1. HANDS-ON Exploring LEGO® and similar toys in teaching technical English Anne Hodgson, 25 June 2014 IATET Webinar 2. Overview • Aims overall • Teaching communicative…

Slide 1Which comes first - integration, participation or motivation? Slide 2 The context The background The activities The theoretical underpinning Slide 3 Key ingredient…

Slide 1LANG. ACQUISITION FOR BIG AND LITTLE KIDS Slide 2 Stages of L1 acquisition What is a repetitive CV pattern? What is the purpose of this stage? Slide 3 Stages of L1…

1. Getting YourStudents Speaking From InputToUptake Harnessing thepower ofblended learningand new technologies Giving Students A Voice 2. Online Resources 3. What’s On…

1. From Theory to Practice& Back in TESOL Marie Takai, M.A. Rebekah Sidman-Taveau, PhD 2. Workshop Overview Goals Share innovative and fun lessonsConnect practice to…

1. From Theory to Practice& Back in TESOL Marie Takai, M.A. Rebekah Sidman-Taveau, PhD 2. Workshop Overview Goals Share innovative and fun lessonsConnect practice to…

1. LEARNING WITH FUN100 Games for any level of young Learners of EnglishEnric Calvet 2. WHY USE GAMES IN CLASS TIME?From 'Using Games in an EFL Class for Children'…

Engels_1OPB_1les_20111120 http://iteps.eu/ input & output comprehensible input - Krashen (1985) comprehensible output â Swain (1985) Krashen, S. (1985). The input hypothesis:…

1.  Internationally, have a high intermediate English proficiency has become a requirement for access to many sources of employment. English for business 2.  English…

Slide 1 Connecting second language acquisition theory and Accelerated Literacy pedagogy Rhonda Oliver & Kate Mullin Slide 2 The National Accelerated Literacy Program…