Monday, 24th February | 11:00 – 12:00 or 18:00 – 19:00
Let’s gamify our English classroom!
Interested in making your primary English classes more fun and fomenting better learning? Fun and games are sometimes seen as extras which go alongside the ‘real work’ which takes place in the classroom. However, using gamification and game-based learning (GBL) can increase student motivation and boost learning if applied correctly. This practical webinar will briefly explain gamification and GBL (they are sometimes confused) and provide a wealth of practical activities and guidance. From using board games, to ‘superficial’ gamification to full-blown Escape Rooms, there’ll be plenty of inspiration to help you apply these approaches in the classroom.
Tuesday, 25th February | 11:00 -12:00 or 18:00 – 19:00
Integrating video into the Secondary classroom
When learning replicates real life it’s enjoyable, natural and helps students to become better learners outside the classroom. The medium of choice for today’s teens is video and the implications for our classes is clear: video is a vital ingredient for effective learning. But it’s not always easy to bring this into the classroom. Finding appropriate resources which are both interesting and language rich, creating tasks and activities to go with them, meeting the needs of mixed ability classes and aligning content with lesson aims can be extremely time consuming for busy teachers. In this session we’ll find solutions to some of these challenges as well as provide a range of creative ideas for integrating video into lessons.
Wednesday, 26th February | 11:00 -12:00 or 18:00 – 19:00
Teens: it’s hard to B1
Our B1 level teens haven’t quite reached maturity yet - both personally and linguistically. What language, skills and strategies will they need in B1 exams? Can we dovetail this with their needs and preferences as teens? In this webinar we’ll look at general principles for teaching students at this level and try out some activities across the four skills that will leave your teens both engaged and
prepared to succeed at B1.
Friday, 27th February | 18:00 -19:00 or 19:30 – 20:30
The ESL and CLIL classrooms: the importance of cooperating
Emma San José
Very often, CLIL teachers feel they are islands in the school, trying to engage students in a classroom in which both language and content can be threatening for them, while their ESL colleagues struggle to make students see English not as a subject but as a useful, living language. The CLIL teacher would love to have some additional linguistic support. The ESL teacher would be thrilled to have students see the reason why they should learn the passive voice. In this webinar we will explore ways in which both can join forces and row in the same direction, supporting each other.
Michael Brand is a Teacher Trainer for Pearson. A passionate linguist, he studied French and German at Durham University, followed by a PGCE in Modern Languages. Having taught in England and Spain, he has experience in the public, private and state-assisted sectors and has taught young learners, teens and adults. He now spends his time training teachers on all things ELT and his interests include collaborative learning and the creative use of video.
Amanda is an experienced teacher trainer, author and editor, who has worked
extensively in primary and secondary ELT academic management. She also works as an international educational consultant advising on young learner foreign language learning programmes. She’s worked in the UK, Russia, Spain, Ukraine, Lebanon, Egypt, Turkmenistan and Tunisia, and is based in Poland. Amanda is Joint Publications Editor for the IATEFL young learners and teenagers special interest group.
Emma San José is a philologist who, after years of teaching English, qualified as a Social Science teacher. In order to make the most of her lessons she trained to become an expert in CLIL methodology and now combines work in a bilingual school with teacher training. So now instead of teaching English, she teaches through English to help students acquire the language as well as the content.