Livestream event, talks and speakers

Our speakers give sessions which are full of practical tips and advice which you can immediately apply to your own classroom.

There are plenty of sessions to choose from and popular talks include storytelling, getting teens to speak, warmer activities in the classroom and the latest digital tools for your classes. Publishers based in Spain also sponsor fantastic sessions at our Madrid conference. 

Our livestream timetable - 1 October 2016

If you cannot attend to our face to face event or you haven't got a place, you can join us for the following sessions wherever you are:

10.10- 11.00 Helping learners survive - and thrive - in the digital world
Jo Budden
11.10- 12.00 Activating CLIL: Putting theory into practice
Rebecca Place
12:00- 12:40  Break
12.40- 13.30 Putting teachers at the centre of the learning process
Paul Braddock
13.40- 14.30 Getting to grips with corpora
Mark Mason 
14.40- 15.15 Revisiting and reimagining Shakespeare in Shakespeare Lives films
Robert Hill

Complete list of sessions and speakers

Beyond our livestream sessions, our Madrid Teachers' Conference will gather together a wide range of themes related to the professional practices mapped out in our continuing professional development framework. Don't miss out on our complete programme!

Anderson, Suzanne: Maximising the effectiveness of your teaching assistant.

target:

Teachers working with Early Years (EFL)

Professional practices:

oPlanning lessons and courses

oManaging the lesson

oManaging resources

About the talk:

Teaching assistants have the potential to be our most valuable resource if managed effectively.  However, as teachers we often don’t receive much guidance about how to form a productive partnership with them.  This session offers some practical tips about how to build rapport with your teaching assistant and how to empower them in the classroom, make the most of their strengths and maximise their impact on your Early Year’s classes. 

About the speaker: 

Suzanne has been working in the EFL sector since 2003.  She completed the TYLEC in 2010 before doing the Trinity Diploma and recently finished the NILE course in Teaching English in Pre-Primary Education.  She is Senior Teacher at Somosaguas Teaching Centre, where she has been working since 2010.  Her main areas of interest are bilingualism, promoting learner autonomy, exploiting authentic material and working with parents on supporting their child’s learning.  

Anderson, Suzanne and Burton, Hayley: Building routines to boost learner success.

Target:

Teachers working with Early Years with less than 10 years of experience.

Professional practices:

Planning lessons and courses, Managing the lesson

About the talk:

This session focusses on the ‘why’ and ‘how’ of developing valuable routines in the pre-primary classroom. We will consider how a strong routine can build rapport and confidence and how it supports language development as well as other developmental areas within the Early Years Foundation Stage framework. Teachers will leave with an updated bank of routine formats, activities, songs and chants, and we will look at how these can be fully exploited in order to encourage maximal language acquisition and production.  We will also explore why routines are an essential part of effective classroom management and how they can be used to promote learner independence in the Early Years classroom.

About the speakers: 

Hayley is a TYLEC and Diploma qualified teacher with 7 years’ teaching experience, currently teaching at the Somosaguas Teaching Centre, but has worked at the Barcelona Young Learners centre for 3 years previously.  She has recently completed the NILE TVYL (Teaching Very Young Learners) course and her main area of interest is teaching Early Years students, particularly the use of puppets and storytelling. 

Suzanne has been working in the EFL sector since 2003.  She completed the TYLEC in 2010 before doing the Trinity Diploma and recently finished the NILE course in Teaching English in Pre-Primary Education.  She is Senior Teacher at Somosaguas Teaching Centre, where she has been working since 2010.  Her main areas of interest are bilingualism, promoting learner autonomy, exploiting authentic material and working with parents on supporting their child’s learning.

Bendala, Silvia and Martínez Clara: Juicy stories.

target:

Teachers working with Early Years with less than 10 years of experience.

professional practices:

Planning lessons and courses 

About the talk:

How can we make the most of a book in a classroom? Reading is good, trying new things is much better! If you are a young learner teacher, we will show you how to work with stories, creating activities, games and songs related to readings. You and your kids may explore as much as you want from phonetics to history or values. Our workshop will allow you to brainstorm activities related to the book provided to you and your team (3 teachers). Your findings will be shared with those of the other teams and the moderators will add their own suggestions to yours. Finally, attendees will be provided with a handout describing suggested directions to follow to achieve your goals for the school year.

About the speakers:

Silvia: I have been a kindergarten teacher for 10 years. I started my professional life in the USA, as a teaching assistant in a Spanish immersion school. I’m currently working in a school in Alcorcón, where I am the main teacher, but also the teacher of English. I would really like to get more certificates besides FCE and keep on improving my English and my professional career.

Clara: I'm a student in Early Years Teaching and I also work as a private teacher. I have a C2 level of English and love teaching. I also work for Usborne, where I organize workshops and storytelling events and sell books for a range of ages, from infants to young adults.

Benitez, Silvia and Castro Mª Antonia: Being All Ears.

target: 

Teachers working with Young Learners (EFL), Teens and Adults with all levels of experience.

professional practices:

Promoting 21st century skills, Planning lessons and courses

About the talk:

Enhancing listening skills is vital for communication, but not all students have either an extrinsic or intrinsic motivation to improve in this area. How can we deal with this in a class? In this talk we will provide you with some ready to use activities that have proven to be useful in our lessons. Adaptable for all ages.

About the speakers: 

Mª Antonia Castro is the Director of the Escuelas de Idiomas Ebenen in Torrejón de Ardoz and has over 20 years experience in EFL as well as DaF (German) teaching.  She is doing some research on how to change attitudes towards the learning of foreign languages in Spain. She is co-writing materials for promoting communication in EFL and DaF teaching.

Silvia Benítez has been an English and German language teacher at Escuela de Idiomas Ebenen for fifteen years. She is especially interested in learning processes and psychology applied to the language teaching.  She is co- writing materials for promoting communication in EFL and DaF teaching.

Blagdon, Peter: Practical ideas for focusing on EDI in our classroom.

Target:

Teachers working with Young Learners (EFL) Teaching Teens (EFL) Teaching Adults (EFL) with more than 2 years of experience.

Professional practices:

Using inclusive practices

About the talk:

Content will be to briefly look at what exactly EDI is and why it is important. Then touch on what teachers do at the moment and what materials are commonly used.

The majority of the session will be about practical ideas of how to mainstream EDI themes and topics into classes every day. Doing this in an engaging way that provides lots of opportunities for language learning and developing skills to speak about these topics. Then looking at some of the challenges this entails and how to try and overcome these. 

About the speaker:

Peter has worked for the British Council for 3 years as an EFL teacher. Last year he started his role as Projects and EDI Mainstreaming coordinator in addition to his teaching. He is passionate about sharing different stories from around the world and is happy to have the opportunity to do this every day. 

Peter completed the TYLEC and DipTESOL courses over the last few years and has given teacher training sessions in various British Council centres across Madrid. 

Braddock, Paul: Putting teachers at the centre of the learning process.

