22. konference AKCENT IH Prague proběhne 21. listopadu 2026
Partneři konference:
V prostorách Husitské teologické fakulty UK, Pacovská 350/4, Praha 4
Čas
9:00 - 17:00
registrace začíná v 8:15
Konference bude organizována formou plenárních prezentací a prakticky zaměřených workshopů. Jejím jednotícím tématem je výuka angličtiny jako druhého jazyka.
Můžete se těšit na workshopy zaměřené na různé vyučovací techniky, role příběhů ve výuce jazyka, využití reklamních a vizuálních materiálů v hodinách atd. Workshopy jsou relevantní pro učitele žáků jakéhokoli věku a jakékoliv úrovně angličtiny.
Hodinová dotace konference je 8 hodin
Cena:
1 500,- vč. DPH
Sleva pro partnerské školy 20%
Registrace a platby:
K účasti na konferenci se hlaste prostřednictvím přihlášky ZDE
Registrační poplatek
po obdržení vaší přihlášky vám zašleme fakturu s údaji pro platbu.
Program konference
Program bude průběžně doplňován
| Peter Lucantoni has had a long career in English language teaching, teacher training and management, in Europe and the Middle East, and he is now based in Cyprus. He is the author and co-author of a range of popular coursebooks for students, including Cambridge IGCSE English as a Second Language, and Introduction to English as a Second Language, both published by Cambridge University Press. He is also the co-author with Matthew T Ellman of From Teacher to Trainer. Peter is Professional Learning and Development Manager for Cambridge University Press & Assessment, and regularly speaks at ELT conferences and trains teachers internationally in both the public and private sectors. His main interests are in teacher education and transitioning teachers into trainer roles. |
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| Integrating Learning and Assessment to Boost Learning Outcomes In this plenary session, we will explore Integrated Learning and Assessment (ILA) — a framework built around four key pillars: setting learning objectives, collecting evidence of progress, providing actionable feedback, and giving tailored follow-up. This session reflects Cambridge University Press & Assessment’s commitment to ILA — helping teachers and learners worldwide make learning visible, meaningful and continuous. Teachers will leave the session with a strong theoretical understanding of ILA as well as practical ideas as to how it can be implemented in planning and teaching, thus allowing learning and assessment to work hand in hand to enhance student engagement, progress and motivation. |
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| Integrated Learning and Assessment (ILA) –Making Feedback Actionable As discussed in the plenary session ‘Integrating Learning and Assessment to Boost Learning Outcomes’, Cambridge’s ILA framework is built around four key pillars, one of which is actionable feedback. In this interactive workshop, teachers will explore what it is that makes feedback actionable, before examining a series of techniques that they can use to make feedback relevant and meaningful to their learners as part of the ILA process. |
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| Ben Herbert is a Professional Learning and Development Specialist for Cambridge University Press and Assessment and is based in Prague. He has trained teachers and spoken at conferences in various countries and has taught in different contexts for over 15 years in the Czech Republic, Jordan, Libya, Turkey, and Saudi Arabia. Ben has worked as a Cambridge CELTA Main Course Tutor, is DELTA-qualified, and is currently studying trainer development as part of his MA in Professional Development for Language Education. |
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| Integrated Learning and Assessment (ILA) –Tailoring Follow-up Following on from Cambridge’s earlier sessions on ILA and the delivery of actionable feedback, this interactive and practical workshop will delve into the theme of how teachers can use their knowledge of their learners and their learning gleaned through the earlier stages of the ILA process to inform their planning and teaching decisions. Partcipants will leave this workshop with a number of practical, ready-to-use tips for adapting Cambridge materials with their learners’ learning needs and preferences in mind. |
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| Martin Kräussl is an EFL teacher with over twenty years’ experience across secondary, language-school and university settings. He teaches academic and business English courses at the Prague University of Economics and Business and TEFL methodology and teaching practice for pre-service English teachers at the Faculty of Education, Charles University. Martin is a PhD student in Applied Linguistics for Language Teaching at the Faculty of Arts, Charles University, where his work focuses on developing critical thinking in English language education. In his EFL classes he works extensively with authentic materials and engages learners in analysing the language of media and advertising. |
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| Šárka Císařová is a teacher at British Council Prague and a Trinity Diploma tutor at Oxford TEFL Barcelona. Her passions include action research and materials design. In her session, she will share tasks piloted with A1/A2 lower‑secondary classes and offer techniques for promoting young learners’ communicative competence. |
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| Tasks and Techniques Promoting Authentic Communication with Young Learners: How can we help young learners move beyond simple coursebook exchanges to genuine, personalised communication? This workshop is designed for teachers seeking fresh ideas for lower levels. Inspired by Task-Based Learning, the session will offer a toolkit of practical tasks, techniques, and strategies to build confident, authentic communicators. |
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| Lukas Milka is a DELTA-certified teacher with over 10 years of teaching experience in a variety of settings, including pre-schools, primary and secondary schools and universities. He focuses on making lessons informative, interactive and enjoyable - promoting independence and critical thinking, while maximising learning outcomes. He is currently teaching at a private high school and undergoing IB training. |
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| Make The Students Need Each Other: Designing Speaking Tasks for Genuine Communication “If a student can produce the answer without interacting with another human being, what are we really asking them to learn?” How can speaking-task design respond to the realities of the 2026 classroom? This practical workshop explores three powerful ways of creating more purposeful and AI-resilient speaking tasks: developing spoken fluency through repetition, creating genuine interaction through role-play, and designing information-gap tasks where learners actually need one another. Participants will experience the activities as learners before reflecting on what makes a speaking task engaging, challenging or uncomfortable. Drawing on their own experiences, they will identify common barriers to effective speaking and explore how small changes in task design can turn ordinary classroom activities into meaningful communication. |
