13.30- 14.30
GABRIELA LOJOVÁ, ROOM 1
WHY DO LEARNERS FIND ENGLISH GRAMMAR SO DIFFICULT?
Teacher education in EFL; all levels; talk
The empirical evidence shows that learners often find English grammar more difficult
than it really is, which creates barriers in communication. Why is it so and what can be
done to prevent these phenomena? The presentation tackles some possible causes,
analysing their psycholinguistic aspects with pedagogical consequences, such as: the
impact of some interlingual differences on learners ́ metalinguistic awareness; the lack of
ambiguity tolerance; the balance between declarative and procedural knowledge; diverse
explanations of a set of interpretative procedures; the transfer of learning and teaching
strategies; and teachers ́ set of beliefs about teaching. Some suggestions for pedagogical
application are implicitly presented.
DANIELA CLARKE, ROOM 10
REACHING HIGHER
International exams; upper-secondary (16-19), tertiary, adult, language schools,
vocational schools; workshop; ILC Czechoslovakia
In this session we will look at how we can help upper-intermediate/advanced learners
expand their vocabulary range and reach a higher level of language competence. We will
explore how effectively to build up topical lexis, starting from individual words and
moving on to collocation, phrasal verbs, lexical chunks and functional language, and
examine ways to push learners to use newly learned vocabulary in their productive skills.
The session is aimed at teachers on both general English and First/CAE exam courses.
MICHAL URBÁNEK, ROOM 11
TEACHING AND LEARNING IN SCHOOL AND BEYOND
Modern technology in ELT; secondary (11-15), upper-secondary (16-19); workshop; Nakladatelství Fraus
Do not let your classroom end up behind the times. Come and find out more about tools
that will boost your lessons and impress your students. Technology can be a powerful
teaching tool if used appropriately. You will learn how to work with interactive textbooks,
test your students online, prepare attractive presentations, use videos or make picturestalking.
Motivate your learners to use their devices in a completely new way. Feel free to
bring your own smartphone, tablet and laptop, and try everything on the spot.
ADRIENNE HUTCHISON, ROOM 57
AUTHENTIC MATERIALS ACROSS THE LEVELS
Modern technology in ELT; secondary (11-15), upper-secondary (16-19), adult, language
schools, vocational schools; workshop; TEFL Worldwide Prague
Using authentic materials in the classroom, with a focus on short videos and how they
can be used as the basis for lessons across the levels for grammar, lexis, phonology, and
speaking lessons. We’ll look at a few short videos (an advertisement, a film trailer, and a
film clip) and discuss how to adapt these authentic materials and create accompanying
tasks for use in a variety of types of lessons. We’ll look specifically at ways of creating
level-appropriate tasks that still allow for the use of authentic materials at the lower
levels as well.
NIKKI FOŘTOVÁ, ROOM 63
THROUGH THE KEYHOLE: TEACHER DEVELOPMENT THROUGH OBSERVATION
Teacher development; all levels; workshop; Oxford University Press
Observation is a powerful tool that can help teachers to develop and grow, but
observation does not necessarily always need to depend on others watching us; learning
how to self- observe may, in the long term, prove much more beneficial and help teachers
to empower themselves. This practical talk considers different types of observations,
how to implement them in our and our colleagues' classrooms, and tools (technology and
other instruments) that we can use to look through the keyhole at our own teaching.
GABRIELA LOJOVÁ, ROOM 1
WHY DO LEARNERS FIND ENGLISH GRAMMAR SO DIFFICULT?
Teacher education in EFL; all levels; talk
The empirical evidence shows that learners often find English grammar more difficult
than it really is, which creates barriers in communication. Why is it so and what can be
done to prevent these phenomena? The presentation tackles some possible causes,
analysing their psycholinguistic aspects with pedagogical consequences, such as: the
impact of some interlingual differences on learners ́ metalinguistic awareness; the lack of
ambiguity tolerance; the balance between declarative and procedural knowledge; diverse
explanations of a set of interpretative procedures; the transfer of learning and teaching
strategies; and teachers ́ set of beliefs about teaching. Some suggestions for pedagogical
application are implicitly presented.
DANIELA CLARKE, ROOM 10
REACHING HIGHER
International exams; upper-secondary (16-19), tertiary, adult, language schools,
vocational schools; workshop; ILC Czechoslovakia
In this session we will look at how we can help upper-intermediate/advanced learners
expand their vocabulary range and reach a higher level of language competence. We will
explore how effectively to build up topical lexis, starting from individual words and
moving on to collocation, phrasal verbs, lexical chunks and functional language, and
examine ways to push learners to use newly learned vocabulary in their productive skills.
The session is aimed at teachers on both general English and First/CAE exam courses.
MICHAL URBÁNEK, ROOM 11
TEACHING AND LEARNING IN SCHOOL AND BEYOND
Modern technology in ELT; secondary (11-15), upper-secondary (16-19); workshop; Nakladatelství Fraus
Do not let your classroom end up behind the times. Come and find out more about tools
that will boost your lessons and impress your students. Technology can be a powerful
teaching tool if used appropriately. You will learn how to work with interactive textbooks,
test your students online, prepare attractive presentations, use videos or make picturestalking.
Motivate your learners to use their devices in a completely new way. Feel free to
bring your own smartphone, tablet and laptop, and try everything on the spot.
ADRIENNE HUTCHISON, ROOM 57
AUTHENTIC MATERIALS ACROSS THE LEVELS
Modern technology in ELT; secondary (11-15), upper-secondary (16-19), adult, language
schools, vocational schools; workshop; TEFL Worldwide Prague
Using authentic materials in the classroom, with a focus on short videos and how they
can be used as the basis for lessons across the levels for grammar, lexis, phonology, and
speaking lessons. We’ll look at a few short videos (an advertisement, a film trailer, and a
film clip) and discuss how to adapt these authentic materials and create accompanying
tasks for use in a variety of types of lessons. We’ll look specifically at ways of creating
level-appropriate tasks that still allow for the use of authentic materials at the lower
levels as well.
NIKKI FOŘTOVÁ, ROOM 63
THROUGH THE KEYHOLE: TEACHER DEVELOPMENT THROUGH OBSERVATION
Teacher development; all levels; workshop; Oxford University Press
Observation is a powerful tool that can help teachers to develop and grow, but
observation does not necessarily always need to depend on others watching us; learning
how to self- observe may, in the long term, prove much more beneficial and help teachers
to empower themselves. This practical talk considers different types of observations,
how to implement them in our and our colleagues' classrooms, and tools (technology and
other instruments) that we can use to look through the keyhole at our own teaching.