XVI Xornadas Didácticas de Inglés
Blurbs
XVI Xornadas Didácticas de Inglés
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I.E.S. Pontepedriña, Santiago de Compostela
16, 17, 18 March 2000
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Arantxa Azurmendi
Go for Hollywood! - Video and video making |
Video time normally means joy for learners and resting for the teacher, i.e., they watch the whole lesson and the teacher falls asleep. In this session participants will be invited to rethink the exploitation of their favourite videos for the English class. A general framework of activities to be adapted to any video material as well as the use of the video camera (camcorder) as a source of making authentic material in the class. |
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Arantxa Azurmendi
The English Connection / English Here & Now A reason to speak |
We have been running a radio show in Madrid for five years so far (English Here & Now) and we have started up a new one (The English Connection) in a school radio station, also in Madrid. We will be focused on the potencial of working task-based with a recording as a final task. All sorts of ways of promoting truly meaningful value speaking tasks in the classroom. |
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Arantxa Azurmendi
Silence, record on! |
Thanks to two radio programmes (English Here & Now and The English Connection) we have been running in Madrid for a few years, we have had the opportunity of experimenting multiple ways of turning the button record from our tape recorders into something useful. We have also discovered the potential or recordings in class to be used in otehr classrooms, that is, making authentic material from our own learners. Practical session to have a look at various task-based activities. | |
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Listening: The steps to success Secondary |
A workshop that explores the types of elements that make a successful listener and activities which teachers can transfer to their own classes and students. | |
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Learning English in the Playground: English for pre-school children Infants |
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From stories to science Primary |
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What do we mean by ‘good pronunciation’? |
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Do you speak Estuary English? Bacharelato |
Estuary English, is often referred to as the new ‘Standard English’. This practical workshop explain its origins and points out the main features of its pronunciation, grammar and vocabulary. Through video extracts we will see how it compares with Received Pronunciation and Cockney. | |
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Once upon a time Primary, infant |
This session deal with both the learning needs of young children and the challenges faced by teachers in meeting these. Story telling is presented as an effective and enjoyable method for teaching stories as a valuable resource for learning -not only English, but also a range of other curricular areas. | |
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The Real Magic English Primary |
This session presents a number of exciting and enjoyable activities for capturing the interest and imagination of young learners of English. Magic tricks, conjuring and sleight of hand are offered as tools for putting the English which you teach into a familiar and enjoyable learning context. Many of the material involved in the activities are those which can be found in any classroom. The ideas presented do not require any previous knowledge of magic or conjuring: just an open mind and a sense of fun. | |
Cabodevila, Fina
Developing Vocabulary in the Classroom General |
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Cortés Mate, Encarnación and Jesús García Laborda Daring for diversity: a whole world of questions ...some answers (I, II, III). General |
This cycle of mini-talks addresses issues that are hardly ever mentioned when covering diversity in the classroom, such as human values, student's personality, behaviour problems, affective and social factors, teacher | |
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De Angelis, Gessica
Evaluating CALL materials: an interlangauge perspective |
The aim of this workshop is twofold: (1) to provide a general guide to the evaluation of CALL materials (2) to examine the effectiveness of CALL materials in the development of productive language skills. Special emphasis will be placed on issues of feeback and interlanguage development. | |
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Making books, creating readers General |
We want our students to write, read and create sentences, using the vocabulary and expressions we study in class, and we want them do all this in a motivated way. By inventing their own stories, recycling the course book stories and songs and making attractive books with them, we achieve those objectives. We also increase the classroom library in English, which is so expensive, and we make them read and continue to reread their stories, revising the expressions and language we want them to learn. | |
Deverell, Jacqui
Non dictatorial dictation General, Secondary, ESP |
For a long time out of fashion, but for more years rehabilitated, dictation remains a versatile technique for practising the four skills or working on the four language systems. This workshop will focus on a range of dictation types and their underlying aims. An active workshop that will demand your full participation -which will not be exclusively writing! | |
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Life of Brais: A Pictorical Story of a Galician Boy who once Met English General |
This paper is a pictorical narration of the life of a Galician boy. Emphasis is placed on his contact with English as a foreign language, an it tells the public all the steps this student has to face from when he first meets English until he reaches a certain kind of result. It is a critical and comical reflection on the Spanish educational system (as far as TEFL is concerned), English teachers, textbooks, materials, and the students themselves. The author’s intention is to analyse the whole process through the eyes of the person who ‘suffers’ it. | |
Downie, Michael
Motivation –A key to success in ESO Secondary |
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Does multimedia really help to learn languages? General |
Everybody has heard of multimedia. After over 10 years of interactive technology there are 100 plus products available on the market and over 50% of the adults studying English in Spain have taken an interest in the franchise operations. But, does multimedia really work? We shall be looking at successes and pitfalls – how and why. | |
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Planning our lessons with common sense Secondary |
