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1.-
How to teach teenagers
We all probably agree that teenagers are a
difficult age group to teach since many times our teenage
students do not want to stay in class in the first place and
often their minds can be on other things when we are giving
an English lesson. However, teen classes can also be fun and
very rewarding for both the teacher and students if teachers
find original activities that both capture and hold students'
interest.
All of the ideas in this lecture will aim to inspire and engage
teenage learners of English and to activate their learning
through the right choice of tasks, classroom management techniques
and planning strategies to apply.
Lic.
Gustavo Paz
Postgraduate Diploma in the Teaching of English
as a Foreign Language from the University of Reading, UK.
Traductor Público, Universidad de Buenos Aires and
Profesor de Inglés, Instituto Superior del Profesorado
Dr. Joaquín V. González. He holds a "Licenciatura
en Educación" from Universidad Nacional de Quilmes
and a Certificate of Master-Practitioner in Neurolinguistic
Programming as applied to Education from Escuela Argentina
de PNL & Coaching and Resourceful Teaching Institute.
He is a lecturer in Methodology at Instituto Superior del
Profesorado "Joaquín V. González",
Cultural Inglesa de Buenos Aires and Instituto "Sagrado
Corazón", and English coordinator at CIBADIST
(Distance Teacher Training College of the Cultural Inglesa
de Buenos Aires). He is at present working for the Ministry
of Education in the Province of Buenos Aires in charge of
the curriculum design of "Educación Secundaria
Básica". He has lectured extensively on methodological
issues and trained teachers all over the country and also
in Spain. His main research interests have to do with Brain-compatible
and Accelerated Learning.
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2.-
How to teach English to children
The aim of this workshop is to reflect upon
the makings teachers of young learners should have in order
to teach them as naturally as possible. Practical activities
will be shown to integrate speaking, listening comprehension
(based on live material), writing and reading.We will try
to analyze all these activities with a grown up´s mind
and a kid´s heart.
Let´s explore this world of fantasy where cartoons,
short stories, songs, unforgettable characters, riddles and
games will fill our minds and hearts.
Prof.
Patricia Claudia de Abreu
Patricia de Abreu is a Profesora en Inglés
Instituto Superior del Profesorado "Joaquín V.
Gonzalez". She has been teaching young learners, teenagers
and adults for twenty years. She has lectured at several ARTESOL
conventions and workshops at Casoc,Clara Muñiz &
Asociados. She has developed the Casoc listening comprehension
modules. She has published articles on Listening comprehension
and activities for learners and teachers.
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3.-
How to teach English in Kindergarten
Most adults find foreign languages
quite difficult. They must struggle and put in long hours of
hard work to make even small gains in their ability in a new
language. However, a child seems to just pick it up out of thin
air. To a child, it is all play and no work. Teaching English
to very young children can be a very rewarding experience for
both pupils and teachers. In this presentation you will be shown
how to deal with very young learners and how to help them develop
their language skills through a variety of teaching activities
and techniques, including TPR, video, songs, games and multimedia
and most importantly, how to foster a positive attitude towards
learning the language. Real effective classroom examples will
be provided.
Prof. Alfredo Bilopolsky
Profesor de Inglés e Inglés Técnico
from Instituto Nacional Superior del Profesorado Técnico
de la Universidad Tecnológica Nacional.. English Coordinator
at Hilel School and Kindergarten teacher at Scholem Aleijem
School, where he has been teaching for over 12 years. He has
delivered workshops on Teaching Young and Very Young Learners
in different conferences in Argentina. He has taught General
English to young children, teenagers and adults at prestigious
ELS´s in the city of Buenos Aires. He is co-author of
the Video "Descubriendo en Inglés". He is an
Assistant Lecturer in Didactics II at Universidad Tecnológica
Nacional. |
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4.-
How to teach a foreign language to adults from a constructivist
perspective
In
this talk Mady Casco will start by describing what is meant
by a "Constructivist Perspective" and then she will
analyse the main characteristics of adult learners stated
by Malcolm Knowles in his books on Andragogy. After this short
theoretical background, Mady will move on to discuss the main
issues that concern teachers of foreign languages when teaching
adult learners. She will focus on anxiety and inhibition and
its effect on motivation. Then, she will engage participants
in different tasks that will help to illustrate how the principles
of Social Constructivism can be applied in the teaching of
adults with excellent results.
Lic. Maria A Casco
Mady Casco graduated as Profesora en
Inglés from Instituto Superior del Profesorado "Joaquín
.V. González" and specialized in Methodology II
with Prof. Ana Armendáriz. She also graduated as Licenciada
en Educación from Universidad Nacional de Quilmes.
Mady has been a teacher trainer for more than 15 years, having
taught at Instituto Superior del Profesorado "Joaquín
.V. González", Universidad Belgrano and Escuela
Normal Superior en Lenguas Vivas "Sofía Spangenberg".
She has lectured widely on "Andragogy and Constructivism",
"The Use of Video and DVD" and "The Use of
Mind Maps".She is the director of "At Home-Buenos
Aires", an organization devoted to teaching foreign languages
and training teachers. Currently, she is designing topic-based
units to teach Spanish as a second language to adults.She
is also the head of the Capacitación y Desarrollo in
Medanito S.A., an oil and gas company with its headquarters
in B.A city.
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5.-
How to use games for all skills in the EFL classroom
Come and share the thrill of playing real games
and explore their potential educational value. Discover how
working with games can afford your students powerful language
practice in all four skills and become an unforgettable experience
both for them and for you.
