ELT forum - konferencia pre angličtinárov

Building blocks of ELT: language, learner, vision

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Prednášajúci 2016


Guy Brook-Hart has taught English for over 30 years. He started teaching in Egypt and has since worked in Kuwait, France, Britain and Spain where he works for the British Council.
With Cambridge University Press he has published Instant IELTS (2004), Business Benchmark Vantage(2006), Business Benchmark Higher (2007), Complete First Certificate (2008), with Simon HainesComplete CAE (2009), with Vanessa Jakeman Complete IELTS 4. Ďalšie
Guy Brook-Hart has taught English for over 30 years. He started teaching in Egypt and has since worked in Kuwait, France, Britain and Spain where he works for the British Council.
With Cambridge University Press he has published Instant IELTS (2004), Business Benchmark Vantage(2006), Business Benchmark Higher (2007), Complete First Certificate (2008), with Simon HainesComplete CAE (2009), with Vanessa Jakeman Complete IELTS 4.5-5 (2012) and Complete IELTS 5-6.5(2012). He is currently working on new editions of Business Benchmark and the third level of Complete IELTS. Späť

Prezentácia: KEYNOTE LECTURE: Thinking beyond exams
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Názov: KEYNOTE LECTURE: Thinking beyond exams   

Abstrakt:

My plenary session will focus on the critical thinking skills required to perform well in Cambridge exams and argue that we, as teachers, need to find ways to develop our students? critical thinking skills not just for exam purposes but because these skills will stand them in excellent stead whatever they do in life afterwards. I shall be suggesting ways in which teachers can develop critical thinking skills which will, perhaps, change the way they teach, relate to their students and the way they, as teachers, see their job.

Prezentácia: Teaching essay writing
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Názov: Teaching essay writing  

Abstrakt:

My workshop on Teaching Essay writing will be a follow-up on my Plenary session applying the ideas introduced there to the practical writing skills required in Part 1 of Cambridge First and Cambridge Advanced. I will suggest classroom activities and procedures which I hope teachers will find useful for teaching essay-writing and will also inspire them to employ similar activities, approaches and techniques when teaching other forms of writing. All my talk, while having a sound theoretical basis, are full of useful practical ideas, sound information and have been tested in the classroom.

Prezentácia: Now I'd like you to talk about something together
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Názov: Now I'd like you to talk about something together  

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My workshop "Now I'd like you to talk about something together" will give information on the speaking skills tested in Cambridge First and Advanced and how students can optimize their scores in the exam. I will give plenty of practical suggestions for classroom activities which will make teaching speaking skills more rewarding and enjoyable both for students and teachers.




Fannie Daou holds a B.A in English Language and Literature. She has worked as an English teacher for several years. She has a strong interest in digital education and the use of technology in language teaching and learning. Since 2007, she has been working as an academic consultant and a teacher trainer at Express Publishing. Ďalšie
Fannie Daou holds a B.A in English Language and Literature. She has worked as an English teacher for several years. She has a strong interest in digital education and the use of technology in language teaching and learning. Since 2007, she has been working as an academic consultant and a teacher trainer at Express Publishing. She has travelled extensively delivering seminars and workshops at various ELT events and conferences around the world. Späť

Prezentácia: 'It's the way that you say it': developing verbal and non-verbal communication skills
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Názov: 'It's the way that you say it': developing verbal and non-verbal communication skills  

Abstrakt:

The success or failure of real life communication is often decided by non-verbal factors. If our learners are to interact confidently and effectively, they must be aware of the impact that their tone of voice, body language and appearance will have on their audience. In this session we look at practical ways we can help our learners improve this often-neglected aspect of communicative competence.

Prezentácia: The Power of Play: Developing Language through Play
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Názov: The Power of Play: Developing Language through Play   

Abstrakt:

Play is the most natural teaching tool there is and its purpose is to help the young prepare for adult life. It allows language learners to experience and experiment with language in a context that is safe and in a format they can understand. Structured play in the classroom is not time off from learning, but making sure learning happens.

Prezentácia: The New Vision for Education: Development of 21st Century Skills
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Názov: The New Vision for Education: Development of 21st Century Skills  

Abstrakt:

21st century learners need a skill set capable of meeting the constantly changing demands of modern life. These skills are not only linguistic, but include a range of cognitive and practical tools that will help learners communicate, collaborate and use the resources available to them creatively, critically and effectively.




Louel is a former medical biologist/university lecturer of biology who realized that his heart did not belong in a science laboratory but in a language classroom. Originally from the Philippines, he has been teaching English in the Czech Republic since 2008. Ďalšie
Louel is a former medical biologist/university lecturer of biology who realized that his heart did not belong in a science laboratory but in a language classroom. Originally from the Philippines, he has been teaching English in the Czech Republic since 2008. He currently teaches a wide range of advanced courses - conversation, general English, business English, CAE and FCE preparation courses, as well as English for Specific Purposes. He says that although teaching so many different courses is very demanding in terms of lesson preparation, his "inner geek" loves it as it gives him plenty of opportunities to learn new things. He also says that by making the classroom a venue for intercultural dialogue (he is proud of the fact that he has taught students of 25 different nationalities), he has gained a deeper insight into his students' psyche. Späť

Prezentácia: Sexing up the teaching of lexis
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Názov: Sexing up the teaching of lexis  

Abstrakt:

to be truly proficient in English, students have to master thousands upon thousands of words--a mammoth undertaking!--and, obviously, we, teachers, can only deal with a small fraction of these in class. They must do most of the job on their own, and if we don't instill in them a genuine and long-lasting love for learning new words, they're bound to fail. Using various dictionaries as the centerpiece in integrative activities that promote learner autonomy and critical thinking, this workshop will show you how we can spice up vocabulary building. Hopefully, your students will love the process enough to consider making it a lifelong habit!




After my secondary grammar school I went to study Forestry at Technical University in Zvolen. Although I liked animals and nature, I did not feel it was the thing I wanted to do for a job and after a year I left. Even during this brief study I actively started working on my English and gradually felt more and more attracted to the language as well as exploring methods of learning it. Ďalšie
After my secondary grammar school I went to study Forestry at Technical University in Zvolen. Although I liked animals and nature, I did not feel it was the thing I wanted to do for a job and after a year I left. Even during this brief study I actively started working on my English and gradually felt more and more attracted to the language as well as exploring methods of learning it. I decided to study English at the Constantine the Philosopher University (CPU) in Nitra at the Department of English and American Studies. After that I started to work at the language school VAGeS in Nitra where I have been working since. In 2013 I applied for PhD study at the CPU in Nitra, was admitted, and lead courses of phonetics, applied linguistics and discourse analysis. I stayed there for almost two years, but disillusioned and disenchanted I left as I was not satisfied with the quality of the study and went back to the language school as a full-time professional English tutor. In the language school I teach predominantly adults and young adults. I am particularly interested in teaching vocabulary, new teaching methods, pronunciation and psycholinguistics. I am glad to say that my job is my greatest hobby and I want to continue teaching and keep improving my English as well as my professional skills. I also work as a freelance part-time translator. The English language and teaching is my passion and with my wife, who is also an English teacher, we want to set up our own language center providing English language private tutoring as well as language solutions for companies and individuals. Späť

Prezentácia: Teaching vocabulary is more than teaching words (Conceptual fluency, why it matters and how to achieve it in the EFL environment)
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Názov: Teaching vocabulary is more than teaching words (Conceptual fluency, why it matters and how to achieve it in the EFL environment)   

Abstrakt:

