 |
 |
 |
 |
|
|
 |
 |
 |
 |
 |
 |
 |
 |
 |
|
|
 |
|
If EFL teachers want their students to develop their oral communication skills to their fullest potential, they must create a learning environment that fosters confidence and maximizes their chances of success. This presentation will focus on how we can create the conditions under which our students can become both accurate and fluent speakers of English without restricting their freedom to choose what they want to say. | Originally from
New York, Leonardo A. Mercado is the Academic Director at the ICPNA binational
center in Lima, Peru. He has also been an EFL teacher, teacher trainer,
and Language program administrator for more than 14 years Mr. Mercado holds a Bachelor of Science degree in Political Science, magnum cum laude, and a Master of Business Administration (MBA) degree, with a specialization in Project Management, both from the New York Institute of Technology, U.S.A. He also holds a Master of Arts degree in Education (MEd), with a specialization in Curriculum and Instruction, from the University of Phoenix, U.S.A. He is also featured in the New Interchange Teacher Training Video from Cambridge University Press. Mr. Mercado is presently a member of ETS’s TOEFL Grants & Awards Committee and a contributing author to a soon-to-be-released book on language program administration. He is a regular presenter at TESOL Conventions (U.S.) and other ESL/EFL events.
|
|
|
Can your classes
be «FUN» and «FUNCTIONAL»? You Bet!! Join Laura in this enjoyable session to learn activities you can use as ice breakers or to explore the English language. Or simply come to laugh your guts out with the English language! |
Laura Lewin heads
ABS International. President of the Organizing Committee of the International Congress for English Coordinators and Directors of Studies, and President of the Organizing Committee of the International Congress of Professional Development for Teachers of English, Laura is also the editor of EMO (Educational Management Online), an e-zine that reaches over 90,000 ELT professionals on a monthly basis. Ms Lewin pursued studies in translation in Argentina (UADE) and in management in the USA (University of California). She has written numerous articles in newspapers, journals, magazines and websites. Laura is an internationally recognized consultant and speaker who has helped thousands of educators with their educational management and marketing. She has delivered seminars all over Argentina, Brazil, Chile, Uruguay, Paraguay, Colombia, Ecuador, Greece and USA.
|
|
|
This presentation
will provide all participants with a plethora of detail regarding the most
recent changes affecting the pronunciation of the so-called “standard”
British English model. Estuary English is certainly pushing its
way hard and fast enough to start referring to Received Pronunciation
as a model from “the good old days”. Therefore, analysing the pronunciation of the latest British model will not only help everybody achieve higher communication levels, but will also help teachers bridge the gap between unrealistic action teaching and realistic teaching in action. |
ELT Professional
in Argentina, Australia and UK for over 15 years. Currently working as EFL
Lecturer at Chichester College in England. Senior Director of Studies
at Kensanglia Schools of English in Buenos Aires. Has been lecturing
on ELT Methodology, Advanced Language for teachers and English Phonetics
and Phonology in several countries since 1997. Involved with Anglia Examination Syndicate Testing Services since 1996 as Academic Representative for South America & Mainland Spain. Holds the Cambridge/RSA Cert. / Dip. ELTA. Facilitator/ Interlocutor in UK for several exam boards for Skills for Life Examinations. Has delivered the Phonology Modules of LSC Skills for Life Quality Initiative Professional Development Programme in UK.
|
|
|
Why do students
make mistakes? How can teachers deal with them? This presentation is an
invitation to think about the teacher’s attitude to mistakes and
how correction affects students. |
Alicia Carranza
is an English Teacher graduated from the ‘Instituto Superior del Profesorado
Antonio Ruiz de Montoya’. She holds a BA in English Language awarded
by Universidad del Salvador. She is the co-founder of Play and Learn Institute in Posadas, Misiones. She has been teaching Language I at the English Teacher Training College since 1996. She also taught Syntax II and Semantics and Language III between 2002 and 2004. She has been teaching English for specific purposes at ‘Locutor Nacional’ and ‘Tecnicatura Superior en Comunicación Multimedial’ since 1995.She has delivered presentations on vocabulary both in Posadas and Além, Misiones.
|
|
|
This interactive presentation will showcase activities and strategies to develop critical thinking skills and dispositions in the ELT classroom. In addition, participants will be provided a list of useful web- and text-based resources that can be used for both language teaching and professional development. | Deanna Hochstein
is a Senior Instructor at the American English Institute at the University
of Oregon since 1979. She has been teaching critical thinking online courses
for the past five years to English as a Foreign Language Teachers throughout
the world and has done training in critical thinking through the Foundation
for Critical Thinking in Sonoma, California, USA.