Prof.
Fernando Armesto
Profesor de Inglés e Inglés Técnico
from Instituto Nacional Superior del Profesorado Técnico
de la Universidad Tecnológica Nacional.
Candidate to the Doctorado en Lenguas Modernas from Universidad
del Salvador.
Lecturer at Instituto Nacional Superior del Profesorado Técnico
de la Universidad Tecnológica Nacional in the Chairs
of Didactics for EGB 1 and 2 and Practicum . Head of English-
Primary and Secondary- at Colegio Belgrano Uno. Former Lecturer
in English Language at Universidad Austral and Universidad
del Museo Social Argentino and Head of English at Instituto
de Educación Integral . He has specialized in ESP,
in the fields of Tourism, Hotel Catering and Management and
Journalism. He is the co- author of the resource book "Tourism"
published by Macmillan. He has been engaged in several Drama
Clubs and Societies and he has worked with Drama with children,
adolescents and adults. Actor and assistant director in various
plays with the Buenos Aires Players and the Suburban Players.
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6.-
How to use rock and pop hits in the classroom
You can have the time of your life listening
to Lenny Kravitz, Green Day, Robbie Williams, and many other
top performers as you learn 40 different techniques for exploitation
of rock and pop hits in the classroom with your teenage students
so that they can learn lots of English and have great fun
too!
Lic.
Omar Villarreal
Omar Villarreal is a Profesor de Inglés
e Inglés Técnico from Instituto Nacional Superior
Del Profesorado Técnico. He is a Licenciado en Ciencias
de la Educación con especialización en educación
formal (summa cum laude) from Universidad Católica
de La Plata and a Licenciado en Tecnología Educativa
(summa cum laude) from Universidad Tecnológica Nacional.
He is a candidate to the Doctorate in Modern Languages at
Universidad del Salvador and is currently working towards
his Maestría en Gestión del Conocimiento from
Escola Superior d'Enginyeria Industrial de Barcelona, Universitat
Politècnica de Catalunya.
He is a University Lecturer in the area of Applied Linguistics
at UTN, Didactics of ESP at UCALP and English Language at
ISFD Nro 41 in Adrogué where he is also Head of Department.He
is the Head of Licenciatura en Lengua Inglesa Instituto Nacional
Superior Del Profesorado Técnico-UTN.He is a member
of the Editorial Board of Editorial Universitaria de la UTN
and has served as Consejero Titular Docente at Instituto Nacional
Superior Del Profesorado Técnico-UTN.He has lectured
extensively in all Argentinian provinces as well as in Chile,
Perú, Uruguay and Paraguay. He is the author and co-author
of more than 20 textbooks for TEFL.
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7.-
How to teach your students to analyze fiction and poetry
The principal aim of this workshop is to show,
in practical rather than theoretical terms, how to liberate
literature teaching from approaches that leave students daunted,
mystified, or simply bored. Non-specialist teachers will be
introduced to the essential analytic and interpretative skills
that are needed for literary appreciation and evaluation.
Practical procedures for use in the secondary school classroom
will be analyzed.
Magíster
Alfredo Jaeger
Alfredo R. Jaeger holds an MSc in ELT Management
from the University of Surrey, has been teaching English Literature
in state and private institutions of higher education since
1970. He has organised work-shops and run seminars all over
the country and abroad and has served as an ESP consultant
for the Organisation of American States/CONET in the field
of English for Specific Purposes. Mr Jaeger is currently a
tenured lecturer in Language and Literature at Instituto de
Enseñanza Superior en Lenguas Vivas "Juan R. Fernández". |
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8.-
How to help your students develop an "English" accent
We all want to sound as "native-like"
as possible. But is this possible? More sophisticated transcriptions
might be one of the key factors in our struggle achieve a
more "native-like" pronunciation. In this talk,
Professor Ruiz Diaz will address this and other latest developments
in the teaching of phonology to speakers of languages other
than English. Only basic knowledge of Phonetics required to
profit from this presentation.
Prof.
Norberto Ruiz Diaz
Graduado en el Instituto Superior del Profesorado
"Joaquín V. González", con más
de treinta años como profesor universitario ha alcanzado
el grado de titular por concurso en prestigiosas instituciones
como Instituto Superior del Profesorado "Joaquín
V. González", Instituto de Enseñanza Superior
en Lenguas Vivas "Juan R. Fernandez", Universidad
de Buenos Aires, Universidad de Mar del Plata, Universidad
del Museo Social Argentino, Universidad Católica Argentina
,Universidad del Salvador, Universidad Argentina de la Empresa
en cátedras del área Fonética y Dicción
y Lengua Inglesa. Fue Jurado titular en diversos concursos
para la titularización de profesores. Además
de residir en el Reino Unido, realizó estudios de post-grado
en la Universidad de Buffalo, Nueva York, incluyendo investigación
en fonología. En la actualidad además se desempeña
como profesor de postgrado en la Universidad de Buenos Aires
en la carrera de Maestría en Traducción e Interpretación. |
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9.-
How to teach listening comprehension
When communication between people takes place
, this generally occurs with them looking at each other and
this means that each of them can see what the other is doing
with his hands , face and body while talking; therefore teaching
listening comprehension goes beyond what up to now has been
taught. This talk aims at exploring how to interpret those
symbols.
Lic.
