konference brochure 2011
DESCRIPTION
IATEFL Slovenia conference 2011TRANSCRIPT
18th International IatefSlovenia 18th Internatioal Iatefl Slovenia 18thInternational Iatefl Slo-venia 18th International Iatefl Slovenia 18th International Iatefl Sloven18th International IatefSlovenia 18th Internatio
18 th
International IATEFL Slovenia Annual Conference10th - 13th March 2011Terme Topolšica
2 KUL 4 SKUL
odlič
ni iz
leti
v
Lond
on!
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Programme Changes & CancellationsChanges made after the printing of this Conference Programme will be displayed on the IATEFL notice board. Please check the notice board frequently for changes to the conference programme and any can-cellations.
Coff ee BreaksCoff ee and tea included in the registra-tion fee will be served during the thirty-minute morning and afternoon breaks. The coff ee/tea stands will be located in the exhibition area.
Lunch BreakThere will be a one-hour break at lunch-time. Lunch is available in the hotel res-taurant or in the hotel bar, where you can get some light refreshments.
RegistrationOpening TimesThursday 10th March 14.00 – 17.00Friday 11th March 08.00 – 09.00 Saturday 12th March 08.00 – 09.00
Upon registration you have received the conference package and name badge. Please wear the badge at all times. Your name badge entitles you to access all ses-sions, the ELT Resources Exhibition and the social programme on the day/s you registered for.
General Information
Members ofthe Organising Committee for the ConferenceJasna Cepuder SedmakSandra VidaJasna DžambićMarša MeznaričDolores MalićLea SobočanAndreja LaknerEva SuhadolcBeti KerinTjaša Lemut Novak
AcknowledgmentsWe would like to give special thanks to the following:
DZS Šolski Epicenter
Pearson Longman
Oxford Center
Oxford University Press
Macmillan
Cambridge University Press
Rokus-Klett
TWIN
SOL Sharing One Language
Pilgrims
MINT International House
Express Publishing
The British Council
English in Action
Založba Obzorja
Založba Tangram
Založba Pivec
Terme Topolšica
STO - Slovenska turistična organizacija
Rohde&Schwarz
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Atlantis
Takole nekako sem si rekla: »Skrajni čas je, da kot predsednica IATEFL-a napišem, kako čutimo in dihamo v našem društvu. Da napišem, kako se vedno znova veselimo našega IN-a, ki je prerasel v pravo strokovno revijo, kako se veselimo prispevkov/priprav ustvarjalnih učiteljev, učiteljev z dušo in srcem. Da napišem, kako se vedno znova veselimo naše konference in ostalih dogodkov. Pa naših tekmovanj, ki niso več samo za tretji letnik srednje šole, ampak tudi za drugi letnik in za 8. razred osnovne šole. Tu je še naša nova podoba in spletna stran…«
Lažje reči kot storiti. Da uredim misli, sem se odločila za skok v Termalni Tempelj. Plavanje v bazenu, prijetna tajska masaža, glasba, ki pomirja. Zaprtih oči sem zrla v preteklost, v začetke našega ‘novega’ IATEFL-a, prve konfe-rence v Topolšici, k pozitivnemu odzivu udeležencev in založnikov, ki so bili sprva zelo skeptični.
Bila je prava odločitev. Naša IATEFL-konferenca v Topolšici se je ‘prijela’. Namesto beganja med službenimi in domačimi obveznostmi in vmesnimi skoki na delavnice v času, ko je bila ta še v Ljubljani, prijetno zatišje v Topolšici. Snidenje s kolegicami in kolegi, prijatelji in znanci, pretok ustvarjalne energije in izkušenj je to, kar smo želeli doseči. In uspelo nam je.
Izobraževanje, kot si ga mi želimo, delavnice, med katerimi lahko izbiramo po svoji želji in krojimo svojo ustvarjalnost v nasprotju z delavnicami, ki so nam bolj kot ne vsiljene in s katerimi se s težavo poistovetimo.
Ob zatonu dneva sem se odpravila domov, polna energije in novih zamisli, kaj še in kako ponuditi čim več možnosti za našo osebno in profesionalno rast.
Termalni tempelj - 4 ure: 11,30 € Tajska masaža hrbta - 1/2 ure: 25 €
Kdo je že rekel, da je 40 € visoka članarina?
Želim vam prijetno druženje, nabiranje moči in čim več ustvarjalnih iskric.
Jasna Cepuder Sedmak
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Contact listSince we have recently created new e-mail
addresses for each board member, please make sure that you are sending
the e-mail to the right contact person and/or to the right address.
For more information on WHO IS WHO, please visit our website www.iatefl .si.
Beti Kerin
beti.kerin@iatefl .si
Andreja Lakner
andreja.lakner@iatefl .si
Marša Meznarič
marsa.meznaric@iatefl .si
Jasna Cepuder Sedmak
jasna.sedmak@iatefl .si
Tjaša Lemut Novak
tjasa.lemut-novak@iatefl .si
Jasna Džambić
jasna.dzambic@iatefl .si
Eva Pišljar Suhadolc
eva.suhadolc@iatefl .si
Dolores Malič
dolores.malic@iatefl .si
Sandra Vida
sandra.vida@iatefl .si
Lea Sobočan
lea.sobocan@iatefl .si
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Conference programme
Thursday, 10th March 2011
TIME AUDIENCE ROOM
14.00 – 17.00 Registration of the participants
17.00 – 17.30 Offi cial opening of the conference
17.30 – 19.00 LENI DAM: Setting the Scene – or – plenary hall 1
Food for Thought: Constraints encountered
in language teaching and learning
19.00 – 20.00 Dinner
20.00 – 22.00 Social evening 2 KUL 4 SKUL,
or just KUL enough for Flamenco night
Friday, 11th March 2011
TIME AUDIENCE ROOM
07.00 – 07.30 Morning gymnastics in the pool
08.45 – 09.00 Welcome, Changes etc.
