Viddler

TeachingEnglish

TeachingEnglish

Website
https://www.teachingenglish.org.uk
Provisional Accreditation Webinar Provisional Accreditation Webinar
Summer pre-inspection briefing 2024 Summer pre-inspection briefing 2024
Training video for digital platform part 2 - AUK Training video for digital platform part 2 - AUK
AUK platfrom training for inspectors AUK platfrom training for inspectors
AUK Pre-inspection briefing 2024 AUK Pre-inspection briefing 2024
Training video for digital platform - AUK providers Training video for digital platform - AUK providers
Academic management support Academic management support
British Council ELTRA webinar 2023-20231103_110420-Meeting Recording British Council ELTRA webinar 2023-20231103_110420-Meeting Recording
TEC October 2023 Webinar TEC October 2023 Webinar
TEC September webinar TEC September webinar
Developing skills to enhance your career Developing skills to enhance your career
Teachers' engagement with published research: what, how and why Teachers' engagement with published research: what, how and why
How can we help teachers alternate between languages in the classroom effectively? How can we help teachers alternate between languages in the classroom effectively?
HML_02_36(low) HML_02_36(low)
MOOC_GST_U2_vid_01_01 MOOC_GST_U2_vid_01_01
MOOC_GST_U3_vid_01_01 MOOC_GST_U3_vid_01_01
MOOC_GST_U1_vid_01_01 MOOC_GST_U1_vid_01_01
Teacher development with a focus on self-directed learning Teacher development with a focus on self-directed learning
AI ChatGBT AI ChatGBT
Teacher educator webinar series review 2022-2023 Teacher educator webinar series review 2022-2023
What it means to be a professional teacher What it means to be a professional teacher
BES_1867_BC_LessonPlanning_Part1_v2.0 BES_1867_BC_LessonPlanning_Part1_v2.0
Emad Abdelhamid - Effective teacher part 2 Emad Abdelhamid - Effective teacher part 2
Emad Abdelhamid - The Characteristics Of Effective EFL Teachers, part 1 Emad Abdelhamid - The Characteristics Of Effective EFL Teachers, part 1
Nare Hakobyan - Multimodality in EFL teaching Nare Hakobyan - Multimodality in EFL teaching
Graham Stanley - gamification Graham Stanley - gamification
Chris_Roland-Teacher-produced _audio_and_video Chris_Roland-Teacher-produced _audio_and_video
SEND practical advice for teacher educators SEND practical advice for teacher educators
Maria Jose Galleno: Making it obvious - reflection that works Maria Jose Galleno: Making it obvious - reflection that works
Panel- A Day in the Life of an Engagement Lead Panel- A Day in the Life of an Engagement Lead
Nelson Arditto - Rethinking multilingualism Nelson Arditto - Rethinking multilingualism
The role of teacher associations in teacher education The role of teacher associations in teacher education
Plenary videos Plenary videos
Amina Douidi - Intercultural learning Amina Douidi - Intercultural learning
How can teacher educator encourage motivation How can teacher educator encourage motivation
Harry Waters - Becoming a clean, green, educating machine Harry Waters - Becoming a clean, green, educating machine
Getting Creative in Low Resource Contexts Getting Creative in Low Resource Contexts
Jenny Galligan - Teaching VYLs Jenny Galligan - Teaching VYLs
Understanding Differentiation - Part 1: Introduction Understanding Differentiation - Part 1: Introduction
Priscila_Bordon_ELF-awareness Priscila_Bordon_ELF-awareness
Helping teachers access the online environment Helping teachers access the online environment
Hind_Elyas_Lifelong Learning Skills Hind_Elyas_Lifelong Learning Skills
WTD22-16_Future of English WTD22-16_Future of English
WTD22-24: Making it obvious-reflection that works WTD22-24: Making it obvious-reflection that works
WTD22-23: Voice recognition to help the students' autonomy WTD22-23: Voice recognition to help the students' autonomy
WTD22-22: Nurturing emotional intelligence through literature WTD22-22: Nurturing emotional intelligence through literature
WTD22-21: Building rapport and social emotional competence WTD22-21: Building rapport and social emotional competence
WTD22-20: ENACT your cultural activities on the web: learn language through culture WTD22-20: ENACT your cultural activities on the web: learn language through culture
WTD22-19: Capturing and shaping learner contributions in the online classroom: Lessons for all classrooms WTD22-19: Capturing and shaping learner contributions in the online classroom: Lessons for all classrooms
WTD22-18: Education Exchange: Climate education through partnerships WTD22-18: Education Exchange: Climate education through partnerships
WTD22-17: Fostering Dialogue Through Active Listening WTD22-17: Fostering Dialogue Through Active Listening
WTD22-16: The Future of English WTD22-16: The Future of English
WTD22-15: Education and Climate Change: Connecting Storytelling and Environmental Crises in an EFL Classes WTD22-15: Education and Climate Change: Connecting Storytelling and Environmental Crises in an EFL Classes
WTD22-14:Teaching for maximal productivity and sustainable development WTD22-14:Teaching for maximal productivity and sustainable development
WTD22-13: Using technologies in the classroom and for Teacher Development WTD22-13: Using technologies in the classroom and for Teacher Development
WTD22-12: Ditch Boring CPD: Capacity Building Through Gamified Micro-training WTD22-12: Ditch Boring CPD: Capacity Building Through Gamified Micro-training
WTD22-10: How to better include students with Special Educational Needs and Disabilities (SEND) in classes WTD22-10: How to better include students with Special Educational Needs and Disabilities (SEND) in classes
WTD22-9: Digital Stories for Enhancing Palestinian Refugee School Children’s English Reading Micro-skills WTD22-9: Digital Stories for Enhancing Palestinian Refugee School Children’s English Reading Micro-skills
WTD22-8: Exploring children's experiences of learning English in the traditional primary classroom WTD22-8: Exploring children's experiences of learning English in the traditional primary classroom
WTD22-7: Understanding learning technologies WTD22-7: Understanding learning technologies
WTD22-6: Integrating ICT into the ESL Classrooms: Promoting Better Teaching Techniques WTD22-6: Integrating ICT into the ESL Classrooms: Promoting Better Teaching Techniques
WTD22-5: Measuring progress in young learners WTD22-5: Measuring progress in young learners
WTD22-4: Panel discussion: English language teaching, learning and assessment across South Asia WTD22-4: Panel discussion: English language teaching, learning and assessment across South Asia
WTD22-3. Panel discussion: Teachers at the centre of a rapidly changing East Asia WTD22-3. Panel discussion: Teachers at the centre of a rapidly changing East Asia
WTD22-2. How K-12 Teachers Can Develop Changemakers for People & Planet WTD22-2. How K-12 Teachers Can Develop Changemakers for People & Planet
WTD22-1. Borderless Classroom Model - From virtual mobility to real results WTD22-1. Borderless Classroom Model - From virtual mobility to real results
Claire Steele and Sarah Smith - Creative ideas for your CPD Claire Steele and Sarah Smith - Creative ideas for your CPD
Gender in language teacher education Gender in language teacher education
How can teacher educators encourage teachers to engage with research? How can teacher educators encourage teachers to engage with research?
Anna Hasper - How to build learners’ confidence and help them manage their stress when teaching exam classes Anna Hasper - How to build learners’ confidence and help them manage their stress when teaching exam classes
Managing resources - part 1 Managing resources - part 1
Claire Steele and Sarah Smith - Creative feedback Claire Steele and Sarah Smith - Creative feedback
George Chilton - Stepping Beyond Teaching George Chilton - Stepping Beyond Teaching
Accessing your online course with a mobile device Accessing your online course with a mobile device
Which competences do teacher educators need to support teachers online Which competences do teacher educators need to support teachers online
Borg promo video 19 July 2022 Borg promo video 19 July 2022
Jo Cummins_Communicative writing ELT classroom Jo Cummins_Communicative writing ELT classroom
Designing tasks to promote creativity_part 2 Designing tasks to promote creativity_part 2
David Valente - picturebooks social justice David Valente - picturebooks social justice
Linguistic_Landscapes_pedagogical_resource Linguistic_Landscapes_pedagogical_resource
Elizabeth_Coleman_making_classes_less_heteronormative Elizabeth_Coleman_making_classes_less_heteronormative
English Teaching Talks: Inclusion - introduction English Teaching Talks: Inclusion - introduction
T-Ed_CPD Framework T-Ed_CPD Framework
How to design tasks which promote creative thinking skills Part 1 How to design tasks which promote creative thinking skills Part 1
George Wilson - Making Words Count George Wilson - Making Words Count
Seeing Black: How to build anti-racism into teaching English publications Seeing Black: How to build anti-racism into teaching English publications
What is creativity in the classrom What is creativity in the classrom
Finished teacher - what do fast finisher Finished teacher - what do fast finisher
Climate-action_Power-change Climate-action_Power-change
Climate-action_Making_school_green Climate-action_Making_school_green
Climate-action_The_winners Climate-action_The_winners
English Teaching Talks: Assessing Learning - Introduction English Teaching Talks: Assessing Learning - Introduction
Ukraine School Project Ukraine School Project
Justin-Gerald_Oxymoronic-can-you-decolonise-English Justin-Gerald_Oxymoronic-can-you-decolonise-English
Embedding_pronunciation_lesson_plan Embedding_pronunciation_lesson_plan
ELTons_information_session_2022 ELTons_information_session_2022
A Narrative context lesson - The Class is the Story A Narrative context lesson - The Class is the Story
English Teaching Talks - Assessing Learning English Teaching Talks - Assessing Learning
ELTons 2022 ELTons 2022
Shivani Gupta - Making group discussions come to life in the language classroom Shivani Gupta - Making group discussions come to life in the language classroom
Learning Outside the Classroom Part1 Learning Outside the Classroom Part1
Ben Knight - Helping students become independent learners Ben Knight - Helping students become independent learners
Anju Moses and Dinesha Senaratne - Sparking the magic of creativity Anju Moses and Dinesha Senaratne - Sparking the magic of creativity
Challenge and Cognition- Increasing the level of challenge in teenage classes Challenge and Cognition- Increasing the level of challenge in teenage classes
Teaching Early Years Online Teaching Early Years Online
Phonics for teachers of Early Years Phonics for teachers of Early Years
Tashya Mitchell - Project Work with Secondary Students Tashya Mitchell - Project Work with Secondary Students
EME_event_1_Dec_2021 EME_event_1_Dec_2021
Dorothy Zemach IATEFL 2018 Dorothy Zemach IATEFL 2018
Katherina Walper IATEFL 2018 Katherina Walper IATEFL 2018
Oxford_University_Press_Signature_Event Oxford_University_Press_Signature_Event
Barry O'Sullivan IATEFL 2018 Barry O'Sullivan IATEFL 2018
Dalia_Elhawary Dalia_Elhawary
Lourdes Ortega IATEFL 2018 Lourdes Ortega IATEFL 2018
Tatiana Golechkova IATEFL 2018 Tatiana Golechkova IATEFL 2018
Martina Sindelarova Skupenova IATEFL 2018 Martina Sindelarova Skupenova IATEFL 2018
The ERF Language Learner Literature Awards The ERF Language Learner Literature Awards
Sarah Blair IATEFL 2018 Sarah Blair IATEFL 2018
Ana Garcia-Stone Ana Garcia-Stone
Phonics for teachers of Early Years Phonics for teachers of Early Years
Teaching Early Years Online - Tashya Mitchell and Cherie Umagiliya Teaching Early Years Online - Tashya Mitchell and Cherie Umagiliya
British Council: Teaching English British Council: Teaching English
Loraine_Kenedy_Coaching & Mentoring Skills for ELT Loraine_Kenedy_Coaching & Mentoring Skills for ELT
Ceri Jones and Katherine Bilsborough - Eco-literacy- What? Why? And How? Ceri Jones and Katherine Bilsborough - Eco-literacy- What? Why? And How?