Marta Lerena
Marta Lerena is a Profesora en Inglés
from Instituto Superior del Profesorado "Juan Bautista
de La Salle". She is an Auditor en Calidad Educativa
(IRAM and The Cambridge Business Group-2006), holds a Certificate
in English for Language Teachers, highest level, Cambridge
and also a Certificate as a School Mediator. She has vast
experience in Managerial positions as Head of bilingual schools
since 1978. She works as syllabus designer and acts as in-service
Methodology trainer and Consultant in schools in the Northern
Gran Buenos Aires area. She was Head Manager and Methodology
teacher in Expertise, School for teachers (1989-1994) and
above all she has many years of teaching practice. At present
she is Middle and Senior School Head at Southern Cross School,
Beccar, Buenos Aires province. |
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10.-
How to teach Business English
The purpose of this presentation is to provide
useful tips and tools to teach adults in a Business setting.
The focus will be laid on the profile an ESL/ESP teacher should
have in order to teach executives.The presenter will share
his knowledge and experience to respond to various problems
that might crop up when teaching adults in a corporate setting.
One point of major relevance to be dealt with will be that
of how a teacher can train to teach professionals.
The necessary teacher profile will be extensively discussed.Noteworthy
will be the treatment of the material that may best meet the
needs of this kind of students and useful examples from real
life will be presented.
Attendees will be provided with a most useful list of resources
that will grant added value to their In-Company classes.
Lic.
José María Romero
José María Romero, Traductor
Literario y Técnico-Científico from Instituto
de Enseñana Superior en Lenguas Vivas "Juan R.
Fernández" and Licenciado en Relaciones Internacionales
from Universidad del Salvador and acquired his teaching experience
both in Argentina and the United States, where he taught Elementary
and Junior High students as well as In-Company courses, and
worked as a translator for the Argentine Consulate in San
Francisco and in Los Angeles and as an interpreter for law
firms in Los Angeles and for accounting firms in New York
City. He has been teaching In-Company ESL and ESP courses
through CASOC for the last 14 years. He has specialized in
Business English and Legal English. He has also taught for
Presidencia de la Nación. He is currently teaching
Estudios Culturales I and II at Licenciatura en Lengua Inglesa
- Universidad Tecnológica Nacional, and Inglés
II, and Corporate Business English and International Relations
at Universidad Argentina de la Empresa. |
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11.-
How to teach adolescents to read films, songs and images
Texts usually present us with a universe of
ambiguities and uncertainties which can only be unveiled by
an in-depth exploration of their form and meanings. When we
approach films, songs and images as texts, we can unravel
their richness from new, surprising viewpoints. Together,
we will find ways to empower adolescent learners by providing
them with tools to decode any type of texts they are confronted
with.During the presentation we will share ideas on how to
use films and songs by suggesting tasks other than the commonplace
fill-in-the-blanks exercises. We will also work on images
as a source of analysis and language study. After all, we
all know that any text - and life, for that matter- is a box
of chocolates: you never know what you're gonna get!
Lic.
Mariano Quinterno
Profesor de inglés egresado del Instituto
Superior del Profesorado "Joaquín V. Gonzalez".
Licenciado en Educación egresado de la Universidad
Nacional de Quilmes. Actualmente realizando una Maestría
en Análisis del Discurso en la Universidad de Buenos
Aires. Profesor interino en las cátedras de Trayecto
de la Construcción de la Práctica Docente 1/2,
3/4 and 5/6 en la Escuela Normal Superior en Lenguas Vivas
"Sofía Broquen de Spangenberg". Profesor
titular de las cátedras de Enseñanza de la Lengua
Inglesa, Lengua y Cultura Inglesa II, Práctica en Inicial,
EGB 1 y 2 / Primaria y Práctica y residencia en EGB
3, Polimodal / Secundario en el Profesorado de Inglés
a Distancia CIBADIST. |
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12.-
How to help your students develop their writing skills at
the intermediate level and beyond
Good writing is not an act of magic but the
result of a process. Writers of all ages and levels can improve
their writing skills by applying a Process Writing approach
and the introduction of Trait Writing, a model of writing
instruction and assessment successfully applied since the
80's. This session will concentrate on specific activities
to enhance students' competence in the areas of Ideas, Organization,
Sentence Fluency, Voice, Word Choice and Conventions which
can be used in narrative, expository, argumentative writing,
poetry and other genres.
Prof.
Claudia Rey
Claudia Rey is a graduate of Instituto de Enseñanza
Superior en Lenguas Vivas, "Juan R. Fernández",
with vast experience in the teaching of English as a Foreign,
Second and First Language.Since 1989 she has been actively
involved in professional development in the areas of Reading,
Children's Literature, Mathematics Instruction, Writing and
Brain-based Teaching and has presented lectures and workshops
in Argentina and abroad. Her experience as an international
speaker includes sessions presented in Chile, Brazil, the
United States and England. Claudia is a former lecturer in
Children's Literature at Instituto de Enseñanza Superior
en Lenguas Vivas, "Juan R. Fernandez", and currently
serves as Middle School Pre-Algebra, English and Social Studies
teacher at Asociacion Escuelas Lincoln, the American International
School in Buenos Aires. |
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13.-
How to market and run your language school successfully
In this presentation you will
receive essential information on most things a coordinator
needs to know to be able to run a language school successfully.