Teaching vocabulary is more than teaching words (Conceptual fluency, why it matters and how to achieve it in the EFL environment) Abstract: Learning new vocabulary items is of the most daunting tasks foreign language learners face in the process of learning a new language. They frequently complain about not being able to retain, remember or recall L2 words. Incomplete and improper vocabulary acquisition may interfere with fluency, a skill highly valued by almost every aspiring foreign language learner. However, words are not merely strings of letters that should be learned on lexical or even orthographic level as they are underlain by concepts, and their improper internalization could disrupt learner's speech rendering it not only broken but also unnatural. In spite of that, in Slovakia words are often taught and learned based on translation pairs. English-language learners then strive to remember which Slovak orthographic representation of a word corresponds with an orthographic representation of an English word. However, application of such a method causes that the conceptual load attached to an L1 word is automatically transferred to the corresponding L2 label which is afterward the subject of memorizing. This could lead to the lack of sensitivity to notice and internalize cross-linguistic discrepancies on the conceptual level. Thus, especially adults may fail to discern distinct conceptual qualities across languages and may learn new vocabulary item on the word-for-word basis. Jiang (2000) adds that tis mostly due to a well-formed conceptual system why L2 leaners heavily rely on this system when trying to learn new English vocabulary items and lose motivation to pay attention to the contextual cues to distill L2 meanings. Moreover, if vocabulary items are learnt by means of translation pairs full conceptual overlap between Slovak and English is assumed although that might not be the case. In this respect Pavlenko (2009) recognizes three instances of conceptual equivalence, namely, equivalence, partial equivalence and nonequivalence. In the case of conceptual equivalence, conceptual categories in the L1 and L2 are more or less the same, so L2 learners can draw on the concepts formed in their L1 which may help them achieve native-like linguistic performance. Conceptual non-equivalence means that some categories have no counterparts for the category in another language, so a completely new conceptual category must be developed. Partial equivalence represents cases in which concepts of two languages overlap only partially, and L2 speakers have to either widen or narrow their already established L1 conceptual categories in accordance with the L2 constraints. The instance of partial equivalence may be perceived as the most problematic for foreign language learners because they tend to assume full overlap which is reflected in their language performance and may consequently cause misunderstandings. Similar results were found in my experiment within which native speakers from the University Of Wisconsin Whitewater as well as Slovak English students of different proficiencies were asked to name the same set of various drinking containers. Although the advanced Slovak English learners seemed to perform in the manner similar to the native speakers, they still diverged from in terms of resembling the same conceptual categories. What is more, there were a few instances when even lower level students outperformed those with much higher command of the English language, which could be caused by higher verbal competition in the mental lexicon of the advanced students, but their incomplete acquisition of the English concepts. Based on the findings it can be suspected that achieving conceptual fluency is a complex issue and poses a considerable and ever-present challenge for all individuals who learn language in the decontextualized environment i.e. detached form the place where the language is generally spoken. It is, therefore, even more crucial to pay adequate amount of attention to L2 concepts, especially in cases when vocabulary items differ on the conceptual level. There are numerous activities and methods which could facilitate conceptual development (forming of new conceptual categories) or conceptual restructuring (broadening or narrowing of existing conceptual categories) in Slovak English learners and help them to improve their conceptual fluency to be more precise and natural when actively using their foreign language. In my presentation I would explain challenges of conceptual fluency, briefly present my experiment and demonstrate issues related to conceptual development and restructuring. I would also put forward useful ideas and activities that could be used to improve acquiring vocabulary from the conceptual point of view. Pavlenko, A. 2009. The bilingual mental lexicon: Interdisciplinary approaches. Clevedon : Multilingual Matters, 2009. Jiang, N. 2000. Lexical Representation and Development in a Second Language. Applied Linguistics. 2000, Vol. 21, 1, pp. 47-77. Kroll, J., & Stewart, E. 1994. Category interference in translation and picture naming: Evidence for asymmetric connections between bilingual memory representations. Journal of Memory and Language. 1994, Vol. 33, pp. 149-174.




Jonathan Hill, is a CELTA qualified English trainer of 10 years from the UK. He has taught in Slovakia, Austria and the UK mainly in-company dealing with all aspects of Business English courses from HR to marketing and aviation. In addition to teaching in-company courses he also freelances and teaches IELTS exam preparation, young learners and business professionals online. Ďalšie
Jonathan Hill, is a CELTA qualified English trainer of 10 years from the UK. He has taught in Slovakia, Austria and the UK mainly in-company dealing with all aspects of Business English courses from HR to marketing and aviation. In addition to teaching in-company courses he also freelances and teaches IELTS exam preparation, young learners and business professionals online. He is a self-confessed technology addict, and is interested in how business English lessons can be better taught using technology or online learning pathways to assess progress, engagement and retention. Späť

Prezentácia: Business English: The tools for the job
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Názov: Business English: The tools for the job   

Abstrakt:

As the world becomes more globalised English is increasingly becoming used as a tool to do business and not just to communicate with people when travelling for pleasure. In addition to being considered the international language of business and commerce it?s even the chief language of the United Nations and the European Union. Furthermore educational facilities the world over from Italy to China are gradually starting to offer their academic programmes in English to equip tommorow?s business leaders with the relevant language skills to do their jobs. It?s an exciting time to be teaching Business English especially in Bratislava and Central Europe. In recent times many foreign investors and companies have set-up their head offices in Bratislava and the demand for people to communicate and express themselves when doing business transactions, welcoming new clients and preparing contracts has never been higher and doesn?t look set to wane anytime soon. Teaching Business English encompasses many areas. When we think of Business English we tend to think of standard phrases that are used during meetings, negotiations, telephoning and email correspondence. Whilst this is important it?s crucial not to overlook how we should build content into our lesson plans to cater for our learners needs and careers, especially on in-company courses. This seminar will highlight learning materials and continual assessment methods for different types of Business English learners and how they can be used effectively in class or on a programme. To do this we need to consider the learners daily jobs and responsibilities. As in-company or business English trainers we need to address the needs of our students in the best way possible and ensure we fulfill their needs to not just communicate but to also express themselves fluently and confidently in often difficult, challenging and sometimes stressful situations. One questions to ask yourself is what does your student(s) do in their job? It?s important to note that whilst not crucial it?s going to help by having a little background information on your students field of work. WHY? You never know when you might be helping them out on their research paper, assignment for their Masters degree, translating their work into English or even being asked a question about their profession! However don?t panic ? this isn?t as hard or difficult as it seems. Way back in 2006 I got started on my first ever Business English course. I was ill-prepared, didn?t have a clue how to do a needs analysis or use a text book effectively. The biggest let down was that I didn?t know about my students jobs nor did I take the time to find out. A needs analysis is fundamental when beginning any Business English course. This needs to be done to: - Establish trust. - Find out more from the students about their jobs and why they are learning English (is it really for their job or personal reasons!). - Ensure you target the areas they need the most, skirting around the things they already know. - Find out more about their job so that you can research the area better and plan lessons with that theme in mind. Teaching Business English focused with a topic or aspect geared towards the students line of work helps to create interest and makes you look like you care about their success and about them doing well as individuals. 3 years ago I ran a customized workshop for 12 aviation professionals over a weekend. Whilst we covered the regular Business English topics such as emailing, phoning, listening to negotiations as-well as numerous role-plays and meetings the part that they enjoyed the most was an article about the Airbus A380. We looked into vocabulary related to aircraft, and how that in turn could be used in regular language. Another important aspect of this workshop was how to ?dumb-down? some of the more often technical terms into straight forward English that when discussing things with customers/suppliers was crucial to keep the jargon to the minimum and get the facts across in a clear and understandable manner. Over the years I?ve built up some great materials with practical vocabulary, exercises, terminology and phrases to help assist HR Managers, Marketing Directors and Aviation Specialists and I always ensure I inject these areas into my course planning to help my learners achieve the most in their jobs. When teaching a Business English class continual assessment via assigning role-plays and mini workshops gives the students a chance to put the knowledge acquired into practice. I have developed a testing system to ensure that mistakes made on the spot are brought up and clarified and explained why. By developing a series of scenarios (i.e. conference call meetings, assigning roles, delegating work much like a real-life project) I created a sense of responsibility so that learners don?t just participate in a role-play but really get involved. This kind of activity is great as it?s a chance to make mistakes but realize why the mistake has been made and to encourage self-correction. One thing I have avoided doing is the dreaded end of semester test. Whilst in itself not a bad thing, it often only serves to fulfill HR requirements that the student is ?up-to-speed? when using English for their job. HR departments often dictate to language partners and providers as to what their people need. All to often the requirements of HR are not always the needs of the employees. Taking every aspect into consideration I suggest offering a series of ?monthly roundups?. This serves to create a level of professionalism and via series of probing questions, which would review previously covered materials or topics, students will again have the chance to put acquired knowledge into practice. Role-plays can be developed that can be recorded via the trainer and sent to HR or personnel departments to show the ongoing development of learners to pinpoint areas of improvement/further development needed based on what has been covered.




