11-12 декабря / 2020
5th MELTA international online conference.
About the conference
MELTA association was created by teachers to support fellow teachers. Through seminars, publications and school projects we have always striven to provide teachers and their learners with numerous teaching and learning opportunities.

We are happy to announce that this year we are holding an international conference for English teachers. The main emphasis of this conference is personalization. This year has been hard for all of us. In times like these we are sure one can learn a lot from the positive experience of colleagues globally adjusting to the new online virtual reality and globalization. Our aim is to share personal experience of teachers all over the world on the most pressing issues and do it with care and love for the profession.

We hope this conference will be the so much needed source of inspiration for each and every one of you paving the way for new discoveries, experiments, and providing you with a new angle to the all-too-familiar topics.
We care!
We are looking forward to seeing you at our conference!

1000+
участников
каждый желающий может принять участие в конференции
7
потоков
Тематические потоки докладов
30+
спикеров
Мы пригласили лучших поделиться собственным опытом
Спикеры
Мы пригласили более 30 профессионалов образования, которые поделятся своим опытом и экспертизой
Hugh Dellar
Hugh Dellar has over twenty-five years' experience in the field and is the co-founder of the online school and training company www.lexicallab.com. He has co-authored two five-level General English series, Outcomes and Innovations, both published by National Geographic Learning, as well as one level of the high-school series Perspectives. His first methodology book, Teaching Lexically, came out via Delta Publishing in 2016. Most recently, he has worked on two levels of the new Pearson General English series, Roadmap.
Jeremy Harmer
Jeremy Harmer is a teacher, trainer and writer in the field of English language teaching. He is a frequent speaker at seminars and conferences around the world.Among his many books are The Practice of English Teaching, How to Teach English and Essential Teacher Knowledge (all published by Pearson), Story Based Language Teaching based Language Teaching, published by Helbling and Solo Saxophone, Trumpet Voluntary and the Double Bass Mystery (from the Cambridge English Readers series published by Cambridge University Press).

Away from ELT Jeremy is a practising musician on a number of different instruments and a singer-songwriter.
Ken Wilson
Ken Wilson is an author and trainer. He has written more than thirty ELT titles, including a dozen series of course books, and has trained teachers in more than forty countries.

He wrote the OUP American English series Smart Choice which is used by university students throughout Asia and Latin America.

Until 2002, Ken was artistic director of the English Teaching Theatre, a company which performed stage-shows for English learners all over the world. The ETT made more than 250 tours to 55 countries, including Russia.

He holds a Masters in Creative Writing from Birkbeck College, University of London and recently completed his first novel.
Marjorie Rosenberg
Website: http://marjorierosenberg.com/

Marjorie Rosenberg has been teaching English in Austria since 1981 at the tertiary level, as a corporate trainer and teacher trainer. She has published widely in the field of business English, the most recent being 'Communicative Business English Activities' and is the author of 'Spotlight on Learning Styles' and 'Creating Activities for Different Learner Types'. She has held workshops and plenaries at over 100 conferences around the globe. Marjorie was chair of Teachers of English in Austria, Coordinator of the IATEFL Business English Special Interest Group and is a Past President of IATEFL.
Chris Roland
Chris is a trainer, international conference speaker and methodology writer based at ELI, a language academy in Seville. He is a tutor on Trinity Certificate and Diploma courses for OxfordTEFL, Barcelona.

His first book Understanding Teenagers in the ELT classroom (2018) was nominated for an ELTon award.