From creating or reformulating your statement of aims to managing
human resources, building up your business plan, evaluating
and reshaping it and the always necessary marketing tips to
make your enrolment grow.
Lic.
Juan Carlos Udovín
Juan Carlos Udovín is a Profesor en
Inglés from Instituto Superior del Profesorado "Joaquín
V. Gonzalez". He has started and runs several educational
projects that include a language school, a teacher training
college, a private school and an English bookshop. As the
Director of the Instituto Superior Cultural Británico
in Buenos Aires, Argentina, Juan Carlos is now offering the
Universidad Tecnológica Naconal Licenciatura for Teachers
of English, a post-graduate course for teachers. He´s
at the moment working on his pre-professional practice as
a psychologist and writing his thesis at Universidad Argentina
"John F.Kennedy". He has lately focused his interests
on how the use of institutional psychology can influence and
improve the management of different organizations. He has
given talks in different events in Argentina and has also
been invited to present as a speaker at an ELT management
event in Lima, Peru supported by the Peruvian British Council
and organized by Camelot Teacher Training Center. His latest
project is Update- CS, where he works as an educational consultant
and teacher trainer |
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14.-
How to choose and adapt a textbook
When
choosing a textbook, the starting point should not be the
materials but the students. A careful exploration of their
needs, interests and language level is mandatory for a good
choice. However, even when this is done – which is
not always the case – the teacher will find that a
lot of adaptations will be required. This talk will provide
some practical tips on how to choose and adapt materials
so as to subordinate them to the learners’ needs.
Magíster
Ana María Rozzi de Bergel
Profesora de Inglés, Escuela Normal
N°1 de Profesores, Rosario; Licenciada en Gestión
Educativa y Magíster en Gestión de Proyectos
Educativos, Universidad CAECE, Buenos Aires. Coordinator of
the Licenciatura en Enseñanza del Idioma Inglés
and the Institute of Modern Languages, lecturer of Materials
Design I and II, Universidad CAECE. Teacher of Language and
Literature to AICE level at Master College, Buenos Aires.
Author of several textbooks for TEFL. Extensive experience
in teaching, coordination and school management. A researcher
in the fields of Error Analysis and Learning Hypotheses, with
a focus on the study of Language Ceiling in adults. |
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15.-
How to deal with your students´ language mistakes and
errors
In the world of language teaching, the term
error has traditionally been used to refer to an utterance
that does not comply with the standards of correctness and/or
appropriacy of the language being taught. However, the professional
teacher often faces some degree of confusion when it comes
to handling errors. This situation may indeed be literature-induced,
as the latter has generally seen an error either as a deviant
element that needs to be eradicated altogether, or as a developmental
episode that does not merit the teacher's undivided attention.
This practical session is aimed (a) to delve into the nature
and scope of errors, mistakes, slips and faux pas, (b) to
describe and explain common errors and (c) to suggest ways
to include the practice of error analysis in a teaching agenda.
Magíster
Juan A. Ferretti
Juan A. Ferretti holds an M.A. in TESOL and
Applied Linguistics from University of Leicester, UK. He teaches
Academic Writing and Critical Discourse Analysis at Licenciatura
en Lengua Inglesa from Universidad Tecnológica Nacional
and 20th Century Culture at Universidad Tecnológica
Nacional (Teacher Education College), Language III and Language
IV at CONSUDEC Teacher Education College (Buenos Aires) and
Academic Writing at Instituto Superior del Profesorado "Joaquín
V. González." His main interests are Academic
Writing, the Language-Culture Interface and Critical Discourse
Analysis. |
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16.-
How to integrate poetry, rhythm, music and songs into the
English lesson
An exploration of alternative
ways to stimulate learners' sensitivity to a different medium
of expression. Ideas, techniques, suggestions and response
activities, adaptable to all levels, to enrich the language
syllabus- and for teachers to enjoy and share with their students.
Prof.Valeria
Rodriguez Van Dam
Valeria Rodriguez Van Dam is a Instituto Superior
del Profesorado "Joaquín V. González"
graduate with a postgraduate degree in Shakespeare studies.
She has held different Language and Literature chairs at several
teacher-training colleges and is at present a teacher of Language
and Oral Expression III and IV (Instituto Superior Cultural
Británico, San Miguel) and Language I and Discourse
Studies (Licenciatura en Lengua Inglesa - Universidad Tecnológica
Nacional). She also works as an oral examiner for the University
of Cambridge and directs a Shakespeare reading group. |
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17.-
How to teach writing at pre-intermediate and intermediate
levels
Writing is, almost invariably,
a hard macro-skill to deal with for both students and teachers
at all educational levels.
In the last years, the lecturer has embarked upon a re-consideration
of writing in junior courses in an attempt to not only accommodate
herself to the needs of a heterogeneous student population,
but also enable the students to confidently manage their own
texts.It can be asserted, at face value, that the pieces produced
by students at these levels are, at an initial stage, poor
in grammar control and sentence structure, with little attempt
at development. It is at this point where teachers may find
themselves in a pedagogical dilemma: Should they insist on
the use of coursebooks, in the hope that such material can
provide the students with the necessary writing practice?
Or should they raise their awareness of the importance of
producing their own material through an integrated genre-based
approach where writing is seen as a social construction, and
where discourse is used communicatively and situationally?
The aim of this lecture is to resolve such a dilemma by describing
a genre-based approach in pre- intermediate and intermediate
level courses that profitably helps students develop their
writing competence.
Lic.