09.00 – 10.00 OPENING PLENARY plenary hall 1
Judy Copage (Longman):
Diff erent, disabled, gifted?
Learning styles and language
disabilities in the EFL classroom
10.15 – 11.00 Tim Herdon: prim, comm. (W) plenary hall 1
CLIL in practice with young teens
and pre-teens
Lučka Tirič: sec, adult (W) plenary hall 2
Sharing teaching and cultural
experience from Ireland
Nataša Puhner: vyl, comm. (W) room 3
Stories in the primary classroom
Snežana Filipović: prim, sec (W) room 4
Why not make your tests better?
11.00 – 11.30 Coff ee break
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TIME AUDIENCE ROOM
11.30 – 12.30 Judy Copage (Longman): sec, comm. (W) plenary hall 1
A mixed bag: developing an inclusive
teaching style to account for diversity
in language classrooms
Mojca Belak: From voice to music all plenary hall 2
and from music back to silence
Bojana Nikić Vujić: sec (W) room 3
The internet as a valuable resource in ELT
Nataša Gajšt: Intercultural training as part adult, ter (W) room 4
of business English course
12.30 – 13.30 Lunch
13.30 – 14.15 Round table – Competition: Primary School room 3
Round table – Competition: Secondary School room 4
14.00 – 14.30 Leni Dam: How to develop real communicative all (W) plenary hall 1
competence in the FL classroom
14.30 – 15.00 Leni Dam: How to develop real communicative plenary hall 1
competence in the FL classroom, continued
Ana Koce Jurjevič, Darinka Novak Jerman: sec (W) plenary hall 2
Autistic characteristics in the non-autistic
teenagers
Anže Perne: Am I bovvered? prim, sec, adult (W) room 3
Janja Čolić: The gifted and talented prim (T) room 4
in the English classroom
15.15 – 16.15 PLENARY
Tim Herdon (OUP): all plenary hall 1
Demystifying CLIL: A practical approach
16.15 – 16.45 Coff ee break
16.45 – 17.45 Lindsay Clandfi eld: all (W) plenary hall 1
Critical thinking in action
Danijela Žegarac: sec (W) plenary hall 2
Music is the answer!
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TIME AUDIENCE ROOM
Irena Šubic Jeločnik: Learner autonomy prim, sec (W) room 3
takes off in Slovenia – or does it?
Mateja Dagarin Fojkar, Jelka Čeligoj: prim, comm. room 4
Test your language knowledge in the 2nd triad
18.00 – 19.15 telovadnica
mini tečaj relaksacijske masaže
a short relaxation massage course *
18.00 – 18.30 Nenad Jovanović: In case of emergency prim, sec, adult (W) plenary hall 1
– use American literature
Nataša Intihar Klančar: plenary hall 2
Flashcards with young learners? – Yes, please. yl (W)
Open discussion: Bringing English room 2
into fi rst triad of primary school
Hosts: Andreja Lakner, Tjaša Lemut Novak
Urška Sešek: Pat the Cat and a Goat in a Boat: yl, comm. (W) room 3
A systematic Approach to English Spelling
in Primary School
Tanja Kejžar: Teaching (English to) sec (T) room 4
physically impaired students
18.45 - 19. 15 Aleksandar Tonić: Teen@ger empowerment; prim (T) plenary hall 1
inspiring creative writing
Alenka Tratnik: It’s quiz time! all (W) plenary hall 2
Open discussion: Bringing English room 2
into fi rst triad of primary school
Hosts: Andreja Lakner, Tjaša Lemut Novak
Renata Halasz: Texting lessons and text speak sec (W) room 3
in Catcher in the Rye
Marija Rus, Leopoldina Poli Hočevar Eve: vyl, prim (T) room 4
Ecology in the English classroom
19.15 – 20.00 Dinner
20.30 – 23.00 Social evening – THE ULTIMATE PUB QUIZ
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Saturday, 12th March 2011
TIME AUDIENCE ROOM
08.00 – 08.30 Morning gymnastics in the pool
08.45 – 09.00 Announcements, changes etc.