Target: 

Paul's talk is suitable for teachers in all sectors and working with all age groups and will cover all of the Professional Practices in our CPD framework.

about the talk:

Continuing professional development (CPD) is key to the motivation of English teachers worldwide. But how linear is the path that we follow in our development? Is it true that the longer we teach, the better we get in every aspect, or are there things we neglect and need to improve even after years in the classroom? This talk introduces the British Council’s Global CPD Framework, which has been designed to answer these questions by placing teachers at the centre of the learning process. 

about the speaker:

Paul Braddock is the manager of the British Council’s Teaching English website. He has recently been involved in developing a new continuing professional development framework for teachers of all subjects. He lives and works in Barcelona, where he was previously a senior teacher at the British Council Young Learner centre, responsible for the training & development programme. He has worked as a teacher and teacher trainer in Lisbon, Budapest, Tokyo and the UK. He is DELTA-qualified and has a particular interest in effective teacher development.

Brand, Michael: Exploiting video to the max.

TARGET: 

Suitable for Teachers working with Teens or Adults and with all levels of experience.  

PROFESSIONAL PRACTICES:

Integrating ICT, Promoting 21 Century Skills.

ABOUT THE TALK:

Special thanks to Pearson for supporting our conference by providing Michael's talk.  

Stuck for a lesson idea? Stick a video on! Not quite: videos are undoubtedly a great classroom tool: they engage and motivate our students, but how can we use them to maximise learning? In this session we will look at some lively pre-, during- and post- activities around comprehension and exploiting vocabulary, but also how good videos can be used as the spark to get our students speaking and writing.  There is a wealth of tools and sites available for editing and indeed creating videos and we’ll look at examples from some of the best, all with the aim of devising video activities which are fun, effective, creative and educational. 

ABOUT THE SPEAKER:

Michael Brand is a Teacher Trainer for Pearson. A passionate linguist, he studied French and German at Durham University, followed by a PGCE in Modern Languages. He has taught in England and Spain and has experience in the public and private sectors and across the primary and secondary school spectrum as well as adults. He has developed a particular interest in motivational teaching methodology. 

Brand, Michael: From the classroom to the wider world.

TARGET: 

Suitable for Teachers working with Young Learners with all levels of experience.

PROFESSIONAL PRACTICES:

Promoting 21 Century Skills

ABOUT THE TALK:

Special thanks to Pearson for supporting our conference by providing Michael's talk.  

Why are we all learning English?  Ultimately, to be able to understand and be understood in this global society.  But as teachers, we know this is not just about vocabulary and grammar.  Truly communicating in another language involves cultural awareness, empathy and being able to adapt our message to different audiences and through different channels.  For our students, acquiring soft skills like these is as important as learning the language itself.  Let’s see how to include this in our classes.

ABOUT THE SPEAKER:

Michael Brand is a Teacher Trainer for Pearson. A passionate linguist, he studied French and German at Durham University, followed by a PGCE in Modern Languages. He has taught in England and Spain and has experience in the public and private sectors and across the primary and secondary school spectrum as well as adults. He has developed a particular interest in motivational teaching methodology. 

Brint, Daniel: 7 lessons in search of a drama activity.

Target:

Teachers working with Teens and Adults with less than 10 years experience.

Professional Practices:

Planning lessons and courses, Managing the lesson.

About the talk:

Engaging classroom activities are essential for successful learning Using a drama activity in class is an effective and enjoyable way of developing fluency, bringing language and texts to life and enlivening text book materials. Furthermore, it doesn’t require a background in drama or specialist training. In this workshop session Daniel Brint will look at seven easy-to-use activities intended to motivate students and make using English relevant and memorable.

About the speaker: 

Daniel Brint is an experienced teacher and teacher trainer. His area of speciality is the use of literary texts in language teaching. He has tutored online courses in Drama and Storytelling for secondary teachers for CRIF Acacias, Madrid. He is a regular speaker at British Council teacher days, TESOL conferences and UNED summer courses. Daniel has written literature pages for CUP’s textbook series CITIZEN Z. He has contributed articles on language and literature topics to a number of publications. He is co-author of the British Council-Espasa collaboration 500 dudas más frecuentes del Inglés.

Brown, David: Techniques for Teaching Listening.

TARGET: 

Suitable for teachers working with Teens and Adults with less than 10 years experience.

PROFESSIONAL PRACTICES:

Knowing the subject, managing resources.

ABOUT THE TALK:

This session is based on a research project which David conducted as part of the Trinity Diploma. In it he will present some alternative ways of teaching listening, moving away from a comprehension approach and towards using diagnostic and skills-based methodology.

The session will start by providing a background to his investigation, which is based principally on the work of Field (2008). It will then summarise a number of activities that were successful over the project, before concluding by giving participants the opportunity to look at how coursebook listenings can be adapted using the alternative principles presented in the talk.

ABOUT THE SPEAKER:

David is a teacher with eight years teaching experience, mainly in Spanish speaking countries (Spain and Chile) and has taught a broad range of levels. Since 2014 he has taught mainly adults in the following places; Kanagawa University in Japan, Oxford Brookes University (EAP) and from October of 2014 at the Madrid Adults centre in Spain. 

David completed the Trinity Diploma course this year and is considering doing a Masters in either Literary Linguistics or in Digital Technology, which are his main teaching interests.  

Budden, Jo: Helping learners survive –and thrive– in the digital world

TARGET:

Suitable for Teachers working with Teens and Adults with all levels of experience.

PROFESSIONAL PRACTICES:

Integrating ICT, Knowing Learners.

ABOUT THE TALK:

Are young people today as tech-savvy as they seem? Are they in control of the technology in their pockets? Do they know how to stay safe online? Are they looking after their digital footprints? And how is their plugged-in lifestyle changing the way they, and we, behave and communicate with one another?  

This talk will be a chance to stop and look around the digital world we find ourselves in. We will reflect on how we use technology and how our young learners experience it. Finally, it will suggest ways we can bring some of the issues around digital literacies into the classroom.

ABOUT THE SPEAKER:

Jo Budden is the editor of the British Council’s LearnEnglish Teens website which provides self-access learning materials for teenagers. LearnEnglish Teens was launched in 2012 and it currently receives over 1.4 million visits per month. She has worked for the British Council since 1999 as a teacher, teacher trainer and materials writer. She has taught teenagers in Hong Kong, Egypt and Brazil, but mainly in Catalonia where she now lives.  

She’s the author of Teen World (a photocopiable resource book for teenagers) and co-author of the secondary course book Interactive, published by Cambridge University Press.

Burton, Hayley: Using puppets to enrich the Early Years classroom

TARGET: 

Suitable for Teachers working with Young Early Years in EFL with less than two years of experience.

PROFESSIONAL PRACTICES:

Understanding Learners, Managing the Lesson.

ABOUT THE TALK:

This workshop session will look at how puppets can add to all aspects of the Early Years classroom, enriching the children’s experience. It will provide practical ideas on how to choose a puppet, incorporate it into classroom routines, and how to exploit a puppet in order to support the students’ progress in language acquisition. 