|
|
|
Many students
come to the language classroom thinking that all they have to do is memorize
vocabulary and grammatical rules. However, learning a foreign language entails
a lot more than that. It requires one to take risks, show initiative, think
creatively and provide solutions. In short, it requires critical thinking
skills. In the course of this session we will explore ways of promoting critical thinking in the language classroom through the use of appropriate activities and materials. We will also demonstrate how the development of critical thinking skills can help students become successful and autonomous language learners. |
Kostas Pexos Born
in Montreal, Canada, he completed his Bachelor’s and Master’s
degree in English Literature at Concordia University, Canada. He has extensive
experience in teaching English as a foreign language at all levels. His
particular fields of interest are incorporating literature into the ELT
curriculum and developing students’ speaking skills. Mr. Pexos is
currently involved in teacher’s training and travels widely in this
capacity. He is a familiar figure to teachers in many countries throughout
Europe, Latin America and the Middle East where he has conducted teacher
training programmes. Mr. Pexos is a captivating speaker and has the ability
to understand teachers’ needs and link theoretical concepts in ELT
with the everyday practice of teachers in their classrooms. He has been
working with MM Publications as an ELT consultant and teacher trainer since
2004.
|
|
|
Summary: Your
Strategies and Their Strategies: Pressing the Right Buttons! Have you relentlessly tried to teach your students different things with no effective results? You might have been pressing the wrong buttons…Dare to experiment in this workshop, and realize that effective learning happens when the right connections are made. Change your teaching and their learning into a funnier, more enriching experience! |
Prof. Hernández
is a graduate of the TEFL Diploma from the bi national Center Alianza Cultural
Uruguay-EE.UU. in collaboration with the University of Maryland. Prof. Hernández
has been a teacher for nine years. Her experience comes from teaching all
levels and ages and she's been the tutor of all the on-line courses at Alianza
Pocitos-Punta Carretas. Due to her performance and experience, she has also
been appointed to provide academic support to her colleagues as the teacher
mentor of the team. Additionally, she has been conducting ongoing research
on the use of teaching and learning strategies opening an array of new possibilities
to her mentees.
|
|
|
Practicing grammar
can be exhausting and not motivating enough. Connecting grammar with movie
segments can drastically change this picture. The presenter teaches how
to choose movie scenes, develop and conduct several activities to practice
different grammar goals. Participants perform the assigned tasks and design a grammar activity of their own. |
Claudio Azevedo
is a teacher trainer and a branch Coordinator at Casa Thomas Jefferson,
Brasilia, Brazil.
|
|
|
Practicing grammar
can be exhausting and not motivating enough. Connecting grammar with movie
segments can drastically change this picture. The presenter teaches how
to choose movie scenes, develop and conduct several activities to practice
different grammar goals. Participants perform the assigned tasks and design a grammar activity of their own. |
Claudio Azevedo
is a teacher trainer and a branch Coordinator at Casa Thomas Jefferson,
Brasilia, Brazil.
|
|
|
Let's play games! Playing is one of the most effective ways of teaching, it reduces stress and generates emotions which make the learning unforgettable. In this workshop we will learn games to teach values and games to improve our multiple intelligencies. And above all we will share knowledge and have fun! | Silvia Susana González
is an English Teacher graduated from the Instituto Superior del Profesorado
Dr Joaquín V. González and a Teacher for Primary School Education. She is the founder of the Language Institute Orange School and co-founder of Orange Day School, the only bilingual school in Ramos Mejía. She is the author of many books for children and books to teach how to read and write among them «Fonimanía, Aprendiendo a escribir con los Cinco Sentidos». Nowadays she is the General Director of Orange Day School and speaker in Seminars around the country.
|
|
|
Join this new edition and experience stories, games and exercises that will enrich your first classes through movement, play and laughter. This new set of multi-sensory activities and stories is meant to help you create the sense of belonging necessary to encourage trust and curiosity in class. A real treat for teachers of all age-groups. | Marian Derfler
is a graduate from ISP in Lenguas Vivas J.R. Fernandez, an NLP practitioner,
and a course book writer. A Certified ALL® Teacher Trainer and part
of the team that has developed the material for ALL English for Babies®.
She has created Story Fields®, a space through which stories of all
kinds and for all ages can be treasured and shared.
|
|
|
This presentation explains that integrated pronunciation instruction involves a highly focused, metacognitive approach to the language classroom. Pronunciation instruction accompanies and reinforces core grammar instruction. Through a principled approach to instruction and error correction, teachers reduce the burden of decoding students’ speech and facilitate better communication between students. | Marnie
Reed is Associate Professor of Education at Boston University in
the Graduate TESOL Program. Marnie’s thirty-year career in the field
includes classroom teaching, teacher training, and curriculum design both
overseas and in the United States. Marnie is co-author, with Christina Michaud,
of Sound Concepts: An Integrated Pronunciation Course, published in 2005
by McGraw-Hill.