Nicky_Hockly_WTD21_recording Nicky_Hockly_WTD21_recording
Jessica_Mackay_Recording Jessica_Mackay_Recording
Matthew_Ellman_WTD21_recording Matthew_Ellman_WTD21_recording
Joe_Dale_WTD21_recording Joe_Dale_WTD21_recording
Jo_Gore_WTD21_recording Jo_Gore_WTD21_recording
Lesley_Fearn_WTD21_recording Lesley_Fearn_WTD21_recording
Sophia_Mavridi-WTD21_Recording Sophia_Mavridi-WTD21_Recording
BES_1875_BC_EnglishinHE_captions_v3.0 BES_1875_BC_EnglishinHE_captions_v3.0
BES_1867_BC_Differentiation_Part1_v3.0 BES_1867_BC_Differentiation_Part1_v3.0
Laura_McWilliams_July_2021 Laura_McWilliams_July_2021
How to access MOOC video 1.2 (EngSubs) How to access MOOC video 1.2 (EngSubs)
David Valente - July 2021 David Valente - July 2021
PEPELT_JULY_21 PEPELT_JULY_21
IATEFL Online - Brita Fernandez Schmidt IATEFL Online - Brita Fernandez Schmidt
Alastair_Douglas Alastair_Douglas
Steve Brown IATEFL 2018 Steve Brown IATEFL 2018
New ways of teaching - webinar New ways of teaching - webinar
Jamie Dunlea and Gaynor Evans IATEFL 2018 Jamie Dunlea and Gaynor Evans IATEFL 2018
Agnieszka Luczak - IATEFL 2018 Agnieszka Luczak - IATEFL 2018
Ana Lucia de Mello Carriel Ana Lucia de Mello Carriel
Leo Selivan IATEFL 2018 Leo Selivan IATEFL 2018
Hornby scholars IATEFL 2018 Hornby scholars IATEFL 2018
British_Council_Signature_Event IATEFL 2018 British_Council_Signature_Event IATEFL 2018
Fred Gordon IATEFL 2018 Fred Gordon IATEFL 2018
Virginia Grisolia IATEFL 2018 Virginia Grisolia IATEFL 2018
Plenary_SilvanaRichardson Plenary_SilvanaRichardson
Silvana Richardson interview Silvana Richardson interview
SDG webinar and discussion forum SDG webinar and discussion forum
Thom Kiddle - IATEFL preview Thom Kiddle - IATEFL preview
Steve_Mann_effectiveness_PD_delivered_remotely Steve_Mann_effectiveness_PD_delivered_remotely
Helping parents and caregivers to support remote learning at home Helping parents and caregivers to support remote learning at home
Language For Resilience Language For Resilience
Teacher Activity Groups Teacher Activity Groups
Integrating Global Issues Integrating Global Issues
English Across the Fracture Lines English Across the Fracture Lines
Dreams and Realities Dreams and Realities
English in Higher Education English in Higher Education
The Climate Connection - series 1 trailer The Climate Connection - series 1 trailer
Ana Garcia-Stone - Effective Communities of Practice Ana Garcia-Stone - Effective Communities of Practice
Climate Connection trailer 2 - auto subs Climate Connection trailer 2 - auto subs
Judy Boyle - Teaching resources on human trafficking and modern-day slavery Judy Boyle - Teaching resources on human trafficking and modern-day slavery
Chris Sowton - strategies for teaching in challenging circumstances Chris Sowton - strategies for teaching in challenging circumstances
Being English teachers in Gaza Being English teachers in Gaza
Picturebooks in European Primary English Language Teaching Picturebooks in European Primary English Language Teaching
David Heathfield - Face-to-face storytelling David Heathfield - Face-to-face storytelling
Angelica Manca and Alex Tamulis - Bringing Learning to Life with Sustainable ELT Practices Angelica Manca and Alex Tamulis - Bringing Learning to Life with Sustainable ELT Practices
British Council Elton Awards 2020 Highlights British Council Elton Awards 2020 Highlights
Nik Peachey - Promoting Creativity in Digital Learning Nik Peachey - Promoting Creativity in Digital Learning
David Heathfield - Online storytelling David Heathfield - Online storytelling
Martin Bloomfield - Your Dyslexia Toolkit Martin Bloomfield - Your Dyslexia Toolkit
John_Hughes_Two-sides-of-the-same-coin John_Hughes_Two-sides-of-the-same-coin
FB_Live_Planning-online-lessons FB_Live_Planning-online-lessons
English Language Learning Student Panel English Language Learning Student Panel
Sticky_objects teacher wellbeing Sticky_objects teacher wellbeing
Teacher Activity Groups webinar Teacher Activity Groups webinar
ELTRA_25_Nov_Dawson_Motteram_ ELTRA_25_Nov_Dawson_Motteram_
Doris Dippold and Marion Herron - Do pre-sessional courses prepare students for their disciplinary studies? Doris Dippold and Marion Herron - Do pre-sessional courses prepare students for their disciplinary studies?
Dee Rutgers - Teacher knowledge and competencies for effective CLIL in multilingual education settings Dee Rutgers - Teacher knowledge and competencies for effective CLIL in multilingual education settings
Ernesto Macaro - Secondary school CLIL and EMI at University Ernesto Macaro - Secondary school CLIL and EMI at University
ELTons Innovation Awards ceremony 2020 ELTons Innovation Awards ceremony 2020
Susan Sheehan - What do teachers want to know about assessment? Susan Sheehan - What do teachers want to know about assessment?
Steve Walsh - evidence-based reflection and teacher development Steve Walsh - evidence-based reflection and teacher development
Steve Wash - Evidence-based reflection and teacher development Steve Wash - Evidence-based reflection and teacher development
ELTons Innovation Awards 2020- Live online ELTons Innovation Awards 2020- Live online
Boris_Radanovic_WTD_2020 Boris_Radanovic_WTD_2020
Jennifer_Dobson_WTD_2020 Jennifer_Dobson_WTD_2020
Tony_Young_WTD2020 Tony_Young_WTD2020
Monique_Bachman_WTD2020 Monique_Bachman_WTD2020
Abigail_Ekangouo_Awanga_WTD2020 Abigail_Ekangouo_Awanga_WTD2020
Panel_Discussion_Future_of_education_WTD2020 Panel_Discussion_Future_of_education_WTD2020
Sarah_Mercer_WTD2020 Sarah_Mercer_WTD2020
Panel_Discussion_Future_of_education_WTD2020 Panel_Discussion_Future_of_education_WTD2020
Tim_Phillips_panel_WTD2020 Tim_Phillips_panel_WTD2020
Tamires_Gama_WTD2020 Tamires_Gama_WTD2020
Sarah_Mercer_WTD2020 Sarah_Mercer_WTD2020
Sophia_Mavridi_WTD2020 Sophia_Mavridi_WTD2020
Covid-19 case studies: Daniela Cuccurillo Covid-19 case studies: Daniela Cuccurillo
Covid-19 case studies: Wanda Mpisi Covid-19 case studies: Wanda Mpisi
Covid-19 case studies: Lazarous Sinkala Covid-19 case studies: Lazarous Sinkala
Covid-19 case studies: Cigdem Tuncel Covid-19 case studies: Cigdem Tuncel
Teacher_educator_framework_October_2016 Teacher_educator_framework_October_2016
Local Innovation 2020 finalists - tips and resources Local Innovation 2020 finalists - tips and resources
Innovation in Teacher Resources 2020 finalists - tips and resources Innovation in Teacher Resources 2020 finalists - tips and resources
Innovation in Learner Resources 2020 finalists - tips and resources Innovation in Learner Resources 2020 finalists - tips and resources
Excellence in Course Innovation finalists - tips and resources Excellence in Course Innovation finalists - tips and resources
Digital Innovation finalists - tips and resources Digital Innovation finalists - tips and resources
The challenges of remote learning and safeguarding The challenges of remote learning and safeguarding
The challenges of remote learning and teacher resilience The challenges of remote learning and teacher resilience
Teaching through Covid-19 Teaching through Covid-19
teacher professional development teacher professional development
Global North-South project-based learning- Student to student telecollaboration for language learning Global North-South project-based learning- Student to student telecollaboration for language learning
IMMLE_conference_proceedings_webinar IMMLE_conference_proceedings_webinar
ELT Research across the fracture lines ELT Research across the fracture lines
Graham_Hall_Own-language_use_language_classroom Graham_Hall_Own-language_use_language_classroom
Silvana_Richardson_Evidence-based observation - tips and tools Silvana_Richardson_Evidence-based observation - tips and tools
Observation and feedback Observation and feedback
Cecilia Nobre webinar Cecilia Nobre webinar
Challenges of remote learning Challenges of remote learning
Getting started online teaching Getting started online teaching
Getting started online teaching Getting started online teaching
RTT_Using Messenger apps RTT_Using Messenger apps
Creative activities for Language Learners at home Creative activities for Language Learners at home
Lesley_Keast_Online teaching ideas for primary Lesley_Keast_Online teaching ideas for primary
Teaching and Young Learners - Making the most of the situation Teaching and Young Learners - Making the most of the situation
Supporting and mentoring teachers online Supporting and mentoring teachers online
Teaching online: Tech tools and the tutor's role Teaching online: Tech tools and the tutor's role
Teaching online: If the tech fails and structuring lessons Teaching online: If the tech fails and structuring lessons
Online teaching: Using your coursebook and ideas for breakout rooms Online teaching: Using your coursebook and ideas for breakout rooms
Trent_and_Allie_interview Trent_and_Allie_interview
SDG webinar and discussion forum SDG webinar and discussion forum
Mamta Saluja and Vanita Chopra - Assessing speaking skills_1_0 Mamta Saluja and Vanita Chopra - Assessing speaking skills_1_0
Peer observation Peer observation
Adapting the CPD Framework for Secondary School STEM teachers in an EMI context_0_0 Adapting the CPD Framework for Secondary School STEM teachers in an EMI context_0_0
21st century skills discussion forum_0 21st century skills discussion forum_0
WTD2018_M_Norton_Multilingual_Mindset WTD2018_M_Norton_Multilingual_Mindset
WTD2018_Smith_Padwad_Bullock_low-resource_classroom WTD2018_Smith_Padwad_Bullock_low-resource_classroom
World Teacher's Day 2018_1_0 World Teacher's Day 2018_1_0
WTD_2018_Rachael_Roberts_Using_your_brain WTD_2018_Rachael_Roberts_Using_your_brain
Addressing human trafficking and modern slavery in the language classroom Addressing human trafficking and modern slavery in the language classroom
An innovative way to teach ESL children phonics An innovative way to teach ESL children phonics