Nancy Fernandez
Profesor de Inglés from Instituto Superior
del Profesorado del Oeste. She holds a degree of Licenciada
en Lengua Inglesa from Universidad del Salvador.
Miss Fernández is currently Profesora Adjunta Ordinaria
of Technical English I at Universidad Tecnológica Nacional
- Facultad Regional Haedo, and Researcher and Profesora Adjunta
of Inglés Transversal at Universidad Nacional de La
Matanza. She is also a tenured lecturer in Language and Oral
Expression I and Language and Oral Expression II at Instituto
Superior de Formación Docente N° 21, a lecturer
in Oral Expression IV both at Instituto Superior de Formación
Docente N° 21 and Instituto Superior de Formación
Docente N° 88, and a lecturer in Language and Written
Expression I and IV at Instituto Superior de Formación
Docente N° 21. She has specialized in English Phonology
and Writing. She has delivered several workshops in those
fields and presented research papers in various congresses
organized by national universities of the country.
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18.-
How to teach and assess speaking at intermediate and advanced
level
At times, students feel that classroom-based
speaking practice does not prepare them for the real world.
The teaching of speaking usually consists of language practice
activities or is used to practise a specific grammar point.
Neither teaches patterns of real interaction. This workshop
aims to explore why students so often highlight listening
and speaking as their biggest problems and to discover how
certain teaching strategies can be brought into the class
to foster motivation and raise self-confidence in developing
the oral skill.
The workshop will offer teachers activities that focus on
listening and speaking as it occurs in the real world. It
is hoped participants will be encouraged to make broader use
of their teaching skills as a means to enhance real life communication.
Prof.
Marcela Santafé y Soriano
Profesora en Inglés and Traductora Literario
y Técnico-científico from Instituto de Enseñanza
Superior en Lenguas Vivas "Juan R. Fernández",
Marcela Santafé y Soriano has vast experience both
as an EFL teacher and Teacher Trainer who has specialised
in Methodology. She is currently finishing her Licenciatura
en Lengua Inglesa -Universidad de Belgrano. She has run courses
for teachers for over 15 years now. She worked as Language
IV lecturer and Discourse Analysis lecturer at Instituto Nacional
Superior del Profesorado Técnico - Universidad Tecnológica
Nacional. As of 2006, she will be teaching Estudios Literarios
at Licenciatura en Lengua Inglesa at Licenciatura en Lengua
inglesa Universidad Tecnológica Nacional. She has worked
as an Oral Examiner for University of Cambridge ESOL Examinations
for the past 10 years and currently works as Language and
Methodology lecturer at Instituto Superior de Formación
Docente N0 52. |
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19.-
How to do 40 activities with 40 students in 40 minutes
Is it a just a question of
possessing the right teaching strategies, cartloads of creativity
or the necessary conservation instinct? In this practical
demonstration we will provide 40 concrete examples of tasks
to make the most of those 40 minute lessons with large classes
from beginner to intermediate level.
Lic.
Marina Kirac
University Lecturer in the Area of English
Grammar at Universidad Tecnológica Nacional . She is
also a Lecturer in Grammar, Linguistics and Phonology at various
Colleges of Education in the Province of Buenos Aires: Institutos
Superiores de Formación Docente Nros. 35, 41 and 18,
where she is also Head of Department. She is a Lecturer in
Research Methods at Licenciatura en Lengua Inglesa, Universidad
Tecnológica Nacional. She has taught English from Primary
School through University. She has been a Head of School for
more than 10 years and a Lecturer at Instituto Superior del
Profesorado "Joaquín V. Gonzalez" and Instituto
de Enseñanza Superior en Lenguas Vivas "Juan R.
Fernandez" .She is a Profesora de Inglés e Inglés
Técnico from Instituto Nacional Superior del Profesorado
Técnico with a a post-graduate course of specialization
in English Grammar at Instituto Superior del Profesorado "Joaquín
V. Gonzalez". She is also a Licenciada en Gestión
Educativa from Universidad Nacional de Lanús. She is
a candidate to the Master in TESOL from Universidad de León,
Spain |
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20.-
How to understand our students´ emotions and moods and
their impact on learning
In this presentation, participants
will be exposed to the principles of Brain-based Education.
Drawing in particular from the work of E. Jensen, J. Vos,
C. Pert, D. Eden and Y. Goodman, they will understand how
cognition is shaped by emotions and explore strategies to
unfold students' potential. Within a holistic approach, we
will look at alternatives to address the learning process
designing both a curriculum and an environment where moods
DO matter.
Magíster
Judy Kievsky
Judy Kievsky holds an M. A. in Education from
Boston University and a degree as English-Spanish translator
from Instituto de Enseñanza Superior en Lenguas Vivas
"Juan R. Fernandez". She has taught English in Haifa,
Jerusalem, Boston and Buenos Aires. She has also done post-graduate
work in the fields of History of Art and English Linguistics
at the Hebrew University of Jerusalem, Israel.
As a SEAL member, Judy has a strong commitment to Brain-based
teaching and Self-esteem, attending International Conferences
in Great Britain since 1995. In her presentations, she tries
to blend a holistic approach to teaching with brain friendly
practices, together with the impact of emotions on the Learning
Process.Judy has presented workshops in Panama (International
Reading Association, 2004), Chile (AASSSA), Las Vegas (2006)
and different provinces in Argentina.