ABOUT THE SPEAKER:

Hayley is a TYLEC and Diploma qualified teacher with 7 years’ teaching experience, currently teaching at the Somosaguas Teaching Centre, but she has worked at the Barcelona Young Learners centre for 3 years previously.   Hayley has recently completed the NILE TVYL (Teaching Very Young Learners) course and her main area of interest is teaching Early Years students, particularly the use of puppets and storytelling. 

Cadwallader, Jane: Portrait of a 21 century learner (Developing skills in primary science)

target:

Teachers working with Young Learners in a bilingual context and with all levels of experience.

professional practices:

Promoting 21 century skills

about the talk:

Special thanks to Oxford University Press for supporting Jane's talk.

There is increasing emphasis on the importance of children becoming 21st century learners. But … What exactly are the 21st century skills they need to develop? How does a focus on these affect our methodology? This session will try to make sense of these questions, focusing on some practical activities and approaches in the primary bilingual science classroom.

about the speaker:

Jane Cadwallader has taught English to children in Pre-Primary and Primary for many years, based both in Barcelona and Madrid, and has given courses and talks on EFL methodology and on approaches to bilingual education around Spain and in several other countries. She is one of the authors of OUP’s bilingual Primary series Think, Do! Learn!.

Carter, Monica: Do drama dandy.

target:

Teachers working with Young Learners with less than 10 years of experience.

Professional practices:

Planning lessons and courses, Understanding the learner.

About the talk:

Special thanks to Macmillan for supporting Monica's talk.

Drama increases concentration and comprehension through engagement. Students learn best when they are participating and interested. Incorporating drama in the lesson plan allows for increased self awareness and compassion for others which creates a safe environment for all to learn. Also, it doesn't require a large talent base or a lot of preparation. In this workshop we will explore how to develop as needed verbal and non verbal communication skits, effective role plays, and provide opportunities for emoting and observing through externalization in order to improve retention and language recognition along with confidence and fluidity.

About the speaker:

Monica has been teaching English at the Primary level for the past 10 years. She has been trained by actors and directors from the United States and the United Kingdom and has given various seminars in Madrid. Currently she is working as a fifth grade teacher in El Molar and directing the English Theatre program. 

Chapelton, Tracey: Classroom management in the CLIL classroom.

target:

Teachers working in Bilingualism, Mainstream, CLIL contexts with less than 10 years of experience.

professional practices:

Managing the lesson

about the talk:

What is classroom management and why is it so important? In this practical, hands-on workshop we will be looking at ways to make your CLIL class run as smoothly as possible, and how to exploit opportunities for authentic language use. As well as expressions for general classroom management, we will also be touching on some useful language for different subjects.

about the speaker:

What is classroom management and why is it so important? In this practical, hands-on workshop we will be looking at ways to make your CLIL class run as smoothly as possible, and how to exploit opportunities for authentic language use. As well as expressions for general classroom management, we will also be touching on some useful language for different subjects.

Tracey Chapelton (B.A. (Hons) Dip. Ed., University of Melbourne) has been teaching languages for 21 years. For the past 10 years she has been working in the area of teacher development and materials writing. She is the author of Social Science 1 & 2 (Anaya, 2014/2015), Monster Phonics (Anaya, 2013), and Twinkles (Anaya, 2012), a stories-based approach to infant education. She currently works at British Council, Villaviciosa de Odón, Madrid.

Chapelton, Tracey: The ABC of learning to write.

target:

Teachers working with Young Learners (EFL), Bilingualism, Mainstream, CLIL

Professional practices:

Planning lessons and courses, Knowing the subject

About the talk:

Do your students dread writing in English? Are they stuck for inspiration? This hands-on workshop goes back to basics and looks at writing for different purposes, and how to help students get started or overcome their writers’ block. Although focused on young learners, the strategies covered will be useful for any age and any level. Help motivate your students by giving them a reason to write and showing them how to do it.

About the speaker:

Tracey Chapelton (B.A. (Hons) Dip. Ed., University of Melbourne) has been teaching languages for 21 years. For the past 10 years she has been working in the area of teacher development and materials writing. She is the author of Social Science 1 & 2 (Anaya, 2014/2015), Monster Phonics (Anaya, 2013), and Twinkles (Anaya, 2012), a stories-based approach to infant education. She currently works at British Council, Villaviciosa de Odón, Madrid.

 

De Leon, Anne: English through Maths and Science for Primary learners (CLIL)

target:

Teachers working with young learners with less than 10 years experience.

 

Professional practices:

Understanding learners, planning lessons and courses.

About the talk:

In this session we will look at some theory behind the planning for content classes in English, practical activities we can use to help and motivate learners and how we can stage our lessons to promote better learning. 

About the speaker: 

Anne has been a teacher educator since 2001.  She teaches general English to adults and young learners and train teachers in various fields such as pronunciation, integrated content learning, and lesson planning. She has worked in various contexts (primary and secondary schools; Montessori, mainstream, preparatory schools; language academies) and different countries (England, Australia, France, the Czech Republic, Spain, Iraq, and Romania to name a few). Anne believes that, as teachers, we have a great opportunity to help students learn English but more importantly to enjoy the possibilities learning a new language offers. 

De Leon, Anne: The developing teacher.

target:

Teachers working with all learners:  Young Learners (EFL), Teens (EFL),  Adults (EFL) and working in Bilingualism, Mainstream, CLIL

professional practices:

Taking responsibility for Professional development

About the talk:

In this session focused on personal and professional development, we will first retrace the steps that led us to where we are now, sharing experience as to what has helped us develop, improve and feel more confident in our practice. We will then consider ways to keep on developing as it is key to satisfying, efficient and happy teaching. This session is aimed at teachers who wish to reflect on their career and experience so far and to identify their personal goals, remain motivated and continue developing throughout the academic year.

About the speaker:

Anne has been a teacher educator since 2001.  She teaches general English to adults and young learners and train teachers in various fields such as pronunciation, integrated content learning, and lesson planning. I have worked in various contexts (primary and secondary schools; Montessori, mainstream, preparatory schools; language academies) and different countries (England, Australia, France, the Czech Republic, Spain, Iraq, and Romania to name a few). She believes that, as teachers, we have a great opportunity to help students learn English but more importantly to enjoy the possibilities learning a new language offers

Desmier, Louise: How are you doing? Getting feedback from young learners.

TARGET: 

Suitable for Teachers working with Young Learners or Teens and with all levels of experience.

PROFESSIONAL PRACTICES:

Understanding learners, Assessing Learning.

ABOUT THE TALK:

Effective feedback is a key part of the learning process for students of any age. In order to progress from what they already know towards the desired goal, we as teachers need to provide them with the valuable information they need to help them improve. In this session, we will examine what effective feedback is and the different ways of administering it in class. We will also look at peer and reflective feedback and how these methods can enable our students to develop their evaluative skills to become more independent learners. We will be drawing on our own experience as well as looking at some practical examples and videos. 

ABOUT THE SPEAKER:

Louise Desmier is a Senior Teacher at the British Council, Madrid Young Learners, responsible for the Primary department and off-site schools. She has a wealth of experience in materials development and teacher training and has been involved in a variety of roles, including academic coordination and management. She has the Trinity TYLEC, the Cambridge Delta and has also been a speaking examiner for the Cambridge Young Learner exams.