09.00 – 10.00 PLENARY
LINDSAY CLANDFIELD (Macmillan): plenary hall 1
Giving the world a voice
10.00 – 10.30 Coff ee break
10.30 – 11.30 Marie Delaney: all (W) plenary hall 1
The eff ects of early years’ trauma,
loss and neglect on learning
Bojana Mihelač, Urška Ravnjak (Center Oxford): prim, sec, plenary hall 2
The world of CLIL as the world of thrill comm. (W)
Nika Robek: Rokus Klett going interactive … (W) room 2
on a magic adventure and all the way up
Maja Sedmak, Mateja Janše: Expanding prim, sec (W) room 3
your wings of knowledge through music
Andreja Hazabent Habe: prim, sec (W) room 4
How about reading a book for a change
11.45 – 12.45 PLENARY
EAMONN SHANAHAN (CUP): plenary hall 1
Blended learning - innovation in
English language teaching from Cambridge
12.45 – 13.45 Lunch
13.45 – 14.45 Carole Nicoll: prim, sec (W) plenary hall 1
Language learning through sound, rhythm,
language and drama (IMI)
Mark Andrews: all, ws plenary hall 2
Making the familiar strange. Exploring our
classrooms, exporing our neighbourhoods
and exploring our universe
Nika Robek: Rokus Klett going interactive … (W) room 2
on a magic adventure and all the way up
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TIME AUDIENCE ROOM
Andrea German Velušček, Bernarda Avsenik: prim, yl, comm room 3
Teaching reading and writing skills
in ESL in integration with 2nd grade
basic curriculum
Peter Oletič: all (W) room 4
Innovating ways of teaching idioms
15.00 – 16.00 PLENARY
Marie Delaney: (Pilgrims) Why do some plenary hall 1
children seem unreachable and unteachable?
Why do our best behaviour management
strategies sometimes not work?
16.05 – 17.20 telovadnica
mini tečaj relaksacijske masaže
a short relaxation massage course *
16.00 – 16.30 Coff ee break
16.30 – 17.15 Stephanie Clarke: English in Action: fun and all (W) plenary hall 1
games to motivate speaking in the classroom
Andreja Lakner: The challenge of text revising prim (W) plenary hall 2
Renata Krivec: Texting – d’u know it? prim, sec (W) room 3
Zorica Jovanović: Adapting classroom materials adult (W) room 4
to one-to-one teaching
17.30 – 18.30 Steve Lever: The magic of creative thinking prim, comm. plenary hall 1
Klepetalnica s presenečenjem ** plenary hall 2
Karmen Feher: comm. (T) room 2
Give your students the advantage of taking
the Cambridge YLE tests,
KET for Schools and PET for Schools
Katarina Grmek, Tanja Marzidovšek: prim (W) room 3
NLP – Now Let’s Play!
Stanislava Jaklič: prim (W) room 4
Teaching idioms in primary school
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TIME AUDIENCE ROOM
* please sign up at the registration desk, come in comfortable clothing, bring a big towel. The price for the massage course is 5 eur.
** please bring a big towel
18.45 – 19.15 David Brett: Practising speaking skills sec, ter, adult (W) plenary hall 1
with videokaraoke
Klepetalnica s presenečenjem ** plenary hall 2
Andrea German Velušček, Bernarda Avsenik: prim, comm room 2
Touchstone 7
E-Book
Peter Cigrovski: prim, sec (W) room 3
Let’s spice things up: things to do
with/to advertisements
Alan Paradiž: Thumbs up for literature prim (T) room 4
in ESL classroom
19.15 – 20.30 Dinner
20.30 – 23.00 Social evening:
RAFFLE, Games evening
Sunday, 13th March 2011
TIME AUDIENCE ROOM
09.00 – 10.00 CLOSING PLENARY
LENI DAM (LA SIG): Learning for life – getting plenary hall 1
learners actively involved in their learning
10.15 – 11.00 Time for refl ection
We would like to know what you thought about the conference so we can make it
even better next time. Please take your time to fi ll in our online questionnaire at
http://www.surveymonkey.com/s/F2QPVSM
Thank you
Success
New Opportunities
Potrjeno za anglešcino kotprvi drugi jezik
Vec informacij in svetovalni obisk:
Anglešcina v prvem triletju
Ucbeniški komplet sestavljajo:
Modra pomoc -
Na voljo tudi široka paleta dodatnega gradiva!
Vec informacij in svetovalni obisk:
Novi naslovi že v aprilu 2011!
Vsi ucinki uporabe so pozitivni!
NOVA, 5. IZDAJA
Longman Dictionary of Contemporary English,
Upper Intermediate - Advanced
Longman Vocabulary Trainer
Ne spreglejte!
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e-mail addresses of the speakers
Irena Šubic Jeločnik [email protected]
Andreja Hazabent [email protected]
Mojca Belak [email protected]
Alan Paradiž [email protected]
Carole Nicoll [email protected]
Peter Oletič [email protected]
Aleksandar Tonić [email protected]
Ana Koce Jurjevčič [email protected]
Andreja Lakner andreja.lakner@iatefl .si
Bojana Nikić Vujić [email protected]
Katarina Grmek [email protected]
Tanja Marzidovšek [email protected]
Janja Čolić [email protected]
Lučka Tirič [email protected]
Maja Sedmak [email protected]
Mateja Janse [email protected]
Natasa Intihar Klančar [email protected]
Nataša Gajšt [email protected]
Nenad Jovanović [email protected]
Renata Krivec [email protected]
Stanka Jaklič [email protected]
Tanja Kejžar [email protected]
Marija Rus [email protected]
Marina Sokolovič [email protected]
Peter Cigrovski [email protected]
Danijela Žegarac [email protected]
David Brett [email protected]
Mateja Dagarin [email protected]
Alenka Tratnik [email protected]
Steve Lever [email protected]
Leni Dam [email protected]
Lea Sobočan lea@iatefl .si
Bojana Mihelač [email protected]
Kerin Beti [email protected]
Tjaša Lemut [email protected]
Anže Perne [email protected]
Urška Ravnjak [email protected]
Mateja Dagarin [email protected]
Renata Halász [email protected]
Andrea German Velušček [email protected]
Bernarda Avsenik [email protected]
Stephanie Clarke [email protected]
Zorica Jovanovič [email protected]
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Conference abstractsThursday, 10th March 2011
17.30 – 19.00
Leni Dam took the fi rst steps towards developing learner autonomy in 1973 in her own classes at sec-
ondary school level. From 1979, her experiments at school level were combined with a post as educa-
tional adviser for in-service teacher training and school development at University College, Copenha-
gen. The post included working with adult immigrants and refugees learning Danish. In 2004,
she was awarded an honorary doctor’s degree in pedagogy from Karlstad University, Sweden.