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| Joe Fisher has spent over 20 years in ELT, working as a teacher, trainer, and academic manager in more than 10 countries. He is currently based in Prague, where he delivers CELTA courses with Akcent International House. |
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| Avoiding the Pitfalls: Helping Students Perform at Their Best in Cambridge Speaking Exams What can stop a well-prepared candidate from performing at their best in a Cambridge Speaking exam? This session looks at common misconceptions, unhelpful behaviours and avoidable pitfalls that can negatively affect candidates’ performance. Focusing mainly on B1, B2 and C1 exams, we’ll look at ways teachers can help students approach the Speaking test with greater confidence and awareness, giving them the best opportunity to demonstrate their ability on the day. |
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| Zhenya Dobrolezha is a DELTA-certified teacher and teacher trainer with more than 20 years’ experience in three different countries. She has taught YL classes, business English, conversation classes and specialises in exam preparation. |
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| Jana Brankova | ||
| Mantle of the Expert: Using Storytelling to Engage Learners: Mantle of the Expert places learners in an imaginary context where they have a shared purpose, responsibility and a reason to communicate. In this practical, workshop-style session, you will experience the approach rather than simply hear about it. We will explore how storytelling, reading and language work can become part of a meaningful context where students take on roles, solve problems and make decisions. We will then step back and consider how the principles can be adapted to different ages, topics and types of English lessons. |
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| Anna Kopecka is an AKCENT product. First she was a student then became a part time teacher while studying at the university and then started her teaching career and did her Delta in AKCENT. Now she is involved in teacher development and teacher training and works as the Director of Studies but still enjoys being in the classroom the most. |
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| Anastasiia Esenkova is an English teacher with more than ten years of teaching experience in Russia and the Czech Republic. In Russia, she taught pupils from Grades 2-5 in Vladivostok Lyceum. Since moving to the Czech Republic, she has taught English to pupils from Grades 3-9. |
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| Tandem Teaching in Practice: From Shared Lessons to a Practical Toolkit: Tandem teaching offers opportunities for more individualised support, greater student participation and varied forms of classroom interaction - but its success depends on how the two teachers plan, communicate and share responsibility. In this practical workshop, Anastasiia will share her experience of developing tandem teaching in English lessons at Nedvědovo náměstí Primary School in Prague 4. Participants will explore practical lesson structures, role-sharing, small-group work, games, reading activities and ways of collecting feedback from both pupils and teachers. The session will also introduce a developing Tandem Teaching Toolkit, including lesson plans, reflection tools and feedback forms. The workshop will focus on what happens in real classrooms: what works, what can be challenging, how teachers can adapt each other’s ideas, and how feedback can be used to improve subsequent lessons. |
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| Leona Svobodova has been a teacher and a teacher trainer for over 20 years, with International House and Cambridge English being her main employers. She is currently working at a secondary school where she is trying to implement all those “fancy Cambridge ideas” into a regular school context. |
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| Dana Hánková has been an English teacher for 40 years, teaching young learners and mainly adults in varied contexts and helping them succeed in language exams. Dana has also been a teacher trainer for 25 years, working on Cambridge CELTA and DELTA courses. She was extensively involved in the programme of AKCENT College supporting Czech teachers in gaining their professional qualification as English teachers. Currently, she works at MIAS CTU where she teaches English and runs methodology courses for practising English teachers. |
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| Sean Harper | ||
| George Hardwick is an ESL teacher and teacher-trainer from the United Kingdom, now based in Prague. He has previously taught in the UK, Malta, South Korea and now the Czech Republic, to all ages and in a variety of contexts. He is particularly interested in teaching one-to-one, and in helping adult students develop their English communication skills to meet practical and achievable needs and goals in their personal and professional lives. |
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| Refugees in Our ESL Classrooms: how can we understand and help them? All of our learners bring their full life experience with them into the classroom. As their teachers we must take this into account as much as possible, and all the more so when our learners are refugees and have had to leave their home countries under possibly traumatic and dire circumstances. This workshop will address how we can meet our responsibility to provide a safe and welcoming learning environment for such learners that is trauma-informed and sensitive to a diverse range of potential needs beyond what we might expect from locally born-and-raised learners. In addition, this support may necessarily extend beyond the classroom or the usual territory of language teaching, and this requires an educator's role to expand - this workshop will explore what this means in practical terms and how we may step up to this challenge. |
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| Jaime Lilley has been teaching for 22 years, and training for 18 years. She is a CELTA and DELTA tutor, and now the head of Akcent's Teacher Training Centre. Her lastest project is teaching very young learners, from 4-6 years old. She favours a leraner-driven, humanistic approach. In her non-teaching time, she publishes a poetry journal and enjoys the arts. |
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