Martin Jelinek is the founder and owner of the Bright House Language Institute which focuses on teaching and learning innovation, communication and presentation skills. Martin has 15 years of experience and besides running his own business, he works as an assistant lecturer at University of Presov, Institute of English and American Studies, where he teaches Speech Communication and Language Competence and is also an active Cambridge Oral Examiner. Ďalšie
Martin Jelinek is the founder and owner of the Bright House Language Institute which focuses on teaching and learning innovation, communication and presentation skills. Martin has 15 years of experience and besides running his own business, he works as an assistant lecturer at University of Presov, Institute of English and American Studies, where he teaches Speech Communication and Language Competence and is also an active Cambridge Oral Examiner. Martin is listed with Macmillan Education as a freelance Teacher Trainer and regularly gives talks/workshops at venues at home and internationally. Späť

Prezentácia: #shareastory
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Názov: #shareastory  

Abstrakt:

#shareastory is a ready made lesson/workshop which focuses on different types of revising, practicing and maintaining the vocabulary or/and grammar structure already acquired by learners or helping learners to remember it better through games, specifically stories that learners create themselves. Each story has a hidden message, and nobody knows how it ends, every story is a different story as we have our own stories to tell. It is aimed at a range of levels, from elementary to advanced. This workshop allows teachers to refresh their repertoire without photocopying and preparation and helps us (teachers) react to learners?s needs as they arise. Conversation, Function, Grammar and Vocabulary are in all stories to be told. #shareastory




Teacher and translator. I did my job with great responsibility I was asked to have a good classroom organization, to deal with mixed ability classes, dealing with large classes, I also had to change many roles (controller, assessor, organizer, prompter, participant etc) All of my work experiences have involved working within a team-based culture. Ďalšie
Teacher and translator. I did my job with great responsibility I was asked to have a good classroom organization, to deal with mixed ability classes, dealing with large classes, I also had to change many roles (controller, assessor, organizer, prompter, participant etc) All of my work experiences have involved working within a team-based culture. This involved, planning, organization, co-ordination effective communication amongst all staff members.
Ljiljana Kostandinovic earned her Bachelor Degree of Modern Applied Languages, English and French at Vasile Goldis University in Arad, Romania in 2008. She received her Master of Language and Literature, Business English in 2011 at the same university.

My works and projects:
I have been involved in many projects, workshops and competitions, ChartaXXI, Movement of Reconciliation her work This is how we celebrate Christmas was presented at European Parliament in Brussels, 2014 , Book Spine Poetry Contest, 2014 , Super Minds My Teacher is a Superhero, 2014 , Hippo 2014 International Competition in English Language,, The Project competition,International Literacy Day, every year, European Day of Languages, every year, Trevor`s Monster Making Challenge, 2015. This year in March I gave a talk entitled Developing Learner Autonomy and Learning Strategies in Teaching Foreign Languages at Primary School at the 22nd Annual International Convention of TESOL Macedonia-Thrace4, Northern Greece ,, Back to Basics,, 28th - 29th March 2015, American College of Thessaloniki, Greece. The Project competition, Festivals, Myths and Legends, 2014,2015, 2016, I have participated in creative workshop in Bratislava, 2015, Super safari project organized by Cambridge University Press, 2015 , Our ELT story, 2016 , teaching changes lives, Oxford University Press,2001 , Cambridge Day, in Belgrade, 2016, International project "My piece for peace", 2016, Headway Scholarship 2016, Shakespeare Around the World, 2016,

My translation workplaces:
- http://www.proz.com/translator/1283947
- http://Lilikarak.translationCafe.com
- http://www.traduguide.com/tr/47013.htm
- http://www.foreignword.boz/cv/15080.htm
- http://www.tradogora.com/marketplace/show/1/ Späť

Prezentácia: Developing Learner Autonomy and Learning Strategies in Teaching Foreign Languages at /primary School
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Názov: Developing Learner Autonomy and Learning Strategies in Teaching Foreign Languages at /primary School  

Abstrakt:

The aim of developing learner autonomy is to equip learners with knowledge, skills and strategies thanks to which they will be able to think independently, solve problems, take responsibility for their own learning and function effectively in the society in the future by adjusting themselves to changes which take place in the dynamically developing world. The development of learner autonomy is a long process which should be initiated at primary school. The process of learning how to learn involves different activities which aim at the development of metacognitive awareness and learning strategies. Metacognitive awareness, i.e. the awareness of the learning process and oneself as the learner, has a positive influence on learning results. In teaching young learners, metacognitive awareness is said to consist of language awareness, social awareness, cognitive awareness and cultural awareness. The aim of developing language awareness is to foster children?s curiosity about language.




Lewis got his first taste of teaching English in Barcelona in the late 1980s. The experience inspired him to get a Master's in TESOL, after which he taught at a university language centre in Arizona and then a manufacturing company in Japan. In 1995, he took an editorial job with a major publisher in Hong Kong developing materials for Asia, and in 1997 became a freelance editor, project manager and writer in the UK. Ďalšie
Lewis got his first taste of teaching English in Barcelona in the late 1980s. The experience inspired him to get a Master's in TESOL, after which he taught at a university language centre in Arizona and then a manufacturing company in Japan. In 1995, he took an editorial job with a major publisher in Hong Kong developing materials for Asia, and in 1997 became a freelance editor, project manager and writer in the UK. He has worked on books, videos, tests, audio materials, worksheets, apps and online materials for English learners of all ages across the world. He's one of the authors National Geographic Learning's Keynote series, featuring TED Talks. He currently lives in York. Späť

Prezentácia: The power of student presentations: Using TED Talks to develop transferrable skills
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Názov: The power of student presentations: Using TED Talks to develop transferrable skills  

Abstrakt:

This workshop will begin by discussing exactly what we usually mean by 'transferrable skills,' and the extent to which they are important for young adult and adult students of English as Second Language. We'll then look at the wider context of English communication in the workplace and the skills needed to succeed in both academic and professional life. Finally, we'll watch and a TED Talk and discuss the merits and challenges of using it as authentic input in the classroom. By the end of the workshop, participants will be able to explain the role of presentations in education beyond the usual 'presentation skills' syllabus, identify transferrable skills that can be developed through presentation work, organise a lesson based around a TED Talk.

Prezentácia: Accent, culture, communication: What are the targets for global learners?
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Názov: Accent, culture, communication: What are the targets for global learners?  

Abstrakt:

Globally, the majority of English-language conversations don't involve a native speaker. Using TED talks by non-native English speakers, this session explores these questions: What are the teaching implications of English as a Lingua Franca? How should teachers approach non-standard or ungrammatical input? How do we prepare learners for real-world communication?




Šárka 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. Ďalšie
Šárka 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. Späť

Prezentácia: Learning to learn: How can teachers support successful learning behaviour?
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Názov: Learning to learn: How can teachers support successful learning behaviour?  

Abstrakt:

How may 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 among different course types, too. 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 and what´s more - have to start preparing for passing their 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.

Prezentácia: Learning without much forgetting
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Názov: Learning without much forgetting  

Abstrakt:

The correct use of our memory is important for what we successfully learn. Effective learning is dependent on how much our pupils can remember from their English classes. But how does our memory really work? How can you help your pupils remember the most and forget the least with the knowledge of human memory secrets? In today´s session we are going to see in what (different) ways you as teachers may support the memory processes with primary (6 ? 10) a lower secondary (11 ? 16) pupils and at the same time adapt your lessons to these principles.




I am currently teaching at The University of Pannonia in Veszprém, Hungary. Originally from London I have been in Hungary for almost 9 years and I have been teaching EFL/ESOL for almost 20. I have taught across all levels from pre school to tertiary, including ESP for a range of purposes. Ďalšie
I am currently teaching at The University of Pannonia in Veszprém, Hungary. Originally from London I have been in Hungary for almost 9 years and I have been teaching EFL/ESOL for almost 20. I have taught across all levels from pre school to tertiary, including ESP for a range of purposes. I am also a teacher trainer and examiner and I am currently studying for a PhD in Applied Linguistics and my field of interest is in raising Learner Autonomy through teacher training. Späť

Prezentácia: Does the setting of SMART Targets, through the practice of self- assessment really make our language learners smarter?
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Názov: Does the setting of SMART Targets, through the practice of self- assessment really make our language learners smarter?  

