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Saturday 11 April<br />
Session 1.3 : 1405-1450<br />
Exchange 3<br />
40 audience<br />
Workshop<br />
GEN<br />
Visualising English grammar: picturing, gesturing and performing in<br />
the classroom<br />
Natalia Belousova ("CLASS" Study and Training Centre)<br />
This workshop demonstrates ways of effective integration of visual and<br />
kinaesthetic elements into teaching grammar, in an attempt to ensure<br />
better understanding of certain grammatical concepts. Participants will try<br />
out a number of activities illustrating certain advantages of English<br />
grammar visual representation in the form of mental pictures, gestures<br />
and theatre performance elements.<br />
e, le, s, a<br />
Exchange 4<br />
40 audience<br />
Workshop<br />
GEN<br />
Thinking in English: ways to develop cognitive skills<br />
Michele C Guerrini (University of Alcala de Henares, Spain)<br />
Whether the objective be learning English for social or academic purposes,<br />
being able to think in English is essential. This session explores basic<br />
features of ´thinking training´ and suggests how they can enrich any<br />
learning experience. Participants will explore a range of activities that<br />
develop thinking skills and discover ways to apply them to their own<br />
context.<br />
e, le, p, s<br />
SATURDAY<br />
Exchange 5<br />
40 audience<br />
Workshop<br />
TD<br />
The joys of being a mature entrant to EFL teaching<br />
Helen Dennis-Smith<br />
(Wimbledon School of English)<br />
Have you just started teaching English as a foreign language much later in<br />
life than most of your colleagues? This workshop will explore and facilitate<br />
discussion about some of the benefits and challenges we face, focusing on<br />
bringing our life experience into the classroom and embracing ideas which<br />
will help us engage with our younger students.<br />
le, a<br />
Exchange 6<br />
40 audience<br />
Workshop<br />
MD, TTEd<br />
Improving English-taught course delivery at university<br />
Victoria Bamond & Birgit Strotmann (Universidad Europea de Madrid,<br />
Spain)<br />
Good practice from CLIL (content language integrated learning) can enrich<br />
university content instruction. After briefly outlining core CLIL features,<br />
strategies for planning and delivering a content lesson in English will be<br />
outlined and examples of good practice from a teacher training course<br />
presented. Participants will then adapt activities to a variety of CLIL<br />
environments and share their work with the group.<br />
le, t<br />
e = experienced audience<br />
le = less-experienced audience<br />
p = primary teaching<br />
s = secondary teaching<br />
t = tertiary teaching<br />
a = adult teaching<br />
prodprom = promoting a particular book or product<br />
pub = speaker is representing or sponsored by a publisher but is not focussing on a particular book or product<br />
Please note that some presenters have requested a maximum audience size.<br />
Therefore, please check the audience size in the left-hand column of each entry.<br />
75
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