Chris_Roland_Talking to teenagers in the English language classroom_0_0 Chris_Roland_Talking to teenagers in the English language classroom_0_0
Pronunciation Teaching_ muscle, mind, meaning, memory Pronunciation Teaching_ muscle, mind, meaning, memory
Our story_ Writing stories for ELT primary Our story_ Writing stories for ELT primary
Using Picturebooks with Children Using Picturebooks with Children
Using ELT to raise awareness about mobility disability_0_0 Using ELT to raise awareness about mobility disability_0_0
Andy Hockley_ Peer observation - how can we make it work Andy Hockley_ Peer observation - how can we make it work
Silvana_Richardson_How to become a teacher trainer Silvana_Richardson_How to become a teacher trainer
Silvana Richardson_0 Silvana Richardson_0
Tracey_Chapelton_Speaking_practice_primary_classroom Tracey_Chapelton_Speaking_practice_primary_classroom
4_1A David Crystal Siganture 140415 4_1A David Crystal Siganture 140415
Mobile Pedagogy for English language teaching_ putting teacher wisdom at the heart of mobile learning Mobile Pedagogy for English language teaching_ putting teacher wisdom at the heart of mobile learning
Knowing the subject v3 Knowing the subject v3
Developing as a manager - CPD webinar by Loraine Kennedy Developing as a manager - CPD webinar by Loraine Kennedy
Gillian Davidson_ Promoting CPD in your schools Gillian Davidson_ Promoting CPD in your schools
Gillian Davidson_Observation and your teaching staff Gillian Davidson_Observation and your teaching staff
Fiona Dunlop_ Integrating new teachers into a staffroom_0_0 Fiona Dunlop_ Integrating new teachers into a staffroom_0_0
Rossner_European_Profiling_Grid Rossner_European_Profiling_Grid
Crabtree_Developing a whole school approach to SEN Crabtree_Developing a whole school approach to SEN
Duncan_Foord_Letting Go Duncan_Foord_Letting Go
Fiona Dunlop_ Managing Your Teaching Staff Fiona Dunlop_ Managing Your Teaching Staff
Andy Hockley_ How to move into language school management Andy Hockley_ How to move into language school management
MC Reflective Talk BC Webinar Teaser Vid MC Reflective Talk BC Webinar Teaser Vid
Marisa Constantinides_ Creating Creative Teachers_0_0 Marisa Constantinides_ Creating Creative Teachers_0_0
Why use an EAP dictionary__0_0 Why use an EAP dictionary__0_0
What Lies Beyond_ CPD with Lasting Impact_0_0 What Lies Beyond_ CPD with Lasting Impact_0_0
Watch, learn, practise_ video based CPD and collaboration Watch, learn, practise_ video based CPD and collaboration
Teacher-research as CPD, in practice Teacher-research as CPD, in practice
Setting up communities of practice - Katerina Kourkouli Setting up communities of practice - Katerina Kourkouli
Life after IELTS_ meeting academic (writing) expectations Life after IELTS_ meeting academic (writing) expectations
How to avoid teacher burnout How to avoid teacher burnout
Inclusion for dyslexic students Inclusion for dyslexic students
Factors influencing success in teaching English Factors influencing success in teaching English
Ian_Clifford_Beyond polarisation Ian_Clifford_Beyond polarisation
Ian Clifford - Towards evidence and skills-based teacher development_0_0 Ian Clifford - Towards evidence and skills-based teacher development_0_0
Ian_Clifford_Beyond polarisation Ian_Clifford_Beyond polarisation
Talk English - a whole community approach_0_0 Talk English - a whole community approach_0_0
Integrating English into pre-primary education_0_0 Integrating English into pre-primary education_0_0
Teaching Shakespeare to language learners_0_0 Teaching Shakespeare to language learners_0_0
My Way_ blending professional development_0_0 My Way_ blending professional development_0_0
Little Bridge_ The Playful Way to Learn English!_0_0 Little Bridge_ The Playful Way to Learn English!_0_0
Thinking skills are life skills_0_0 Thinking skills are life skills_0_0
InTILT with CLIL_0_0 InTILT with CLIL_0_0
Engaging primary students through inquiry-based learning_0_0 Engaging primary students through inquiry-based learning_0_0
Secondary teacher training in the context of the refugee population in Palestine_0_0 Secondary teacher training in the context of the refugee population in Palestine_0_0
Jason Anderson - Teaching large classes Jason Anderson - Teaching large classes
Engaging ears, eyes, brains and minds_ Authentic listening at every level_0 Engaging ears, eyes, brains and minds_ Authentic listening at every level_0
E-safety in and out of the young learner classroom_0_0 E-safety in and out of the young learner classroom_0_0
Exploiting digital video for language development_1_0 Exploiting digital video for language development_1_0
Non-gendered language_ how to teach it, should we teach it__2_0 Non-gendered language_ how to teach it, should we teach it__2_0
Literacy for active citizenship_3_0 Literacy for active citizenship_3_0
Mooveez_ Teaching with feature films made easy_4_0 Mooveez_ Teaching with feature films made easy_4_0
Taking back time_ how to do everything you want to do_5_0 Taking back time_ how to do everything you want to do_5_0
Building sustainability into an EAP course_6_0 Building sustainability into an EAP course_6_0
Peace education in the secondary school ELT curriculum_7_0 Peace education in the secondary school ELT curriculum_7_0
Leveraging technology to effectively teach English language in the mother tongue of the learner_0_0 Leveraging technology to effectively teach English language in the mother tongue of the learner_0_0
From awareness raising to autonomy with Mooveez app_2_0 From awareness raising to autonomy with Mooveez app_2_0
Where next for teacher-research_ Panel discussion_4_0 Where next for teacher-research_ Panel discussion_4_0
TextInspector.com_ An online tool for benchmarking texts to the CEFR_3_0 TextInspector.com_ An online tool for benchmarking texts to the CEFR_3_0
Coaching and Emotional Intelligence_5_0 Coaching and Emotional Intelligence_5_0
Effective use of video in the ELT classroom_2_0 Effective use of video in the ELT classroom_2_0
Josh_Underwood_Using Voice and AI assistants for language learning Josh_Underwood_Using Voice and AI assistants for language learning
Simon Borg - Teacher evaluation in ELT Simon Borg - Teacher evaluation in ELT
Phil_Dexter_Implementing good teaching and learning inclusive practices Phil_Dexter_Implementing good teaching and learning inclusive practices
Rachael_Harris_Bloomifying Storytelling in the Inclusive Practice classroom Rachael_Harris_Bloomifying Storytelling in the Inclusive Practice classroom
Learning styles discussion forum Learning styles discussion forum
James Taylor_Moving From Adult to Teenage Learners James Taylor_Moving From Adult to Teenage Learners
Lewia_Lansford_Engaging ears, eyes, brains and minds_ Authentic listening at every level Lewia_Lansford_Engaging ears, eyes, brains and minds_ Authentic listening at every level
Nick Bilbrough - Zooming in and out Nick Bilbrough - Zooming in and out
Lizzie Pinard_ Fostering autonomy Lizzie Pinard_ Fostering autonomy
Briony Beaven - Teacher stories Briony Beaven - Teacher stories
Rachael_Roberts_How to get students writing in class and loving it Rachael_Roberts_How to get students writing in class and loving it
Improving reading comprehension for learners with dyslexia_0_0 Improving reading comprehension for learners with dyslexia_0_0
Keith Harding_From ELT to TLE Keith Harding_From ELT to TLE
Nik Peachey - Creativity in the language classroom Nik Peachey - Creativity in the language classroom
Dave Dodgson_ Assessment Dave Dodgson_ Assessment
Ceri Jones_Barefoot with beginners Ceri Jones_Barefoot with beginners
Victoria Boobyer_ A why and how of Graded Readers Victoria Boobyer_ A why and how of Graded Readers
Fiona Mauchline_ A world of pure imagination Fiona Mauchline_ A world of pure imagination
Gail Ellis - Using children's literature to teach English Gail Ellis - Using children's literature to teach English
Ceri Jones - Micro-writing Ceri Jones - Micro-writing
Lizzie Pinard - Learner autonomy Lizzie Pinard - Learner autonomy
Keith Kelly - Ingredient for successful CLIL Keith Kelly - Ingredient for successful CLIL
Sylvia Guinan-social and emotional approaches to technology Sylvia Guinan-social and emotional approaches to technology
Tracy Dumais - Apps you can trust_0_0 Tracy Dumais - Apps you can trust_0_0
Sandy_Millin_Blogging for professional development Sandy_Millin_Blogging for professional development
David_Dodgson_Using games to engage, motivate and educate learners David_Dodgson_Using games to engage, motivate and educate learners
David Petrie - Writing skills for exam practice_0_0 David Petrie - Writing skills for exam practice_0_0
Engaging Generation Y with technology_0_0 Engaging Generation Y with technology_0_0
Averil Coxhead - What do ESP teachers need to know Averil Coxhead - What do ESP teachers need to know
Kishore_Roy_The IELTS Speaking test_0_0 Kishore_Roy_The IELTS Speaking test_0_0
Adam Simpson_encouraging learners with creativity Adam Simpson_encouraging learners with creativity
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Sinead Laffan_0 Sinead Laffan_0
Sinead Laffan_0 Sinead Laffan_0
Silvana Richardson - A call for principled glocalisation Silvana Richardson - A call for principled glocalisation
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Sue Leather Sue Leather
Sarah Priestley - Making mentoring a meaningful CPD experience_0_0 Sarah Priestley - Making mentoring a meaningful CPD experience_0_0
Sally Farley - Using assistive technology to help learners with SENs_0 Sally Farley - Using assistive technology to help learners with SENs_0
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Paula Rebodello_0 Paula Rebodello_0
Nik Peachey - Managing the digital classroom_0 Nik Peachey - Managing the digital classroom_0
