Děkujeme všem učitelům jazyků za účast na 16. konferenci pořádané společně AKCENT College a AKCENT International House Prague.
Učíme (se) dialogem
Materiály k seminářům:
Teaching is a dialogue?
Giving whole class feedback to activities
Markéta Zusková, Jana Kozáková
Join the Conversation: Using Dialogues to Stimulate Speaking in YL and Low-Level Adult Classes
Teaching is a dialogue?
||Giving whole class feedback to activities
Do you feel your students would benefit from doing the whole class
feedback slightly differently from time to time but you don't know how
to go about it and even if it's a good idea at all? In this seminar we
will discuss various ways of giving feedback, their advantages and
disadvantages and reasons why we should alternate the traditional'
way(s) we usually approach it.
Markéta is a teacher, teacher trainer and a Cambridge ESOL examiner.
She works for AKCENT IH Prague as a Senior teacher and is also
involved in the teacher training programme (IHCYLT, IHCPT, CELTA YL).
Her experience also includes training future teachers at Akcent College.
She graduated from Charles University (Teaching English Language and
Literature) and passed DELTA in 2005.
Jana entered ESL world after she finished her CELTA in 2007. Since
then, she has gained valuable experience in teaching adults and
especially young learners of a variety of levels and ages at Akcent IH
Prague, which she joined in 2008, as well as in the UK while teaching at
summer schools last three summers. She finished her DELTA in 2012 and
she currently works as an IHCYLT tutor.
Through Internal Dialogue to Better Classroom Dialogue
This seminar will present some findings from classroom research into
teacher talk and individual development facilitated by self-reflection
based on audio-recordings of teachers’ own teaching. Participants will
work with short audio samples from the classroom and notice some typical
aspects of classroom teacher talk and how teachers and students
construct classroom dialogue in English lessons. It will be argued that
structured individual work with short samples of one’s own teaching
(critical incidents) promotes noticing and sensitivity to varied aspects
of classroom dialogue. Teachers’ internal dialogue thus helps them
notice and think about what they did well and about what went wrong, but
it mainly helps them think about what they have learnt and about what
they could do better next time.
Dana has more than 25 years experience of teaching English. She is a
teacher trainer on Cambridge DELTA Modules, CELTA and TKT courses and
an oral examiner for Cambridge exams. She also trains Czech English
teachers on a BA programme at AKCENT College s.r.o. in Prague.
Do your students tune you out as soon as you start explaining a
grammar point? Then join in to talk about some ways to make a grammar
presentation more engaging for the students. We will look at some
materials and think about ways to help the students understand and use a
certain grammatical feature.
Judith has been a teacher since 2009 and have worked in different
countries and she has been working at AKCENT IH Prague since 2016. In
those 9 years she gained a lot of experience teaching adults and young
learners. In 2017 she became an IHCYLT tutor and this year she started
her new role as an Assistant Director of Studies.
Rewriting writing: how can we upgrade students’ language?
We all know that teenagers get a lot of their English from
the Internet and social media which has a clear impact on what
they produce. So how can we ‘upgrade’ their language to better
correspond to more formal contexts? This session will focus
on reformulation as a practical tool for improving students’
writing and encouraging learner autonomy.
Anna has been teaching for 5 years and has just trained to
become a CELTA tutor. Before moving to Prague two years ago she
taught in Italy and Indonesia. She has also been an EAP tutor and
taught on university preparation summer programmes for teenagers.
||Join the Conversation: Using Dialogues to Stimulate Speaking in YL and Low-Level Adult Classes
A: Dialogues are not a very fun way to teach English.
B: I totally disagree. They can be great fun!
Exactly the question we will be addressing in this session, which aims to provide examples of games and activities that can be used to
encourage low-level students (either YLs or adults) to get involved in speaking activities and begin to develop their spoken fluency, while also focusing on accuracy.
With seven years experience of teaching English to YLs and adults in both language schools and universities in Europe and Asia, Chris Bain has completed the CELTA, IHCYLT and DELTA. Currently the Senior Teacher at International House Bielsko-Biala in Poland, he spent three years teaching in Prague and has a lot of fond memories of teaching Czech students.