|
|
|
Is Edward
Cullen a modern Romeo? What do Bella and Jacob have in common with Juliet
and Paris? In this workshop I will address these questions while revisiting
Shakespeare’s classic play and working on the successful Young Adult
Novel New Moon by Stephenie Meyer. I will also provide a number of helpful
tips on how to incorporare manga, modern takes on the play, and contemporary
horror literature into the EFL class. Be warned! You might fall in love
with a deadly monster while picking up ideas so as to motivate your students
to read fiction! |
Alejandro De Angelis
began teaching English in 1992, when he was just a student at IPPI (Instituto
Patagónico del Profesorado de Inglés) in Trelew, Chubut. He
started to show a special interest in literature for children and adolescents
at an early age and became involved in literary research after meeting his
teacher and mentor, writer Nelby Bustamante in 1994. He has worked at IPPI
since 1996, when he got his degree as a teacher, teaching Literature for
Children and Adolescents, Language, Diction and Cultural Studies, and delivering
development courses on a variety of themes which include literature, language
and methodology. He has been a speaker at international congresses like FAAPI and ABS International on several occasions, presenting his research on the fields of literature for children and adolescents, language awareness, and methodology. At the moment he is the headmaster of his own private institute, Manhattan English Institute, as well as a teacher trainer and coordinator at IPPI.
|
|
|
This workshop presents guidelines for developing academic writing curricula with a novel as the course text while retaining the composition requirements of conventional writing classes whose textbooks supply professional essays as models. Participants will design curricula with novels familiar to them after discussing syllabi and activities for four American novels. |
Mary Ellen Pastor
has taught ESL at the University of Idaho, University of Oregon, Washington
State University, and in Alaska. She holds graduate degrees in TESOL and music. As a writing program administrator early in her career, she trained student teachers and advised faculty across the disciplines on ESL writing issues. She designed her novel-based writing classes in 2003. |
|
|
Have you (and your students by extension) ever had the feeling that it’s all work and no play in your English lessons? Do we ever stop and relax just for the sake of having a good time? In this workshop you will experience plenty of fun ways to give your students (and yourself) a break, and ... let your hair down! And if something goes wrong, like Al Pacino said, “just tango on”. | Teacher of English
(I.E.S. “Olga Cossettini”, Rosario); post-graduate degree (U.N.R.)
Lecturer in Phonology I. Teacher of E.S.P. at ‘Instituto de Ciencias
Comerciales’. Marketing assistant graduate. E.L.T. consultant, workshops
coordinator and presenter of New Techs in language teaching for SBS Librería
Internacional. Speaker at several national and international congresses.
|
|
|
Looking for creative ideas for your lessons? March is just around the corner and as teachers we need to put our energy into motion to plan the year ahead. During this workshop we will look at ways of using different kinds of material, as well as creative ideas to use with our students. We will focus on changing our role from «teacher» to «tutor or facilitator» finding interesting student-centered ways to make the best out of our lessons. | Daniela Zallocco
holds a CELTA (Certificate of English Language Teaching to Adults) and CELTYL
(Certificate of English Language Teaching to Young Learners) degree from
Cambridge University and is currently preparing her MA in Eduacational Management
at Universidad Torcuato Di Tella. She has been working as a Senior teacher
at ABS International for 4 years and also works at International House Belgrano
teaching childern and teenagers. She assisted Laura Lewin (ABS International Director) in the Pre Conference Session «Management Secrets from the past» in the Congress for Coordinators and Directors of Studies in 2008. She also delivered a presentation in the Congress of Professional Development for Teachers of English in the Congress for ELT Managers, Coordinators and Directors of Studies in 2009.
|
|
|
In this seminar, we will explore each of the 7 habits of highly effective people proposed by Stephen Covey: Be Proactive, Begin with the End in Mind, Put First Things First, Think win-win, Seek First to Understand, Then to be Understood, Synergize, Sharpen the Saw. | María Belén
González Milbrandt is a graduate teacher from IES Olga Cossettini
(Rosario). She is a Marketing Analyst and is about to obtain a degree in
Educational Sciences at UCA. She is co-founder of Move Up – Educational
Consultancy and Translation Center, and runs the Training Department. She
has broad experience in organizing and supervising tailor-made courses for
multinational companies. María Belén has given several lectures
on teaching Business English in different ELT events. She has been training
teachers as part of the FTBE (First Certificate for Teachers of Business
English) course for eight years.
|
|
|
«BORING!»
That’s how too many students—and their teachers—feel
about speeches in the EFL classroom. |
Martha E. Kendall,
professor of English and ESL at San Jose City College in San Jose, California,
has coordinated her college’s Teaching and Learning Center, directed
its Staff Development program, and served as Chair of English and Dean of
Language Arts. She is a Carnegie Scholar, and the Senior Executive Editor
of «College Teaching,» a journal published in Washington, D.C.
|
|
|
This workshop aims at discussing the importance of keeping track of students’ development and learning process by using Portfolios and Processfolios. This workshop also highlights questions such as how and when using them as well as who is responsible for them. It offers different ideas and techniques not only to create but also to display them. |
Michele Schwertner
has great experience in EFL, teaching English to children for over 10 years.