Judy is also a member of IRA (International Reading Association)
and NCTE (National Council of Teachers of English, USA). |
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21.-
How to teach ESP (English for Specific Purposes) through reading
comprehension
Teaching
English through reading comprehension in ESP courses is not
an easy task for different reasons. One of the most important
ones is the choice of method to apply. In the last few decades,
reading strategies have stepped in to facilitate ESP teaching.
However, when secondary/polimodal graduates enter Higher Education
institutions, we soon realize they lack the mature reading
strategies to succeed academically. In this session, we will
discuss a number of strategies that may help our students
overcome some of the obstacles ESP reading poses.
Magíster
Efraín Davis
Master in Arts en Lingüística Aplicada . University
College of North Wales- Reino Unido de Gran Bretaña.
Licenciado en Administración de la Educación
Superior - Universidad Nacional de la Matanza. Licenciado
en Gestión Educativa - Universidad CAECE. Profesor
Superior de Inglés - Universidad Nacional de Catamarca.
Profesor de Inglés por el Instituto Superior del
Profesorado "Joaquín V. González."
Profesor Titular Ordinario. Universidad Tecnológica
Nacional - Facultad Regional Haedo. Jefe de Cátedra
- Inglés Técnico II, Departamento de Ingeniería
Universidad Nacional de La Matanza. Profesor Titular de
la Cátedra de Inglés e Inglés Técnico
II del Departamento de Ingeniería e Investigaciones
Tecnológicas, Universidad Nacional de La Matanza.
Profesor titular de Lingüística Aplicada; Lingüística
Contemporánea y su Enseñanza; Lengua Especializada
en la Universidad .CAECE. Tiene a su cargo Cursos de Posgrado
para graduados en la Universidad Nacional de San Luís
y la Universidad Nacional de La Pampa. Coordinador del Centro
de Lenguas de la Universidad Nacional de Quilmes. Investigador
Categorizado (II). Director y evaluador de proyectos de
investigación y artículos para publicación.
Director de tesistas de maestría y licenciatura.
Consultor curricular, autor, conferencista a nivel nacional
e internacional.
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22.-
How to design effective tests for the classroom
Tests
have always been part of the teachers´ world together
with teaching and learning strategies, motivation and planning
among other elements. This powerful instrument used to assess
learners´ ability seems to provoke all types of emotions
and reactions both in teachers and learners. This talk aims
at reflecting upon a number of fundamental principles of
assessment and designing practical examples of testing for
the classroom and considering different tools for evaluating
their effectiveness.
Dra María Inés Capurro
de Castelli
Ph.D. in Modern Languages
- Universidad del Salvador. Magister in Methodology and
Technology of on-line Teaching -Universidades del Veneto.
Specialist in Politics and Management for Higher Education
- Universidad de Buenos Aires. Full Professor, Head of the
Language Department and Academic Coordinator of the Program
Spanish as a Foreign Language (SFL) at Pontificia Universidad
Católica Argentina. Academic Advisor for Asociación
de Profesionales de Medios. Evaluation: different interpretations
and realizations at Higher Education (2006), Quality Assessment
of On-line Tutoring (2003), Tutoring Needs in Higher Education
(2001), Comprehension Difficulties of Foreign Languages
(2000) and English Grammar Course (2000) are among her many
publications.
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23.-
How to teach creative writing to students of all ages
In this presentation, participants
will be guided through an array of easy-to-apply writing
techniques that will help their students take a quantum
leap as active learners of the language. By means of self-discovery
tasks, participants will also engage in a series of exercises
specially designed for exploring the advantages of using
creative writing in their classrooms. Join us and learn
how to profit from applying this tool effectively!
Prof. EGB Gonzalo Camp & Prof. Pablo Scoponi
Prof.
Gonzalo J. Camp
Profesor de Inglés para la EGB, Instituto
Superior del Profesorado "Joaquín V. González".
Candidate to a Licenciatura en Psicología at Universidad
de Buenos Aires (finishing this year). He is the Co-Director
of WELLS. Assistant Lecturer in Psicología Social
at Universidad de Buenos Aires and Didáctica Especial
Del Primer y Segundo Ciclo de la EGB at Instituto Nacional
Superior del Profesorado Técnico de la Universidad
Tecnológica Nacional. He is specializing in Educational
Psychology.
Prof.
Pablo Scoponi
Profesor de Inglés para la EGB, Instituto
Superior del Profesorado "Joaquín V. González".
Candidate to a Licenciatura en Lengua Inglesa at Universidad
Argentina de la Empresa. He is the Co-Director of WELLS,
where he works as an Educational Consultant for many well-known
institutions. He was an Assistant Lecturer in Práctica
en Laboratorio, Fonética y Dicción and Lengua
Inglesa at Instituto Superior del Profesorado "Joaquín
V. González" for five years. He has specialized
in Yoga, NLP and communication techniques and has been running
Teacher Development Courses for the last six years. At present,
he is working at Universidad Argentina de la Empresa as
an assistant lecturer
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24.-
How to enrich traditional textbook activities
Classroom activities clearly
determine how much language will be "produced "by
learners as opposed to "consumed" by learners.In
this workshop we will explore ways in which we can create
unique classrooms by identifying and choosing the most effective
language learning activities for our students.
Lic.
Débora Nacamuli Klebs & Lic. Andrea Rompato
Lic.
Débora Nacamuli Klebs
Debora Nacamuli Klebs is a Profesora en Inglés
from Instituto Superior del Profesorado Santa Brigida in 1990.