Over the years, Leni Dam has published widely and given numerous lectures and workshops
on language teaching and learning. She is also the co-author of a coursebook for beginners,
My Way. In August 2007, she stopped her offi cial duties and is now freelance. In 2009, she was
elected coordinator for the IATEFL LASIG (Learner Autonomy Special Interest Group).
Seting the scene – or – food for thought:
contraints encountered in language teaching and learning
In this session on the very fi rst day of the conference, participants are invited to come forward with
questions and constraints that they are facing as language teachers and educators. In smaller groups,
participants will share these hurdles from their daily, professional life before. The results of the discus-
sions will be presented in plenary as questions on posters:
• How does one …(e.g. cope with unmotivated learners)?
• How is it possible to …(e.g. cater for all levels of learners in a mixed-ability group)?
• What can one do when or if …(e.g. a student refuses to work)?
• …….
Hopefully, the questions will be answered during the days of the conference – in the plenary talks, in
the workshops, in discussions among participants during breaks.
20.00 – 22.00
2 KUL 4 SKUL, just KUL enough for Flamenco night
This day and age expects even demands creativity from the teacher. Handouts, fl ashcards, games,
TPR, NLP, and a host of other abbreviations demand our constant attention. So why not try something
diff erent with our overfl owing creativity? Join us for an evening of passion and indulge in expressing
yourself through dance.
Friday, 11th March 2011
09.00 – 10.00
OPENING PLENARY: Judy Copage has been involved in EFL teaching and teacher training since
1977, and has worked in the UK, Portugal, the United Arab Emirates, Malaysia and Greece. She now
lives in the UK. For the past 16 years she has also been an author.
At present, she is International Teacher Trainer for Pearson Education after spending the last 9 years
working as a Senior Lecturer at the University of Wolverhampton in the UK, as a lecturer in Linguistics
and TESOL (ELT teacher training) courses.
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Diff erent, disabled, gifted?
Learning styles and language disabilities in the EFL classroom
This talk will address the subject of so-called learning disabilities in the foreign language classroom. All
classes are made up of students of diff ering abilities, with diversity shown by diff erent learning styles,
natural talent for language, motivation and so on. those who appear to be struggling with language
learning concern teachers the most. No matter how we try, it seems to be very diffi cult to include
and help such learners. This talk will examine the barriers these learners face; dyslexia, dysgraphia
and Attention Defi cit Hyperactivity Disorder (ADHD). We’ll get the basic facts and discuss what sort of
classrooms best suit students with these learning diff erences.
10.15 – 11.00
Tim Herdon
He has twenty-fi ve years of experience in teaching, training and school management. During his
career he has taught English in England, Spain and Japan, working in both private and public educa-
tion. Recently he has worked on CLIL training projects at both primary and secondary level in Eng-
land, at the Norwich Institute of Language Education (NILE), and with a number of teacher centres in
Spain and Italy. He is regularly involved in teacher training and writing projects with OUP. He is based
in Valencia, in Spain, working as a freelance education consultant with teachers of primary, second-
ary and adults, and his special interests in ELT training are speaking, CLIL and drama.
CLIL in practice with young teens and pre-teens
This workshop explores practical ways of bringing CLIL into ELT classes with young teenagers and
pre-teens. It demonstrates how cross-curricular and cross-cultural work can motivate students, inspire
teachers, and reassure parents by providing a meaningful, age-appropriate, context for English lan-
guage learning. Examples will be drawn from Project 3rd Edition and Happy Street.
Lučka Tirič
Sharing teaching and cultural experience from Ireland
The aim of this workshop is to present practical ideas and materials from a teacher-training course in
Dublin. The focus will be on selected activities from the course that can enliven your classroom. Apart
from the teaching tips and lesson suggestions, participants will be given the opportunity to experi-
ence some aspects of Irish culture.
Nataša Puhner
Stories in the primary classroom
Why stories at the age of six? Recognizing the importance of integrated learning of foreign languages.
Snežana Filipović
Why not make your tests better?
Although not so appealing, assessing students’ knowledge is a task teachers are occasionally faced with.
A multiple-choice test is a quick and precise way to establish what your students have (not) learned.
However, good tests are notoriously diffi cult to write. The fi rst part of this workshop focuses on some
general principles that should be observed when preparing a multiple-choice test. The second part
provides some ideas on both how to analyse your test in order to improve it and how to use the results
of the analysis to improve your work in the classroom and thus have a benefi cial washback on teaching.
This workshop is intended for those who are not afraid of a tiny bit of maths and a lot of thinking.