Foreman, Chris: Train your brain to achieve language skills.

TARGET: 

Suitable for Teachers working with Early Years and Young Learners (EFL) with less than 10 years of experience.  

 

PROFESSIONAL PRACTICES:

Understanding Learners.

 

ABOUT THE TALK:

Special thanks to EDEBE-Express Publishing for supporting our conference by providing Chris's talk.  

This talk aims to give insight into how the brain works with regards to learning. We will explore some of the variables which affect learning and cognitive development which will then guide us towards conclusions to help us improve our learning environments. The talk also goes over some of the similarities and differences which can be found amongst learners, something which for teachers is an important aspect of day to day life. 

Finally we will explore the effects that language learning can have on our brains, that by learning a foreign language we are not only learning new words and new vocabulary, but also new ideas and thoughts. This is called linguistic relativity.

ABOUT THE SPEAKER:

After graduating from the University of Kent with a degree in Social Anthropology and Spanish, Christopher moved to Madrid and immersed himself into the world of teaching English as a foreign language. 

Christopher has expanded bilingual programmes in primary schools as well as undertaking the development of courses designed for multinational businesses. His expertise lies in understanding the needs of both students and teachers so that courses are both fulfilling and engaging.

Christopher often gives talks and training sessions to teachers designed to increase not only the quality of EFL classes, but also the levels of motivation.

His interests include rugby, travelling and reading!

Hill, Robert: Before and after: activities for reading.

TARGET: 

Suitable for Teachers working with eens and Adults with less than 10 years of experience.

PROFESSIONAL PRACTICES:

 Planning lessons and courses, Knowing the subject

ABOUT THE TALK:

Has it ever happened to you that someone handed you a book, already open at the first page, and told you to read? Probably not! And this shouldn’t happen in the classroom, either: preparation for reading is vital. This workshop will demonstrate several motivating and entertaining pre-reading and after-reading activities, all of which are easy to create and which can be used at most levels. All the ideas will be exemplified by just one short story, and participants will leave the workshop with a toolkit of ready-to-use tasks. 

ABOUT THE SPEAKER:

After graduating in English Language and Literature from Oxford University, Robert Hill taught English in Spain, Greece and England. For over 30 years he has lived in Italy, where he taught at the universities of Cagliari, Verona and Milan and has been involved in teacher training for the Italian Ministry of Education, regional educational authorities and the British Council. Currently a freelance teacher trainer, author and editor, he has spoken at IATEFL, TESOL and other conferences all over the world. He is a writer and editor of material on reading skills, including the Black Cat series of graded readers.

Hill, Robert: Revisiting and reimagining Shakespeare in Shakespeare Lives films

TARGET:

PROFESSIONAL PRACTICES:

Planning lessons and courses, Promoting 21 Century Skills.

ABOUT THE TALK:

This session will explore some of the British Council’s stimulating Shakespeare Lives films, which sometimes use the exciting possibilities of cinema to revisit classic scenes from the plays, but more often reimagine plays in intriguing new ways. 

We will see how a character who Shakespeare didn’t include in The Tempest now takes centre stage, how Lady Macbeth’s soliloquy invoking evil spirits is chillingly realised, how Twelfth Night is revisited in hip-hop form, and how Romeo and Juliet are reimagined on an English beach… as rival ice cream sellers. We will analyse these films, enjoy them, and also suggest how to exploit them with students. 

ABOUT THE SPEAKER:

Robert Hill graduated in English Language and Literature from Oxford University and has taught English in Spain, Greece and England. For over 30 years he has lived in Italy, where he taught at the universities of Cagliari, Verona and Milan and has been involved in teacher training for the Italian Ministry of Education, regional educational authorities and the British Council. Currently a freelance teacher trainer, author and editor, he has spoken at IATEFL, TESOL and other conferences all over the world. He is a writer and editor of material on reading skills and the language/literature interface, including a series of graded versions of Shakespeare published by Black Cat.

Hill, Robert: Shakespeare in posters.

target:

Teachers of Teens and Adults with less than 10 years of experience.

professional practices:

Planning lessons and courses, Promoting 21st century skills

about the talk (workshop)

Posters, designed especially to entice us into going to the theatre or cinema, are always composed of images, and sometimes of text, too. We will examine lots of posters – some theatrical but mostly film posters – and explore what images are chosen (symbolic objects, settings, characters, scenes), what texts (quotations from Shakespeare, non-Shakespearean taglines, nothing), and why they are chosen. Posters of filmic resettings and retellings will be included, and we’ll see how they reference both Shakespeare’s original texts and film genres. Participants will be given concrete ideas for using posters – of Shakespeare’s plays, and any classic works, too – in class.

About the speaker:

After graduating in English Language and Literature from Oxford University, Robert Hill taught English in Spain, Greece and England. For over 30 years he has lived in Italy, where he taught at the universities of Cagliari, Verona and Milan and has been involved in teacher training for the Italian Ministry of Education, regional educational authorities and the British Council. Currently a freelance teacher trainer, author and editor, he has spoken at IATEFL, TESOL and other conferences all over the world. He is a writer and editor of material on reading skills and the language/literature interface, including a series of graded versions of Shakespeare published by Black Cat.

Holland, Aidan: Speak Up! Tips and Tricks for teaching conversation in class.

target:

Teachers working with Young Learners, Teens and Adults in EFL with all levels of experience.

professional practices:

Knowing the subject

About the talk:

One problem with text book speaking activities is that they rarely promote the skills students need to participate more effectively in casual conversation. This workshop will begin by considering the nature of spoken discourse before going on to look at a series of activities which we can use in class to promote a more authentic production in this area. You will go away with a number of fun ideas that are adaptable for a range of ages and teaching contexts.

About the speaker: 

Aidan Holland has been working in English Language teaching for the last eleven years and is currently Senior Teacher for Professional Development at the British Council Teaching Centre in Somosaguas, Madrid. Since completing the Cambridge DELTA in 2011, he has gone on to complete a Masters in TEFL with the University of Birmingham. He is particularly interested in how we can teach features of spoken discourse more effectively. He is currently a member of the annual British Council Teachers’ Conference organising committee.

Horsfall, Ruth: Happily ever after: storytelling tips and tricks.

target:

Teachers working with Early Years (EFL) and Young Learners (EFL) with less than 10 years of experience.

professional practices:

Planning lessons and courses, knowing the subject

about the talk:

This interactive session aims to provide you with a variety of techniques and practical ideas to make storytelling in English a fun, motivating experience for your pupils. 

We will look at ways to help young language learners connect with the story, how to capture and maintain attention and tap into imaginations and we will explore teaching techniques to help bring characters and settings to life.

The workshop will also focus on ways of exploiting new words and sounds appearing in authentic stories, making them memorable for children so they can expand their vocabulary range and improve their pronunciation.