She has also taken courses for EFL teachers in NY and presented several
workshops, papers, poster sessions, etc. at EFL national and international
seminars and conferences. She is currently coordinating a Special Interest
Group on Teaching English to Young Learners.
|
|
|
10% inspiration and, 90% desperation. that's how we feel when we do have wonderful ideas but, for some reason, they are not applied. This workshop will make your dreams come true using little work, simple material, and a lot of «cre-activity». | Fábio
holds a BA in Translation from UnB - University of Brasilia . He has nine
years' experience as English teaching and is currently working at Casa Thomas
Jefferson - Brazil. Makoto has been a teacher and translator for 10 years. He's currently teching at CTJ, and holds a BA in Translation from UnB and a TTC certificate from CTJ.
|
|
|
Have you ever
wanted to increase your English vocabulary? As most learners agree, it's
vital to know a lot of words if you want to make progress in a foreign
language. Even if your grammar is excellent, you just won't be able to
communicate your meaning without a wide vocabulary. This presentation
will help you enlarge your vocabulary related to everyday issues. |
Alicia Carranza
is an English Teacher graduated from the ‘Instituto Superior del Profesorado
Antonio Ruiz de Montoya’. She holds a BA in English Language awarded
by Universidad del Salvador. She is the co-founder of Play and Learn Institute in Posadas, Misiones. She has been teaching Language I at the English Teacher Training College since 1996. She also taught Syntax II and Semantics and Language III between 2002 and 2004. She has been teaching English for specific purposes at ‘Locutor Nacional’ and ‘Tecnicatura Superior en Comunicación Multimedial’ since 1995.She has delivered presentations on vocabulary both in Posadas and Além, Misiones.
|
|
|
Get the tools to identify sloppy thinking and reduce misunderstandings together with the communication building structures needed to improve classroom management. Help your students become aware of how the way they communicate affects the response they get and teach them how to improve the relationship with others by providing them with resourceful options. |
Gladys N. Contrafatto
is a graduate teacher of English from INSPT (UTN), language III lecturer
and Master Practitioner in NLP applied to education. She has worked as a
language teacher at all levels for twenty two years now. She is the co-founder
of UpHill idiomas and co-creator and author of four Teacher’s Resource
Packs and books for the teaching of English at all ages and levels applying NLP and Cooperative Learning in the classroom through games.
|
|
|
Why do we still
teach reading in school in the 21 century? We teach reading because part of our job is to help students develop their skills and potential. We teach reading because good reading makes a difference in literacy and intellectual development. Therefore, reading is the skill we need to keep updated and improved. So, what is new about teaching reading? Have methodologies changed? This workshop will help us remember the importance of reading and teaching reading, as well as the importance of motivating and helping our students to become better readers in this much more 'reading' society. The same old theme bringing some new issues and challenges. Let's face them together. |
Suelen de Andrade
Viana is an EFL and Brazilian Portuguese teacher (as first and second language).
She is graduated in Modern Languages from Amazonas Federal University and
holds a master degree in Linguistics (sociolinguistics) from the Federal
University of Santa Catarina. She has also been working as a translator
since 2003. She holds certificates and TKT from the University of Cambridge,
and has presented workshops on Task Based Learning, Teaching Competence,
Reading Methodologies, Language Varieties and Pedagogical use of technologies.
|
|
|
How can you ensure your students are getting the most out of their books and assess their progress as «readers»? Help your students learn how to activate prior knowledge, make predictions, retell, ask questions, sequence events, determine main idea and so much more! Come to this session and share hands-on activities, easy to carry out in your daily class! |
Grace Bertolini
has been involved in EFL teaching at al levels for over 25 years and Primary
and Kindergarten Headmistress at prestigious bilingual schools. As Creative
Teaching Director, she delivers Professional Development Workshops nationwide
and abroad on Teaching EFL effectively. She is the Head of the English Department
at Grupal Educational Trips and a facilitator for Peace Education Foundation.
|
|
|
Teaching vocabulary in a way that makes students feel motivated, are able to internalize the new words and expressions, and make use of them in their social contexts, is not what we can call 'a piece of cake'. Here there are some simple and enjoyable activities in order to facilitate their learning process. | Marisa is an experienced
EFL teacher at ICBEU-Manaus and has English as her major. She has been teaching
the language for over13 years to different levels, ages and backgrounds.
