adults
Explaining phrasal verbs dynamically and
comprehensively
By presenting phrasal verbs
as combinations of meanings in which the particle is fundamental we can show a
logic to phrasal verbs that helps students learn them more effectively. This
presentation looks at explaining phrasal verbs in this way and focusing
especially on particle meanings and presents a selection of dynamic and
physical activities including ball games, an obstacle course, songs with
actions and more!
BIODATA
Helena Aikin
teaches English and Applied Linguistics at the University of Castilla
Annie Altamirano
graduated as a teacher of English in Argentina and holds an MA in ELT and
Applied Linguistics from the University of London. She has lectured extensively
in South America, Spain and Portugal. She is also an experienced teacher
trainer, writer and editor.
Angel
Anderson was born in Scotland, he started teaching in Sudan back in 1985. Since
then he has taught in Spain, France and the UK. Currently, he lives and work in
Linares, involved mostly in Cambridge exam
preparation and helping with teacher development.
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.
Marina
Arcos is member of the research group led by Professor Arnold at the
University of Seville. she has taught English to all ages for
many years and has given talks at
different conferences. She has been linguistic adviser on a bilingual project
for the MEC and The British Council.
Marina is co-author of the books “Inteligencias Múltiples. Multiples formas de enseñar Inglés” (2002, Mergablum) and
“Didáctica del Inglés. Primaria” (2003, Pearson). Some of
her interests are materials and teacher development, self-esteem and
experiential learning.
Sonia Casal
teaches English at Pablo de Olavide University. She
is actively involved in the Research Group led by Jane Arnold, taking part in
different workshops and talks dealing with the affective component of learning
a language.
Eva Rocío Díaz es profesora de inglés de secundaria en el
colegio Ntra. Sra. del Carmen de
Mercedes
García has taught English at Colegio Caja General de Ahorros de Granada for 13 years. She holds a PhD in English
Philology, Cinema and Literature from the University of Granada (1999), where
she teaches for Formación Continua. She is President of
GRETA and coordinator of the GRETA SIG “Descodificando
imagines para su uso en el aula de lengua inglesa de ESO”.
David
Gray has more than 25 years’ experience in the field of ELT in both
Europe and Asia. He has taught, trained teachers and written materials in a
wide variety of contexts including Spanish Secondary schools, private academies
and companies. He is currently working on ways of implementing the European
Common Framework of Reference for Languages and the European Language Portfolio
in Secondary schools in Spain. David has an MA in Applied Linguistics from the
University of Lancaster and is co-author of ‘Can Do’, Richmond Publishing’s new
(2004) course for ESO.
Juan Ramón Guijarro holds a PhD degree in English Language and
Literature Education at the Faculty of Education of the University of Granada.
He has lectured at the University of Birmingham, U.K. and at the Université de Montréal, Canada. He is currently researching
on the concept of otherness and identity and their applications to the teaching
of foreign languages.
Jacquie Harding has been working in ELT for over 13 years. She
has been a teacher and coordinator of a private language school in Madrid where
she has gained experience in teaching young learners, teenagers and adults. She
has also taught Business English in multinational companies, and General
English and English for Academic Purposes to Japanese students at the
University of Birmingham. Her teaching qualifications include the CELTA and
DELTA certificates. She has also written the CD ROM for 'Team up 1'
(CUP). She is currently the Teacher Trainer at Cambridge University Press.
Mark Levy is Education and ELT Projects Manager at the
British Council in Spain. He has worked for many years as a teacher and teacher
trainer and although he is now involved more on the management of education
projects, these are still focussed on the key teaching-learning issues of diversity,
inclusion and motivation
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.
David Mason started
teaching in Hastings in 1990. After teaching in Crete for a year he came to
Pamplona in 1993 where he has been teaching, apart from brief periods in
Hastings, until the present day. In 1994 he published Understand Phrasal Verbs.
Paul McConochie
started teaching English 1992 and has taught in a number of countries including
Turkey, Russia and the Far East. He came to Spain in 1999 and became involved
in teacher training, directing CTEFL courses in Madrid. He has been with
Burlington Books in their teacher development department since 2003.
Jennifer Murray has
been highlighting the importance of reading in English to EFL students for over
fifteen years. She is director of studies in an English language centre, where
she runs the in-service teacher training programme, and a member of
TESOL-SPAIN.
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.
Raúl Ruiz holds
a master degree in English Philology. Currently, he lectures at the Faculty of
Education (University of Granada). His main interests revolve around the
implications of the reception theory on second language reading.
Enda F. Scott
has been working in TEFL for seventeen years and is currently part of the DOS
team at English Language Insttitute, Seville. He has
an M. Ed from the Univsersity of Manchester in Technology and EFL. He is current
president of TESOL-SPAIN.
Mariela Silvia is a teacher of English, with ten years’ experience
teaching very young learners as well as teenagers. In 1997 she became Head of
Studies at the Private School where she worked for six years. Mariela specialized in teaching very young learners. Her
professional experience also includes a year as a teacher trainer. She also
works at a public school where she runs her own workshop, and teaches children
who are in the 3-11 age range.
Mervyn Smale
has been associated with the English Department of the University of Granada
for 25 years, he still has enthusiasm for occasional conferences!