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Nelson Arditto_ Scaffolding reflection on online teacher training courses_0_0 Nelson Arditto_ Scaffolding reflection on online teacher training courses_0_0
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Martin Froggett - The mentor mentee relationship_0_0 Martin Froggett - The mentor mentee relationship_0_0
Mark Oliver - Text chat in the classroom_0_0 Mark Oliver - Text chat in the classroom_0_0
Maria Jose Galleno - Apps for Dyselxia_0_0 Maria Jose Galleno - Apps for Dyselxia_0_0
Maha Khochen-Bagshaw and Susan Hillyard_ Are our classrooms inclusive__0 Maha Khochen-Bagshaw and Susan Hillyard_ Are our classrooms inclusive__0
Leslie Davis_ Closing the loop_ From input to implementation_0_0 Leslie Davis_ Closing the loop_ From input to implementation_0_0
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Secondary success stories_Saima Secondary success stories_Saima
Secondary Success Stories_Sagun Secondary Success Stories_Sagun
Hornby Regional School on 'The Low-resource Classroom', Kathmandu, Nepal Hornby Regional School on 'The Low-resource Classroom', Kathmandu, Nepal
0. Overview video - to accompany Overview article re. the school 0. Overview video - to accompany Overview article re. the school
Diversity_Should mother tongue be used in the classroom-v1 Diversity_Should mother tongue be used in the classroom-v1
Secondary success stories_Rupinderjit-v1 Secondary success stories_Rupinderjit-v1
Primary success stories_Indumati-v1 Primary success stories_Indumati-v1
Materials_Methodology_How to teach creatively using textbooks-v1.mp4 Materials_Methodology_How to teach creatively using textbooks-v1.mp4
Managing_How to manage correction of writing in large classes-v1 Managing_How to manage correction of writing in large classes-v1
Diversity_How to handle weaker students-v1 Diversity_How to handle weaker students-v1
Diversity_How to handle student background diversity-v1 Diversity_How to handle student background diversity-v1
Managing_How to handle multiple classes in one room-v1 Managing_How to handle multiple classes in one room-v1
Materials_Methodology_How to encourage students to speak out-v1 Materials_Methodology_How to encourage students to speak out-v1
Managing_How to encourage and manage active involvement in group work-v1 Managing_How to encourage and manage active involvement in group work-v1
Materials_Methodology_How to create resources from nothing-v1 Materials_Methodology_How to create resources from nothing-v1
Primary success stories_Gulnaz-v1 Primary success stories_Gulnaz-v1
Primary Success stories_Fehmina-v1 Primary Success stories_Fehmina-v1
Primary success stories_Barnali-v1 Primary success stories_Barnali-v1
Secondary success stories_Amarnath-v1 Secondary success stories_Amarnath-v1
British Council Seminars - BritLit Event Manchester on Vimeo British Council Seminars - BritLit Event Manchester on Vimeo
rod-bolitho-q12.mp4 rod-bolitho-q12.mp4
rod-bolitho-q14.mp4 rod-bolitho-q14.mp4
rod-bolitho-q13.mp4 rod-bolitho-q13.mp4
rod-bolitho-q11.mp4 rod-bolitho-q11.mp4
rod-bolitho-q10.mp4 rod-bolitho-q10.mp4
rod-bolitho-q9.mp4 rod-bolitho-q9.mp4
rod-bolitho-q7.mp4 rod-bolitho-q7.mp4
rod-bolitho-q8.mp4 rod-bolitho-q8.mp4
rod-bolitho-q6.mp4 rod-bolitho-q6.mp4
rod-bolitho-q5.mp4 rod-bolitho-q5.mp4
rod-bolitho-q4.mp4 rod-bolitho-q4.mp4
rod-bolitho-q3.mp4 rod-bolitho-q3.mp4
rod-bolitho-q2.mp4 rod-bolitho-q2.mp4
rod-bolitho-intro.mp4 rod-bolitho-intro.mp4
Tonderai_Munyevu_edit Tonderai_Munyevu_edit
Shaheen_Khan_edit Shaheen_Khan_edit
Jade_Anouka_edit Jade_Anouka_edit
Shakespeare Shakespeare
Shaheen Shaheen
britishcouncil_shakespearelives_trailer_101015 britishcouncil_shakespearelives_trailer_101015
britishcouncil_shakespearelives_james_clip3_101015 britishcouncil_shakespearelives_james_clip3_101015
Scott Thornbury Q8 Scott Thornbury Q8
Scott Thornbury Q6 Scott Thornbury Q6
Scott Thornbury Q7 Scott Thornbury Q7
Scott Thornbury Q4 Scott Thornbury Q4
Scott Thornbury Q3 Scott Thornbury Q3
Scott Thornbury Q5 Scott Thornbury Q5
Scott Thornbury Q1 Scott Thornbury Q1
Scott Thornbury Q2 Scott Thornbury Q2
Alan_Maley_Q7 Alan_Maley_Q7
Alan_Maley_Q8 Alan_Maley_Q8
Alan_Maley_Q5 Alan_Maley_Q5
Alan_Maley_Q6 Alan_Maley_Q6
Alan_Maley_Q4 Alan_Maley_Q4
Alan_Maley_Q3 Alan_Maley_Q3
Alan_Maley_Q2 Alan_Maley_Q2
Alan_Maley_Q1 Alan_Maley_Q1
BC_Tools_v2_Final.mp4 BC_Tools_v2_Final.mp4
tessa-woodward-q7-320x240.mp4 tessa-woodward-q7-320x240.mp4
tessa-woodward-q8-320x240.mp4 tessa-woodward-q8-320x240.mp4
tessa-woodward-q4-320x240.mp4 tessa-woodward-q4-320x240.mp4
tessa-woodward-q6-320x240.mp4 tessa-woodward-q6-320x240.mp4
tessa-woodward-q5-320x240.mp4 tessa-woodward-q5-320x240.mp4
tessa-woodward-q3-320x240.mp4 tessa-woodward-q3-320x240.mp4
tessa-woodward-q2-320x240.mp4 tessa-woodward-q2-320x240.mp4
tessa-woodward-q1-640x480.mp4 tessa-woodward-q1-640x480.mp4
RW5.4 Preparing to Write: Part 4 RW5.4 Preparing to Write: Part 4
BC_Tools video_animatic_v1B BC_Tools video_animatic_v1B
Using word games and playfulness Using word games and playfulness
Using technology Using technology
Introduction from Alan Maley Introduction from Alan Maley
Teaching young learners through projects: using mascots inside the class Teaching young learners through projects: using mascots inside the class
Q4 How can you balance error correction with encouraging students to be creative? Q4 How can you balance error correction with encouraging students to be creative?
Q3 How can you help students who are nervous or reluctant about being creative? Q3 How can you help students who are nervous or reluctant about being creative?
Q2 Do lessons taught outside the classroom environment help creativity? Q2 Do lessons taught outside the classroom environment help creativity?
Teaching young learners through projects: using mascots outside the class Teaching young learners through projects: using mascots outside the class
Q1 How can creativity enhance language learning for students of English for Specific Purposes? Q1 How can creativity enhance language learning for students of English for Specific Purposes?
Teaching young learners through projects: using mascots to inspire learners Teaching young learners through projects: using mascots to inspire learners
MERGED winners high res MERGED winners high res
3_TeachingEnglish_Pronunciation_Sounds_(No Subs) 3_TeachingEnglish_Pronunciation_Sounds_(No Subs)
2_TeachingEnglish_Rapport_(No Subs) 2_TeachingEnglish_Rapport_(No Subs)
1_TeachingEnglish_Introduction_(No Subs) 1_TeachingEnglish_Introduction_(No Subs)
9_TeachingEnglish_Fluency_(No_Subs) 9_TeachingEnglish_Fluency_(No_Subs)
8_TeachingEnglish_Feedback_(No_Subs) 8_TeachingEnglish_Feedback_(No_Subs)
6_TeachingEnglish_Activities_(No_Subs) 6_TeachingEnglish_Activities_(No_Subs)
7_TeachingEnglish_Monitoring_(No_Subs) 7_TeachingEnglish_Monitoring_(No_Subs)
5_TeachingEnglish_Techniques_(No_Subs) 5_TeachingEnglish_Techniques_(No_Subs)
4_TeachingEnglish_Pronunciation_Stress_and_Intonation_(No_Subs) 4_TeachingEnglish_Pronunciation_Stress_and_Intonation_(No_Subs)
ELTons2015-AngelaRippon ELTons2015-AngelaRippon
Jane Allemano - Authenticity in Speaking Tests, E-merging Forum 5 Jane Allemano - Authenticity in Speaking Tests, E-merging Forum 5
Presentations from five discussion groups, E-merging Forum 5 Presentations from five discussion groups, E-merging Forum 5
Małgosia Tetiurka - Myths and Facts about Teaching Young Learners, E-merging Forum 5 Małgosia Tetiurka - Myths and Facts about Teaching Young Learners, E-merging Forum 5
Herbert Puchta - Teaching Very Young Learners - What’s Hot, and What Not, E-merging Forum 5 Herbert Puchta - Teaching Very Young Learners - What’s Hot, and What Not, E-merging Forum 5
Gavin Dudeney - Of Big Data & Little Data — How Numbers Have Ruined Everything, E-merging Forum 5 Gavin Dudeney - Of Big Data & Little Data — How Numbers Have Ruined Everything, E-merging Forum 5
Svetlana Grigorievna Ter-Minasova - Teaching Language Issues in Todays Russia - To Think About, E-merging Forum 5 Svetlana Grigorievna Ter-Minasova - Teaching Language Issues in Todays Russia - To Think About, E-merging Forum 5
Steve Kirk - Teaching ‘EAP’- Enabling Academic Participation, E-merging Forum 5 Steve Kirk - Teaching ‘EAP’- Enabling Academic Participation, E-merging Forum 5
Thom Kiddle - Technology in Classroom-based Assessment - Friend of Foe, E-merging Forum 5 Thom Kiddle - Technology in Classroom-based Assessment - Friend of Foe, E-merging Forum 5
dave-willis-video-5_a.mp4 dave-willis-video-5_a.mp4
dave-willis-video-4_a.mp4 dave-willis-video-4_a.mp4
dave-willis-video-3_a.mp4 dave-willis-video-3_a.mp4
dave-willis-video-2_a.mp4 dave-willis-video-2_a.mp4
dave-willis-video-1_a.mp4 dave-willis-video-1_a.mp4
Winner of the Digital Innovation Award Winner of the Digital Innovation Award
Winner of the Macmillan Education Awards for New Talent in Writing Winner of the Macmillan Education Awards for New Talent in Writing
Winner of the Innovation in Teacher Resources Award Winner of the Innovation in Teacher Resources Award
Winner of the Local Innovation Award Winner of the Local Innovation Award
Henry Widdowson - Winner of the Lifetime Achievement Award Henry Widdowson - Winner of the Lifetime Achievement Award
Winner of the Innovation in Learner Resources Award Winner of the Innovation in Learner Resources Award
Winner of the Excellence in Courses Innovation Award Winner of the Excellence in Courses Innovation Award
4 Stress - stressed syllables and speech breathing 4 Stress - stressed syllables and speech breathing
7 Understanding the tongue 7 Understanding the tongue
6 The articulatory setting 6 The articulatory setting
5 Aspiration 5 Aspiration
3 Stress - understanding the diaphragm 3 Stress - understanding the diaphragm
Q6 How different is English language learning in prison to learning in school or colleges? Q6 How different is English language learning in prison to learning in school or colleges?
