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Manchester Programme

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Areas of interest<br />

Storytelling and improvising: creativity<br />

at play<br />

Film-music, film and TEFL – realizing a<br />

vision<br />

Twistin’ my melon! Creative uses for<br />

song lyrics in EFL<br />

Fostering EFL learners’ audio-visual<br />

competences using films and TV shows<br />

Teaching literature using the five<br />

senses<br />

Poetry in teaching: incorporate verse in<br />

your everyday classroom<br />

Approaches to introducing<br />

contemporary poems in ELT<br />

Grammar templates for the future with<br />

poetry for children<br />

Motivating ESL learners using folktales<br />

How poetry can aid students'<br />

comprehension<br />

MATERIALS DEVELOPMENT<br />

Sounds good, looks good: using short<br />

video clips in ELT<br />

Video for all - video for language<br />

learning and teaching<br />

Dictogloss redux: grammar dictation in<br />

a digital age<br />

Improving English-taught course<br />

delivery at university<br />

Uncovering expertise in coursebook<br />

writing<br />

Intermediate plateau: helping our<br />

students with authentic material<br />

Practical advice on creating authentic<br />

Medical English listening materials<br />

Shakespeare now: resetting and<br />

retelling Shakespeare’s plays<br />

Exploiting "ear slips" and misplaced<br />

boundaries in oral skills instruction<br />

Using English picture book storytimes<br />

to build confidence in ELL<br />

Hacking the classroom with creative<br />

augmented reality projects<br />

2.6<br />

2.6<br />

2.6<br />

3.3<br />

3.3<br />

3.7<br />

3.7<br />

3.7<br />

4.2<br />

4.3<br />

1.1<br />

1.2<br />

1.3<br />

1.3<br />

1.4<br />

1.7<br />

2.1<br />

2.1<br />

2.1<br />

2.2p<br />

2.2<br />

Help your students to master their<br />

vocabulary faster<br />

However, while, thus... how to teach<br />

transitions successfully<br />

Can a picture tell a thousand words?<br />

Getting started with blended and online<br />

learning<br />

English for academics<br />

The three worlds of Chinese school-age<br />

English learners<br />

Language input through project-based<br />

learning: why and how<br />

Learning on the job: professional<br />

development through materials writing<br />

Subskills: the key to unlocking texts<br />

Addressing mismatches between<br />

classroom context and coursebooks<br />

Premier Skills English: an action<br />

research project on teaching vocabulary<br />

Managing renovation and change in ELT<br />

curriculum and materials development<br />

Classic exercises and why they work in<br />

the 21st Century<br />

Mini-conference simulation: creating an<br />

‘event’ to develop business<br />

communication skills<br />

LearnEnglish Schools: ICT solutions for<br />

contexts with limited internet access<br />

Emails for teaching pragmatics in the<br />

ESL classroom<br />

Whole class creativity in the L2<br />

classroom<br />

How poetry can aid students'<br />

comprehension<br />

Learning listening: the challenge of<br />

unscripted language<br />

Creative grammar<br />

Taking flight from the OK plateau<br />

2.3<br />

2.3<br />

2.5<br />

3.1<br />

3.2p<br />

3.2<br />

3.5<br />

3.5<br />

3.6<br />

3.6<br />

3.7<br />

3.7<br />

4.1<br />

4.1<br />

4.2<br />

4.2<br />

4.2<br />

4.3<br />

4.3<br />

4.3<br />

4.3<br />

259

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