His current areas of work are: helping teachers to adapt to online teaching for YL's and teens, coping with L1 and student cross-talk, the psychological terrain of a teacher's working day, task design, the micro-mechanics of going over exercises and the workings of what we call 'fun'.
Alexey Konobeiev
Alexey Konobeiev holds a PhD in Applied Linguistics (ELT methodology) and has taught at universities in Russia and in the USA. Alexey is a former head of the regional EGE examination board of Tambov region and a member of the jury of the regional stage of the All-Russia English-language Olympiad. Since 2006 Alexey has been the editor-in-chief of Titul publishing house and "English at school" journal since 2014. He has also worked as the director of the Institute of Modern Languages and Professional Communication at MGIMO and is currently working as Academic director at Skyeng. Alexey is the author of several ELT books for children and teens.
Jo Gakonga
Jo Gakonga runs a popular website (currently 11,000 users) at www.elt-training.com with courses for trainee and novice English language teachers and her YouTube channel of teacher training videos (elttraining) has had over 1.7million hits. She works on BA and MA in TESOL courses at Warwick University as well as being a CELTA trainer, assessor and JCA. She is the co-author of IELTS Foundation and is studying for a PhD in the field of mentor skills development. She likes baking when she has a spare minute or two.
Olga Connolly
Teacher trainer and assessor for Cambridge CELTA and Delta, and IH Teacher Development courses, material developer; a holder of a pedagogical degree and MA in TESOL and Applied Linguistics (University of Portsmouth, UK).I have been involved in teacher training for about 15 years, including online training for the last few years. My interests vary, but recently I've been mostly focused on improving my online teacher training skills and online material development.
Janet Golding
Janet Golding is an Academic Support Consultant at LanguageCert. Focusing on the awarding body's portfolio of English Language qualifications, she supports teaching staff and test takers at LanguageCert test centres across the globe . She has worked in ELT in both state and private sectors, in UK and throughout Europe , for 35 years. Her career has involved working in a wide range of settings and roles including as a teacher, TESOL trainer and ESOL examiner.
Leticia Medina
Leticia Medina is a doctoral candidate at the University of Texas at San Antonio (UTSA) and is thoroughly in love with her home city as well as fascinated with traveling and soaking in the culture, language, and food of new places. Leticia deeply appreciates all things language- and literature-related and as such she has more than 12 years of experience in teaching language, literature, and academic/creative writing at the university level, both at home and abroad.

As the English Language Fellow for Moscow, Leticia has shared the multicultural aspects of Texas and the importance of critical analysis in media literacy on a number of occasions.
Emily J. Clark
Ms. Clark holds an MA in Applied Linguistics from Georgia State University in Atlanta, Georgia, USA and she is currently enrolled in an Educational Technology graduate program at the University of Kansas, USA.

Ms. Clark is developing curriculum for online English language programming with the Center for Online and Distance Learning, the Center for Teaching Excellence, and varied publishers. She also reviews online courses and provides ongoing training on online language teaching and technology. She is on the executive board of Midwestern TESOL (MIDTESOL) and is a member of TESOL and the English Language Programs community.
Kevin Westbook
Kevin Westbrook is a Director of Training at Pete Sharma Associates Ltd and has been involved in teacher training in the ELT field for over 20 years. Since beginning in this field in 1997, he has accumulated significant experience in EAP, ESP, the use of learning technologies and language assessment. Professional development has been a particular theme over that period and he now hosts a podcast on that topic called Delivering Development. His research interests are language assessment and ESP.
Natalia Belousova
Natasha Belousova is a teacher and teacher trainer with wide experience in multiple contexts.

She has worked as a DOS and is a senior member of the Russian National Exam board. After completing her Delta with IH London in 2010, Natasha has been working as an ICELT and TrinityCert trainer, and supervising Distance Delta trainees for NILE. She has also been designing and running various courses for teachers in Russia, Bangladesh, Bosnia and Slovakia.

