Конференция для учителей английского языка и руководителей языковых школ

2019
November 2-3
09.30
18.00
Moscow

ELT Trends Fest

English language teaching conference for teachers, managers and teacher trainers

Speakers
Principled Teaching in an Age of Eclecticism

It is often claimed that we now live in a post-method era of principled eclecticism. There are so many approaches to teaching EFL available now that it can be hard to keep up with what's the hot new kid on the block. Is it Dogme or Demand High? TBL or the Lexical Approach? Given such a wealth of choice, it's worth stepping back and asking what the principles in our eclecticism actually are. In this talk, I'll lay out some principles about the nature of language and how language learning works, before moving on to consider the classroom implications of these ideas.

Bio
Hugh Dellar is a London-based teacher and teacher trainer with over twenty years experience in the field. He has taught all ages and levels, both in the UK and also in Indonesia, where he lived for four years. He worked for University of Westminster for 18 years, but is now the co-founder of Lexical Lab and has recently co-written the methodology book Teaching Lexically for Delta Publishing. He is the co-author of two five-level General English series, Innovations, Outcomes and Perspectives published by National Geographic Learning, as well as numerous papers and articles for many ELT publications.

Hugh Dellar

Hugh Dellar
Principled Teaching in an Age of Eclecticism

It is often claimed that we now live in a post-method era of principled eclecticism. There are so many approaches to teaching EFL available now that it can be hard to keep up with what's the hot new kid on the block. Is it Dogme or Demand High? TBL or the Lexical Approach? Given such a wealth of choice, it's worth stepping back and asking what the principles in our eclecticism actually are. In this talk, I'll lay out some principles about the nature of language and how language learning works, before moving on to consider the classroom implications of these ideas.

Bio
Hugh Dellar is a London-based teacher and teacher trainer with over twenty years experience in the field. He has taught all ages and levels, both in the UK and also in Indonesia, where he lived for four years. He worked for University of Westminster for 18 years, but is now the co-founder of Lexical Lab and has recently co-written the methodology book Teaching Lexically for Delta Publishing. He is the co-author of two five-level General English series, Innovations, Outcomes and Perspectives published by National Geographic Learning, as well as numerous papers and articles for many ELT publications.

Andrzej Boguta
To watch or not watch (or make them watch)?

Do you think of video as something you can switch on to entertain your students at the end of the course or to give yourself a rest? If yes, then you are missing THE real opportunity. Video speaks to contemporary students and teachers should use that to their advantage. Video brings the outside world into the classroom and provides students with authentic, stimulating and language-rich content. Incorporating video into your lesson plan can change the class dynamic and make the lesson enjoyable, engaging and effective for students. But have you considered using video outside your class? Have you tried the flipped classroom model? What about setting a homework task based on the video watched during the lesson or just a dialogue listened to illustrate some communication functions? Please, join the session to discover how incorporating BBC video resources in your teaching can help teenagers learn English effectively.

Bio
Andrzej Boguta has been involved in teaching English as a foreign language for the last 21 years, firstly as a teacher, then after 7 years of teaching students of all age groups and levels moved to a publisher – Pearson Longman. Working closely with teachers, organizing seminars and trainings. Especially interested in implementing new technology in teaching English

Extremely practical principles for teaching teens and adults

General tips for managing teenage groups such as "Let them know who's boss" or "Give them choices" do not always help much in the here-and-now of challenging lessons. Let me take you on a lively tour of my own central tenets, for teaching this age range, demonstrating each with specific examples, exchanges and anecdotes from classes I have taught. These will be of particular interest to anyone not familiar with my work (or who wants a reminder!). I shall also give you a handful of my top tips for teaching adult students as well, especially ways that we might put those adults back in the room. Suitable for new teachers, seasoned veterans and trainers alike.

Bio
Chris, well known in the ELT sphere as the 'Ideas Man', writes and speaks on various aspects of methodology in teaching teens and young learners. His first methodology book, Understanding Teenagers in the ELT Classroom has been shortlisted for the ELTon Award.
Chris works with teachers across a range of contexts including as tutor for the Trinity Diploma. He enjoys thinking about things that work and do not work in classrooms, the limitations of classes and the way that teachers and students talk to each other.


Chris Roland

Chris Roland
Extremely practical principles for teaching teens and adults

General tips for managing teenage groups such as "Let them know who's boss" or "Give them choices" do not always help much in the here-and-now of challenging lessons. Let me take you on a lively tour of my own central tenets, for teaching this age range, demonstrating each with specific examples, exchanges and anecdotes from classes I have taught. These will be of particular interest to anyone not familiar with my work (or who wants a reminder!). I shall also give you a handful of my top tips for teaching adult students as well, especially ways that we might put those adults back in the room. Suitable for new teachers, seasoned veterans and trainers alike.

Bio
Chris, well known in the ELT sphere as the 'Ideas Man', writes and speaks on various aspects of methodology in teaching teens and young learners. His first methodology book, Understanding Teenagers in the ELT Classroom has been shortlisted for the ELTon Award.
Chris works with teachers across a range of contexts including as tutor for the Trinity Diploma. He enjoys thinking about things that work and do not work in classrooms, the limitations of classes and the way that teachers and students talk to each other.

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