As a group we will discuss and practise the techniques and activities and play around with songs, drama and games which bring storytelling to life.

about the speaker:

Ruth Horsfall is currently the manager of the British Council teaching centre in Villaviciosa. She has worked as an English teacher and teacher trainer for twenty years, both in the UK and Spain and tutors on the Trinity Diploma and TYLEC at the British Council Madrid Teaching Centre. She has an MA in Applied Linguistics specialising in language and literacy.  Ruth is fascinated by using authentic stories and literature in English Language Learning for children and she set up and delivers cultural and storytelling sessions with young children both in the public library and schools in Villaviciosa. 

Izuzquiza, Pedro: Singing, dancing and playing in English.

TARGET: 

Suitable for Teachers working with Early Years and Young Learners with all levels of experience.  

PROFESSIONAL PRACTICES:

 Planning Lessons and Courses, Managing the Lesson. 

ABOUT THE TALK:

Special thanks to Jolly Music for supporting our conference by providing Pedro's talk.  

This is a practical music workshop both for English teachers who want to use music in their teaching and for those who already teach music in English (Pre-school up to 3rd Grade Primary).

In this practical workshop, we will learn some songs, rhymes and games in English based on the Kodály approach.  We will move and dance in some of the activities. I will also show the importance of music for language (for native and EAL learners). Some of the materials from Jolly Music will be used to show how music can be used to engage learners in English

ABOUT THE SPEAKER:

Pedro studied Musical Primary Education at University level and I got a Singing Diploma from the ABRSM.  He has worked as a specialist at several musical schools with pre-school and infants, and conducting various amateur choirs for children and adults. Pedro is currently teaching music (through English) at Montserrat School (FUHEM) in Madrid to children from 3 to 10 years old and is a Jolly Music Trainer in Madrid and all over Spain.

Keast, Lesley: Using puppets for building context and language work

TARGET: 

Suitable for Teachers working with Young Learners with less than 10 years of experience.

PROFESSIONAL PRACTICES:

Understanding learners, Inclusive Practices, Knowing the Subject.

ABOUT THE TALK:

Many primary aged children play and are surrounded by soft toys at home.  In this workshop we’ll investigate how we can use puppets/soft toys to create a motivating context for learning and working with language in the primary classroom.

This work will include writing, language structures and games and will provide a good opportunity for you to explore the potential of puppets and give you some concrete starting points for introducing a puppet into the classroom. If you have a puppet already bring them along - otherwise puppets will be provided.

ABOUT THE SPEAKER:

Lesley is the Senior Teacher for Qualifications at the British Council in Madrid and has been enjoying working with Young Learners for over 15 years.  She also delivers a module of the TEFL Masters at the Universidad de Alcalá.   At the weekend she is a Skype granny for the School in the Cloud project in India, and gave a TEDx Talk about the project and English teaching this year.  Lesley has also taught in the UK, Hungary, Italy, and Portugal.

Lewis, Samantha: Promoting positive behaviour in the primary classroom.

target:

Teachers working with Young Learners in EFL or Mainstream / Bilingual /CLIL contexts.

Professional practices:

Understanding learners, Managing the lesson, Using inclusive practices.

about the talk

We all know that good behaviour and a positive learning environment go hand in hand. But how can we ensure that our students behave in the way we expect them to? In this workshop we will look at how increasing learner responsibility can improve behaviour in the primary classroom and we will explore ways to promote good behaviour through the consistent use of routines, rules, roles, responsibility and rewards. We will also see how minions, medals and a magic box can add that extra special touch to your classes!

About the speaker:

Samantha Lewis teaches young learners and teens and is Junior Academic Coordinator at the British Council Teaching Centre in Somosaguas, Madrid. Her ELT author experience includes writing material for the British Council’s LearnEnglish Teens website, Interactive, a four-level course for lower-secondary students with Cambridge University Press and CLIL Science for 3rd to 6th grades of primary with Grupo SM. She has trained primary and secondary school teachers of English and has an MA specialising in English Language Teaching in secondary schools.

Maguire, Bernie: English language exams: Good, bad or just ineveitable?

target:

Teachers working with Teens and Adults.

professional practices:

Understanding learners, Planning lessons and courses.

about the talk:

Testing and exams are more and more in the public eye as both children and adults depend increasingly on exam success. Issues surrounding testing have been the subject of controversy for many years in academic circles, but recently these issues are the subject of debate between the students themselves and also their parents. How fair is this situation and how fair are the exams we prepare our students for?  

So what do we need to know about testing and language exams to find the balance between classroom practice and exam preparation?  Are we sure we are providing the right advice?  Are we overdoing the exam practice?  

about the speaker: 

Bernadette Maguire has worked in English teaching for 30+ years. Her classroom experience spans all levels and many contexts from primary to university students at the British Council centre in Universidad de Alcalá. She is now academic adviser for English language examinations and accreditation for British Council Spain and member of the ‘Mesa Lingüística’ for English in the Conferencia de Rectores de las Universidades Españolas (CRUE).  This board aims to harmonise and positively influence linguistic policies at universities in Spain.  She is particularly interested in language assessment and testing and their role in the language learning process.

 

Manners, Claire: Asking questions, constructing meaning.

target:

Teachers in bilingual, CLIL or mainstream contexts and with more than two years of experience.

professional practices:

promoting 21 century skills

about the talk:

Frank Smith described reading as asking questions of texts and comprehension as getting our questions answered. This workshop will focus on encouraging our students to ask questions explicitly as they read, through teacher modelling of think alouds. It will then briefly revise Bloom's Taxonomy as an aid to asking questions involving higher order thinking skills. By applying these ideas when reading, our students will learn to construct meaning, seeing beyond the superficial and being able to infer meaning from texts, thus becoming effective, autonomous readers.

about the speaker:

Claire Manners works as a secondary English teacher in Madrid. She studied English literature at Lancaster University and gained her PGCE at Bristol University. A teacher and trainer with over 20 years' experience she has worked both in the UK and in Spain and has taught predominantly in secondary but also in primary and adult education. She is particularly interested in enabling students to learn to see themselves as true readers and writers.

Marriot, Joanna: Fun and games in the pre-primary classroom.

target:

Teachers working with Early Years with less than 10 years of experience.

professional practices:

Understanding learners, Planning lessons and courses, Understanding educational policies and practices

About the talk:

The idea of using games in the Pre-primary classroom is far from new. However, what games do we use, how do we select them and how do we know that the games we choose give our learners the best learning opportunities? In this workshop, we will look at 3 different models that will help participants to make appropriate game choices according to the stage of learning of the target language and their stage of development in the key areas of early childhood development. Participants will leave the session with lots of new ideas to use in their classes!

About the speaker: 

Joanna has been working in ELT for over 20 years as a teacher, academic manager and teacher trainer.  Joanna runs the Primary and Early Years Department in the British Council Somosaguas, Madrid. She is part of the BC European group working on Early Years product development and believes strongly in using EY development areas as a framework for holistic language learning. Joanna is DELTA qualified, holds a diploma in Early Childhood development and has recently completed a certificate in Teaching English to Pre-primary children. She is also a tutor for the BC/Trinity TYLEC.

Marriot, Joanna: My class is a nightmare!