Abstrakt:

I have 3 groups of first year, BA English major, students. During the spring/summer semester (February to May 2016) I have been using target setting with two of my groups (one monolingual Hungarian and the other multilingual Hungarian and Chinese), as a means of measuring and logging their language development. The third group acts as a 'control' group. With this process I am encouraging them to take ownership of their learning and develop their learner autonomy skills by giving them the opportunity to reflect on their individual learning and development. In addition it also drives me to continuously reflect on my own practice in order to ensure that I am delivering lessons which support their individual learning needs, while still following the curriculum. This session presents the outcomes of this research and discusses the power and affectiveness of this self -assessment process. During the session I will be focussing on the development of pronunciation through listening skills and will present some ideas on how we can combine workbook activities and authentic materials to create enjoyable and effective activities. In addition to this I shall demonstrate how we can create SMART (specific, measurable, attainable, realistic/relevant, timed) targets based on the activities presented during the session. You will have the opportunity to have a go at target setting and to ask any questions related to any of the content of the session towards the end.




Zuzana Štrbáková graduated in the English language and Psychology from the Pedagogical Faculty, Comenius University. At school she studied how communication barriers arise in adult language learning and worked as an English language teacher both for language schools and freelance. Ďalšie
Zuzana Štrbáková graduated in the English language and Psychology from the Pedagogical Faculty, Comenius University. At school she studied how communication barriers arise in adult language learning and worked as an English language teacher both for language schools and freelance. She then went on to get further teaching qualifications in the UK where she spent several years working as an English language teacher at a language school. After returning home, she co-founded ProStaff in the attempt to utilise her professional experience from both Slovakia and England. She specialises in Business English and ESP and as one of the Managing Directors at ProStaff s.r.o., she's responsible for developing new language training products. Späť

Prezentácia: Only lawyers can teach Legal English! Or do they? (The challenges of teaching English for Special Purposes)
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Názov: Only lawyers can teach Legal English! Or do they? (The challenges of teaching English for Special Purposes)  

Abstrakt:

Do I have what it takes to teach specialized English? What should I learn and how should I present myself to gain my students? respect and make sure they benefit from my lessons?
In this talk we will consider the areas of professional development necessary for ESP teachers.




Eva is the Cambridge English Language Assessment (Part of the University of Cambridge) Consultant for Slovakia and the Czech Republic. She has been working in the field of language education for 10 years. Eva has been with Cambridge for 2 years and before that she was working for Berlitz Slovakia as a lecturer and later on as a Local Manager of Instruction. Ďalšie
Eva is the Cambridge English Language Assessment (Part of the University of Cambridge) Consultant for Slovakia and the Czech Republic. She has been working in the field of language education for 10 years. Eva has been with Cambridge for 2 years and before that she was working for Berlitz Slovakia as a lecturer and later on as a Local Manager of Instruction. Among other countries, Eva lived in the USA, UK and New Zealand. She holds an MBA degree and Cambridge English certifications (FCE, CAE, IELTS), as well as TOEFL. Späť

Prezentácia: The Role of Recognition in a Competitive World
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Názov: The Role of Recognition in a Competitive World  

Abstrakt:

International language certificates are widely accepted by universities, employers and governments around the world. They can open doors to higher education, improve employment opportunities, and because they are globally recognised, can increase learners' choices for study or work. This talk will focus on trends in recognition of language assessments. We will also unpack the concept of Cambridge English Scale and how it brings greater clarity and transparency in result reporting for candidates and recognizing organisations.




Milada Walková teaches English for Specific and Academic Purposes at the Technical University of Košice. Earning a scholarship from the U. S. Department of State for the participation in E-Teacher Program allowed her to complete an online course on Assessment at the University of Oregon in the winter term of 2015. Ďalšie
Milada Walková teaches English for Specific and Academic Purposes at the Technical University of Košice. Earning a scholarship from the U. S. Department of State for the participation in E-Teacher Program allowed her to complete an online course on Assessment at the University of Oregon in the winter term of 2015. Achieving a grade of 100% at this course, she is the best-performing participant of the program in Slovakia. Späť

Prezentácia: Fostering Higher Cognitive Skills through Instruction and Assessment
Náhľad prezentácie

Názov: Fostering Higher Cognitive Skills through Instruction and Assessment   

Abstrakt:

It is a common experience of teachers of various subjects in Slovakia that our school system tends to focus mainly on the lower level thinking skills, namely remembering facts and understanding them. This presentation will discuss why it is important to foster higher cognitive skills in students, such as applying, analyzing, evaluating and creating (based on the so-called Bloom?s revised taxonomy of cognitive skills). Examples will be given as how to employ these skills in English language teaching.




I have been living in Hungary for over 20 years and have taught at schools, universities and various educational centres in Budapest. Most of my work has been focused within the Hungarian Educational System, although the British Council has sponsored many events and projects as well as international publishing companies. Ďalšie
I have been living in Hungary for over 20 years and have taught at schools, universities and various educational centres in Budapest. Most of my work has been focused within the Hungarian Educational System, although the British Council has sponsored many events and projects as well as international publishing companies. More recently, however, I have also been working in Austria and England teaching multicultural language groups and even organising study tours to the UK. Teacher training is another area in which I have extensive experience in especially with MM Publications and the Catholic Pedagogical Institute of Budapest, of which I am head of English. In more recent years being a plenary conference speaker and workshop leader have given me new scope in EFL. My current work place is at a primary and secondary school, where I have managed to achieve much success with the pupils not only in winning English language competitions and excellent results, but through my own interests in drama, rugby and even cookery. Teaching students from a variety of different Späť

Prezentácia: Vocabulary: What needs to be taught and how?
Náhľad prezentácie

Názov: Vocabulary: What needs to be taught and how?   

Abstrakt:

Words generally don't have many places in which to hide. When you say a word, it is out. And when it is out,...That is why teaching vocabulary is important when learning to communicate in a foreign language. But which approaches do we prefer? Which methods facilitate acquisition? These questions, as well as other issues in vocabulary teaching will be discussed in this session, which will involve the audience?s active participation and interaction.




Queenie Tan (MEd, BEd, DipT-Montessori) is an early childhood education specialist, published author, teacher trainer and podcaster.

Prezentácia: Moving Away From Standardizing Testing For Young Learners: 3 Effective Ways To Document Children's Progress
Náhľad prezentácie

Názov: Moving Away From Standardizing Testing For Young Learners: 3 Effective Ways To Document Children's Progress  

Abstrakt:

This topic highlights the disadvantages of inappropriate assessment methods used on young learners that often fails to evaluate their language learning process. This is imply because the assessment techniques that we use for older children or adults do not apply for young children who are hands-on learners by nature and psychological make up and subjecting them to inappropriate assessment methods will likely defeat the purpose of making language learning effective for these little children. As such, we will be discussing three alternative methods for documenting young learner's leaning process in a way that reflects their true learning experience, identifying areas that needs improvement (spoken, written and spelling) and specific interest of the child which encourages spontaneous learning.




Jasmina Sazdovska is the Head of the Language Department at the International Business School in Budapest where she teaches Business English, Presentation Skills, Meetings, Negotiations and other business communication courses.

Prezentácia: Designing an English test for college applicants
Náhľad prezentácie

Názov: Designing an English test for college applicants  

Abstrakt:

In line with the theme of this year's ELT Forum of Learning through Assessment, this talk aims to provide an overview of the design and piloting of a new English entrance test for applicants to a business college in Budapest. The test includes tasks specifically designed to test each of the four basic skills (reading, writing, listening and speaking) as well as tasks for testing vocabulary and grammar. The test was designed in January and February 2016 and piloted on 259 students in March 2016. One of the main aims of the piloting of the test is to set the pass mark for entering the college at B2 level according to the Common European Framework of Reference for languages. The talk aims to provide participants with details on how to find appropriate sources for the listening and reading comprehension and how to write questions that target both specific and global understanding. The detailed marking criteria for the writing and speaking tasks will also be presented with insights into the marking process. The talk will hopefully provide useful information, tips and instructions for any English teachers who need to design a test for any or all of the four basic skills.