With her colleague, Natasha is currently developing the ELephanT project, which includes co-organising schools, short-term and long-term teacher training courses for Russian teachers of English.
Rory Fergus Duncan-Goodwillie
A native of Dundee, Scotland Rory Fergus Duncan-Goodwillie is the Director of Studies for Simply English, Moscow, a co-host and teacher on the IELTS Speaking for Success Podcast and it's related services, and a Teacher Trainer on the Solving the Monkey Puzzle Course. He is also the author of "The English Teachers", which focuses on the lives and experiences of EFL professionals, in addition to numerous other articles and training sessions on ELT.
Maria Molashenko
As a CELTA trainer Maria has worked in Brussels, Bangkok and other countries; DELTA qualified, IELTS trainer, English teacher since 2007, conference presenter: IATEFL 2018 in Liverpool. Maria is also one of the hosts on IELTS Speaking for Success Podcast with over 700,000 listens worldwide.
André Luís De Santana Hedlund
André Hedlund is a Chevening Alumnus, MSc in Psychology of Education from the University of Bristol, and an Edify Bilingual Program Mentor for SPOT Educação. He is also a representative of BRAZ-TESOL's Mind, Brain, and Education Special Interest Group (MBE SIG) and a guest lecturer in postgraduate courses on Multilingualism, Global Education, and Neuroscience. His blog (edcrocks.com) has been accessed more than 40 thousand times by people from more than 160 countries. He uses Instagram (@edcrocks) to host monthly lives about how neuroscience and psychology can be applied in the classroom and interviews teachers from all over the world.
Christine Coombe
Christine Coombe has a Ph.D in Foreign/Second Language Education from The Ohio State University.

Christine is co-editor, co-author of multiple ELT books.

She has served as the President and Conference Chair of one of the largest TESOL affiliates in the world and is the founder and co-chair of its Testing Special Interest Group.

Her most recent honor was being named to TESOL's 50@50 which "recognizes professionals who have made significant contributions to the TESOL profession within the past 50 years." Dr Coombe is the 2018 recipient of the James E. Alatis Award which recognizes exemplary service to TESOL.
Мария Озерова
Учитель высшей категории,

Учитель английского языка в ГБОУ школа 1208

Высшее образование: МГПУ, факультет: английская филология

Сертификаты: Cambridge TKT, Cambridge CPE

Эксперт ЕГЭ
Peter A. Stepichev
Peter A. Stepichev, Ph.D.

NATE executive director, MELTA vice-president, teacher trainer and author. My patented tool "Grammar Cube" and a series of board games won the recognition in 2012 Moscow Teacher of the Year contest, resulting in winning a scholarship to study at Norwich (England) and Germany. US International Visitor Exchange Program 2014 alumnus.
Svetlana V. Bogolepova
Svetlana Bogolepova is an Associate professor at HSE University, Moscow. She is an academic supervisor of the "Foreign Languages and Intercultural Communication" bachelor programme. She holds a Ph.D. in Philology and a Master's degree in Management in Higher Education. Svetlana is a State Exam item writer and a Cambridge certified examiner. Svetlana is an active researcher and writer who has (co-)authored a number of textbooks and other publications: https://www.hse.ru/org/persons/96086324#sci
Carolyn Westbrook
Carolyn Westbrook is a Test Development Researcher at the British Council and the author of a number of books for Cambridge University Press.

She is one of the Lead Educators on the British Council's Language Assessment in the ClassroomMOOC with over 15 years of experience in the area and her main research interests are in EAP and ESP testing.