Target:

Suitable for teachers working with Young Learners (EFL) with less than 10 years of experience.

Professional practices:

Understanding learners, Managing the lessons.

About the talk:

My class is a nightmare!" Sound familiar? Difficult classes can make a teacher's life miserable and impede the progress of your learners. This session looks at what the underlying reasons are behind poorly behaved and underperforming groups of learners, as well as considering practical solutions that extend beyond normal classroom management techniques.

About the speaker:

Joanna has been working in ELT for over 20 years as a teacher, academic manager and teacher trainer.  Joanna runs the Primary and Early Years Department in the British Council Somosaguas, Madrid. She is part of the BC European group working on Early Years product development and believes strongly in using EY development areas as a framework for holistic language learning. Joanna is DELTA qualified, holds a diploma in Early Childhood development and has recently completed a certificate in Teaching English to Pre-primary children. She is also a tutor for the BC/Trinity TYLEC.

 

Mason, Mark: Getting to grips with corpora.

TARGET: 

Suitable for Teachers working with Teens or Adults and with all levels of experience.

PROFESSIONAL PRACTICES:

Integrating ICT.

ABOUT THE TALK:

Cambridge books have a colourful stamp on their cover proclaiming that they have their own corpus which they have used in the research and development of their syllabi.

However, for teachers corpora can seem a distant unapproachable element of language analysis. Good for research, yet not applicable to the language classroom.

This session will be a theoretical and very practical look at:

1.What is a corpus? and what is corpus linguistics?

2.Where can we find corpora?

3.What can a corpus tell us?

4.How can I build a corpus myself?

5.How can I bring all of this into my classroom?

ABOUT THE SPEAKER:

Mark is the coordinator for adult learners and Technology for the British Council centre in Villaviciosa De Odon with over 10 years’ experience teaching in Spain and 6 years with the British Council.

He is Celta and Trinity Diploma qualified andis currently in his last year of a Masters in Applied Linguistics and TESOL at Portsmouth University. 

Mark is currently working on his dissertation which is looking at the application of screen capture technology in the ELT classroom.

Mason, Mark: Marking without the red pen.

TARGET: 

Suitable for Teachers working with Teens or Adults and with all levels of experience.  

PROFESSIONAL PRACTICES:

 Integrating ICT.

ABOUT THE TALK:

Technology is an indispensable part of teaching. However, one area in which it has had limited impact is on correction and feedback of students written work, with most teachers still using the traditional red-pen method.

The development of screen capture technology has provided teachers with a tool for providing more in-depth feedback to students on written work. This presentation will first examine the benefits that this process has in comparison to traditional methods. It will then provide a practical tutorial on how teachers with no experience using this technology can gain the confidence to use it their own classes. 

ABOUT THE SPEAKER:

Mark is the coordinator for adult learners and Technology for the British Council centre in Villaviciosa De Odon with over 10 years’ experience teaching in Spain and 6 years with the British Council.

He is Celta and Trinity Diploma qualified andis currently in his last year of a Masters in Applied Linguistics and TESOL at Portsmouth University. 

Mark is currently working on his dissertation which is looking at the application of screen capture technology in the ELT classroom.

Montero, Sara: Teaching British culture through the British Curriculum.

TARGET: 

Suitable for Teachers working with Young Learners in mainstream, bilingual, CLIL learning environments.

PROFESSIONAL PRACTICES:

Using Inclusive Practices

ABOUT THE TALK:

In our talk, we will be focusing on different activities and projects that went very well in Year 3 and 4. 

Following the British curriculum, we will present 2 cultural activities we carry on every year in our school (England´s National Day –St. George’s Day- and Wales’ National Day –St. David’s Day-) as well as “My school Project”.

We will show how students write a play for St. George’s and St. David’s days and different videos of the students performing these plays in different classes.

For “My School Project”, we will show how this project is developed in Year 4 (ICT tools –iPads, blog- and cooperative learning is needed for this project).  

ABOUT THE SPEAKER:

Sara Montero has been teaching for 5 years post-PGCE and Master’s. She is currently working in Spain and has worked in different primary and secondary schools in the UK and in Spain. She has taught Spanish in Y Pant, Abertillery and Howell’s School (UK), and in Skidmore College (USA) in a variety of teaching contexts, from complete beginners to proficiency. She has also taught English in Spain in secondary (SEK) and primary schools (Carmen Hernández Guarch) 

Her main areas of interest at the moment are motivating learners and exploring different ways to understand and enjoy British Culture.

Moore, Yvonne: Making the most of what there is in the lesson.

target:

Teachers working with Early Years and Young Learners (EFL) with less than 10 years of experience

professional practices:

Understanding learners,  Planning lessons and courses,  Managing the lesson,  Knowing the subject Managing resources

about the talk:

When we are considering the material we are going to use in a lesson, what things are we usually taking into account? Probably the initial answer will be that the students are going to be having fun and learning at the same time. However, are there other things that we should be bearing in mind in our selection of material?  In this workshop I will present some ideas for criteria to follow, together with a selection of tasks to illustrate the criteria. Come along and pick up some tips, as well as some tasks to try out with your classes.

about the speaker:

Yvonne has been teaching learners from 2 year olds to adults for over 20 years.  She has recently finished an on-line course on the teaching of pre-primary children, and also has a Diploma together with qualifications in Learning Difficulties, namely dyslexia.  She enjoys using her skills as a trained artist in the classroom when preparing material to present and practise new language. Yvonne is also a trained speaking examiner for   YL´s, and the Lower and Upper Suite Speaking Exams.

Morely, Catherine: REALLY teaching spoken English.

TARGET: 

Suitable for Teachers working with Teens and Adults with less than 10 years experience.

PROFESSIONAL PRACTICES:

Planning lessons and courses.

ABOUT THE TALK:

What do we mean by ‘teaching spoken English?’ Is it oral practice of a new grammar or vocabulary area, or fluency activities? I will argue that, while these have their place, really helping students to speak better requires a gradual feeding in of the chunks and expressions of natural spoken English, with opportunities to use them in realistic contexts.

ABOUT THE SPEAKER:

Catherine Morley (BA, RSA CELTA & DELTA) has taught general and business English in Spain and Mexico since 2001, and is a Cambridge CELTA teacher trainer. She is currently Senior Teacher at the British Council in Las Rozas, Madrid, and is particularly interested in teaching using a lexical approach.

Nazer, Ben: Encouraging social awareness with authentic materials.

TARGET: 

Suitable for Teachers working with Teens in mainstream bilingual or CLIL contexts with more than 2 years of experience. 

PROFESSIONAL PRACTICES:

Using Inclusive Practices, Promoting 21 Century Skills.

ABOUT THE TALK:

At the heart of every organisation are values. The British Council values are a core part of our identity. We mainstream diversity and inclusion meaning a major plank of our CPD framework is ‘Using Inclusive Practices.’ We believe in developing positive attitudes towards diversity in our learners. But how do we do this without seeming like social justice warriors, or neglecting our primary goal of effective teaching? In this talk I share my insights and experiences of using global issues as meaningful language content to help students understand their roles and responsibilities in society. I also explain some basic principles for selecting and using authentic materials to introduce engaging topics and make lessons more meaningful and relevant to students’ lives.