 

Olga I. Díez Velasco is also an Associate Lecturer at the University of La Rioja. She also teaches English at the EOI de Haro. She has published a variety of papers on Cognitive Linguistics in English and Spanish. Her current research interests have taken her into ESP and CLIL issues. Ďalšie
Olga I. Díez Velasco is also an Associate Lecturer at the University of La Rioja. She also teaches English at the EOI de Haro. She has published a variety of papers on Cognitive Linguistics in English and Spanish. Her current research interests have taken her into ESP and CLIL issues. Marta García Alamán is an Associate Lecturer at the University of La Rioja and the principal of the EOI de Haro. She is also an oral examiner for the Cambridge ESOL and for the Instituto Cervantes. She is a member of the Council of Europe Pestalozzi programme. Späť

Prezentácia: Sip your English through wine songs
Náhľad prezentácie

Názov: Sip your English through wine songs   

Abstrakt:

The benefits of song-based activities to boost language learning have long been praised (Lems, 1996). However, no attention has been paid to their usage within the ESP classroom at university levels, more specifically English for Oenology (EO). Since many songs deal with the topic of wine in their lyrics, these songs become an extremely valuable tool within the EO language classroom. In this talk, we analyse the main advantages of exploiting wine-related songs in the EE classroom while exploring ways of using these songs to engage and motivate student to achieve significant learning. In so doing, we offer sample of tasks, designed to develop and reinforce English for Oenology language learning by means of activities minutely-designed to exploit both language and content.




I have been in ELT for over 20 years. I started as a secondary school teacher and taught in various language schools before I became a teacher in International Business School (IBS) in 2000. I obtained my doctorate in 2014 from ELTE (Eötvös Loránd University, Budapest). Ďalšie
I have been in ELT for over 20 years. I started as a secondary school teacher and taught in various language schools before I became a teacher in International Business School (IBS) in 2000. I obtained my doctorate in 2014 from ELTE (Eötvös Loránd University, Budapest). In my dissertation I examined the professional development of teachers of English in Hungary. Over the years I have taught English language related modules such as skills development, business English, English for academic purposes; research related modules such as research design and research methodology and have worked for the Hungarian Accreditation Board for Foreign Language Exams, of which I became a member in 2014. I have also been in charge of the writing, compilation, administration and development of the in-house language competence test IBS has since 2003. My research interests are: continuous professional development, English as a lingua franca and language testing. Späť

Prezentácia: Designing an English test for college applicants
Náhľad prezentácie

Názov: Designing an English test for college applicants  

Abstrakt:

In line with the theme of this year's ELT Forum of Learning through Assessment, this talk aims to provide an overview of the design and piloting of a new English entrance test for applicants to a business college in Budapest. The test includes tasks specifically designed to test each of the four basic skills (reading, writing, listening and speaking) as well as tasks for testing vocabulary and grammar. The test was designed in January and February 2016 and piloted on 259 students in March 2016. The talk will give an account of the challenges the introduction of the new test entails at the initial stages: setting the pass mark for entering the college at B2 level according to the Common European Framework of Reference for languages, specifying and finding appropriate sources for the listening and reading comprehension, targeting both specific and global understanding, building an inventory of tasks for later use, standardising items and tasks. The detailed marking criteria for the writing and speaking tasks will also be presented with insights into the marking process. The talk will hopefully provide useful information, tips and instructions for any English teachers who need to design a test for any or all of the four basic skills.




English Language teacher at the British Council, Bratislava. He is committed to approaches that stimulate students? creative thinking and increase confidence in the learning environment. Has 16 years? experience teaching in high schools and adult educational centres in Slovakia, Sweden and the U. Ďalšie
English Language teacher at the British Council, Bratislava. He is committed to approaches that stimulate students? creative thinking and increase confidence in the learning environment. Has 16 years? experience teaching in high schools and adult educational centres in Slovakia, Sweden and the U.K., including International House in Bristol and Bratislava. He has been teaching in Bratislava since 2011, before that in Slovakia in Nitra and Žilina where worked as a high school History teacher for five years. From 2007 to 2009 he worked for Swedish Educational Radio as a pedagogical adviser in Stockholm preparing lesson plans for secondary schools. Späť

Prezentácia: Writing essays for exam courses
Náhľad prezentácie

Názov: Writing essays for exam courses  

Abstrakt:

Writing a good essay is an essential skill and a requirement in exams such as IELTS, Cambridge First and Advanced as well as the maturita. What is more, writing academic essays is a requirement for university study, both here and abroad. This workshop aims to help teachers prepare students for the demands of academic essays by demonstrating activities that they can use to help their students think critically to plan, organise and write coherent and cohesive essays. It deals with areas that students often have difficulty with, namely generating ideas, organising and paragraphing, and help provide activities that teachers can use in the classroom.




Zuzana Rajčáková is a PhD student at the Department of British and American Studies, Comenius University in Bratislava. Besides her research in the field of linguistic creativity in written texts, she works as an Event Manager and expands her expertise in marketing. Ďalšie
Zuzana Rajčáková is a PhD student at the Department of British and American Studies, Comenius University in Bratislava. Besides her research in the field of linguistic creativity in written texts, she works as an Event Manager and expands her expertise in marketing. She graduated from a translation and interpretation course at Comenius University and received an MA in Communication and Language Skills from the University of Portsmouth. In the future, she plans to work on psycholinguistic and sociolinguistic strategies in marketing. Späť

Prezentácia: Barriers and Gateways to Teaching of Adult Peers
Náhľad prezentácie

Názov: Barriers and Gateways to Teaching of Adult Peers  

Abstrakt:

Giving English lessons to colleagues in a corporation is a challenge even for confident English teachers. In this case, successful teaching methods are somewhat different from what is usually applied to adult teaching. In order to make a step forward for peer education, some common teaching practices have to be put aside and replaced by special approaches. These conclusions arise from my pedagogical research conducted during English lessons with three groups of my colleagues. I identified five aspects of peer language teaching which should be addressed carefully in order to deliver good results targeted to the peers' needs and expectations: Goals, Discipline, Teacher?s Approach, Topics, and Teaching Methods. My presentation will be based on real-life examples about teaching colleagues in a corporation focused on lighting solutions. It will include a synoptic guide to the need analysis, creative and inspiring ideas on how to choose the right approach to peer teaching and an assessment checklist which will reflect the effectivity of your teaching methods along with some suggestions for future improvement.




I'm Polish and for over ten years I've 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've met students of different backgrounds, professions and ages. Ďalšie
I'm Polish and for over ten years I've 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've met students of different backgrounds, professions and ages. My first class with beginners aged 50+ was an outcome of a mysterious coincidence, so I welcomed this opportunity - and experienced a disaster. Today, after 5 years, me and my students truly enjoy our classes, for various reasons. Späť

Prezentácia: You Know, When You Get to My Age...
Náhľad prezentácie

Názov: You Know, When You Get to My Age...   

Abstrakt:

We get all kind of support from other teachers, ELT writers and publishers. However, the offer for both elderly students and their teachers is not as generous as we could expect, given the size of the target group. Does it imply that the senior citizens are not interested in learning Foreign languages? In this his workshop I share my ideas on how to work with a group of people who come to their first class with assumptions that they are 'too old to learn anything', 'the only time to learn language is when you are a child' and 'I just want to get a grip on English, I will only listen'. The main focus of this session is to make participants aware of crucial points in analysing and assessing the elderly students' needs. Dealing with this issue almost automatically leads to solving most problems we may face, most importantly, those of classroom and group management, and also developing students' independence. My aim is to enrich your toolkit with some simple and practical ideas that are going to make your students - and you! - feel comfortable during your classes. If you already teach elderly students, you are most welcome to share your experiences! If you have ever bene offered to teach such groups but turned the offer down or you are still hesitant about it - come to this session with your own picture of an elderly student in mind and expect surprises.



