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Gabby Maguire

1. GramArt: presentation and practice of grammar through visual stimuli


So often teachers and students experience grammar presentation and practice as dry,
board (bored?) -focussed, form-driven exercise completion. his session aims to
contextualise grammar visually and sho! ho! pictures can be a springboard for
meaningful, memorable grammar ac"uisition. his !or#shop is intended for general
$nglish teachers !ho !ish to refresh and develop their approaches to teaching grammar.
2. Taking the grrr out of Grammar
%ll too often both students and teachers, especially recently "ualified teachers, are afraid
of grammar, or at best have a negative attitude to!ards it. his seminar aims to
deconstruct the rules-and-regulations image that grammar traditionally has, by redirecting
the primary focus on language ac"uisition to!ards meaning and use. & hope to sho!
through a variety of activities that grammar embedded in a meaningful context not only
helps the student to understand the target structure, but also motivates him'her to focus on
the form, as a means to using the language. (i#e!ise, & !ill endeavor to demonstrate that
by enabling the novice teacher to concentrate on !hat message the language conveys,
relieves the stress of having to focus on unfamiliar grammar terminology.
3. Get it in writing
eachers often tend to avoid )doing) !riting in class * preferring to get the students to do
!ritten !or# at home. &n this session & !ill sho! ho! )doing) !riting in class can be
meaningful, useful, communicative and fun. +ou should leave this session !ith lots of
ideas to put into practice in your classes on Monday,
-ohanna Stirling
Plenaries
1. Developing riting !kills
.o! can !e motivate learners to !rite in $nglish? /hy is !riting difficult? .o! can !e
help ma#e !riting in $nglish fun, natural and achievable? .o! can !e help learners to
!rite !ords (spelling), sentences and short texts? %nd finally ho! can !e correct their
!riting? o ans!er these "uestions !e0ll loo# at activities from ($nglish in Mind) as !ell as
some of the presenters0 o!n.
2. here did " put m# ke#s$
1emembering ne! language is one of the many challenges a student has to face.
%lthough much class energy is spent teaching ne! language, ma#ing sure students #eep it
in their memories is something !hich is often neglected. /e !ill explore the reasons !hy
learners forget, then discuss the !ays in !hich teachers can help students !ith different
learning styles store and remember ne! language.
orkshops
1. ords% ords% ords
here are so many !ords in $nglish, here0s so little time to teach them. So ho! can !e
maximise the learning of the vocabulary !e do teach? &n this interactive !or#shop !e !ill
explore !ays to fast-trac# !hat !e2ve taught into the long-term memory. /e !ill explore a
range of engaging classroom activities and techni"ues that can be used !ith any class.
2. &'am techni(ues ) for teachers*
/hichever exam your students are preparing for, there0s a danger that the classes leading
up to it can be a drag. -ust ho! can you ma#e a multiple-choice motivating, !ord
formation fascinating, and a long turn lively? &n this !or#shop !e !ill loo# at some simple
techni"ues for ma#ing exam practice engaging as !ell as useful beyond the exam.
3. Are #our +lasses onder,full$
3hildren are naturally full of !onder. hey are curious about the !orld and their place
!ithin it. his thirst for ne! #no!ledge and understanding can ma#e them great learners,
but they can also be easily distracted. So ho! can !e #eep learners truly engaged in our
lessons? 3ome and see a range of practical activities to ma#e your classes more
!onderful and !onderful.