We are teaching English in a foreign language context. We are not in a school in Britain or the USA. We have big groups of students who are in the same class because they are the same age, not because they are at the same language level. All this means that experts and their theories may help, but only when we can integrate their views with our context and our needs, otherwise we may end up being victims of fads and claims which sound nice on paper but which are not that good once we put them to the test. We will discuss how to plan effective lessons to optimise our limited classroom time. We will also analyse practical materials and alternatives to cope with mixed-ability groups in a foreign language context, very different from the context portrayed in many ELT books. | |
Fernández Sánchez, Rosa Mª ; Itziar Arenas Villarroel; Fátima García-Picher Rodríguez; Mª Elvira Pérez Fernández
Welcome to Great Britain Primary |
Have you ever thought about the knowledge your students have about Great Britain? Do they know why they are learning English? Who speaks that language? ... | |
Forrest, Jane
How are we getting on? Primary |
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Forrest, Jane
Make, do and learn Primary |
In this session we will explore the importance of engaging the whole child in experiencing language in enjoyable multi-skill contexts. We will work through a series of integrated craft activities and examine how they provide meaningful learning experiences and encourage children to develop useful learning strategies. | |
Fowlie, Jamie and J. Mª. Aguilera
Watch the difference: Working with Multimedia and Web materials (I, II, III). General |
This three-part workshop examines two popular digital media resources for use in EFL classrooms. First we look at a number of commercially available CD ROMs in order to develop a criteria for evaluating their usefulness in the classroom. We explore them for their ease of use, versatility, motivating contents and design, quality as a learning resource, etc. We include a hands-on component working in small groups with actual software from a variety of sources. Then we move on to looking critically at WWW pages (internet) in terms of how information is presented to students. We examine the sources of information, their reliability, design, etc. And develop a framework for our students to think critically about the information that web pages provide. Again, the emphasis will be on small group interactivity with the materials. | |
Granger, Colin
Making the most of mixed-ability General |
How can we keep the lost on board and stop the stars from deserting ship? Where should we pitch our teaching –to the high-flyers, to the bewildered or to those in between? Should we divide the class into homogeneous or mixed ability groups or not attempt group work at all? What should we do with the students who find things too easy? And what should we do with their classmates who lag behind? This highly-practical mixed ability classes and offer some possible solutions. | |
Granger, Colin
Taking the danger out of drama General |
Giving textbook dialogues a mini drama treatment can work wonders in boosting students' confidence and improving their speaking skills. Mini dramas are also an effective way of helping students develop an awareness of stress and intonation and the effect these have on meaning. Mini dramas are a danger-free drama activity, so don't be afraid to come along to this session! | |
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Correcting mistakes in ESO: A different way Secondary |
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McIntosh, Gerry
Music to the ears Primary |
Songs, rhymes and actions play a fundamental role in the infant and primary classroom. This talk looks at the rationale of the use of songs and offers a range of practical activities which can be adapted to different situations. | |
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Ignacio M. Palacios Martínez
Translation and English Language Teaching |
These two workshops are intended to provide the participants with a general theoretical background on the field of translation as well as to discuss the role of this area in langauge teaching. The main reasons for using translation in the classroom will also be explained. A fully creative teaching and exploitation of translation will be advocated within a communicative English class. The first session will start by reviewing some basic concepts in connection with translation studies and they will then be put into practice by completing a series of tasks in relation to the translation of fil subtitles. The second part will present a number of practical exercises, mainly translation activities, which can be easily taken to the secondary English class. If time, participatns will design an activity similar in form and contents to the ones presented according to their teaching and learning situation. | |
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Act it out! Primary |
This session aims to develop ideas on how to prepare children for an acting out activity in the classroom. We’ll look at how to set up and carry out different types of drama activities based on stories with 6 and 7 year-olds. | |
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Teaching 6 to 8 year-olds Primary |
In this session we will be looking at a range of activities such as songs, dances, games that can be used with children starting English at the ages of 6 and 7. Participants will be asked to take an active role. | |
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Archana Patel Garcia-Castro
Assertive Discipline: Supporting teachers dealing with difficult classes Primary |
No teacher, no matter how good or experienced s/he is, can teach successfully without support. And, nowadays, many children are so disruptive that we need support from school management, as well as from the parents. With the myth of the perfect teacher, many of us feel inadequate or guilt-ridden when we look for this support. | |
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Archana Patel Garcia-Castro
Active English for Children Primary |
Drama is more than just theatre skills or mere performance. It is to do with expanding the child's emotional and cultural world, building on what he or she already knows. It is also about being active and imaginative. As adults we have to think of how to make the most of the magic children possess, "a curiosity and a sense of wonder that gives rise to refreshing honest insights." (D. Jackson). In this session, we will use well-known activities: mime, picture stories | |
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If a lesson is like a sandwich… Primary |
If a lesson is like a sandwich, then the beginning and ending activities are what hold it all together. It’s easy just to concentrate on the filling, but the way you star and end a lesson can make all the difference to how much the children enjoy and take in what’s in the middle. In this workshop we will try and sort out what make a warmer a warmer and a finisher a finisher and the do and evaluate lots of activities that you can use in class. | |
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Say that again, Xan Primary |