 

PhD student, teacher of English and music

Prezentácia: Talent for learning languages and music
Náhľad prezentácie

Názov: Talent for learning languages and music  

Abstrakt:

How early can you spot a talent, if auditory memory has to do with learning lang. or music, how to teach anybody




Nina Cerkvenik has been teaching English in Slovenia for 25 years. Starting off in a private language school in Ljubljana (the capital) in the late eighties?mostly testing OUP course books before they made it into state schools, continuing in state primary education in the early nineties and finally moving into secondary education in the northeast of the country. Ďalšie
Nina Cerkvenik has been teaching English in Slovenia for 25 years. Starting off in a private language school in Ljubljana (the capital) in the late eighties?mostly testing OUP course books before they made it into state schools, continuing in state primary education in the early nineties and finally moving into secondary education in the northeast of the country. She is currently teaching English to a grammar school population. Throughout her career she has been involved in one-to-one tuition, kindergarten language courses, as well as adult courses. She has been an external assessor of the state exam and for 15 years, a debating coach for 10 years, a reputable publishing house reading list and competition material author and is currently undergoing peer coaching & support in-service training. It is through this diverse experience that she reflects upon motivation of different stakeholders in language learning, in particular vocabulary acquisition. Späť

Prezentácia: What says more about you than words? Your true colours.
Náhľad prezentácie

Názov: What says more about you than words? Your true colours.  

Abstrakt:

This workshop will follow the path of vocabulary assessment of secondary school students (in a small town in Slovenia) and the assessment strategies implemented in the last decade, ranging from teacher assessment, student self-assessment to a combination of both. The first part will cover the chronological development of assessment tools such as portfolio, reading logs and articles folder. The second part will illustrate a comparison between several strategies of vocabulary teaching and learning, dealing with the attitudes of stakeholders involved. The third part will delve in the motivational aspect of vocabulary learning. Issues like: "To what extent does self- assessment influence the degree of student engagement in vocabulary learning", "How do student learning styles and personality traits affect their vocabulary performance" will be tackled.




Larissa Albano is a CertTesol certified English teacher. She started working in the language industry in 2009 as one-to-one language tutor in a school of languages in Rome and set up her own language studio in her hometown in 2011. Since then she has been teaching children, teenagers and adults in small groups. Ďalšie
Larissa Albano is a CertTesol certified English teacher. She started working in the language industry in 2009 as one-to-one language tutor in a school of languages in Rome and set up her own language studio in her hometown in 2011. Since then she has been teaching children, teenagers and adults in small groups. She teaches without the support of course books because she prefers using the GTD method which involves the following three key elements: GAME, TECH and DAILY LIFE. She believes in the continuing professional development, thus, she attends several seminars and webinars related to teaching English as a foreign language and interacts with a highly qualified PLN. Larissa loves sharing her teaching ideas and experiences with other teachers all over the world by blogging on www.larissaslanguages.blogspot.com. Her blog won the British Council Teaching English Award For Innovative Teaching Ideas http://www.teachingenglish.org.uk/featured-blogs twice and has been nominated for the best teaching blog by several websites such as Macmillan http://www.macmillandictionary.com/love-english-awards/index.html and Edublog edublog http://edublogawards.com/2014-awards/best-teacher-blog-2014/. Späť

Prezentácia: From the TV to the classroom: Games to assess students' progress
Náhľad prezentácie

Názov: From the TV to the classroom: Games to assess students' progress   

Abstrakt:

We all know that games allow the formative assessment element. Students are in the position to monitor their own progress and understanding of the subject in a non-invasive manner. Games provide instant feedback for students and guidance in terms where to focus their learning effort and time. At the same time,teachers are able to see clearly where learning gaps exist and allow this to inform their next class or revision session. Over the last few years I've adapted TV games to satisfy the needs of my students. They have become aware of their strengths and weaknesses without feeling judged, thus, frustrated. From collocations to speaking, from vocabulary to listening, from grammar to writing, TV games are a fertile, reliable source of insightful assessment.




Lydia is a freelance interpreter and language mentor. While finishing her PhD in Interpreting studies, she initiated a huge project at the Comenius University in Bratislava aiming to help 100 students totally change their approach to learning foreign languages. Ďalšie
Lydia is a freelance interpreter and language mentor. While finishing her PhD in Interpreting studies, she initiated a huge project at the Comenius University in Bratislava aiming to help 100 students totally change their approach to learning foreign languages. She has ample experience learning foreign languages by herself, currently working on her eighth one, Russian. She's a big fan of autonomous learning, of achieving fluency as the main goal in language learning, and of having fun when learning any language in any way. Späť

Prezentácia: Language mentoring: Boost your students' learning time 400%
Náhľad prezentácie

Názov: Language mentoring: Boost your students' learning time 400%  

Abstrakt:

What would it be like if our students weren't relying just on our lessons and took care of most of the language learning themselves? If they worked with natural English materials which they enjoy and which help them improve their English by leaps and bounds? Wouldn't it be awesome?

Well, that doesn't have to be just an illusion. I am currently helping 100 university students improve 13 languages which they are studying. I don't understand a word in 7 of them. We meet just once a week but the students spend anything from 5 to 12 hours a week learning their foreign language. No actual learning happens in our weekly sessions. This is what I call language mentoring and it's great fun for both the students and myself. Plus it works.




Frank Prescott studied English at the University of St Andrews in Scotland, graduating with an MA degree in 1988. In 1993 he received a PGCE in English from the University of Heriot Watt. He has been teaching English ever since, first of all in secondary schools in Edinburgh, and then as a lector at Eötvös Loránd University and currently as a senior lecturer in the English Department at Károli Gáspár University, Budapest. Ďalšie
Frank Prescott studied English at the University of St Andrews in Scotland, graduating with an MA degree in 1988. In 1993 he received a PGCE in English from the University of Heriot Watt. He has been teaching English ever since, first of all in secondary schools in Edinburgh, and then as a lector at Eötvös Loránd University and currently as a senior lecturer in the English Department at Károli Gáspár University, Budapest. He completed his PhD in Language Pedagogy in June 2014, focusing on the experience of first-year students learning to write at university. Since 2011 he has been on the organising committee of IATEFL-Hungary and is presently representing IATEFL-Hungary on the Cooperation in Teaching Associations (CITA) Erasmus+ Project which began in 2014, involving members of teaching associations from Hungary, Lithuania (LAKMA) and Mallorca (APABAL). The project aims to promote the mutual development and modernisation of teaching associations in Europe. Späť

Prezentácia: Starman: the death of an icon. (How to exploit cultural landmarks to add sparkle to the language classroom.)
Náhľad prezentácie

Názov: Starman: the death of an icon. (How to exploit cultural landmarks to add sparkle to the language classroom.)  

Abstrakt:

This workshop will not directly address the field of testing, but we all know that only teaching to the test is not a good thing. The workshop will look at how we can add contemporary interest into some of our language activities when a major cultural event takes place, in this case the death of a cultural icon. The death of David Bowie at the beginning of this year had an immense impact not just on the English-speaking world, but around the globe. Bowie was perhaps the most important English cultural "maker" of modern times and had an appeal that crossed generations because of the way he defied convention and constantly reinvented himself. The workshop will feature a variety of language activities which explore the work and personas of Bowie in different ways and involve creative, communicative and cooperative tasks. It will be hands on and all the activities can be applied in a similar way in other contexts whenever the opportunity arises. And most importantly, there will be fun!




After studying languages at Oxford University, David Spencer trained to be a Secondary School teacher. He then moved to Spain where he has been living and teaching ever since. He continues to teach teenage students every day in a school near Madrid. Dave began writing courses for Macmillan in 1994. Ďalšie
After studying languages at Oxford University, David Spencer trained to be a Secondary School teacher. He then moved to Spain where he has been living and teaching ever since. He continues to teach teenage students every day in a school near Madrid. Dave began writing courses for Macmillan in 1994. His latest series is the 2nd Edition of Gateway ? Gateway to Maturita, a highly successful multi-level course designed to prepare teenage students for exams and life after school. Dave has given talks to teachers in over twenty countries and delivered methodology webinars and youtube presentations to thousands of teachers around the world. His facebook Gateway community site is constantly full of great ideas for teachers. Späť

Prezentácia: PLENARY talk: Exam Success (But Not Only!) (60 min)
Náhľad prezentácie

Názov: PLENARY talk: Exam Success (But Not Only!) (60 min)  

Abstrakt:

English exams are everywhere nowadays. The real question is how we can prepare our students for exams but, at the same time, keep their motivation high. This talk will suggest how and why we should find a balance between exam work and all the other things that help to create well-rounded and keen learners of English. After looking at a few key theoretical issues, the session will focus on practical classroom activities, including attention to the development of oral skills to prepare for speaking exams.