Q5 How can we encourage prisoners to take up English classes, when they are motivated to spend time earning money? Q5 How can we encourage prisoners to take up English classes, when they are motivated to spend time earning money?
Q8 What is the ethos of education in prison today and how can this be improved? Q8 What is the ethos of education in prison today and how can this be improved?
Q7 Is there a desire for more research into teaching English within prison systems? Q7 Is there a desire for more research into teaching English within prison systems?
Q4 Are English language learners in prison interested in learning about culture when they may be deported after their sentence? Q4 Are English language learners in prison interested in learning about culture when they may be deported after their sentence?
Q3 Should there be an effort to raise prison staff's awareness of the need for ESOL? Q3 Should there be an effort to raise prison staff's awareness of the need for ESOL?
Q2 Is English language provision an often neglected part of the prison system? Q2 Is English language provision an often neglected part of the prison system?
6 A conclusion 6 A conclusion
Q1 Do prisoners continue to receive English language education once they leave prison? Q1 Do prisoners continue to receive English language education once they leave prison?
3 Emerging good practice 3 Emerging good practice
4 The development of innovative practice 4 The development of innovative practice
5 Three levels of challenge for effective ESOL provision 5 Three levels of challenge for effective ESOL provision
1 An introduction to teaching of English in prison in the UK 1 An introduction to teaching of English in prison in the UK
2 The risk of poor language skills and identifying needs 2 The risk of poor language skills and identifying needs
RW4.2 Reading skills: Part 2 RW4.2 Reading skills: Part 2
RW4.1 Reading skills: Part 1 RW4.1 Reading skills: Part 1
RW7.2 Responding to writing: Part 2 RW7.2 Responding to writing: Part 2
RW7.1 Responding to writing: Part 1 RW7.1 Responding to writing: Part 1
RW8.2 Reading and writing genres: Part 2 RW8.2 Reading and writing genres: Part 2
RW8.3 Reading and writing genres: Part 3 RW8.3 Reading and writing genres: Part 3
RW8.1 Reading and writing genres: Part 1 RW8.1 Reading and writing genres: Part 1
RW1.2 Getting learners reading and writing: Part 2 RW1.2 Getting learners reading and writing: Part 2
RW1.1 Getting learners reading and writing: Part 1 RW1.1 Getting learners reading and writing: Part 1
RW2.3 Motivating learners: Part 3 RW2.3 Motivating learners: Part 3
RW2.1 Motivating learners: Part 1 RW2.1 Motivating learners: Part 1
RW2.2 Motivating learners: Part 2 RW2.2 Motivating learners: Part 2
RW3.3 Preparing to read: Part 3 RW3.3 Preparing to read: Part 3
RW3.2 Preparing to read: Part 2 RW3.2 Preparing to read: Part 2
RW3.1 Preparing to read: Part 1 RW3.1 Preparing to read: Part 1
RW5.3 Preparing to write: Part 3 RW5.3 Preparing to write: Part 3
RW5.2 Preparing to write: Part 2 RW5.2 Preparing to write: Part 2
RW5.1 Preparing to write: Part 1 RW5.1 Preparing to write: Part 1
RW9.2 Task-based Learning: Part 2 RW9.2 Task-based Learning: Part 2
RW9.1 Task-based learning: Part 1 RW9.1 Task-based learning: Part 1
Vera Ivanovna Zabotkina- Essential Skills for Academic Success, E-merging Forum 5 Vera Ivanovna Zabotkina- Essential Skills for Academic Success, E-merging Forum 5
E-merging Forum 5 E-merging Forum 5
IATEFL_Horby alumni interviews_2012_P2 IATEFL_Horby alumni interviews_2012_P2
IATEFL_Horby alumni interviews_2012_P1 IATEFL_Horby alumni interviews_2012_P1
India Reading Lesson Grade 5MP4 India Reading Lesson Grade 5MP4
Taiwan_reading_class 2012 Taiwan_reading_class 2012
Argentina_writing class 2012 Argentina_writing class 2012
Turkey writing class_Istanbul 2012 Turkey writing class_Istanbul 2012
Taiwan_reading_class 2012 subtitled Taiwan_reading_class 2012 subtitled
Taiwan_reading_class 2012 Taiwan_reading_class 2012
Turkey TBL class_Istanbul 2012 Turkey TBL class_Istanbul 2012
Manchester INTO_IELTS_class 1992 Manchester INTO_IELTS_class 1992
Taiwan_reading_class 2012 subtitled Taiwan_reading_class 2012 subtitled
Rawanda_reading class 2014 Rawanda_reading class 2014
India_reading lesson_Grade 5 India_reading lesson_Grade 5
India_Advertising Lesson India_Advertising Lesson
India_Advertising Lesson MP4 India_Advertising Lesson MP4
Last class with very young learners Last class with very young learners
1 Setting the scene: innovation day 1 Setting the scene: innovation day
Q4 What are the challenges of trying a new approach to your lessons? Q4 What are the challenges of trying a new approach to your lessons?
Q3 How can new ideas be managed alongside a full curriculum? Q3 How can new ideas be managed alongside a full curriculum?
Q2 How can parents and teachers be convinced that new ideas are worth trying? Q2 How can parents and teachers be convinced that new ideas are worth trying?
Q1 How can schools find the confidence to take the first steps towards trying something new? Q1 How can schools find the confidence to take the first steps towards trying something new?
6 Teaching English through online distance learning 6 Teaching English through online distance learning
5 From school clubs to statutory: introducing a new subject to schools with success and enthusiasm 5 From school clubs to statutory: introducing a new subject to schools with success and enthusiasm
4 Putting young people in control of their language learning 4 Putting young people in control of their language learning
2 Outstanding results from a totally immersive school learning environment 2 Outstanding results from a totally immersive school learning environment
3 Content and language integrated learning in French, Spanish and Mandarin 3 Content and language integrated learning in French, Spanish and Mandarin
7 Word choreography and summary 7 Word choreography and summary
Adrian Underhill - trailer Adrian Underhill - trailer
6 Using sounds from one position to discover others 6 Using sounds from one position to discover others
Q1 What is the best way to incorporate the phonemic chart into lessons? Q1 What is the best way to incorporate the phonemic chart into lessons?
5 Proprioception activities for diphthongs and consonants 5 Proprioception activities for diphthongs and consonants
4 Proprioception activities for vowels - Part 2 4 Proprioception activities for vowels - Part 2
3 Proprioception activities for vowels - Part 1 3 Proprioception activities for vowels - Part 1
2 What is proprioception? 2 What is proprioception?
1 Proprioception in learning new sounds, words and connected speech 1 Proprioception in learning new sounds, words and connected speech
Elvira Sadertdinova Elvira Sadertdinova
Svetlana Kuznetsova Svetlana Kuznetsova
Alla Leonidovna Nazarenko Alla Leonidovna Nazarenko
Natalia Zezyulkina Natalia Zezyulkina
Jack Scholes Jack Scholes
Gavin Dudeney Gavin Dudeney
Catherine Walter Catherine Walter
Jane Allemano Jane Allemano
Svetlana Grigorievna Terminasova Svetlana Grigorievna Terminasova
Anastasia Fetisova Anastasia Fetisova
Andrey Nozdrevatykh Andrey Nozdrevatykh
Thom Kiddle Thom Kiddle
Vera Ivanovna Zabotkina Vera Ivanovna Zabotkina
Herbert Puchta Herbert Puchta
Malgosia Tetiurka Malgosia Tetiurka
Interview with Malgosia Tetiurka Interview with Malgosia Tetiurka
Interview with Steve Kirk Interview with Steve Kirk
Video message from Russell Stannard, E-merging Forum 5 online (12-14 March) Video message from Russell Stannard, E-merging Forum 5 online (12-14 March)
Join E-merging Forum 5 online, 12-14 March 2015 Join E-merging Forum 5 online, 12-14 March 2015
Join E-merging Forum 5 online, March 12-14 Join E-merging Forum 5 online, March 12-14
Video message from Jeremy Day, E-merging Forum 5 online (12-14 March) Video message from Jeremy Day, E-merging Forum 5 online (12-14 March)
2 Presence and sensitivity 2 Presence and sensitivity
1 What to teach before you teach sounds 1 What to teach before you teach sounds
Q2 Are mobile apps a good way to teach pronunciation? Q2 Are mobile apps a good way to teach pronunciation?
8 Shared tricks of the trade 8 Shared tricks of the trade
7 Communicating and minimal pairs 7 Communicating and minimal pairs
Q1 What is the correlation between being able to hear a sound and being able to articulate it? Q1 What is the correlation between being able to hear a sound and being able to articulate it?
6 Playing with sound 6 Playing with sound
4 Exploring sound 4 Exploring sound
2 Experimenting with sound 2 Experimenting with sound
3 Ways of representing sound 3 Ways of representing sound
5 Imagining the inside of the mouth to understand sound 5 Imagining the inside of the mouth to understand sound
1 Introduction 1 Introduction
Q2 Why do accents change over time? Q2 Why do accents change over time?
BC_SEM_CRYSTALS_Trailer BC_SEM_CRYSTALS_Trailer
Q4 Why is the British accent so closely intertwined with the issue of class? Q4 Why is the British accent so closely intertwined with the issue of class?
Q3 Will the use of Received Pronunciation continue to decline? Q3 Will the use of Received Pronunciation continue to decline?
Q1 How can we know what Shakespeare's original pronunciation would have been? Q1 How can we know what Shakespeare's original pronunciation would have been?