She did her specialization (Adcripción) in Methodology
in 1991-1992. She is also holds a Licenciada en Lengua Inglesa
from Universidad Argentina de la Empresa.
Lic.
Andrea Rompato
Andrea Rompato is a Profesora en Inglés
from Instituto Superior del Profesorado "Joaquín
V González" and a Licenciada en Lengua Inglesa
from Universidad Argentina de la Empresa
She did her specialization in Methodology at Instituto Superior
del Profesorado "Joaquín V González"
and is a Master Practitioner in NLP from Primer Escuela Argentina
de Programación Neurolingüistica |
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25.-
How to help your students consolidate and expand their vocabulary
As
teachers, we demand creative use of vocabulary in both oral
and written contexts and tend to complain about the repetitive
use of certain words and phrases. Our students certainly lack
the necessary tools to deal with these problems effectively.
The study of vocabulary-learning strategies is a promising
area of enquiry.Learning is experience. We all learn by doing,
so the aim of this workshop is to engage the audience in lively
activities to show different ways of dealing with vocabulary,
to practically demonstrate how to help our students anchor
their vocabulary items in their long-term memory and never
face the wind of forgetfulness, and how to generalize the
learning productively into other areas to optimise results.
Prof.
Viviana I. Rondina
Profesora en Inglés from Instituto Superior
del Profesorado "Joaquín V. González".
Candidate to the Licenciatura en Inglés from Universidad
Nacional del Litoral (several papers published).
Headmistress at William Skakespeare College, Temperley, Buenos
Aires. She teaches IGCSE subjects and is a Multimedia Assistant
at Asociación Argentina de Cultura Inglesa. She has
run workshops on learning techniques, vocabulary and Neurolinguistics
and has been PR and interpreter at International Olympic Events |
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26
.- How to work with visual literacy
This workshop, for teachers
of young learners, explores activities related to learning
by doing, facilitating first hand experiences and finding
tasks to develop visual literacy in the ELT classroom. The
stimulus will be a poster exhibition borrowed from the British
Council. The participants will be offered a handbook of specifically
designed tasks which we will work through together. A little
theory related to the values of first hand experiences and
the need to teach visual literacy in a world of media imagery
will be explored but the main emphasis will be on task design
for the comprehension and interpretation of the visual image.
Susan
Hillyard B.Ed (Hons)
Susan Hillyard was awarded a Bachelor of Education in Educational
Drama and Sociology from Warwick University in 1972. She
has worked as a classroom teacher, co-ordinator, Head of
Sector, teacher trainer, and speaker in the UK, Singapore,
Saudi Arabia, Spain, and Argentina.
She works as an Educational Consultant, delivering presentations
on a variety of topics including creative teaching and learning,
global issues, drama in education, teaching thinking skills,
and classroom management, and is studying for a Masters
Degree in Professional Studies in Education and Training
with the University of Surrey.
She is co-author of "Global Issues", a resource
books for teachers.
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27.-
How to make the most of drama techniques in the classroom
Like
other important educational experiences, Drama is a way of
exploring and understanding the world. In common with Language,
it teaches communication skills and the use of language and
imagination. It involves physical development and co-ordination
and it shares with Art an interest in creativity and self-expression.
Drama allows children to explore the world directly; it makes
them more aware of themselves, other people's perceptions
and more sensitive to the feelings of others.
The objective of this workshop is:
1. For teachers to learn how to use Drama
as a tool for the teaching of English language and other subjects.
2. Focusing on Speech, Movement and Improvisation
3. Supply a battery of exercises and activities
that they can adapt for their students according to their
level type of group and subject
4. To create their own material, develop
their ideas and put them into practice.
Susan Cocimano
Técnica
en Comunicación Social. Instituto Católico de
Estudios Sociales Psicodramatista. Sociedad Argentina de Psicodrama.Drama
Training at the British Theatre Association, UK Drama Teacher/Trainer
and Psycho-dramatist. She specialises in Drama in Education
and Creativity and Psychodrama in Education. Teacher Trainer
and former Head of English at secondary level, she designs
and conducts workshops for teachers and for all those who
are interested in learning and teaching using these resources.Susan
works as a Drama teacher at Cardenal Newman School (primary
level) and teaches the subject : Drama in Education at St
Trinnean Teacher Training College in San Isidro.
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28.-
How to teach english to young learners using poems, rhymes and
fingerplays
Humans acquire language
in only one way: by understanding messages, or receiving “comprehensible
input”. Teaching activities should be designed in such
a way so as to supply the child with enjoyable and easy to understand
input. Songs, rhymes, fingerplays and poems are comprehensible,
enjoyable, authentic and full of language our students need
in real life. They are part of our lives and they are around
us. What we, as teachers need to do is share them with our students
with a little planning before entering the class. Come and have
fun in this workshop and enter the fantastic world of singing,
playing, rhyming and chanting. Lic.
María Eugenia Marzioni de Della Torre
Profesora
y Traductora de Inglés, egresada del Instituto Superior
del Profesorado Nro. 2 de Rafaela, y Licenciada en Gestión
de Instituciones Educativas, Universidad Católica de
Santiago del Estero. Es docente del Instituto Superior del
Profesorado, en la cátedra “Seminario de Integración
y Síntesis”, en escuelas secundarias y de EGB
y en English Learning Center, en el cual también ejerce
la tarea de coordinación. Es directora de ELT city,
website para profesores de inglés y autora de Timeline,
material educativo para la enseñanza del inglés.