Currently, she's been working with the Drama Club at Federal University
of Amazonas.
|
|
|
The needs of
XXI Century call for a different kind of education. Parents and society
don't need memorization of data anymore. What everybody needs nowadays is creativity and emotional intelligence. This is what the school of the XXI century has to teach to students. This is the moment to learn how to make real leaders out of our children! |
Silvia Susana González
is an English Teacher graduated from the Instituto Superior del Profesorado
Dr Joaquín V. González and a Teacher for Primary School Education. She is the founder of the Language Institute Orange School and co-founder of Orange Day School, the only bilingual school in Ramos Mejía. She is the author of many books for children and books to teach how to read and write among them «Fonimanía, Aprendiendo a escribir con los Cinco Sentidos». Nowadays she is the General Director of Orange Day School and speaker in Seminars around the country.
|
|
|
Difficult people
may make our lives miserable; may stop us from achieving our goals and may
increase our level of stress. Identifying and understanding them and/or
their behavior may help us to anticipate our actions to prevent problems
and reduce conflict. Difficult people may be just anyone, including YOU and ME!!! Join this workshop. We’ll have fun too!! |
Adriana Méndez
is a graduate teacher of INSP (Lenguas Vivas) Master Practitioner in NLP («Primera Escuela de PNL»). Técnico in NLP - Tertiary level degree from ICP (Instituto de Capacitación Profesional). Director of «Adriana Méndez Consultora» devoted to training in English and Human Communication since 1989 in leading companies.
|
|
|
This presentation describes an oral skills class based on popular English songs, from the Beatles to Coldplay. Adult EFL students abandon the stresses of «Intensive English» while enjoying lessons in English prosody and diction though music. Singing is optional as students recast idioms used in popular songs during conversational activities. |
Mary Ellen Pastor has taught English at the University of Idaho, University of Oregon, Washington State University, and in Alaska. A native New Yorker who was raised on opera, she holds graduate degrees in Music (vocal literature and pedagogy) and TESOL. She brings the arts into ESL classrooms while meeting the formal academic requirements of university preparatory language programs. |
|
|
Nuestro mundo
contemporáneo reclama enfáticamente la necesidad de volver
a las fuentes. Pero qué significa realmente «volver a la
fuentes»? |
Miguel Atencio es
Catedrático de la Universidad del Salvador. Ex-investigador del CONICET, y Asesor Nacional del Ministerio de Trabajo y Formación de Recursos Humanos de la Nación en Proyectos financiados por el Banco Mundial. Ha dictado numerosos seminarios de capacitación en Argentina, Chile, Uruguay, Venezuela e Israel. Actualmente se desempeña como Director de la División Corporate English de ABS International, Disertante en Congresos y Consultor de Empresas.
|
|
|
Our students live in a technology-drenched world, where computer games, sophisticated software, videos and amazing websites are part of their everyday life. If you feel you don’t belong in their world and need to tune in to them, come to this workshop, have fun while working with songs, video clips and games and see how you can leave this presentation with a pack of ideas to overcome this highly powerful «competitor», namely technology, which seems to have come to stay. | Omar Fara is a graduate
from Instituto Patagònico del Profesorado de Inglès (IPPI)
He has been teaching English for over 20 years. He taught Grammar I at IPPI
between 1988 and 1990. Since 1990 he has been the director of Pembroke Lab
Centre, an English Language institute in Trelew. He has delivered presentations
in Argentina and in Uruguay. He is currently doing an MA in English Language
with University of Belgrano. He is also working on materials development
and the use of technology in the classroom.
|
|
|
Teaching and assessing listening often remain disconnected from other skills in academic and integrated skills classrooms. But listening and speaking are closely related: speaking practice can facilitate listening improvement. Suprasegmental practice at the word, phrase, and sentence level can promote more comprehensible spontaneous speech and enhanced listening comprehension. | Marnie Reed
is Associate Professor of Education at Boston University in the Graduate
TESOL Program. Marnie’s thirty-year career in the field includes classroom
teaching, teacher training, and curriculum design both overseas and in the
United States. Marnie is co-author, with Christina Michaud, of Sound Concepts:
An Integrated Pronunciation Course, published in 2005 by McGraw-Hill.
|
|
|
How do we engage struggling writers in authentic, fluid writing? This presentation explicates practical yet invigorating writing strategies for the classroom. Using metaphor, analogy and collaborative writing activities workshop leaders guide teacher participants in a variety of writing methods that motivate students. Class publications and daily practices will be reviewed. | Barbara
Tramonte is Assistant Professor of English Education and Literacy
at Empire State College, State University of New York. Her poetry has been
published in many literary and university magazines. Her research interests
are in language and academic identity. She has a chapter forthcoming on Puerto Rican students in a book about the ethnographic turn in second language learning. Donna Mahar is Assistant Professor of English Education and Literacy at Empire State College, State University of New York. Her research revolves around youth cultures, literacies, and identities in and outside of school. Mahar's work on adolescents' technology-mediated literacy practices has appeared in Reading Research Quarterly, The Journal of Adolescent and Adult Literacy, The English Journal and the National Reading Conference Yearbook.