There’s no doubt that repeating language in a meaningful context helps you remember it, but it’s that word meaningful that can trip us up when we are planning our classes. And of course the other sticking point is that children in the early years of learning English have so little language in the fist place. In this workshop we will explore ways to get children to say the same basic phrases over and over again in situations that help them associate language and meaning at the same time as they get their tongues round the sounds. So, some activities (songs, chants, stories, drama, pair work, ...) to try out, talk about and adapt (mostly for beginning teachers). | |
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Stick no bills! ¡Pois a pintar! General |
Using a slide presentation, we will go through a wide choice of ‘messages’ found in everyday life (graffiti, warnings, notices, signs, ...) aiming at presenting highly practical activities to motivate students in a more lively and enjoyable way. In the second part of the workshop, we will look at a selection of intelligent, entertaining and controversial printed advertisements together with some hints for their use in the English class. A 26-page booklet or a CD-ROM with visual material and tips for use will be provided for the participants to take back to the classroom and... let the fun go on! | |
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What’s the Plot? Secondary |
Have you tried to take the plot of a known movie or story as a starting point to develop illuminating and motivating activities? This workshop offers advice on how to work on a story through writing, listening, speaking and reading. | |
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Error –Sin or gift? Secondary
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‘Like sin error is to be avoided.’ ‘A mistake is a gift to the class.’ Two diverse points of view. What’s your point of view? Can you spot the difference between different types of mistake? After a brief focus on the issue of errors we will move into a practical workshop and techniques for dealing with spoken errors. | |
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Late 70’s - Late 90’s: Spot the difference Secondary, ESP |
My teenagers can’t or won’t speak. Is it a problem created by methodological theory and today’s coursebooks? Is communicative language teaching a thing of the past or are the 1970’s OK? What’s been happening since information gap/spot the difference exercises filled the communicative hole? An argumentative look at the state of my classroom, if not yours, trying to bring theory and practice together for the year 2000. | |
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Songs as contextual seas General |
Songs are motivating, but we all know this. Perhaps more importantly they provide a context for focussing on language chunks that can be exploited. A brief look at chunking will be followed by some practical ideas. The of these ideas will be evaluated and we will notice which aspect of the language skills or systems are focussed on. | |
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Everything in English –then sing it! Primary |
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Where’s my Teddy? Primary |
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Many students: many intelligences General |
After briefly considering the thinking of Howard Gardner we will look at how the Multiple Intelligences frame of mind can allow us to come to appreciate our students more and so work with them faster and more efficiently. You may find that a student who works mediocrity in your classes is brilliant in a lesson that involves, say spatial intelligence. The challenge, then, is to introduce spatial thinking into your language teaching. You will leave the hall with a conceptual frame and concrete ideas you can use immediately. | |
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Jumping letters Primary |
The above title confuses those of you who see the letters of this sentence immobile on the page. Between 10% and 20% of primary children see the letters of as sentence moving on the page. This workshop will show you ways of helping children who can’t read Galego, Spanish or English text comfortably because they can’t get it to stay still. Pure mechanistic solutions to painful perceptual problems are intensely satisfactory. | |
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Ways of teaching words fast General |
You will leave the workshop with techniques that help you teach words so they stick and help students come at words from a multitude of different angles. The workshop will include a CD ROM element. | |
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From accuracy to fluency: Grammar Activities in the classroom General |
A common phenomenon noticed by teachers is that even after intensive | |
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Teaching Grammar (Plenary) Closing Plenary |
This talk will begin with a survey of selected research in the area of grammar teaching. It will relate particularly to the question of explicit form-focused instruction: how far does explicit grammar teaching contribute to learning, and under what circumstances is it more or less effective? In the second part of the talk I shall attempt to formulate a model of grammar teaching that makes sense both in terms of the research and of personal experience and reflection. | |
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Archena Patel Garcia-Castro
Assertive Discipline: Supporting teachers dealing with difficult classes |
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Archena Patel Garcia-Castro
Active English for Children |
Drama is more than just theatre skills or mere performance. It is to do with expanding the child’s emotional and cultural world, building on what he or she already knows. It is also about being active and imaginative. As adults we have to think of how to make the most of the magic children possess, "a curiosity and a sense of wonder that gives rise to refreshing honest insights." (D. Jackson). In this session, we will use well-known activities: mime, picture stories and role-play, working with some authentic texts that might be new to you. | |
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Shaw, Nick
Stories for All Secondary |
The participants in this workshop will collaborate in a process-based writing activity that includes work in the other three main skill areas. From a common starting-point, everybody will be able to participate and contribute at his or her own level of knowledge and ability to produce a piece of original writing. This will in turn serve as initial input for | |
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Spare the rods and spoil the child General |
Small colour pieces of wood may seem to belong to the playground, but no! These rods are a versatile classroom tool with almost limitless possibilities on their own or with other things. Any level, any skill, there are no barriers. This practical workshop will initially demonstrate their potential in bringing a class to life helping the teacher distance him/herself from traditional teaching methods. It will then allow you to engage your imagination in trying them all for yourself. | |
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Yardeley, Anne Marie Elisabeth Learning English is fun Primary |
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Yardeley, Anne Marie Elisabeth Story telling in the class Primary |
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