Ha
estado involucrada en actividades dramáticas durante
muchos años y en la actualidad, se dedica a aplicar
el teatro a la enseñanza del idioma inglés,
no sólo dirigiendo obras teatrales educativas, sino
también representando grupos de teatro en esa actividad,
capacitando docentes sobre ese tema y dirigiendo un taller
de teatro para niños.
Ha publicado cuentos cortos y poemas en inglés en el
International Journal for the Teaching of English Writing
Skills, Robbie Dean Press, Minnessotta, USA y su cuento, “The
Gipsy”, ha sido seleccionado como obra destacada en
la publicación. Es miembro de West Virginia Writing
Association, la que ha seleccionado y publicado su cuento
breve “Alfonsina Airlines”, en la categoría
Postcard Prose. Ha escrito obras de teatro en castellano e
inglés y guiones para proyectos fílmicos educativos.
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29.-
How to Deal with Literal and Inference Questions in a Reading
Comprehension Class
This workshop will present ways of analysing college students'
answers to a reading comprehension test which includes literal
and inference questions. Reading assessment is generally based
on literal questions, which aim at developing students' mnemonic
capacities. However, inferential comprehension is little practised
in reading comprehension courses. In this sense, Parodi et
al. (1997) point out 'our interest in inferential comprehension
does not mean to reject literal comprehension, in fact, both
must coexist'.
In this workshop, the presenter will first ask participants
to answer the following literal and inference questions, based
on the text 'Medical Advances: An Important Change of the
Twentieth Century':
Prof. Especialista Jorge Sánchez
Jorge Sánchez is Profesor de Enseñanza Media
y Superior en Lengua y Literatura Inglesa. Facultad de Filosofía
y Letras. Universidad Nacional de Cuyo and he is also Especialista
en Docencia Universitaria. Rectorado. Universidad Nacional
de Cuyo. He teaches ESP at Political Science College - Universidad
Nacional de Cuyo and at the School of Medicine, Universidad
del Aconcagua . He has given presentations in different Argentinian
provincies as well as in Chile; Paraguay and Colombia.
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30.-
How to breathe life into words
Adequate breathing technique is essential for the correct pronunciation
of English. The systematic practice and re-education of our
use of air not only enables the speaker to enhance his or her
language: it also is essential in the prevention of voice disorders,
most of which are caused by faulty breathing habits. Correct
breathing brings relaxation to the speaker and to the listener
and allows him or her to adequately project the voice without
shouting. In this workshop we will present a series of simple
daily "do it yourself" routines increasing breath
control and putting life into the words we speak. Alfred
Seymour Hopkins B.A.
Alfred Seymour Hopkins was born in Los Angeles, California,
graduated with a B.A. from the University of California at
Berkeley in Social Science and Journalism and studied theatrical
art in Buenos Aires under Toni Barquet and Ricardo Bartis.
His workshops and solo performances have visited numerous
schools in Buenos Aires and in the provinces. His has frequently
presented activities such as applied drama, storytelling,
diction and journalism at English congresses. He is in charge
of the Creative Language Activity Workshop at the "Institute
Superior en Lenguas Vivas" and is founder of the Hopkins
Creative Language Lab. Web page: http://www.a-hopkins.com
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Plus three
bonus semiplenaries on
Discipline and Classroom Management
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Aulas
Turbulentas: pre-adolescentes y adolescentes en la escuela
Dr.
Eduardo Sapia
Abogado - Universidad Nacional de Lomas de Zamora.Postgrado:
Especialista en Derecho de Familia - Universidad Nacional
de Lomas de Zamora. Mediador - Fundación Retoño.
Orientador Familiar - Universidad Austral. Se desempeña
como profesor de curso y profesor tutor de nivel medio desde
hace 16 años.
Lic.
Jorge Ricci
Licenciado en Psicología - Pontificia Universidad Católica
Argentina. Profesor en Psicología - Instituto Superior
del Profesorado "Pbro. Dr. Antonio Saenz" Psicólogo
en el Hogar "Crecer Juntos", ONG que atiende a la
problemática del chico de la calle. Investigador Interdisciplinario
en Adolescencia. Profesor en el Instituto Superior de Formación
Docente Nro 41 de Alte Brown. Ex- especialista de Servicio
de Adolescencia del Hospital "Luisa C. de Gandulfo".
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Cómo
tratar con niños y jóvenes en crisis
Dra.
Silvia Germani
Médica - Universidad Nacional de Buenos Aires. Medica
Especialista en Psiquiatría y Terapia Familiar - Ex-Residente
de la Provincia de Buenos Aires. Master en Minoridad y Familia
- Universidad Nacional de Lomas de Zamora. Perito Médico
Psiquiatra del Juzgado de Menores de la Provincia de Buenos
Aires. Becaria del Ministerio de Salud de la Provincia de
Buenos Aires.
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Identidad,
Autoridad y Disciplina en el Aula Dr.
Nicolás Andrews
Obtuvo su titulo de grado universitario en
la Universidad de Buenos Aires. Realizó estudios de
posgrado como Orientador Familiar en la Universidad Austral,
Buenos Aires. Se
graduó como profeosr en el Instituto "La Salle"
. Se desempeña como profesor de Nivel Medio y profesor
tutor desde hace 15 Años.
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