Q5 Will accents gradually disappear over time? Q5 Will accents gradually disappear over time?
Part 5 Part 5
Part 4 Part 4
Part 3 Part 3
Part 2 Part 2
Part 1 Part 1
Join E-merging Forum 5 online, 12-14 March 2015 Join E-merging Forum 5 online, 12-14 March 2015
TEC 2015: Interview with Krishna Dixit TEC 2015: Interview with Krishna Dixit
TEC 15 - interview with Sara Pierson and Duncan Wilson TEC 15 - interview with Sara Pierson and Duncan Wilson
TEC 2015 - interview with Michael Connolly and Debanjan Chakrabati TEC 2015 - interview with Michael Connolly and Debanjan Chakrabati
Master_21_Elaine_Higgleton Master_21_Elaine_Higgleton
TEC 2015 - interview with Tim Phillips and John Shackleton TEC 2015 - interview with Tim Phillips and John Shackleton
TEC 2015 - interview with Alison Barrett TEC 2015 - interview with Alison Barrett
Master_13_Amy_delegates_2 Master_13_Amy_delegates_2
TEC 2015 - interview with Katherine Bilsborough TEC 2015 - interview with Katherine Bilsborough
TEC 15 - Paul Guneshekar, Richard Smith, Lina Mukhopadhyay TEC 15 - Paul Guneshekar, Richard Smith, Lina Mukhopadhyay
Master_12_Amy_delegates Master_12_Amy_delegates
TEC 2105 - Rod Bolitho TEC 2105 - Rod Bolitho
TEC 2015 - Interview with Rukmini Banerji TEC 2015 - Interview with Rukmini Banerji
TEC 2015 - interview with Jamie Keddie TEC 2015 - interview with Jamie Keddie
Master_5_Rama_Mathew_David_Hayes Master_5_Rama_Mathew_David_Hayes
TEC 2015 - Rosie Tanner and Huma Riaz TEC 2015 - Rosie Tanner and Huma Riaz
Master_11_Rod_Bolitho Master_11_Rod_Bolitho
TEC 2015 - Colin Bangay and Maya Menon TEC 2015 - Colin Bangay and Maya Menon
TEC 2015 - Elka Todeva TEC 2015 - Elka Todeva
TEC 2015: Geetha Durairajan TEC 2015: Geetha Durairajan
TEC 2015 - interview with Madhuri Kannangara and Nilani Karunaarachchi TEC 2015 - interview with Madhuri Kannangara and Nilani Karunaarachchi
TEC 2015 - Amol Padwad TEC 2015 - Amol Padwad
4 Screen recording for students and for teacher trainers 4 Screen recording for students and for teacher trainers
3 Using screen recording in practice 3 Using screen recording in practice
5 Using screen recording software for speaking practice 5 Using screen recording software for speaking practice
1 Screen recording to correct students' work 1 Screen recording to correct students' work
2 Early feedback from students and common mistakes 2 Early feedback from students and common mistakes
17 How can teachers be motivated towards CPD? 17 How can teachers be motivated towards CPD?
15 Can professional development change lives? - Tessa Woodward 15 Can professional development change lives? - Tessa Woodward
16 Can professional development change lives? - Amol Padwad 16 Can professional development change lives? - Amol Padwad
18 Is the teacher's role central to successful CPD? 18 Is the teacher's role central to successful CPD?
14 Can professional development change lives? - Loraine Kennedy 14 Can professional development change lives? - Loraine Kennedy
2 CPD think tank: Introduction - Amol Padwad 2 CPD think tank: Introduction - Amol Padwad
13 Can professional development change lives? - Krishna Dixit 13 Can professional development change lives? - Krishna Dixit
9 Stage 5: Reassessment and self-doubt - Tessa Woodward 9 Stage 5: Reassessment and self-doubt - Tessa Woodward
12 Conclusions - Tessa Woodward 12 Conclusions - Tessa Woodward
10 Stage 6: Serenity - Tessa Woodward 10 Stage 6: Serenity - Tessa Woodward
11 Stage 7: Bitter disengagement - Tessa Woodward 11 Stage 7: Bitter disengagement - Tessa Woodward
7 Stage 3: Energy for experimentation - Tessa Woodward 7 Stage 3: Energy for experimentation - Tessa Woodward
8 Stage 4: Energy for activism - Tessa Woodward 8 Stage 4: Energy for activism - Tessa Woodward
4 CPD think tank: Conclusions - Amol Padwad 4 CPD think tank: Conclusions - Amol Padwad
6 Stage 2: Settling down and stabilising - Tessa Woodward 6 Stage 2: Settling down and stabilising - Tessa Woodward
5 Different teacher learning for different stages: Stage 1 - Tessa Woodward 5 Different teacher learning for different stages: Stage 1 - Tessa Woodward
3 CPD think tank: Insights - Amol Padwad 3 CPD think tank: Insights - Amol Padwad
1 Introduction - Tim Phillips 1 Introduction - Tim Phillips
2 The typical language of science 2 The typical language of science
Q7 Does science teaching need to find a simpler language to engage students? Q7 Does science teaching need to find a simpler language to engage students?
Q5 What is it about English that makes it so well suited to be the lingua franca? Q5 What is it about English that makes it so well suited to be the lingua franca?
Q6 Should academics make more effort to speak in plain English? Q6 Should academics make more effort to speak in plain English?
4 Big ideas with small language 4 Big ideas with small language
3 Can scientific language be 'translated' into easier language? 3 Can scientific language be 'translated' into easier language?
5 Explaining dark matter only using the 1000 most common words in English 5 Explaining dark matter only using the 1000 most common words in English
Q4 Is English the lingua franca of science? Q4 Is English the lingua franca of science?
Q3 Do women communicate science in a different way to men? Q3 Do women communicate science in a different way to men?
Q2 Are scientists sometimes guilty of favouring 'difficult' language? Q2 Are scientists sometimes guilty of favouring 'difficult' language?
Q1 How can modern science be 'de-mystified' so it can be better understood? Q1 How can modern science be 'de-mystified' so it can be better understood?
Manifesto_Final_111314_ProRes422 Manifesto_Final_111314_ProRes422
1 The Edge of the Sky 1 The Edge of the Sky
E-merging Forum 4, British Council Russia, 2014 E-merging Forum 4, British Council Russia, 2014
5 1940's to the 1980's: The development of standardisation 5 1940's to the 1980's: The development of standardisation
8 Testing now and testing in the future: Accessibility 8 Testing now and testing in the future: Accessibility
7 Testing now and testing in the future: Technology 7 Testing now and testing in the future: Technology
6 Testing in the 1990's 6 Testing in the 1990's
4 The early 20th century: The birth of the standardised test 4 The early 20th century: The birth of the standardised test
1 Seventh-century China: The beginning of formal testing 1 Seventh-century China: The beginning of formal testing
2 1600 - 1900: Language testing reaches the Western world 2 1600 - 1900: Language testing reaches the Western world
13 Get out of the way of learning 13 Get out of the way of learning
19 Get in the zone 19 Get in the zone
3 1913: The introduction of the Certificate of Proficiency in English (CPE) 3 1913: The introduction of the Certificate of Proficiency in English (CPE)
20 Have fun! 20 Have fun!
18 Use evolved learning practices 18 Use evolved learning practices
16 Keep learners on their toes 16 Keep learners on their toes
14 Find the angle 14 Find the angle
17 Make use of bottom-up technology 17 Make use of bottom-up technology
15 Full English 15 Full English
10 Say no to the photocopier! 10 Say no to the photocopier!
12 Trust in the human 12 Trust in the human
11 What's the buzz? 11 What's the buzz?
9 Turn everyday life into dialogues, role-plays and narratives 9 Turn everyday life into dialogues, role-plays and narratives
4 See each lesson as a social event 4 See each lesson as a social event
8 Revisit, revise, reshape 8 Revisit, revise, reshape
7 Be flexible 7 Be flexible
6 Focus on your learners' lives 6 Focus on your learners' lives
5 Focus on your learners' language 5 Focus on your learners' language
3 Create reference points 3 Create reference points
2 Using personal learning networks (PLNs) 2 Using personal learning networks (PLNs)
1 Bend me, shape me 1 Bend me, shape me
6 The practical implications of socila media and beyond 6 The practical implications of socila media and beyond
5 New technologies require new frameworks for teachers 5 New technologies require new frameworks for teachers
0 Twenty steps to teaching unplugged 0 Twenty steps to teaching unplugged
4 The significance of social media and less formal learning 4 The significance of social media and less formal learning
3 The impact of computer-mediated communication (CMC) on teaching English 3 The impact of computer-mediated communication (CMC) on teaching English
1 The defining characteristics of computer-assisted language learning (CALL) 1 The defining characteristics of computer-assisted language learning (CALL)
2 CALL today - a critique 2 CALL today - a critique
BC_DT_SEM_11_BBC BC_DT_SEM_11_BBC
Q1 Why isn't Dylan Thomas taught more in schools? Q1 Why isn't Dylan Thomas taught more in schools?