|
|
|
Since Sue E. Hinton’s The Outsiders was published in the 1970s, becoming the first contemporary work of fiction for adolescents, a large number of books addressing teen issues have been written. The aim of this workshop is both to offer a theoretical background on this genre and to provide practical examples on how to make the best of young adult fiction dealing with controversial topics such as death, gender identity, drug addictions and alienation. I will also show you how to establish connections between different works of fiction while working on books like Robert Cormier’s The Chocolate War and the Swedish film Ondskan (Evil). By the end of the session you will have got tips on how to incorporate contemporary realistic fiction into your classes in a fun, thought-provoking way. |
Alejandro De Angelis
began teaching English in 1992, when he was just a student at IPPI (Instituto
Patagónico del Profesorado de Inglés) in Trelew, Chubut. He
started to show a special interest in literature for children and adolescents
at an early age and became involved in literary research after meeting his
teacher and mentor, writer Nelby Bustamante in 1994. He has worked at IPPI
since 1996, when he got his degree as a teacher, teaching Literature for
Children and Adolescents, Language, Diction and Cultural Studies, and delivering
development courses on a variety of themes which include literature, language
and methodology. He has been a speaker at international congresses like FAAPI and ABS International on several occasions, presenting his research on the fields of literature for children and adolescents, language awareness, and methodology. At the moment he is the headmaster of his own private institute, Manhattan English Institute, as well as a teacher trainer and coordinator at IPPI.
|
|
|
Experience
the power of addressing diverse learning modalities in second language
learning! |
Agnes Chavez is
an artist, educator and curriculum developer. She has been working as a
professional artist since 1986, exhibiting nationally and Internationally.
Throughout those years she worked as an art teacher in schools and community
centers for children. In 1996 she developed SUBE, an innovative program
for teaching language to children utilizing art, music and games. In 2002
she expanded her language program to include Digital Storytelling workshops
and an internet cultural exchange program connecting Spain and Mexico to
classrooms in the U.S. Ms. Chavez leads International workshops for these
programs and continues to develop innovative approaches that educate on
preserving language, culture and ecological diversity.
|
|
|
Learn activities that involve a miming choreography, a dance or a rhythmic game to teach songs, rhymes, mini-plays, or stories. Facilitate the internalisation of vocabulary and grammar through this effective whole brain and whole body tool. These activities can be adapted for different age-groups are especially useful for intensive courses. | María Marta
Suárez has conducted teacher training in Argentina, Brazil, Chile,
Mexico, Spain, Uruguay and at the Findhorn Foundation College in Scotland
where she also led immersion programmes for learners of different nationalities.
She lectured at different Teacher Training Colleges and International Conferences.
She has developed a holistic methodology for all age-groups, even babies,
which is being applied in different countries.
|
|
|
Theme: Reading Methodologies Read aloud/ Think Aloud is used to model fluent reading, to enrich a student´s vocabulary, to demonstrate rich language in a story, and to expose students to a variety of genres. Reading aloudincreases a student´s listening comprehension. The purpose of «think aloud» is to make one´s thinking public. When a teacher or student thinks aloud, thinking becomers audible. The mystery of thinking ids unveiled as one verbalizes thoughts readily and honestly. |
David Kendall Clapp
is a native speaker from the USA. he holds a BS degree in elementary education
from the University of Southern Mississippi. He is language arts specialist
and has worked in both Latin America and the USA. Presently, Mr. Clapp is
a full time faculty member within the English pedagogy major at the Universidad
Santo Tomas, Viña del Mar. He has participated as a guest speaker
at both the IATEFL and TESOLChile conferences in 2006-7 offering workshops
oreinted at establishing a balanced literacy programwithin the elementary
classroom.
|
|
|
Make the most of children’s enthusiasm for learning a new language! Learn how to manage your class -group work, class routine, materials, discipline-, basic teaching procedures and a wide variety of simple resources and visual aids, age-appropriate activities and new ideas for immediate use with lower level students which can also be adapted for higher levels. |
Grace Bertolini
has been involved in EFL teaching at al levels for over 25 years and Primary
and Kindergarten Headmistress at prestigious bilingual schools. As Creative
Teaching Director, she delivers Professional Development Workshops nationwide
and abroad on Teaching EFL effectively. She is the Head of the English Department
at Grupal Educational Trips and Facilitator for Peace Education Foundation.