ABOUT THE SPEAKER:

Ben has been teaching for twelve years, and at the British Council for the last five years. A recent arrival in Madrid, he has also taught in Hong Kong and Japan. As an experienced and well qualified teacher, Ben has taught a wide range of levels and ages, but has generally specialised in young learner courses. He has the Cambridge Diploma and Certificate, and is in the final stages of an MA in TESOL and Applied Linguistics from Leicester University. Ben is interested in Task Based Learning, Cooperative Language Learning, humanistic approaches, and the role of negotiation in the classroom. 

Nazer, Ben: How to make classses learner centred - negotiating syllabi.

target:

Teachers working with Teens in EFl, Bilingualism, Mainstream, or CLIL contexts

professional practices:

Understanding learners, Planning lessons and courses

About the talk:

In this presentation I share my experiences negotiating tasks, activities, and syllabus choices with students. Many teachers collect feedback but often towards the end of the year. By asking for input regularly throughout a course, as well as conducting shared planning sessions, students can be given a voice and tools to help them guide their own learning. I argue that involving students in major decisions about course content allows for topics, language, and aims that more clearly meet individual needs. I discuss concrete teaching tips and ideas for managing negotiation and demonstrate how the approach supported student engagement and results on a recently completed Cambridge Advanced English exam course.

About the speaker:

Ben has been teaching for twelve years, and at the British Council for the last five years. A recent arrival in Madrid, he has also taught in Hong Kong and Japan. As an experienced and well qualified teacher, Ben has taught a wide range of levels and ages, but has generally specialised in young learner courses. He has the Cambridge Diploma and Certificate, and is in the final stages of an MA in TESOL and Applied Linguistics from Leicester University. Ben is interested in Task Based Learning, Cooperative Language Learning, humanistic approaches, and the role of negotiation in the classroom. 

Place, Rebecca: Activating CLIL ... putting the theory into practice.

TARGET: 

Suitable for Teachers working with Young Learners and Teens with less than 10 years of experience and in mainstream, bilingual, CLIL learning environment.

PROFESSIONAL PRACTICES:

 Knowing the Subject, Managing Resources.

ABOUT THE TALK:

CLIL is a dual-focused educational approach where an additional language is used for the learning and teaching of both content and language. Research shows the cognitive, academic and social benefits of growing up in a multilingual context.  The challenge for learners is to develop their communicative competence in different languages in an integrated way and at the same time. The challenge for the teacher is to provide the necessary and extensive exposure to English which enables their students to develop both their social and academic language.  That’s the theory – we’ll be looking at ways to put it into practice!

ABOUT THE SPEAKER:

Rebecca has developed courses and seminars for ELT teachers in Spain for over 20 years. She coordinates the Teacher Development Unit for British Council Bilbao, is an IELTS examiner, TYLEC trainer and DELTA local tutor. She has experience in teaching in bilingual and trilingual infant and primary schools, although all her teaching of late has revolved around CLIL, whether moderating online CLIL Essentials courses or at the chalk face with primary and secondary teachers getting to grips with this inspiring but sometimes daunting method. In her spare time Rebecca volunteers for TESOL-SPAIN as their Media Officer. 

Place, Rebecca: Rhythm and rhyme - pronunciation for YLs (and their teachers)

TARGET: 

Suitable for Teachers working with Early Years and Young Learners with less than 10 years of experience and in mainstream, bilingual, CLIL learning environment.

PROFESSIONAL PRACTICES:

Understanding Learners, Managing Resources.

ABOUT THE TALK:

Clapping, counting, dipping, dancing and chanting...Filling your class with songs and rhymes motivates and energises you and your learners!  Making pronunciation into a game develops your students' communicative skills by exploiting their listening habits and encouraging cooperative learning as they play with the rhythm of spoken English. Spending a little valuable class time pondering and practising the sounds of English makes for speakers who are better able to make themselves understood and therefore more confident.

ABOUT THE SPEAKER:

Rebecca has developed courses and seminars for ELT teachers in Spain for over 20 years. She coordinates the Teacher Development Unit for British Council Bilbao and has experience in teaching in bilingual and trilingual infant and primary schools. In her spare time Rebecca volunteers for TESOL-SPAIN as their Media Officer. Her interest in working with pronunciation stretches from teaching Synthetic Phonics to 2-year-olds to confidence-building activities for non-native CLIL teachers. She has given this session at Macmillan Teachers' Days in northern Spain and most recently in Algeria, at the British Council 3rd International ELT Conference.

Rowe, Nick: Process writing techniques for the FCE writing exam (part 1) essay.

TARGET:

Suitable for Teachers working with Teens and Adults with less than 10 years of experience.  

PROFESSIONAL PRACTICES:

Managing the Lesson.

ABOUT THE TALK:

How can teachers use & adapt classroom process writing techniques to help their students prepare for the FCE exam?  We will look at what process writing is and explore some of the bottom-up techniques which I have used with my students to develop the specific writing sub-skills (focusing on question topic & task, planning & organisation of arguments & ideas, expanding lexical & grammatical range, structuring, paragraphing & formatting), they need to display to more effectively answer the compulsory Part 1 ‘essay’ question in the FCE exam and improve their mark. 

ABOUT THE SPEAKER:

Nicholas (BA, M.Ed, RSA CELTA & DELTA) has taught general, exam preparation and business English in Saudi Arabia, UAE, Poland, Japan, England and Spain since 1994. He is currently a teacher at the British Council in Las Rozas, Madrid, and is particularly interested in teaching using the lexical approach, active research into vocabulary acquisition techniques and exam preparation skills.

Roy, Alistair: Force of habit: encouraging learners to integrate English into their daily routine.

TARGET:

Suitable for Teachers working with Teens and Adults with all levels of experience.

 

PROFESSIONAL PRACTICES:

Understanding Learners, Assessing Learning.

ABOUT THE TALK:

“I just don’t have time”. Young or old, many a student has given this reason for not doing any practice outside of class. But what if we could help them find time in those busy schedules? In this workshop we will look at some ways in which we can help our learners adapt a healthier language-learning lifestyle by making a few simple changes in their daily routine. Participants will also have an opportunity to brush up on their own L2 skills as we step into their shoes and sample some of the activities!o-ordinator. He has a particular interest in the effects of introversion on language learning and promoting learner autonomy.

ABOUT THE SPEAKER:

Alastair has been teaching for ten years both in Scotland and Spain. Previously a Senior Teacher and Centre Manager, he now works with the British Council in Somosaguas, having worked as Senior and Adult Co-ordinator and Offsite Co-ordinator. He has a particular interest in the effects of introversion on language learning and promoting learner autonomy.

Singh, Harjindar: Critical thinking and problem solving in a bilingual Primary context.

TARGET:

Suitable for Teachers working with Young Learners with less than 10 years of experience.

PROFESSIONAL PRACTICES:

 Promoting 21 Century Skills.