17 Dylan's last year 17 Dylan's last year
15 Dylan and New York 15 Dylan and New York
16 The legacy of Dylan Thomas 16 The legacy of Dylan Thomas
14 Readings from Under Milk Wood 14 Readings from Under Milk Wood
13 Dylan and Laugharne 13 Dylan and Laugharne
12 Dylan's Return Journey to Swansea 12 Dylan's Return Journey to Swansea
9 Dylan Thomas and The Second World War 9 Dylan Thomas and The Second World War
10 Dylan finds inspiration in New Quay 10 Dylan finds inspiration in New Quay
11 Dylan Thomas and the BBC 11 Dylan Thomas and the BBC
8 Dylan Thomas and my grandmother 8 Dylan Thomas and my grandmother
7 Dylan goes to London 7 Dylan goes to London
6 Dylan Thomas and West Wales 6 Dylan Thomas and West Wales
4. Best ways of correcting mistakes (18.5) 4. Best ways of correcting mistakes (18.5)
5 Dylan and the sea 5 Dylan and the sea
4 Dylan's favourite park 4 Dylan's favourite park
3 The bedroom notebooks 3 The bedroom notebooks
2 Dylan Thomas' first home 2 Dylan Thomas' first home
1 Dylan Thomas, my grandfather 1 Dylan Thomas, my grandfather
Eltons-14-summary-veryshort-3-1280-high Eltons-14-summary-veryshort-3-1280-high
-Instant metodichkas- Richard West Plenary -Instant metodichkas- Richard West Plenary
-Using Literary Texts in the EFL Classroom- Amos Paran Plenary -Using Literary Texts in the EFL Classroom- Amos Paran Plenary
-The potential of picturebooks for Young Learners- Sandie Mourгo Plenary -The potential of picturebooks for Young Learners- Sandie Mourгo Plenary
-The New Digital Landscape of English Language Teaching- Duncan Christelow Plenary -The New Digital Landscape of English Language Teaching- Duncan Christelow Plenary
Rod Bolitho -The Dimensions of Continuing Professional Development- Rod Bolitho -The Dimensions of Continuing Professional Development-
Chris Rose -The Storyteller in the Digital Age- Chris Rose -The Storyteller in the Digital Age-
3. Methods for building and retaining vocab (18.5) 3. Methods for building and retaining vocab (18.5)
BC_DT_17_LIMA BC_DT_17_LIMA
Janet Enever -21st century children learning English- Janet Enever -21st century children learning English-
Russell Stannard -Simple ICT Tools- Russell Stannard -Simple ICT Tools-
Jeremy Day -1 Jeremy Day -1
BC_DT_14_ANIMAL BC_DT_14_ANIMAL
BC_DT_15_FH BC_DT_15_FH
BC_DT_13_MINI_WELSH BC_DT_13_MINI_WELSH
BC_DT_12_MINI_WW2 BC_DT_12_MINI_WW2
BC_DT_09_UMW BC_DT_09_UMW
BC_DT_11_MINI_CAITLIN BC_DT_11_MINI_CAITLIN
BC_DT_10_MINI_UMW_WOM BC_DT_10_MINI_UMW_WOM
BC_DT_07_INF BC_DT_07_INF
BC_DT_08_TECH BC_DT_08_TECH
BC_DT_06_POETRY BC_DT_06_POETRY
BC_DT_05_LEGACY BC_DT_05_LEGACY
BC_DT_04_L&L4 BC_DT_04_L&L4
BC_DT_03_L&L3 BC_DT_03_L&L3
BC_DT_01_L&L1 BC_DT_01_L&L1
BC_DT_02_L&L2 BC_DT_02_L&L2
ELTons 2014 highlights ELTons 2014 highlights
2. Encouraging speaking (18.5) 2. Encouraging speaking (18.5)
BritLit_Coming_home_Mum BritLit_Coming_home_Mum
BritLit_Coming_home_Lawrence BritLit_Coming_home_Lawrence
1 A process for producing your own materials 1 A process for producing your own materials
6 IELTS teaching techniques: Getting students to write headings / Dictating schemata / Restricting reading time 6 IELTS teaching techniques: Getting students to write headings / Dictating schemata / Restricting reading time
5 IELTS teaching techniques: Getting students to write questions / True, false, not given statements 5 IELTS teaching techniques: Getting students to write questions / True, false, not given statements
4 Ideas for teaching reading and writing in the classroom 4 Ideas for teaching reading and writing in the classroom
3 Preparing to teach using reading and writing materials 3 Preparing to teach using reading and writing materials
2 Criteria for selecting your own reading and writing materials 2 Criteria for selecting your own reading and writing materials
6 IELTS teaching techniques: Using carrier nouns + positive and negative adjectives for organisation 6 IELTS teaching techniques: Using carrier nouns + positive and negative adjectives for organisation
7 IELTS teaching techniques: Get students to link, organise and transfer ideas across modules 7 IELTS teaching techniques: Get students to link, organise and transfer ideas across modules
5 IELTS teaching techniques: Assisting students with common difficulties in speaking and writing for IELTS 5 IELTS teaching techniques: Assisting students with common difficulties in speaking and writing for IELTS
4 IELTS teaching techniques: Get students to compile their own list of questions 4 IELTS teaching techniques: Get students to compile their own list of questions
2 Preparing the students for writing and speaking in IELTS 2 Preparing the students for writing and speaking in IELTS
1 Making the IELTS exam clear and familiar 1 Making the IELTS exam clear and familiar
3 Making students familiar with the language features in IELTS Task 1 3 Making students familiar with the language features in IELTS Task 1
Q3 What if your students do not want to use ELF? Q3 What if your students do not want to use ELF?
Q2 How can students work on their pronunciation outside of the classroom? Q2 How can students work on their pronunciation outside of the classroom?
6 Key points in taking an English as a Lingua Franca (ELF) approach to pronunciation 6 Key points in taking an English as a Lingua Franca (ELF) approach to pronunciation
Q1 How strict should a teacher be about pronunciation in an ELF context? Q1 How strict should a teacher be about pronunciation in an ELF context?
5 Raising students' awareness 5 Raising students' awareness
4 Working with authentic materials in English as a Lingua Franca (ELF) 4 Working with authentic materials in English as a Lingua Franca (ELF)
3 Adapting classroom practice 3 Adapting classroom practice
2 Identifying priorities 2 Identifying priorities
1 Introduction 1 Introduction
6 Conclusion: Accent and identity 6 Conclusion: Accent and identity
Accent and identity, prejudice and insecurity - A biography of an accent Accent and identity, prejudice and insecurity - A biography of an accent
5 Accent and English as a Lingua Franca 5 Accent and English as a Lingua Franca
4 How to thrive with non-standard English accents 4 How to thrive with non-standard English accents
1 Introduction 1 Introduction
3 Accents as reference models for pronunciation 3 Accents as reference models for pronunciation
2 The impact of prejudice on accent variation 2 The impact of prejudice on accent variation
9 Teaching exam techniques: Brainstorming, word association and functional words 9 Teaching exam techniques: Brainstorming, word association and functional words
8 Teaching exam techniques: Breaking barriers to learning vocabulary 8 Teaching exam techniques: Breaking barriers to learning vocabulary
7 Teaching exam techniques: Forming nouns from verbs and summarising 7 Teaching exam techniques: Forming nouns from verbs and summarising
4 The vocabulary used in IELTS exams: Using listening scripts / What is listening and hearing? 4 The vocabulary used in IELTS exams: Using listening scripts / What is listening and hearing?
6 Teaching exam techniques: Making students aware of phrase structure and paraphrasing 6 Teaching exam techniques: Making students aware of phrase structure and paraphrasing
5 Teaching exam techniques: Focus on questions in isolation / What would students choose to test? 5 Teaching exam techniques: Focus on questions in isolation / What would students choose to test?
3 The vocabulary used in IELTS exams: Noun versus verb frequency 3 The vocabulary used in IELTS exams: Noun versus verb frequency
2 Activating students' schemata and navigating listening: Signals and lexical cohesion 2 Activating students' schemata and navigating listening: Signals and lexical cohesion
1 Collocations, colligations, chunks, word depth and word families 1 Collocations, colligations, chunks, word depth and word families
Electricity and Lightning Workshop 2 Electricity and Lightning Workshop 2
Electricity and Lightning Workshop 3 Electricity and Lightning Workshop 3
electricity and lightningworkshop 1 electricity and lightningworkshop 1
5 How languages became so complex 5 How languages became so complex
6 The benefits of understanding why we need grammar 6 The benefits of understanding why we need grammar
4 The three language problems that grammar solves 4 The three language problems that grammar solves
3 What you can't say without grammar 3 What you can't say without grammar
2 What you can say without grammar 2 What you can say without grammar
1 What exactly is grammar? 1 What exactly is grammar?
8 Guiding students to learn grammar inductively: guided questions and giving part of a rule 8 Guiding students to learn grammar inductively: guided questions and giving part of a rule
7 Guiding students to learn grammar inductively: sorting, matching, multiple choice 7 Guiding students to learn grammar inductively: sorting, matching, multiple choice
3 Task-based theories of how we learn and teach grammar 3 Task-based theories of how we learn and teach grammar
6 Planning to teach grammar inductively 6 Planning to teach grammar inductively
5 When should we teach grammar rules inductively? 5 When should we teach grammar rules inductively?
4 Teaching grammar explicitly: What does the evidence say? 4 Teaching grammar explicitly: What does the evidence say?
1 Some misconceptions about grammar teaching 1 Some misconceptions about grammar teaching
2 Skills-based theories of how to learn and teach grammar 2 Skills-based theories of how to learn and teach grammar
6 How to include grammar in other practice: vocabulary, reading and pronunciation 6 How to include grammar in other practice: vocabulary, reading and pronunciation
5 Exercises 5 Exercises
4 Examples 4 Examples
3 Explanations 3 Explanations
2 Typical grammatical mistakes: How to prioritise the grammar you teach 2 Typical grammatical mistakes: How to prioritise the grammar you teach
1 Am I teaching enough grammar? 1 Am I teaching enough grammar?
1 What does bilingual mean? 1 What does bilingual mean?
2 The costs of bilingualism 2 The costs of bilingualism
5 The limitations of being bilingual 5 The limitations of being bilingual
4 Bilingualism and the brain 4 Bilingualism and the brain
3 The benefits of bilingualism 3 The benefits of bilingualism
Does learning a language make you smarter? (trailer) Does learning a language make you smarter? (trailer)
Preview 1: The confusion around 'good grammar' Preview 1: The confusion around 'good grammar'
7 Reconciling prescriptive and descriptive approaches to grammar 7 Reconciling prescriptive and descriptive approaches to grammar
Preview 2: Who's right: Humpty Dumpty or Juliet? Preview 2: Who's right: Humpty Dumpty or Juliet?
6 Why and how language changes 6 Why and how language changes
4 Changing norms 4 Changing norms
5 Which came first: language or grammar? 5 Which came first: language or grammar?
8 Teaching the enjoyment of language 8 Teaching the enjoyment of language
3 Common prescriptive mistakes, part 2 3 Common prescriptive mistakes, part 2
1 What do we mean by good grammar? 1 What do we mean by good grammar?
2 Common prescriptive mistakes, part 1 2 Common prescriptive mistakes, part 1
4 The research - Part 1 4 The research - Part 1
3 How is teaching online different from face-to-face? 3 How is teaching online different from face-to-face?
5 The research - Part 2 5 The research - Part 2
1 What technology is available to us today to use in the classroom? 1 What technology is available to us today to use in the classroom?
Preview: Do you know the rules of 'netiquette'? Preview: Do you know the rules of 'netiquette'?
2 The pros and cons of Massive Open Online Courses (MOOCs) 2 The pros and cons of Massive Open Online Courses (MOOCs)
Q2 How can a teacher control the use of mobiles in the classroom? Q2 How can a teacher control the use of mobiles in the classroom?
Q1 Is there a way to assess work done with mobile technology? Q1 Is there a way to assess work done with mobile technology?