Prezentácia: Workshop: Developing Writing: Overcoming the Obstacles (60 min.) ? for Teens
Náhľad prezentácie

Názov: Workshop: Developing Writing: Overcoming the Obstacles (60 min.) ? for Teens  

Abstrakt:

Are your students scared of the blank page in front of them? Do they suffer from a permanent "writer's block"? Is it the writing exam the one they fear the most? In this session we shall first look at some reasons why writing is one of the hardest and most frustrating of the four skills to master, particularly for teenagers. Then comes the good news - that there are different solutions for many of the obstacles that make writing such a complicated skill for students to master. The main part of the session will be dedicated to trying out a wide variety of practical writing activities and games that will not only help students to develop as writers of English but also make them realize that writing, believe it or not, can actually be enjoyable.




Miloš Ondrášik is a member of the team of education enthusiasts with strong support from business leaders who established the National office of The Duke of Edinburgh´s International Award in Slovakia. In 2015, he was selected to the Map of social innovators who change Slovakia for better, the project created by Ashoka and Pontis Foundation. Ďalšie
Miloš Ondrášik is a member of the team of education enthusiasts with strong support from business leaders who established the National office of The Duke of Edinburgh´s International Award in Slovakia. In 2015, he was selected to the Map of social innovators who change Slovakia for better, the project created by Ashoka and Pontis Foundation. He is enthusiastic about mentoring, experiential learning and the use of non-formal learning methods in youth work. In the past he worked for Iuventa - Slovak Youth Institute as a project manager of the information network Eurodesk. He was also involved in education and development of the disadvantaged and the Roma youth. Späť

Prezentácia: Mentoring Workshop
Náhľad prezentácie

Názov: Mentoring Workshop  

Abstrakt:

Not all learning happens in the classroom. The Duke of Edinburgh?s International Award - an educational programme which uses mentoring as a tool to improve students´ life skills.
Would you like to help your students develop their inner motivation?
Would you like to improve the quality of your relationship with your students?
Would you like to see your students becoming more responsible for their own learning?
Would you like to learn how to use mentoring in school context?
Would you like to try out some basic mentoring techniques?
Come to the workshop, have a taste of mentoring, meet a global mentoring programme for students which is brand new in Slovakia and get the ball rolling!




Martin is a long-time member of Slovak Debate Association, where he worked as a Chairman of the Executive Board and also as the Main Lecturer. There is where his passion for the education has started. Martin has long history in the lecturing, especially delivering courses of argumentation and critical thinking. Ďalšie
Martin is a long-time member of Slovak Debate Association, where he worked as a Chairman of the Executive Board and also as the Main Lecturer. There is where his passion for the education has started. Martin has long history in the lecturing, especially delivering courses of argumentation and critical thinking. He is experienced in working with many different target groups such as pupils, students, people from NGOs and business people. During the time of his studies of Political Science at Masaryk University, he was also lecturer of its career centre. Today he is involved in DofE programme, because he considers meaningful to change educational approach to young people. Späť

Prezentácia: Mentoring Workshop
Náhľad prezentácie

Názov: Mentoring Workshop  

Abstrakt:

Not all learning happens in the classroom. The Duke of Edinburgh?s International Award - an educational programme which uses mentoring as a tool to improve students´ life skills.
Would you like to help your students develop their inner motivation?
Would you like to improve the quality of your relationship with your students?
Would you like to see your students becoming more responsible for their own learning?
Would you like to learn how to use mentoring in school context?
Would you like to try out some basic mentoring techniques?
Come to the workshop, have a taste of mentoring, meet a global mentoring programme for students which is brand new in Slovakia and get the ball rolling!




Daniel graduated from the University of Matej Bel in Banská Bystrica, Faculty of Humanities, English language and literature - History, followed by a Doctorate Viva Voce (PaedDr.) in Methodology of English Teaching. From very beginning of his University studies he worked as English teacher at different schools in Banská Bystrica. Ďalšie
Daniel graduated from the University of Matej Bel in Banská Bystrica, Faculty of Humanities, English language and literature - History, followed by a Doctorate Viva Voce (PaedDr.) in Methodology of English Teaching. From very beginning of his University studies he worked as English teacher at different schools in Banská Bystrica. After graduation he worked as a teacher, project manager, deputy vice principal at the M. Kováč Secondary School [Gymnázium] in Banská Bystrica. In 2006 he founded private Secondary School Orbis Eruditionis in Banská Bystrica. Since 2008 he is managing director/CEO of an educational institution PLUS Academia in Bratislava. His professional life is very closely connected to EU funds and projects financed by them, from Comenius 1 projects with the Secondary School to Return and External Border funds with PLUS Academia. He is a natural authority and driving force of all PLUS Academia efforts. He has strong managerial skills which led PLUS Academia to become one of the largest and leading language schools of top quality on the Slovak market. Späť

Prezentácia: PROLANT cap - a new career path programme: the joys of professional growth and remuneration
Náhľad prezentácie

Názov: PROLANT cap - a new career path programme: the joys of professional growth and remuneration  

Abstrakt:

(to be presented by Jana Chynoradská, Silvia Holéczová & Daniel Bacík on behalf of the Slovak Association of Languaage Schools)

The purpose of this contribution is to inform both professional and general public about partial results of the PROLANT-CAP project, which is being built on the elementary basis of Learn&Lead in the Association of Language Schools of the Slovak Republic. The main purpose of the project is to improve the conditions for professional development of foreign language teachers and trainers by means of
1. Creating professionally oriented career path of the development of foreign language teachers and trainers
2. Creating two professionally oriented language programmes (automotive industry and tourism development)




Jana Chynoradská graduated with an English language and literature degree from the Faculty of Education in Comenius University, Bratislava, in 1997. After her University studies she started work at the Faculty of Arts in the St. Cyril and Methodius University in Trnava and taught lessons on English phonetics and phonology, English morphology and syntax and practical language. Ďalšie
Jana Chynoradská graduated with an English language and literature degree from the Faculty of Education in Comenius University, Bratislava, in 1997. After her University studies she started work at the Faculty of Arts in the St. Cyril and Methodius University in Trnava and taught lessons on English phonetics and phonology, English morphology and syntax and practical language. Her academic career was finalized by a doctorate (Dr.) degree in English methodology in 2006.
Jana is the HARMONY school founder, Principal Manager and a trainer. Apart from her duties for HARMONY School and Academy, she works as a Project Manager for Association of Language Schools of the Slovak republic. Jana is characterised by her incessant thirst for knowledge and a belief that in every person the potential allowing the accomplishment of great things lies dormant.
She coined the term "learning way" for study and education, and the name has become the motto of the whole company. Jana expresses respect for the freedom of every person and their desire to become a guide, and supports anyone who decides to take this path. Her learning way is paved with great effort, self-discipline and daily hard work. It must also be renewed constantly - the latest innovative knowledge - hers and the knowledge and experience of the others in this walk of life.
Thus, true beauty and wisdom can be obtained not only in the destination, but in particular during this adventurous journey. Jana puts all of her effort into this philosophy. Therefore she is the natural authority and driving force of all Harmony innovations. As the result of this she initiates local and international projects developing cross cultural and international networking in the area of ELT, education, communication and leadership. Späť

Prezentácia: Learn & Lead opportunities for teachers & trainers
Náhľad prezentácie

Názov: Learn & Lead opportunities for teachers & trainers   

Abstrakt:

(to be presented by Jana Chynoradská on behalf of Harmony)

The aim of this presentation is to inform the professional audience about the achievements of Harmony Academy accomplished in mobility projects co-funded by the national agency SAAIC in 2010 - 2016. Thanks to the pro-active international project work, focused systematic approach and creativity, we managed to build an internationally recognized quality brand of Learn&Lead. As the result of this, the Learn&Lead career path of a trainer will be realized by English language teacher and/or trainer-training programmes from 1 July 2016. Learn&Lead mission is to improve the capacities of language schools, notably in the areas of strategic development, organisational management, leadership, and quality of learning provision, internationalisation, equity and inclusion, qualitative and targeted activities for specific groups.