Formerly an Associate Professor in EFL, she is a Senior Fellow of the UK Higher Education Academy and has also worked as a teacher, teacher trainer and materials writer for over 25 years. She has a wide range of experience teaching and assessing General English, Business English, ESP and EAP.
Andrew Mishin
Народный учитель РФ, Почётный работник образования, трижды победитель конкурса лучших учителей России в рамках национального проекта «Образование», заместитель директора по научно-экспериментальной и аналитической работе многопрофильной гимназии № 12 города Твери, консультант-эксперт кафедры теории языка и перевода Тверского государственного университета, сертифицированный ведущий эксперт ЕГЭ и ОГЭ по английскому языку (разделы «Письмо» и «Говорение»), член экспертного совета всероссийских олимпиад школьников, возглавляет авторский коллектив нового российско-британского УМК TEAM UP для 9-11 классов общеобразовательных школ России.
Анастасия Фетисова
К. п. н., доцент кафедры английской филологии Института Иностранных языков МГПУ, TrinityCert, специалист по современным технологиям обучения английскому языку и проблемам интеграции интернет-технологий в образовательную деятельность. С 2005 года является практикующим преподавателем, имеющим опыт работы как в группах разных уровней, так и индивидуально, и ведущим занятия offline и онлайн. Является автором более 50 научных и учебно-методических работ по проблемам теории и практики преподавания английского языка в средней и высшей школе.
Svetlana Georgitsopoulou
business development manager Dequals LTD
Мария Князева
Мария Князева - магистр лингвистики. Ведущий преподаватель Английской Школы #1 Ирины Громовой, автор курсов по математике, биологии, искусству и информационным технологиям. Соавтор учебного пособия «Essay. ЕГЭ. Задание 40». Финалист американской программы Russian Business Leaders; имеет квалификацию CELTA британского университета повышения квалификации NILE (Великобритания); победитель конкурса Kaspersky Start; победитель конкурса Cambridge English Schools Competition. Ежегодно от 20 до 50 студентов ежегодно сдают ЕГЭ по английскому языку.
Анастасия Кичкирева
Анастасия Кичкирева - магистр лингвистики. Ведущий преподаватель Английской Школы #1 Ирины Громовой, разработчик учебных программ «Английский через мюзиклы», «Интенсив для путешественников с нуля», «Литература», Искусство публичных выступлений», «Стилистика английского языка» и других. Соавтор учебного пособия «Essay. ЕГЭ. Задание 40», лектор «Академии Просвещение». Ежегодно 10-20 студентов Анастасии успешно сдают Кембриджский экзамен Proficiency (C2), от 20 до 40 ее студентов ежегодно сдают ЕГЭ по английскому языку.
Оксана Кирпота
Учитель английского,французского языков и РКИ.
Опыт преподавания английского языка и РКИ более 8 лет в Британской Международной Школе.
С 2018 учитель английского,французского и РКИ в Китае,в школе иностранных языков.
Соавтор учебного пособия для младших школьников «Тренажер по чтению».
Сертификаты TEFL/TESOL.
Nik Peachey
Nik Peachey is Director of Pedagogy at PeacheyPublications, an independent digital publishing company that specialises in the design of digital learning materials.
He has been involved in Education since 1990 and has more than 20 years experience of working specifically with online and blended learning environments.
He has worked all over the world training teachers and developing innovative and creative products and is a two-time British Council Innovations award winner.
His customers include British Council, Eton College, Open University, Google Creative Labs and International House.
Company Website: https://peacheypublications.com

Ron Morrain
Ron Morrain is the innovator of the graphic facilitation concept *Ready-made Mind Maps, that promotes methodologies E.g. - TBL, PBL, and CLIL. He has been promoting the concept at conferences, universities, workshops, and webinars internationally since 1994. He is employed at the University Duisburg-Essen, and is responsible for the planning, implementation, and assessment of the Adult Online Language Training programme.
Гумовская Галина
Doctor of Philology, Professor,
Professor of National Research University Higher School of Economics Moscow, Russia
Марк Блох
Марк Яковлевич Блох – живая легенда теоретической и практической грамматики английского языка, известный ученый-лингвист, доктор филологических наук, профессор, заведующий кафедрой грамматики английского языка Московского государственного педагогического университета, лауреат премии Правительства РФ, почетный профессор МПГУ, почетный академик Российской академии естественных наук (РАЕН), почетный академик Международной академии наук педагогического образования (МАНПО), член Союза писателей России, член Союза журналистов России, член Нью-Йоркского клуба русских писателей, председатель докторского диссертационного совета по германским и романским языкам. Ведет исследовательскую работу в области теории английского языка, общего, типологического и германского языкознания, теории перевода, лингводидактики. Автор более 200 научных работ, в том числе известных учебников–монографий «Теоретическая грамматика английского языка» и «Теоретические основы грамматики».
LeeAnne Godfrey
LeeAnne Godfrey has an MA in TESOL and PhD in Second Language Education and has been a teacher educator for 10+ years. Currently, she is an ESL Teaching Specialist at the University of Minnesota. She also serves as the faculty liaison and supports instructors and staff in better serving multilingual students across campus. Prior to this, she was an assistant professor at Hamline University and taught online in the MA TESOL program. She has over 5 years of experience teaching online & has complete several certifications in online teaching.
Валентина Цыбанёва
Цыбанёва В.А., к.п.н., доцент, доцент кафедры методики обучения
английскому языку и деловой коммуникации ГАОУ ВО «МГПУ», эксперт
ОГЭ и ЕГЭ, обладатель сертификатов CELTA, DELTA, автор рабочих тетрадей
УМК «Мой выбор – английский язык»
Достигнуто максимальное количество слушателей. Регистрация закрыта. Благодарим за ваш интерес.
Все члены MELTA получат записи выступлений. Вступить в MELTA можно здесь http://joinmelta.ru
Программа конференции
TEACHING SPEAKING ONLINE
Hugh Dellar
In this talk, we'll discuss what needs to happen if students are to get better at speaking – and how teachers working online can facilitate this. We'll explore the importance of a conversation-driven approach when it comes to designing classes, how to build prediction into your planning, the crucial role that modelling can play, how and when to give feedback, and one way we can build recycling and repetition into our speaking classes.
The power of silence in language learning
Jeremy Harmer
The power of silence in language learning