11.30 – 12.30
Judy Copage
A mixed bag: developing an inclusive teaching style to account for diversity in language classrooms
All classes are mixed ability, and some more so than others. In what ways do students diff er from one
another? And what does ‘ability’ mean anyway? This talk looks at what features make up an inclusive
classroom and how teaching materials access multiple intelligences to account for diff erent learning
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styles. We will also look at how teachers can manage diff erentiation in class, but also train learners
how to access support and use materials when working outside class. The talk will be illustrated with
material taken from New Opportunities.
Mojca Belak
From voice to music and from music back to silence
This is a practical workshop off ering activities suitable for students with high musical intelligence. We
explore our voices, listen to instrumental music and songs, and touch on the importance of silence. You
don’t have to be musical to attend – in fact, the more tone-deaf you are, the more exciting you’ll fi nd it.
Bojana Nikić Vujić
The Internet as a valuable resource in ELT
This interactive workshop focuses on the use of the site www.youtube.com in a “P-P-P” stage during
a lesson, crosswords engines application in vocabulary practice and the advantages of blogging ap-
plication via the site www.blogger.com.
Nataša Gajšt
Intercultural training as part of business English course
This workshop presents the dimensions of culture and the intercultural communication training in an
ESP course. Participants will be engaged in a number of short activities (role-plays, simulations and
discussions) that can be used in class to raise awareness of cultures and intercultural communication.
At the end, participants discuss cultural training in professional language courses.
14.00 – 14.30
Leni Dam
How to develop real communicative competence in the FL classroom
The FL classroom is often seen as a constraint when it comes to the development of students’ com-
municative abilities to be used outside classroom. However, the FL classroom can also be seen as a
rich learning environment in its own right. This interactive workshop will discuss these possibilities
and at the same time suggest activities which will provide all learners with communicative compe-
tence – also to be used in real life. By trying out the activities themselves, the participants will hope-
fully be equipped with ideas to be used in their own teaching/learning environments.
Ana Koce Jurjevčič, Darinka Novak Jerman
Autistic characteristics in non-autistic teenagers
A research project on autistic characteristics discovered in third- and fourth-year grammar school stu-
dents, carried out by two third-year students from Gimnazija Bežigrad, was based on the book The
Curious Incident of the Dog in the Night-Time. It presents some surprising fi ndings.
Anže Perne
Am I boverred?
Do you know what bovvered means? Do you know that it is actually a proper word? This workshop
focuses on Estuary English. A brief introduction to phonological and lexical features of Estuary English
will be followed by practical examples, supported by comedienne Catherine Tate’s character Lauren
Cooper.
Janja Čolić
The gifted and talented in the English classroom
Intelligent children need stimulation and recognition if we want them to develop their potential to
their maximum. In my presentation I talk about the methods that I use with the gifted and the tal-
ented. Learning characteristics of gifted children should be a starting-point for our choice of content,
products, activities and instructional approaches.
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15.15 – 16.15
PLENARY: Tim Herdon has twenty-fi ve years of experience in teaching, training and school man-
agement. During his career he has taught English in England, Spain and Japan, working in both pri-
vate and public education. Recently he has worked on CLIL training projects at both primary and sec-
ondary level in England, at the Norwich Institute of Language Education (NILE), and with a number of
teacher centres in Spain and Italy. He is regularly involved in teacher training and writing projects with
OUP. He is based in Valencia, in Spain, working as a freelance education consultant with teachers of
primary, secondary and adults, and his special interests in ELT training are speaking, CLIL and drama.
Demystifying CLIL: a practical approach
Content and Language Integrated Learning is currently a very ‘trendy’ ELT approach, but where does
it come from? Where is it going? What are its benefi ts? What should teachers bear in mind when ap-
plying it? And what exactly do people mean by ‘hard’ and ‘soft’ CLIL? This plenary will help get you
sorted if you’re currently grappling with the implications of a teaching mode that focuses on both the
message and the medium of communication.
16.45 – 17.45
Lindsay Clandfi eld is the lead author of the multiple award-winning new course for adults Global
(Macmillan). He is a teacher, teacher trainer and writer from Canada based in Spain. He has spoken at
conferences around the world and has written books for teachers and learners of English.
Critical thinking in action
If, as some claim, we are living in an age of information then it’s very important that students think criti-
cally about the information they are exposed to. Developing learners’ critical thinking skills has become
a hot topic. What exactly does this mean? This workshop looks at practical ways that teachers can help
learners think critically. We will look at topic and task design as well as the use of literature to help de-
velop this skill. There will be activities that you can begin using with your students right away.
Danijela Žegarac
‘Music is the answer’
‘‘If you feel that you can’t take no more… and you feel like heading for the door… keep on moving...’ In this
workshop I demonstrate how using songs in the EFL classroom can serve several purposes, from enhancing
motivation to language and civilization acquisition, all through a selection of productive and creative tasks.
Irena Šubic Jeločnik
Learner autonomy takes off in Slovenia – or does it?
Learner Autonomy is a relatively well established concept within foreign language learning, and one
with its own IATEFL SIG. It is still, however, very much alien to Slovenian teachers of English, puzzling
to students and often frowned upon by parents. Some practical considerations of implementing LA
in Slovenia will be looked at, some tasks tried out and some materials discussed.
Mateja Dagarin-Fojkar, Jelka Čeligoj
Test your language knowledge in the 2ND triad
This is a presentation of a soon book with a CD: Vaje iz angleščine za drugo obdobje osnovne šole. It
off ers exercises for students in the second triad of primary school. Students can test their listening,
reading and writing skills and knowledge of vocabulary. The exercises can be used in the classroom or
for individual learning and have all been tried out in practice.