Ranting at the coursebook: A frustratingly one-sided conversation.
Ever found yourself talking to a coursebook? That’s not going to
work! Where did you get that idea from? How are you presenting that?
Have you met my students? Have you met any students??? Aimed at Young
Learners and Teens, in this session we’ll look at ways to lift the
content from the coursebook and into the classroom to engage and excite
Laura is an English Teacher, Young Learner Trainer and ADoS (YL
Department) at AKCENT International House Prague. Currently she is
interested in preparing students for the Cambridge Young Learner Exams.
Error correction (a dialogue with a student)
We take our students´ wishes seriously and built our lessons around
them; but what happens if we do so? Do the students know what they want
and need? What we do when students want something we don´t want to do
because we have a better idea. We are also going to look at some
Helena has been with AKCENT IH Prague since its beginning in 1990, teaching and working in the academic management. She is intersted in preparing
stuents for Cambridge exams, teaching and marking writing as well as in
error correction in general.
This workshop will present ideas and tips for teaching
lessons that responsively use students' language as a resource
and involve minimal preparation and materials.
Jaime has been teaching English in Prague for 13 years.
Currently, she divides her time between teaching her students and CELTA and DELTA training.
||So what did you think of your (own) lesson?
In this workshop we will think about ways of taking the teacher's
experience of an observed lesson more seriously. Self-evaluation
is a common aspect of the observation process, but is often managed in a superficial way. In other words, what the observee
thinks/feels matters much less than what the observer thought.
If it matters at all. This workshop is suitable for senior
teachers or managers whose job it is to observe teachers in their
Leona has been a teacher trainer for nearly two decades (mostly
in Prague and Budapest, but she also travels around Europe as a
Cambridge CELTA assessor). She works with both novice and
experienced teachers and in her training work she is especially
interested in the power of self-reflection.
Improvisation games in teaching
How to use improv games in the teaching of English? That’s the main goal of this workshop. You will learn the types of games you can use for that purpose and of course you will try them yourself, so you know exactly how it feels. It’s important to understand what experience your students are going through and how these games work both from the inside as a learner and from the outside as a teacher. As a bonus you’ll get a list of some games so you can use them right away.
Filip is an actor, an improviser and a teacher. He started doing improv as a hobby over ten years ago, but it is transforming into his profession. First, he studied drama and education at the JAMU in Brno and now he’s studying authorial acting at the DAMU in Prague. He focuses on both teaching and performing improv. He uses improv as a safe space to learn from one's mistakes. He also taught English through games in tandem with a native speaker at ZŠ Školní in Braník, Prague, for one semester.
Improving classroom interaction
I am an English teacher and a teacher trainer on CELTA, Delta
Modules and Business English courses. I’ve worked mainly in the Czech
Republic, in Prague and Brno, but also in Lithuania and the UK since
1996. Now working on an MA in Applied Linguistics.
Giving whole class feedback to activities
Do you feel your students would benefit from doing the whole class feedback slightly differently from time to time but you don't know how to go about it and even if it's a good idea at all? In this seminar we will discuss various ways of giving feedback, their advantages and disadvantages and reasons why we should alternate the 'traditional' way(s) we usually approach it.
Markéta Zusková and Jana Kozáková
||Plenary: Once upon a time in a staffroom….
Who doesn’t know this situation: you come out of a class where your students drove you up the wall. Whether they are problems with classroom management, mixed level classes, or problems with the materials you used. We will listen to two teachers discussing some problems and see what kind of solutions they can come up with.
Dragana Kostadinović and Judith Hüneburg
I've been working as a teacher of English, German and Serbian for twelve
years in Prague. I did my CELTA and DELTA at AKCENT IH Prague, and as of
September 2018, I'm also a teacher of English there. Apart from
teaching, I also translate. Currently I'm working on a textbook as a
||Improvisation Show followed by Raffle
Improv Show by Filip Karda & Co.
A three-man (45 min) improvised performance. What could possibly go wrong? Come and enjoy this improv show which focuses on the use of English by regular Czech guys. They all speak English but it isn’t flawless. Despite that fact they are able to create fun stories which (mostly) make sense...