Classrooms are noisy places. We tend to demand instant spoken production from students and lots of repetition and action. But silence is a valuable commodity for any learner. It is the silent moments that allow students (or teachers in development sessions) to reflect on what they have heard and plan and rehearse what they wish to say themselves. Silence is also a key to showing and feeling empathy for others; unless we truly to listen to what someone else is saying it is impossible to 'walk in their shoes' and understand what they are saying. And silence allows us to be conscious of sounds all around us and crucially, to our own 'inner voice'.

This session will discuss the value and importance of silence in both face-to-face and online teaching and show how we and our learners can use it to their advantage.
Seven quotations to make you think
Ken Wilson
We often use the words of wise folk to support our ideas and opinions, usually from within the world of education. I find it useful to go outside our specialised world for words of wisdom that can genuinely make us think about how we teach. When you reflect on quotations like these, they often prove to have more meaning that you originally thought.

For example: Albert Einstein once said 'Imagination is more important than knowledge'. He may have had some other meaning in mind, but the quote made me think about the fact that students all know where they are in the class 'pecking order' – she's better than me, he's not as good as me. This pecking order is based on the ability to deal with the teacher's presentation style and the practice material in the book. For me, Einstein's quote means that if you can find strategies to engage student imagination and creativity, this knowledge-based pecking order stops being so dominant.

This is one of the seven examples that I will use in my talk, all with the aim of making you reassess your teaching methods.
Getting unstuck
Marjorie Rosenberg
Getting unstuck – stretching out of our comfort zones