18.00 – 18.30
Nenad Jovanović
In case of emergency – use American literature!
Have you ever considered using Edgar Allan Poe when practicing grammar? Have you quoted Emily
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Dickinson when revising vocabulary? If your answer to these questions is “No” then this workshop is
perfect for you! Come and experience how learning language can be spiced up by using poetry and
prose through class activities and games. And they will be reading fi ne literature in English, too!
Nataša Intihar Klančar
Flashcards with young learners? Yes, please.
When working with young learners of English, picture-based material has proved particularly eff ec-
tive. This workshop gives practical ideas regarding the use of fl ashcards in class, to teach both vocabu-
lary and grammar.
Urška Sešek
Pat the Cat and a Goat in a Boat:
A Systematic Approach to English Spelling in Primary School
When you were learning English years ago, how were you told to deal with the strange and illogical
spelling of English words? This is one of the areas of ELT in Slovenia where things have not changed
much since then. The presentation will explore what we can do to help our learners face the challenge
of beginning to read and write English.
Tanja Kejžar
Teaching English (English to) physically impaired students
Does inclusion work for everybody? In this talk I discuss strategies for teaching students with physical
disabilities and share with you my experience with the students at CIRIUS Kamnik, which is a spe-
cialised institution.
18.45 - 19. 15
Aleksandar Tonić
Teen@ger empowerment: inspiring creative writing
Primary school teachers often face the obstacle of inspiring pupils to write. Writing skills incorporate
grammar as well as vocabulary skills and inspiring pupils to write can be a means of learner empower-
ment that leaves both the teacher and pupil with broader horizons. The session presents Teen@ger,
the inschool English magazine project I use to empower my learners and get them to write.
Alenka Tratnik
It’s quiz time
When your learners get bogged down – it’s quiz time. When you want to liven up and enrich your
English lessons – it’s quiz time. When you want to spark their motivation, revise vocabulary, or practise
grammar – it’s quiz time. Come, have fun, and take part in 10 quizzes in 45 minutes.
Renata Halasz
Texting lessons and text speak in the Catcher in the Rye
This workshop focuses on practical ideas, based on ‘text speaking’ in the classroom. We look at sections
in The Catcher in the Rye, get the ‘text message’ equivalent and decode this into proper English.
Marija Rus, Leopoldina Poli Hočevar Eve
Ecology in the English classroom
Here we talk about our teaching English through ecology and stress its importance for the commu-
nity. We present videos and samples of students’ work.
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Saturday, 12th March 2011
09.00 – 10.00
PLENARY: Lindsay Clandfi eld
Giving the world a voice
Over the past few years, there has been a recognition that learners should be exposed to a variety of
accents and kinds of English. But what does this sound like? Is it a good idea? And how can we make
use of it once we have it? This talk looks the development of global English and listening skills. We
will look at activities using authentic material and how this can help prepare learners to interact with
native and non-native speakers outside the classroom.
10.30 – 11.30
Marie Delaney
The eff ects of early years trauma, loss and neglect on learning
This workshop looks at how trauma in a child’s early years can aff ect their ability to learn in a class-
room. It presents the links between attachment diffi culties, behaviour and learning. Strategies will be
given to help these pupils in primary and secondary school.
Bojana Mihelač, Urška Ravnjak
The world of CLIL is the world of thrill
Motivation often seems to be the holy grail of teaching any subject. Besides increased motivation CLIL
off ers meaningful use of English, achievable real-life goals, development of study skills and multicul-
tural awareness. We are going to look for teaching ideas in CLIL- based dictionaries, courses, graded
readers and various other materials which can fi t into almost any level of English classroom.
Nika Robek, ELT consultant, Rokus Klett Publishing
(this session will last until 15.00)
Rokus Klett going interactive … on a magic adventure and all the way up
In the hope to make textbooks as teacher- and student-friendly as it gets, Rokus Klett Publishing
have started a project to complement the components already available in physical form and those
available online – a project called iRokus. You will be given the chance to get to know its ropes. You
will be given the chance to take it for a test. Prepare to be taken on a magic adventure – and all the
way up.
Marija Sedmak, Mateja Janše
Expanding your wings of knowledge through music
We teachers very often shy away from introducing popular music in the classroom because we
think that this will be a waste of our very valuable classroom time. In our practical workshop we
show various ways popular music can be used in class, for example as an icebreaker, as an intro-
duction to a topic followed by a speaking or writing exercise, or as an introduction or revision of
vocabulary or grammar. What is more, to save ourselves precious time, we would show how, on the
next stage, guide our students to prepare and give the lessons themselves as projects, involving
them in the lesson at almost every level and making them aware of how language can be pre-
sented in the classroom.
Andreja Hazabent Habe
How about reading a book for a change?
In this swapshop you will get to know the what, why and how of the reading project I’ve worked on
with teenagers. Together we will critically think about possible benefi ts of such a project and try to
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fi nd ways of implementing it into diff erent teaching environments. Come along and share your views
and ideas with a few booklovers.
11.45 – 12.45
PLENARY: Eamonn Shanahan is a DELTA qualifi ed English language specialist with 15 years experi-
ence. He is a former lawyer and has developed expertise in ESP - Legal English, Financial English and
Business English. Since September 2006 he has been a freelance business language trainer working
in the following business sectors: oil, engineering, banking and fi nance, law, insurance. In September
2007 he moved to Croatia where he specialises in teacher training workshops and developing ESP
training programmes.