|
|
|
It is already widely accepted that the first three to four years of life are the best for introducing a second or third language into a child’s learning process. During this period, the foundations for thinking, language, vision, attitudes, aptitudes, and other characteristics are laid down (Kotulak, 1997). It would be a waste not to use a child’s natural ability to learn during these vital years, when learning a second language is as easy as learning the first, and permits the child to create bonds of trust and affection with the languages that he/she is exposed to. This presentation brings some important scientific research outcomes on early bilingualism, as well as some pedagogical practices for developing English acquisition in young learners. A curriculum targeting very young learners should rely on oral comprehension activities, on the context of children’s universe, on meaningful learning, and, especially, on the transferring skills ability of the learner. Thus, the child begins to understand the L2 through the connection between L1 and L2, games, songs, and activities that are critical to his/her development. | Graduated in Law
at PUC – São Paulo, Language Studies at CEUCLAR - São
Paulo, and Pedagogy at UNINOVE – São Paulo, is currently coordinating
the English Department at Escola Girassol in Bahia, Brazil. Language acquisition
and Bilingual Education are her interest areas of studies.
|
||||||||||
|
|
This practical workshop will review familiar concepts in a new light as well as present recent findings to do with lexical bundles, idioms and idiomaticity, phrasal verbs, and a whole range of lexical notions, including the fascinating and still-growing understanding of how vocabulary operates in (informal) spoken English. The work proposed will be based on text, film and music, so that it is both enriching to teachers as language users and useful in terms of classroom applications. Lexis will be analyzed not only in its own right, but in its strong yet often overlooked links with grammar, phonology and functions. | Leandro Paladino
is a graduate from Universidad Nacional de La Plata. He has been teaching
English for almost 20 years, and has run a private EFL institution for more
than 10, where he is the general director and the coordinator for Adults
and International Exams. Leandro teaches English Grammar 2 and English Language
4 at I.S.P. Terrero, in La Plata, and is currently completing an MA in English
Language with Universidad de Belgrano. He has delivered numerous talks and
workshops on Language Awareness, Assessment, and ELT Management, among others.
|
|
|
How can we make our students become more responsible for their learning and more efficient learners? How can we become more aware of their needs and interests and get closer to them in the process? Let's share some experiences and some ideas that can be easily put into practice with any group. | Married to an English
teacher and mother of 2 children. Graduated English teacher in 1997 in INT
"San Fernando Rey", Resistencia, Chaco. Have been working with
teachers-to-be for the last 12 years. Devoted teacher who focuses mainly
on human relations in the classroom.
|
|
|
The speaker will discuss how error correction can be applied in the ESL/EFL classroom in a clearly defined, practical manner, with a reference to an error correction policy that was successfully instituted at a large binational center. |
Originally from
New York, Leonardo A. Mercado is the Academic Director at the ICPNA binational
center in Lima, Peru. He has also been an EFL teacher, teacher trainer,
and Language program administrator for more than 14 years Mr. Mercado holds a Bachelor of Science degree in Political Science, magnum cum laude, and a Master of Business Administration (MBA) degree, with a specialization in Project Management, both from the New York Institute of Technology, U.S.A. He also holds a Master of Arts degree in Education (MEd), with a specialization in Curriculum and Instruction, from the University of Phoenix, U.S.A. He is also featured in the New Interchange Teacher Training Video from Cambridge University Press. Mr. Mercado is presently a member of ETS’s TOEFL Grants & Awards Committee and a contributing author to a soon-to-be-released book on language program administration. He is a regular presenter at TESOL Conventions (U.S.) and other ESL/EFL events.
|
|
|
The A B C’s of WIKIs will present all the necessary functions and tools to create, use and exploit wikis. The presenters' research results will be illustrated with plenty of practical ideas examples and all the «how to’s». By the end of the session, you will be ready to ROLL your wiki and ROCK your teaching! | Prof. Guerra
is a graduate of the TEFL Diploma from Alianza Cultural Uruguay-EE.UU. in
collaboration with the University of Maryland. Prof. Guerra has been teaching
children, teenagers, adults and IE courses at Alianza Pocitos-Punta Carretas.
Prof. Guerra also teaches at Colegio Punta Carretas, bilingual school. Her
interest in WIKIS arose from a need to improve and facilitate her student’s
writing skills. She became a pioneer in the implementation of WIKIS in children's
courses. Prof. Machado is a graduate of the TEFL Diploma from Alianza Cultural Uruguay-EE.UU. in collaboration with the University of Maryland. Prof. Machado has been teaching teen and adult courses at Alianza Pocitos-Punta Carretas. There he has developed his passion towards technology, implementing the use of WIKIS in his courses among other technological tools. He has been appointed to provide tech support to all his colleagues.