As our daily teaching schedule and all that involves takes up so much of our time and energy, we don't often have the chance to think about 'what else' we could be doing. We tend to stick to certain routines and sometimes don't take advantage of possibilities to stretch ourselves or take on challenges in other areas. This talk will explore the implications of this regarding our teaching styles, methods we are accustomed to using, the types of classes we usually teach, the technology we are comfortable with and demonstrate a wide variety of choices available to us as ELT professionals both inside and outside the classroom. Some of the reasons we keep doing what we have always done will be discussed providing a basis for us to work together and come up with ways for us to 'get unstuck'.
Structuring Fun for Young Language Learners Online
Chris Roland
In this fast-paced session I shall give you a whistle-stop tour of my approach to teaching primary levels online. We shall look at managing noise and chat box clutter, creating events, capturing our students' imaginations and most importantly anchoring it all to words and sentences in English. There will be examples, anecdotes and resources from my own YL online classes. Suitable for new teachers, seasoned veterans and trainers alike.
Flipped classroom method in online learning: how it works in preparing students for travelling and living abroad
Alexey Konobeiev
Ten lessons I've learnt as a 'teacherpreneur'
Jo Gakonga
I never saw myself as being self-employed as a teacher, as having my own business, but somehow, what started as a hobby with ELT-Training.com has become a major part of my income and a great amount of fun. I've learnt a bit as I've gone along and in this talk, I'd like to share ten top thoughts about being a 'teacherpreneur' in case you fancy doing something similar!
Giving feedback on different activities
Olga Connolly
Feedback is a necessary part of teaching. Online or offline, learners expect it from the teacher. But different tasks require different kinds of feedback depending on the focus, aim and type of activity. In this session we'll look at planning and delivering feedback on classroom activities.
Preparing learners for success in speaking exams
Janet Golding
Janet will explore today why and how learners underperform in speaking exams and then consider how teachers can help learners to perform more effectively in the exam room.
Sheroes and Heroes: The Hero's Journey Across World Literature
Leticia Medina
In this talk, I invite participants to recognize, understand, and explain the elements of the s/hero's journey in important literary texts. Engaging critical thinking skills, we will identify patterns and symbols that will allow us a glimpse into the values, beliefs, and attitudes embraced by myriad cultures. We will explore the literary symbols and elements presented in and outside of our classrooms and apply these concepts to other literary pieces and narrative media. As we understand the stages of the s/hero's journey and development, we are guided by Joseph Campbell's scholarship: "We are all heroes struggling to accomplish our adventure. As human beings, we engage in a series of struggles to develop as individuals and to find our place in society. Beyond that, we long for wisdom: we want to understand the universe and the significance of our role in it." By highlighting and honoring the commonalities of our diverse experiences, we amplify our understanding of ourselves and of those in other cultures thereby strengthening the bond of our shared humanity.
Work/life balance. Mental health. Burnout
Emily J. Clark
Take control and form your own future: a structured approach to professional development
Kevin Westbook
Working as an ELT professional can be insecure. In addition, 2020 has created an environment of uncertainty and anxiety. Stress and depression can feed on this, but being in control is one of the best ways to combat these conditions. While we cannot control everything about our working lives, we can control our professional development. This talk will look at how ELT professionals can take a structured and informed approach to their professional development and give some tips about how to keep organised and finding some alternative sources of development.
The power of asking the right questions in the classroom
Natalia Belousova
Teachers often seem dissatisfied with their lessons when their questions to the learners in class are met with an uneasy silence or answered with one word. Students' unwillingness to elaborate on their thoughts and feelings is usually put down to the lack of ideas or insufficient language knowledge. In this talk we will look at this issue through learners' eyes, analyse questions asked by teachers of English in the classroom and try to understand why some of these questions cannot motivate anyone to answer and speak at length. The participants will explore the nature of various kinds of questions and the answers they imply, and find out how to ask the 'right' kind of questions depending on the information they want to receive from the learners at different lesson stages.
The Best Resources in the World for IELTS Preparation
Rory Fergus Duncan-Goodwillie
Conventional wisdom has it that IELTS exam preparation is all about...well...IELTS exam preparation. The focus is on the exam with some occasional stops for feedback, and almost nothing about the criteria and English more broadly. It is book bound. It is - for lack of a better word - boring.

But what if there was a set of resources to help students prepare for IELTS with colourful characters, high-level and natural language that they could use again and again until they get it right...and use once the exam is over? And that is just for starters.

In this presentation, we will look at all of that and more. Join in to find out. See you soon!
CELTA Myths and how to keep developing professionally after or before your CELTA life.
Maria Molashenko
In these 30 minutes we'll dispell some common myths around the most widely recognised initial teaching qualification called CELTA. We'll also talk about our professional development before and after CELTA.
The Elephant in the Room: Teachers' Mental Health in the Pandemic
André Luís De Santana Hedlund
Teachers worldwide have been coping with an unprecedented reality for nearly a year. More than one billion students have been affected by social distancing and loss, which has caused teachers to deal with an enormous and unexpected burden. What effects might this sudden transition to remote teaching have on their mental health? We will address the elephant in the room and look at psychological theories to understand what options teachers have to take care of their mental health.
Professionalism and English Language Teaching
Christine Coombe
Being a teaching professional is not simply about having the right teaching credentials and being in good academic standing, it involves a commitment to being innovative and transformative in the classroom and helping both students and colleagues achieve their goals. A dictionary definition of professionalism reads as follows: professionalism is the conduct, aims, or qualities that characterize or mark a profession or a professional person; and it defines a profession as a calling requiring specialized knowledge and often long and intensive academic preparation (Merriam-Webster, 2013). However, according to Bowman (2013), professionalism is less a matter of what professionals actually do and more a matter of who they are as human beings. Both of these views imply that professionalism encompasses a number of different attributes, and, together, these attributes identify and define a professional. In this presentation, the author explores the literature on professionalism from a variety of different stakeholders in the process as well as presents definitions of what it means to be a professional. Other content to be covered include the myths associated with professionalism and the challenges ELT educators face when being professional. General and field-specific strategies both from the literature and from anecdotal perspectives for improving one's professionalism will also be shared.
«Дебаты» на уроках английского языка
Мария Сергеевна Озерова
- внедрение формата дебатов в школьную программу на разных уровнях