Blended learning – innovation in English language teaching from Cambridge
The session will give a brief overview of blended learning as a concept, before taking a look at key
Cambridge blended learning initiatives, including Cambridge B1 Course and Cambridge Financial
English. We will then focus on a major new project English360, an innovative web platform that
enables teachers to create their own material, mix it with Cambridge content, and re-sequence it
to deliver personalised learning paths to students. English360, the Press joint venture from the New
Directions Group, won the David Riley Award for Innovation at the annual Business English confer-
ence of IATEFL in Bielefeld, Germany.
13.45 – 14.45
Carole Nicoll
Language learning through song, rhythm, movement and drama (IMI)
Carole Nicoll (Winner of CILT European Award for Languages) demonstrates how learning raps
and songs that contain topical phrases, and that have been set to catchy tunes, can enable chil-
dren to subconsciously acquire extensive language with correct pronunciation and intonation.
Guaranteed to be thought provoking as well as practical and a lot of fun, delegates will fully
participate in raps, aerobics, action songs and dances delivered in Spanish, French, German, Ital-
ian and English.
Mark Andrews
Making the familiar strange. Exploring our Classrooms,
Exploring our Neighbourhoods and Exploring our Universe.
Exploring our classrooms, exploring our teaching. We never know enough about our own classrooms
and the day we assume we do understand them is the day we become complacent about them. Mak-
ing the familiar strange through getting our students to explore both their own classrooms, their own
environment and other cultures may be a key to real intercultural understandings.
Bernarda Avsenik, Andrea German Velušček
Teaching reading and writing skills in ESL in integration with 2nd grade basic curriculum
In our workshop we present a sequel to My Fairyland 1. It has been written for teaching English in
the second grade. The basic philosophy is still the same – learning through stories, nursery rhymes,
games, movement and music – but another goal has been added: we also present the process of
learning to read and write in a second language. Since reading and writing uppercase, lowercase and
cursive letters are the primary goal in the 2nd grade as part of Slovene language lessons, going through
the same process during ESL lessons can be of great help. Aiming for the same goals, using the same
strategies, is the only way to go.
Peter Oletič
Innovative ways of teaching idioms
Teachers often feel like avoiding idioms simply because they can be such a drag to teach. In our work-
shop we present innovative ways to deal with them. We use the existing collective knowledge and
our own research to off er a small yet helpful how-to guide on teaching idioms for teachers of EFL.
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15.00 – 16.00
PLENARY: Marie Delaney trained in the UK as an Educational Psychotherapist, Teacher and Trainer. She
is now based in Ireland. She has extensive experience of working with challenging behaviour – both staff
and pupils! She has worked on outside school projects with young off endors and those at risk of exclu-
sion from school – as well as in primary and secondary schools with pupils considered ‘unteachable.’ She
has been Course Director for Teacher Training at Pilgrims and has trained teachers in several countries.
Her main interests are how therapeutic thinking approaches can help schools deal with challenging be-
haviour and supporting staff in their dealings with challenging pupils. She is the author of Teaching the
Unteachable (Worth Publishing 2009) and ‘What can I do with the kid who...? (Worth Publishing 2010).
Why do some children seem unreachable and unteachable?
Why do our best behaviour management strategies sometimes not work?
This plenary talk looks at the factors which infl uence our feelings when dealing with very challenging
pupils. It focuses on what our interactions and emotions can tell us about a pupil’s life diffi culties and
suggest ways of dealing with those ‘bad’ days when nothing seems to work.
16.30 – 17.15
Stephanie Clarke
English in action: fun and games to motivate speaking in the classroom
Come ready to participate in this fun, dynamic workshop with demonstrations of various games, ex-
ercises and activities, taught in EIA lessons and designed to boost fl uency confi dence and motivation.
You will gain new ideas and practical experience which will support you to lift English out of the gram-
mar books and transform it into a dynamic tool for self-expression and communication!
Andreja Lakner
The challenge of text revising
Do your students revise texts at home? Well, mine usually don’t, so we have to do it in the classroom.
How do we do it? Come and join our workshop to fi nd out. We’ll try out some of the activities I use,
which you can take right into the classroom on Monday morning.
Renata Krivec
TEXTING – d’u KNOW it?
Where can language boundaries be set? In this crash course you will get to know more about texting
and to be able to explore ways of using it in the classroom. You’ll also be given the opportunity to put
your own creativity to the test. C u l8r…
Zorica Jovanović
Adapting classroom materials to one-to-one teaching
Teaching Business English one-to-one often seems to impose more demands on both teacher and
learner than any other type of instruction. While the learner’s attitude is considered to be the key fac-
tor which determines the success of teaching, it is also believed that it is the teacher’s task to maximize
learner motivation. In addition to particular BE or ESP challenges, the teacher providing one-to-one
instruction needs to be fl exible and ready to adapt their methods, materials and techniques to suit the
particular learning style and stage of learning. This workshop aims to demonstrate how some activi-
ties intended to be used in a class of Business English/General English adult learners can be adapted
to suit individual learner needs in terms of learning preferences and learning styles.
17.30 – 18.30
Steve Lever
The magic of creative thinking
This talk looks at encouraging our younger learners to think more creatively in class. It examines how
this can be achieved during the normal course of a lesson, and what the teacher can do to create the
suitable environment.