Specific Aims of Learn&Lead
* Increase quality of language training
* Develop international cooperation in order to implement the latest findings in language training
* Disseminate and share the latest developments in language training with the key target groups (Methodological centres, companies, schools, teachers and trainers)
* Promoting entrepreneurship education to transform traditional language schools into economically self-reliant, growing and lively business bodies

Prezentácia: PROLANT cap - a new career path programme: the joys of professional growth and remuneration
Náhľad prezentácie

Názov: PROLANT cap - a new career path programme: the joys of professional growth and remuneration   

Abstrakt:

(to be presented by Jana Chynoradská, Silvia Holéczová & Daniel Bacík on behalf of the Slovak Association of Languaage Schools)

The purpose of this contribution is to inform both professional and general public about partial results of the PROLANT-CAP project, which is being built on the elementary basis of Learn&Lead in the Association of Language Schools of the Slovak Republic. The main purpose of the project is to improve the conditions for professional development of foreign language teachers and trainers by means of
1. Creating professionally oriented career path of the development of foreign language teachers and trainers;
2. Creating two professionally oriented language programmes (automotive industry and tourism development)

Prezentácia: eCiLL - innovative software solution for language schools
Náhľad prezentácie

Názov: eCiLL - innovative software solution for language schools  

Abstrakt:

(to be presented by Jana Chynoradská & Svetlana Poláková, on behalf of CILL)

The aim of this presentation is to introduce a unique software solution for the management of an innovative language school. Efficient software e-CiLL is a performance-management tool for an innovative language school focusing on planning, monitoring and quality assurance. e-CiLL introduces a process of quality management training and provides an unlimited space for the sustainable development of a language school.

It is a management tool that offers a unique transparency for all the processes occurring at schools. By doing so a language school gains a competitive and technological advantage in a dynamic ELT business environment.




Before I started my career as a professional coach, I had gained a lot of experience working as a top manager for international companies.I have mastered organisational, strategic, finance and project management from the basics. I have been through many of the situations in which managers of different levels find themselves, so I can understand their needs and feelings very well. Ďalšie
Before I started my career as a professional coach, I had gained a lot of experience working as a top manager for international companies.I have mastered organisational, strategic, finance and project management from the basics. I have been through many of the situations in which managers of different levels find themselves, so I can understand their needs and feelings very well. I know how important it is to be aware of the challenging situations around us, set clear targets, establish priorities and produce appropriate action plans. I know how important it is to lead and have an excellent and productive team and I am also aware how thin is the line between hard work and burn-out. I have a detached and objective view from a distance of highly productive but often over-loaded senior management personnel and entrepreneurs. As a professional coach I lead people towards discovering their own values, achieving harmony in their lives and setting clear targets. As a member of the project team in the Cilla s.r.o. company I am transferring my experience from the world of business to the world of education and process management in schools and training institutions.

Education and qualification

* Associate Certified Coach, ICF , 2014
* Master of Business Administration, The Open University , Business
School, England, April 2006
* Economic University, Bratislava, SR, Economics, Diploma awarded 1987
* Project Management Basic, Next level consulting, Bratislava, 2009
* Project management aims , IBM, Belgium, Aalst, 2005 Associate Certified Coach, ICF
* A Trainer?s Training, Erickson College International, Vancouver, Canada, 2013
* Dreamwork and Advanced Metaphors, Erickson College International, Vancouver, Canada, 2013
* Passion into Profit for Coaches, Erickson College International, Vancouver, Canada, 2012 - 2013
* The Art and Science of Coaching, Erickson College International, Bratislava, Slovakia, 2011- 2012
* Coaching Skills for Teachers, The University of Kent in Canterbury, Canterbury, The United Kingdom, 2010
* Courses, seminars and trainings focused on management skills, communication, personal development, etc., 1998-2014 Späť

Prezentácia: eCiLL - innovative software solution for language schools
Náhľad prezentácie

Názov: eCiLL - innovative software solution for language schools  

Abstrakt:

(to be presented by Jana Chynoradská & Svetlana Poláková, on behalf of CLILL)

The aim of this presentation is to introduce a unique software solution for the management of an innovative language school. Efficient software e-CiLL is a performance-management tool for an innovative language school focusing on planning, monitoring and quality assurance. e-CiLL introduces a process of quality management training and provides an unlimited space for the sustainable development of a language school.
It is a management tool that offers a unique transparency for all the processes occurring at schools. By doing so a language school gains a competitive and technological advantage in a dynamic ELT business environment.




Silvia Holéczyová is the founder and CEO of language school Your Choice ? jazykové služby in Trnava. She graduated from the Faculty of Philosophy of the University of Ss. Cyril and Methodius in Trnava, majoring in education of English Language and History. Ďalšie
Silvia Holéczyová is the founder and CEO of language school Your Choice ? jazykové služby in Trnava. She graduated from the Faculty of Philosophy of the University of Ss. Cyril and Methodius in Trnava, majoring in education of English Language and History. She has been working as a sworn translator and interpreter since 2006. In the field of education and training, Silvia has focused on training in international certificates (TOEIC, YLE, City and Guilds). She has worked as a TOEIC trainer since May 2013 (e.g. training university teachers at the North-Eastern Federal University in Yakutsk in November 2014) and YLE speaking examiner since March 2016. Within Your Choice, she is the trainer of any ESP subjects, specialising in legal English and insurance English. Späť

Prezentácia: PROLANT cap - a new career path programme: the joys of professional growth and remuneration
Náhľad prezentácie

Názov: PROLANT cap - a new career path programme: the joys of professional growth and remuneration   

Abstrakt:

(to be presented by Jana Chynoradská, Silvia Holéczová & Daniel Bacík on behalf of the Slovak Association of Language Schools)

The purpose of this contribution is to inform both professional and general public about partial results of the PROLANT-CAP project, which is being built on the elementary basis of Learn&Lead in the Association of Language Schools of the Slovak Republic. The main purpose of the project is to improve the conditions for professional development of foreign language teachers and trainers by means of

1. Creating professionally oriented career path of the development of foreign language teachers and trainers

2. Creating two professionally oriented language programmes (automotive industry and tourism development)




Eva is a qualified English and Slovak teacher and has taught EFL for 14 years . She studied English at Mathei Bel University where she got inspired by her teacher Michael Houten who had been working for British Council in Slovakia. During her university studies she taught English at an experimental alternative primary school and gave her first workshop for teachers. Ďalšie
Eva is a qualified English and Slovak teacher and has taught EFL for 14 years . She studied English at Mathei Bel University where she got inspired by her teacher Michael Houten who had been working for British Council in Slovakia. During her university studies she taught English at an experimental alternative primary school and gave her first workshop for teachers. Later she improved her qualification in ELT methodology courses in Exeter and Oxford. She also became an approved Oxford Teachers´ Academy trainer and has trained teachers for 9 years. Currently she is running her own language school Lingua Credo in Zvolen. Späť

Prezentácia: Boost B-Levels (in Slovak: maturita) vocabulary with Friendship reading texts.
Náhľad prezentácie

Názov: Boost B-Levels (in Slovak: maturita) vocabulary with Friendship reading texts.  

Abstrakt:

Lack of vocabulary is one of the most common problems teachers identify in maturita preparation classes. Practical teaching ideas presented in this workshop show an innovative and creative way of vocabulary practice based on reading texts from Friendship magazine. A variety of text types and up-to-date topics are likely to attract teenagers´ interest and provide a suitable ground for boosting their maturita topics vocabulary, practicing word-formation, collocations or prepositional phrases. A set of 10 minutes activities for maturita classroom can make a positive difference to exam preparation and results.




 
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