- практическое применение на уроках

- дебаты и ЕГЭ
Sharing and Caring Online: Teaching in the Pandemic Era
Peter A. Stepichev
My talk will cover ideas, tools and practices that can be effectively used at online lessons. We will look at particular exercises, games and activities that can be transformed from offline to online to address a variety of goals and situations of the lesson, including board games, speaking activities and surprise pedagogy tools, that will enrich your teaching scenarios.

I will also cover ways pandemic influenced MELTA festivals and contests. You will learn about new opportunities for you and your students.
Teaching languages online: When expectations face reality
Svetlana V. Bogolepova
In March 2020, higher education rapidly moved online in the face of the COVID-19 pandemic. Language classes, initially planned and taught offline, after the transfer were conducted in a synchronous format supported by asynchronous communication. In a survey administered to HSE language instructors (N=69) HSE teachers demonstrated high self-efficiency levels, in other words, they were sure they would be able to teach languages remotely as efficiently as they did it before the transfer. However, a survey among their students (N=159) revealed a mismatch between the teachers' beliefs and the students' experiences. The latter demonstrated low levels of satisfaction and evaluated the learning experience rather negatively.

In the talk we will discuss in what way remote and online language learning differ from teaching language groups offline and what language teachers have to take into account when they conduct remote learning sessions. Based on research results, we will try and understand what caused HSE students' dissatisfaction and negative attitudes. Some practical tips on how to structure communication with the students in asynchronous learning formats, how to ensure students' engagement during synchronous classes and throughout the course of study will be given.
Flexible and free: MOOCs as a means to a professional development end
Carolyn Westbrook
Professional development for teachers is often highly desirable yet difficult to achieve due to constraints related to cost, time and lack of availability of courses, materials or resources (Odden et al., 2002 in Misra, 2018: 68). Massive Open Online Courses (MOOCs) can therefore serve as a perfect vehicle for flexible, low-cost professional development as they can be taken online at one's convenience and many MOOCs are available free of charge.

This presentation will analyse MOOCs from a number of perspectives: the learners', the course providers' and the moderators' views. I will also present some results of pre-and post-course questionnaires which investigated language teachers' expectations of a free Language Assessment in the Classroom MOOC and the extent to which they felt that the MOOC had provided them with learning opportunities which they would otherwise not have had access to.

Opportunities for professional development of language teachers through free MOOCs will also be highlighted and, for those who may want to consider developing a MOOC, I will discuss some points to take into account in doing so.
Эффективные приемы подготовки к ЕГЭ в цифровой образовательной среде: анализируем опыт летней кампании ЕГЭ-2020 и готовимся к ЕГЭ-2021
Andrew Mishin
«Мои ученики будут узнавать новое не от меня;

Они будут открывать это новое сами.