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Karmen Feher is an oral examiner and trainer for the Cambridge Young Learners Tests, Slovenia.
Give your students the advantage of taking the Cambridge YLE tests,
KET for school and PET for school
Cambridge ESOL and the British Council Slovenia off er a wide range of exams, including exams for young
learners and teenagers. In addition to the Young Learners English Tests, the British Council is now admin-
istering a new set of exams specifi cally adapted for teenagers – KET for Schools and PET for Schools.
The presentation will focus on a general introduction to these exams. It will discuss the main advan-
tages of taking these exams and include a general discussion on how to integrate the exam prepara-
tion into the school’s curriculum and annual plans.
Katarina Grmek, Tanja Marzidovšek
NLP – Now Let’s Play!
“A pat on the back is worth a dozen curricular innovations”, they say. Although learning is mostly
an ‘unconscious’ process, why not tap your potentials by discovering ways of processing the world
and making them conscious. In this workshop you will hear/see/feel/touch the NLP, leaving it with a
broader view of your personal and professional life.
Stanislava Jaklič
Teaching idioms in primary school
Is teaching idioms in the last decade of primary school a piece of cake or too hard a nut to crack? In
this workshop I present my pupils’ project on idioms and highlight the problems they come across
when looking for the most appropriate idiom equivalents in their mother tongue. Learning to use idi-
omatic expressions correctly (in the right context) is an added bonus when taking account of transfer
from a native language (=L1) to a foreign language (=L2).
18.45 – 19.15
David Brett
Practising speaking skills with videokaraoke
The use of drama in language teaching is a well-tested technique, especially useful for intonation
practice. This paper illustrates a very simple, yet motivating and fun exercise for the practice of foreign
language oral skills composed of a desktop application which allows learners to dub their own voices
onto short clips from famous fi lms.
Andrea German Velušček, Bernarda Avsenik
Touchstone 7 E-Book
Computers have become very important in clasrooms lately. Interactive activities, internet links and fun
animations are very effi cient in motivating pupils. On the other hand preparing computer based lessons
can be stressful for teachers, especially those who are not very competent in the »electronic world«. We will
present an interactive e-book based on Touchstone 7. It is user-friendly for teachers and fun for pupils.
Peter Cigrovski
Let’s spice things up: things to do with/to advertisements
Ads are all around us – in newspapers, on the radio, on TV, on the internet. So why not use them as au-
thentic texts that provide linguistic and culturally relevant input? In this practical, hands-on workshop
we have a look at how printed and video ads can be used purposefully in an EFL classroom and what
we and students can learn from them.
Alan Paradiž
Thumbs up for literature in the ESL classroom
Literature is benefi cial in the ESL classroom in terms of developing and enhancing all four skills, enlarg-
ing vocabulary and providing an insight into a particular culture.
Here I single out reasons why literature should be a core part of ESL teaching, look at identifying the
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HOT SPOT – Nov učbenik za učenje angleščine v osnovni šoli
Prednosti učbenikov Hot Spot:
Check your English! – naloge na koncu vsake enote spodbujajo učence, da prevzamejo odgo-vornost za lastni napredek;Cross-cultural skills – poglavja z veliko informaci-jami o življenju v angleško govorečih deželah;Extra Special! – poglavja, v katerih so na voljo mini projekti, ki bodo spodbudili aktivno rabo jezika;Pronunciation Spots – v vsakem modulu se osredotočajo na pogoste težave pri izgovarjavi in ponujajo naloge za vajo;Grammar Summary in Wordlists – na koncu učbenika je povzetek vse slovnice in liste z besediščem iz vsake enote;Zanimivi junaki, ki se pojavljajo v učbenikih, bodo pritegnili pozornost in spodbudili domišljijo učencev.
Učbeniško serijosestavljajo:
➤ učbenik,
➤ delovni zvezek,
➤ priročnik za učiteja,
➤ CD-rom,
➤ spletna stran:
www.mamcmillanenglish.
com/hotspot
www.centeroxford.com
Naročanje: 01/588 75 25
most appropriate texts and tasks accompanying them, and suggest ways of teaching literature and
pinpoint other whys and hows that need to be addressed.
Sunday, 13th March 2011
09.00 – 10.00
Leni Dam
Learning for life – getting learners actively involved in their own learning
“Give a man a fi sh and you will feed him for a day Teach a man to fi sh and you will feed him for life.”
(Chinese saying)
My talk is based on more than 30 years experience as a teacher in a comprehensive school in Den-
mark, trying to develop learner autonomy in my language classes i.e. trying to get my learners actively
involved in their own learning.
It will:
a. Look at some basic principles in connection with the concept learner autonomy.
b. Give some examples of the organization of a classroom where learners
are actively in volved in their own learning.
c. Look at the role of parents in this connection.
d. Summarize the successes as well as pitfalls encountered.
Zabavno učenje angleščine v 1. triletju, poudarek na učenju preko letnih časov, medpredmetno povezovanje, veliko vaj v učbeniku + multirom.
Oxford READ AND DISCOVER Novo gradivo založbe Oxford University Press,
z osupljivimi fotografijami, zemljevidi in diagrami za lažje razumevanje,
številnimi aktivnostmi in projektnim delom za razvijanje jezikovnih spretnostiin sposobnosti kritičnega razmišljanja
A1–B1
CLIL
to je serija Oxford
READ AND DISCOVER.