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Tuesday 14 April<br />
Session 4.3 : 1215-1300<br />
Charter 1<br />
400 audience<br />
Workshop<br />
MD<br />
Learning listening: the challenge of unscripted language<br />
Anne McDonald (Freelance<br />
Freelance)<br />
For learners schooled on a diet of scripted ELT listening material,<br />
authentic unscripted audio presents a daunting challenge. In this<br />
workshop, we’ll consider what the difficulties are and how we can help<br />
B1+/B2 level learners to overcome them. Suggestions will be illustrated<br />
with activities from Authentic Listening Resource Pack (Delta, 2015).<br />
le, a<br />
prodprom<br />
Charter 2-3<br />
500 audience<br />
Workshop<br />
LT<br />
Videocameras in the hands of learners<br />
Jamie Keddie (Freelance<br />
Freelance)<br />
Video-recording devices can give extra depth and meaning to the activities,<br />
tasks and projects that students get involved with. In this workshop, I will<br />
show some good examples of videos created by students, both in and out of<br />
the classroom. We will discuss technical, practical and pedagogical issues<br />
along the way.<br />
e, le, p, s,<br />
t, a<br />
Charter 4<br />
190 audience<br />
Workshop<br />
MD<br />
Creative grammar<br />
Charles Robert Hadfield (University of Exeter, School of Education)<br />
This practical workshop is based on four fundamental tensions between<br />
‘grammar’ and ‘creativity’, using eight examples of commonly taught<br />
grammar points at different levels (beginner to advanced). A series of<br />
enjoyable whole class, small group, and individual activities shows how the<br />
underlying ‘contradiction’ between ‘grammar' and ‘creativity’ can be<br />
resolved in a positive way.<br />
e, a<br />
TUESDAY<br />
Cobden 1<br />
35 audience<br />
Workshop<br />
YLT<br />
Help yourself! Exploring self-motivating strategies with teenagers<br />
Edmund Dudley (Freelance<br />
Freelance, Hungary)<br />
When students have low levels of self-directed motivation, teachers tend to<br />
assume the mantle of would-be motivators. Such an approach can yield<br />
positive short-term results, but it does not help teenagers develop<br />
essential self-motivating strategies. Building students’ awareness of these<br />
strategies can help them take control of their own learning and provide the<br />
basis for engaging language-learning activities.<br />
e, s<br />
AL = Applied Linguistics<br />
BE = Business English<br />
EAP = English for Academic Purposes<br />
ESAP = English for Specific Academic<br />
Purposes<br />
ES(O)L=English for Speakers of Other<br />
Languages<br />
ESP = English for Specific Purposes<br />
GEN = General<br />
GI = Global Issues<br />
LA = Learner Autonomy<br />
LAM = Leadership & Management<br />
LMCS = Literature, Media & Cultural<br />
Studies<br />
LT = Learning Technologies<br />
MaW = Materials Writing<br />
MD = Materials Development<br />
PRON = Pronunciation<br />
RES = Research<br />
TD = Teacher Development<br />
TEA = Testing, Evaluation &<br />
Assessment<br />
TTEd = Teacher Training & Education<br />
YLT = Young Learners & Teenagers<br />
PLEASE CHECK NOTICE BOARDS FOR CHANGES & CANCELLATIONS<br />
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