Моя задача - помочь им раскрыться и развить собственные идеи»
Going Digital Overnight: developing digital literacy skills in the classroom
Анастасия Фетисова
The digital world today offers us tremendous benefits and opens up opportunities to learn about new and important matters. So when preparing students for the world of work,digital literacy is essential. But what exactly is it? Is it computer literacy? Is it IT proficiency? And how to develop it in EFL classroom? Can EFL teachers do without it? Just come to the workshop and see.
Proctoring in Assessment: Advantages, Loopholes and Applications in ESOL Exams
Svetlana Georgitsopoulou
Digital proctoring for maintaining integrity during the online ESOL exams has been a new trend for quite a while. On the one hand, this comprehensive solution delivers live remediation and support, true content test IP protection for consistent results at-scale, however, one cannot help but wonder about the issues of student identity protection and uncompromised integrity of the testing online. Is this the reason why ESOL Awarding organizations are reluctant to accredit the online proctored exams?
Лексический подход при подготовке к ЕГЭ по английскому языку
Мария Князева, Анастасия Кичкирева
В своем мастер-классе ведущие преподаватели Английской Школы #1 Мария Князева и Анастасия Кичкирева раскрывают секреты подготовки к ЕГЭ с использованием лексического подхода и делятся уникальной коллекцией практических советов, которые смогут оживить любой урок.
Teaching abroad: The Highlights of teaching in China
Оксана Кирпота
My teaching experience in a secondary school of Luoyang Foreign Language School in China.
The session will include the difference in education systems ( Russia- China), students' attitude to studying. The difficulties I faced to teaching Chinese students. Classroom resources will be shared.
Adapting Materials for the Remote Classroom
Nik Peachey
With the sudden move towards remote teaching many schools and teachers were left unprepared to deliver online classes and had to struggle with materials that had been developed for the face to face classroom.

In this session Nik Peachey will share some insights gained from the last 6 years of producing materials for the remote and online classroom and look at some key tools that can help teachers to make their online classes more interactive and engaging.
WORKSHOP: Content + Methodology are still Kings in an Online World
Ron Morrain
In the current COVID-19 situation, many teachers are racing to catch up with their technology skills to be able to teach English online. But, while Technology Skills are important, many have forgotten about Content and the Methodology needed to deliver effective online learning. What topics should teachers cover in a General English online class? How should the learning cycle be planned and managed? What about those much needed - but elusive - formative assessment loops? This on-hands workshop will walk participants through the TPACK Framework for the modern classroom. (Technology – Pedagogy and Content Knowledge)
Structuralism Approach to English Teaching as a Means of Solving Cross-cultural Problems of Russian Students
Гумовская Галина
The report deals with language as cultural heritage of nation. Russian students of English when facing lingual phenomena that do not occur in their mother tongue avoid certain typically English lexical units and structures, which impoverish their speech and violate inter- cultural communication. To help students get insights into theinner structure of the units and expose the mechanism of their functioning, we turn to the ideas of Structuralism – Theory of Oppositions. The worked-out series of training exercises might give proper results for students to better understand the mechanisms of the English language operating.


ДИСКУРСОЛОГИЯ КАК ТРЕТЬЯ ЧАСТЬ ГРАММАТИКИ
Марк Блох
Работа посвящена учению о тексте, основанном на выделении его структурно-семантической единицы. Эта единица была открыта автором и названа на терминлогической латыни «Диктема» (от лат. dico -- dixi -- dictum - - dicere). Диктема формирует в языке верхний уровень сегментных единиц, разворачивающий строй текста как тематически детерминированную речь. Тем самым к традиционной двухчастной грамматике (грамматика слова -- морфология, грамматика предложения -- синтаксис) добавляется третья часть в виде грамматики дисктемы, раскрывающей строй текста. Эта часть получает название «дискурсология», подчеркивающее динамику текстообразования.
Профессиональное развитие современного учителя иностранных
языков
Валентина Цыбанёва
Профессиональное развитие учителя иностранных языков в современных
образовательных условиях является обязательным условием повышения
качества образования. Каким образом учителю построить свою
профессиональную траекторию развития с учетом реализации
нормативно-правовых документов школьного образования и своих
профессиональных интересов?
Tools and Strategies for Teaching in the Synchronous Online Classroom
LeeAnne Godfrey
In this interactive seminar, the presenter will introduce the audience to a selection of online
teaching tools and strategies intended to foster student interaction & participation, and support content delivery. Participants will get to practice the tools and strategies and consider ways they could be implemented productively in their contexts. This presentation is ideal for those who teach synchronously (live) in secondary or post-secondary settings and whose classes are content-based in some way (e.g., CLIL/CBI, immersion, English-medium university classes).
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