|
|
|
We may have all experienced the feeling of not having enough time to do everything we have planned. In this workshop we will see how people work with TIME, many common errors we make and their intelligent solutions, how to defend ourselves from the «thieves» of our time and to master TIME in our own benefit, our students’ and staff. | Adriana Méndez
is a graduate teacher of INSP (Lenguas Vivas) Master Practitioner in NLP («Primera Escuela de PNL»). Técnico in NLP - Tertiary level degree from ICP (Instituto de Capacitación Profesional). Director of «Adriana Méndez Consultora» devoted to training in English and Human Communication since 1989 in leading companies.
|
|
|
Los líderes
efectivos son aquellos, que entre otras competencias, desarrollan la capacidad
de dominar sus propios estados de ánimo y pueden intervenir en el
diseño de estados de ánimo. Necesaitamos profesores que preapren a los alumnos para el nuevo mundo, donde ya nada es lo que era... |
Coach Profesional. Director GL Health & Coaching Consulting. Dicté talleres y programas de formación y capacitación en Coaching, Liderazgo, Relaciones Humanas, Desarrollo Personal, Ventas, Trabajo en Equipo, Efectividad, a más de 15.000 personas en Iberoamerica. Miembro de la Asociación de Coaching. Director de la Formación Internacional de Coaches Integrales. Disertante en instituciones universitarias y reconocidos congresos.
|
|
|
Many teachers are interested in using educational technology to enhance their teaching and boost the students’ performance, but they feel they are behind the curve or overwhelmed by the number of choices and don’t know where to begin. This workshop will present creative uses of technology in the classroom. | Juliana is an EFL
teacher at ICBEU-Manaus. She has been teaching and developing curriculum
in EFL, Portuguese to Foreigners, GMAT Exam and Business English for Multinational
Companies for over fifteen years. She holds proficiency certificates and
TKT from the University of Cambridge. She is also an experienced international
translator for Amazonas Culture Secretariat. She has presented workshops
in International Congresses.
|
|
|
Now that you
know the how to’s why not go that extra mile? Learn to transform the traditional class activities into more enticing, enriching and high-tech experiences. Can you imagine fulfilling your students’ 21 century demands fast and free? Wikis are the answer! Use them as a means of communication, integration and transformation of your teaching practices. |
Prof. Guerra
is a graduate of the TEFL Diploma from Alianza Cultural Uruguay-EE.UU. in
collaboration with the University of Maryland. Prof. Guerra has been teaching
children, teenagers, adults and IE courses at Alianza Pocitos-Punta Carretas.
Prof. Guerra also teaches at Colegio Punta Carretas, bilingual school. Her
interest in WIKIS arose from a need to improve and facilitate her student’s
writing skills. She became a pioneer in the implementation of WIKIS in children's
courses. Prof. Machado is a graduate of the TEFL Diploma from Alianza Cultural Uruguay-EE.UU. in collaboration with the University of Maryland. Prof. Machado has been teaching teen and adult courses at Alianza Pocitos-Punta Carretas. There he has developed his passion towards technology, implementing the use of WIKIS in his courses among other technological tools. He has been appointed to provide tech support to all his colleagues.
|
|
|
Every February we spend a lot of time planning what the coming year will be like. We beat our brains out trying to forecast the possible problems we may encounter as well as their possible outcome. Yet, we seem to be unsuccessful in getting everything done correctly and preventing things from happening. What are we doing wrong? What is the key to successful planning? What techniques can we use to make meaningful changes? | Daniela Zallocco
holds a Bachelor`s degree in Politics, from University of Buenos Aires and
is currently preparing her MA in Eduacational Management at Universidad
Torcuato Di Tella. She has been working as a Senior teacher at ABS International
for 3 years and also works at IH Belgrano. She also holds a Celta and Celtyl
degree from Cambridge University. She assisted Laura in the Pre Conference
Session (Management Secrets from the past) in the Congress for Coordinators
and Directors of Studies in 2008 and presented «Business in the making»
in the Congress of Professional Development for Teachers of English in 2009
and «Creativity Crisis» in the Congress for Coordinators and Directors
of Studies.
|
|
|
Based on the Lexical Approach, we’ll provide the teachers with different techniques on effective vocabulary teaching, review important linguistic concepts such as lexicon, lexis, vocabulary, discursive sequences, grammatical principle, idiom principle, chunking, collocation, fully fixed expressions and give a sample lesson using the Lexical Approach principles. | Elton Carvalho
holds an M.A. in Applied Linguistics from the University of Brasilia, Brazil.
He's been a teacher for 24 years, 16 of which at Casa Thomas Jefferson where
he's worked as course supervisor and deputy coordinator.Elton has also been
a teacher trainer for 10years, being responsible for the institution's teacher
development course. Thelma Peres holds an M.A. in TESL from Kent State University, Ohio, USA. She's been a teacher for 33 years, 20 of which at Casa Thomas Jefferson. She has worked a course supervisor is currently a deputy coordinator at one of the schools branches. Thelma has also been a teacher trainer for 12 years.
|
 |
|