ABOUT THE TALK:

The aim of the workshop is to show how critical thinking and problem solving are aided by being in a bilingual environment. The tasks and discussion will demonstrate that students who are able to switch between languages develop more flexible approaches to thinking through problems and appear better at ignoring irrelevant information. Also, it will show how thinking in two different languages promotes higher levels of abstract thought. 

ABOUT THE SPEAKER:

Since qualifying with a PGCE in 1995 (Institute of Education) I have travelled and taught in different countries. In Japan and South Korea I taught EFL and also conducted teacher training. In London I have taught in Primary schools (4 years) and secondary schools and colleges (4 years) . For the last 11 years I have been teaching in the British Council bilingual project in Aragon in a primary school teaching in infants and primary (ages 3 to 12).

Smith, Ross: Storytime for Early Years. The benefits, the stories, the activities.

target:

Teachers working with Early Years (EFL)  less than 10 years of experience.

Professional practices:

Understanding learners, Planning lessons and courses

About the session:

The aim of the session will be to explore the benefits of storytelling on Early Years students and the considerations that we have to make when choosing stories. We will also look at how we can enhance learning experiences by the activities we choose pre, during and post-reading. Participants will then take part in an activity workshop to look at age appropriate activities. Participation, discussion and feedback will allow participants to take away practical ideas and they should also have a clearer understanding of age-appropriate tasks based on research.

About the speaker:

Ross Smith is a UK qualified teacher who has been teaching for 13 years.  His career started in Scotland where he taught Modern Languages in secondary mainstream education. Since 2009 he has worked for the British Council in Madrid where he is Senior Teacher for Early Years and has been involved in materials development and training for the British Council’s youngest students. He also holds a qualification in Early Years English education.

Tregenza, Alix: SEN ideas and classroom strategies.

target:

Teachers working with Young Learners and Teens (EFL)

professional practices:

Understanding learners

about the talk:

This session will look at four different learning difficulties that as teachers we come across regularly. We will look at dyspraxia, ADHD, visual impairment and hearing impairment and offer practical ideas that you can take away and use in the classroom

about the speaker:

Alix is a qualified primary school teacher who has 10 years’ experience in state schools in the UK. At present Alix is working at the British Council, Bilbao where she teaches the very young learners and has a special interest in SEN and synthetic phonics. Alix has been working in Spain for the last 8 years.

Uhlmann, Sonja and Verguez, Maria: It can happen here. Stop it!

target:

Teachers working in  Early Years and Young Learners (EFL) with all levels of experience.

professional pratices:

Understanding learners, Taking responsibility for Professional development

About the talk:

The aim of this activity is to deliver practical tools and resources specially designed for teachers and English students of Early Years and Primary which may be used as part of the ongoing classes to speak about bullying and abuse. Focus will be on those who witness incidents but do not know how to speak up and how to deal with the situation and on Early Years Guidance. Practical tools will be also given for speaking and dealing with parents. 

 About the speakers: 

 Sonja Uhlmann has worked for 18 years protecting children’s rights in the Down Syndrome Foundation in Madrid involving students, families, teachers and other professionals. She has developed among teachers practical tools to implement at classroom level. Since April 2016 she has worked as Child Protection Manager for Spain in the British Council.

María Vergez is a lawyer with a specialist in child rights. She has a Master's degree in International Decentralised Cooperation: Peace and Development and a Doctorate in Cooperation, Integration and Conflict in Contemporary International Society. She has worked in the international context implementing social projects for children's rights fulfilment with UNICEF in Costa Rica and was the Country Director for Save the Children in both Ecuador and Spain. 

She is now Regional Child Protection Manager at the British Council.

Uhlmann, Sonja / Verguez, María: The silence of our friends.

Target: 

Teachers working with Teens with all levels of experience. 

professional practices:

Understanding learners, Taking responsibility for professional development. 

About the talk:

The aim of this activity is to deliver practical tools and online resources specially designed for teachers and English students which may be used as part of the ongoing classes to speak about cyberbullying and abuse with teenagers. Focus will be on those who know about incidents but do not know how to speak up and how to deal with the situation. Practical tools will be also given for speaking and dealing with parents. 

About the speakerS:

Sonja Uhlmann has worked for 18 years protecting children’s rights in the Down Syndrome Foundation in Madrid involving students, families, teachers and other professionals. She has developed among teachers practical tools to implement at classroom level. Since April 2016 she works as Child Protection Manager for Spain in the British Council.

María Vergez  is a lawyer with a specialist in child rights. She has a Master's degree in International Decentralised Cooperation: Peace and Development and a Doctorate in Cooperation, Integration and Conflict in Contemporary International Society. She has worked in the international context implementing social projects for children's rights fulfilment with UNICEF in Costa Rica and was the Country Director for Save the Children in both Ecuador and Spain. She is now Regional Child Protection Manager at the British Council.

 

Watling, Hazel: Promoting learner autonomy when recycling vocabulary.

TARGET:

Suitable for teachers working with Teens and Adults with less than 10 years of experience.  

PROFESSIONAL PRACTICES:

Planning lessons and courses.

ABOUT THE TALK:

Encouraging learner autonomy in our students can sometimes be difficult, as it often challenges their expectations of the language learning classroom.  This workshop will present some classroom-based research on good ways to promote learner autonomy when recycling vocabulary both inside and outside the classroom.  The session will involve practical activities that can be used with adults and teens, as well as some feedback from students pre- and post-research.  The session will also include opportunities to discuss the current methods of recycling vocabulary that teachers use as well as their experiences of learner autonomy.  

ABOUT THE SPEAKER:

Hazel Watling has been teaching for 7 years post-CELTA.  She is currently working in Spain and has worked in different countries including the UK, Egypt and Sri Lanka.  She has taught in a variety of teaching contexts, from complete beginners to proficiency as well as EAP, ESP and Business English, and a range of age groups including young learners from age 7 to 13, as well as seniors and adults. Her main areas of interest are motivating learners and different ways to incorporate vocabulary in the classroom.  

Welsh, Kay: Answering tricky questions.

target:

Teachers working with Adult learners in Bilingualism, Mainstream or CLIL contexts

professional practices:

Managing the lesson, Knowing the subject Managing resources

about the talk:

One of the most common classroom dilemmas is how best.to deal with tricky questions posed by students spontaneously during the course of a lesson. This workshop will take a practical, hands-on approach to the problem, using some authentic, frequently-asked EFL questions as a springboard for discussion. Participants will consider the merits of various coping strategies, as well as developing an understanding of how these queries can be used to inform and enrich subsequent lessons and promote learner autonomy.

About the speaker:

Kay Welsh (MA, PGCE): I have been teaching at Madrid Adults since 2008 and also regularly teach summer courses at the British Council in Hong Kong. Prior to this, I was Head of English at the American International School of Kingston, Jamaica.  Before going to Jamaica in 2000, I was a tutor at the University of Bradford’s Language Unit for most of the preceding decade. Although I have worked with all age groups, my specific focus is on post-16 education, with particular emphasis on helping students improve their writing skills, as well as the role of literature as a tool for language acquisition.