BC_SEM_TECH_NORTON_MINI_1 BC_SEM_TECH_NORTON_MINI_1
BC_SEM_TECH_NORTON_MINI_2 BC_SEM_TECH_NORTON_MINI_2
5 Case study of a teacher development app - part 2 5 Case study of a teacher development app - part 2
3 Some simple classroom exercises using mobile phones 3 Some simple classroom exercises using mobile phones
4 Case study of a teacher development app - part 1 4 Case study of a teacher development app - part 1
2 What is mobile learning? 2 What is mobile learning?
1 The historical relationship between technology and education 1 The historical relationship between technology and education
3. Methods for building and retaining vocab (18.5) 3. Methods for building and retaining vocab (18.5)
4. Best ways of correcting mistakes (18.5) 4. Best ways of correcting mistakes (18.5)
5. How to work with large classes (18.5) 5. How to work with large classes (18.5)
2. Encouraging speaking (18.5) 2. Encouraging speaking (18.5)
1. Motivating students (18.5) 1. Motivating students (18.5)
6. Encourage more autonomous (18.5) 6. Encourage more autonomous (18.5)
First Class (12.6) First Class (12.6)
GG14_D2_B210_S1_5_360 GG14_D2_B210_S1_5_360
Teaching_Speaking_7_monitoring Teaching_Speaking_7_monitoring
Teaching_Speaking_9_fluency Teaching_Speaking_9_fluency
Teaching_Speaking_8_feedback Teaching_Speaking_8_feedback
Teaching_Speaking_7_monitoring Teaching_Speaking_7_monitoring
Teaching_Speaking_6_activities Teaching_Speaking_6_activities
Teaching_Speaking_5_techniques Teaching_Speaking_5_techniques
Teaching_Speaking_4_stress+intonation Teaching_Speaking_4_stress+intonation
Teaching_Speaking_3_sounds Teaching_Speaking_3_sounds
Teaching_Speaking_1_Intro Teaching_Speaking_1_Intro
Teaching_Speaking_2_Rapport Teaching_Speaking_2_Rapport
RW6.2 Process writing: Part 2 RW6.2 Process writing: Part 2
RW6.1 Process writing: Part 1 RW6.1 Process writing: Part 1
Interview with David Crystal, Moscow Interview with David Crystal, Moscow
Interview with David Crystal, Saint-Petersburg Interview with David Crystal, Saint-Petersburg
Leeds Cocks trailer Leeds Cocks trailer
2 Principles of the Creative ESOL model 2 Principles of the Creative ESOL model
Q How can busy teachers use play within lessons constructively? Q How can busy teachers use play within lessons constructively?
4 The session plan 4 The session plan
3 Emotion / Critical pedagogy 3 Emotion / Critical pedagogy
1 Introduction to the Creative ESOL model 1 Introduction to the Creative ESOL model
4 Single objects within curriculum themes / contextualising objects 4 Single objects within curriculum themes / contextualising objects
Practising your object handling skills Practising your object handling skills
10 reasons why you should use objects with ESOL learners 10 reasons why you should use objects with ESOL learners
5 Using simple objects that you have a connection with 5 Using simple objects that you have a connection with
3 Object handling in practice / Emotional reactions to objects 3 Object handling in practice / Emotional reactions to objects
1 Introduction and research 1 Introduction and research
2 How to use objects with your learners 2 How to use objects with your learners
Local innovation winner Local innovation winner
The Macmillan education award for new talent in writing The Macmillan education award for new talent in writing
Innovation in Teacher resources winner Innovation in Teacher resources winner
Interview with Stuart Maconie - Author and BBC Radio broadcaster Interview with Stuart Maconie - Author and BBC Radio broadcaster
Innovation in assessment prize Innovation in assessment prize
Doctors speak up: communication and language skills for international medical graduates Doctors speak up: communication and language skills for international medical graduates
Innovation in learner resources Innovation in learner resources
The lifetime achievement award winner The lifetime achievement award winner
Excellence in course innovation Excellence in course innovation
3 Is how we speak as important as what we say? (Part 2) 3 Is how we speak as important as what we say? (Part 2)
4 How can you maintain your own cultural identity when speaking in another language? 4 How can you maintain your own cultural identity when speaking in another language?
2 Is how we speak as important as what we say? (Part 1) 2 Is how we speak as important as what we say? (Part 1)
1 How written English has changed over time 1 How written English has changed over time
BC_SEM_Speech trailer BC_SEM_Speech trailer
TEC14 Day3 Interview Alison Barrett and Emma Sue Prince TEC14 Day3 Interview Alison Barrett and Emma Sue Prince
TEC14 Day2 Interview Debanjan Chakrabarti TEC14 Day2 Interview Debanjan Chakrabarti
TEC14_Day1_Interview Richard Smith TEC14_Day1_Interview Richard Smith
TEC14_Day1_Simon_Borg TEC14_Day1_Simon_Borg
TEC14_Day3_Nivedita_Bedadur TEC14_Day3_Nivedita_Bedadur
TEC14 Day3 Interview Tom Power TEC14 Day3 Interview Tom Power
TEC14_Day1_Dawn_Bikowski TEC14_Day1_Dawn_Bikowski
TEC14_Day3_Vanessa_Lee TEC14_Day3_Vanessa_Lee
TEC14_Day2_OUP_debate TEC14_Day2_OUP_debate
TEC14 Day3 Interview Steve Mann and Julian Edge TEC14 Day3 Interview Steve Mann and Julian Edge
TEC14 Day3 Interview Graham Hall TEC14 Day3 Interview Graham Hall
TEC14_Rama_Mathew TEC14_Rama_Mathew
TEC14_Michael_Connelly TEC14_Michael_Connelly
ELTons 2009 Awards ELTons 2009 Awards
Eltons red carpet interviews & award ceremony 2013 Eltons red carpet interviews & award ceremony 2013
Lifetime Achievement Award Tribute 2013 Lifetime Achievement Award Tribute 2013
First Class (25.3) First Class (25.3)
6 As You Like It / Richard III 6 As You Like It / Richard III
Q2 How did Shakespeare's actors show the status of the characters they were playing physically? Q2 How did Shakespeare's actors show the status of the characters they were playing physically?
Q1 At what age should Shakespeare be taught in the classroom? Q1 At what age should Shakespeare be taught in the classroom?
5 Shakespeare's accent 5 Shakespeare's accent
3 Macbeth 3 Macbeth
4 Hamlet / King Lear 4 Hamlet / King Lear
2 Romeo and Juliet 2 Romeo and Juliet
1 Sonnet 18 1 Sonnet 18
E-merging Forum 4, 13-15 March 2014 E-merging Forum 4, 13-15 March 2014
Discussion groups Discussion groups
Alan Pulverness Alan Pulverness
Tony Prince Tony Prince
Nicky Hockly Nicky Hockly
Jamie Dunlea Jamie Dunlea
Catherine Kneafsey Catherine Kneafsey
British+Council+Teacher+Training+V4+(No+VO)-HD British+Council+Teacher+Training+V4+(No+VO)-HD
British Council Teacher Training HD British Council Teacher Training HD
BC_SHAKE_1 BC_SHAKE_1
BC_SHAKE_2 BC_SHAKE_2
BC_SHAKE_3 BC_SHAKE_3
BC_SHAKE_4 BC_SHAKE_4
BC_SHAKE_5 BC_SHAKE_5
BC_SHAKE_6 BC_SHAKE_6
What does E-merging mean for YOU? What does E-merging mean for YOU?
Belfast trailer Belfast trailer
4 Making corpus use easier 4 Making corpus use easier
3 Direct corpora use in the classroom 3 Direct corpora use in the classroom
2 Indirect corpus use in ELT 2 Indirect corpus use in ELT
1 What is a corpus? 1 What is a corpus?
Materials Trailer Materials Trailer
7 Resources for writing our own materials 7 Resources for writing our own materials
4 A path through the lesson: Language 4 A path through the lesson: Language
6 A path through the lesson: Output 6 A path through the lesson: Output
5 Tools for judging texts 5 Tools for judging texts
2 A path through the lesson: Input 2 A path through the lesson: Input
3 A path through the lesson: Content 3 A path through the lesson: Content
1 More than just a worksheet 1 More than just a worksheet
4 Phones, buddies and helping students remember 4 Phones, buddies and helping students remember
Video Interview with Jane Cohen Video Interview with Jane Cohen
Video interview with Tamara Oschepkova Video interview with Tamara Oschepkova
Video interview with Zhenya Bakin Video interview with Zhenya Bakin
Video interview with Ekaterina Shadrova and Svetlana Suchkova Video interview with Ekaterina Shadrova and Svetlana Suchkova
Video interview with Catherine Kneafsey Video interview with Catherine Kneafsey
1 Introduction 1 Introduction
Video interview with Michael Tomlinson Video interview with Michael Tomlinson
2 The context and characteristics of lectures 2 The context and characteristics of lectures
3 Challenges in listening to a lecture 3 Challenges in listening to a lecture
Video interview with Vera Ivanovna Zabotkina Video interview with Vera Ivanovna Zabotkina
Video interview with Nicky Hockly Video interview with Nicky Hockly
4 Linguistic and number challenges in lectures 4 Linguistic and number challenges in lectures
6 Comments and questions 6 Comments and questions
5 Ways and resources to help EAP students 5 Ways and resources to help EAP students
Vlada Lapshina and Marina Ryzhkova Vlada Lapshina and Marina Ryzhkova
Video interview with Christopher Graham Video interview with Christopher Graham
Video interview with Jamie Dunlea Video interview with Jamie Dunlea
Tatiana Likintseva Tatiana Likintseva
Olga Belyaeva Olga Belyaeva
Video interview with Anna Avramenko Video interview with Anna Avramenko
Video interview Tony Prince Video interview Tony Prince
BC_SEM_EAP_06 BC_SEM_EAP_06
1 Setting the scene / definitions of humour 1 Setting the scene / definitions of humour
2 Background to the research 2 Background to the research
3 The research and results 3 The research and results
4 Could students benefit from humour awareness training? 4 Could students benefit from humour awareness training?
5 Suggestions for humour awareness training in EAP / Conclusions 5 Suggestions for humour awareness training in EAP / Conclusions
The nature of humour The nature of humour
The rise of English as a lingua franca in academia The rise of English as a lingua franca in academia
Alan Pulverness Alan Pulverness
At what age can you start to teach LGBT issues in the classroom? At what age can you start to teach LGBT issues in the classroom?
How do you approach LGBT issues when such status is illegal in your particular country? How do you approach LGBT issues when such status is illegal in your particular country?
Some resources to help with LGBT issues in the classroom Some resources to help with LGBT issues in the classroom
The 9 protected characteristics under the Equality Act 2010 The 9 protected characteristics under the Equality Act 2010
Part 3 Part 3
Part 2 Part 2
BC_SEM_LGBT_Trailer BC_SEM_LGBT_Trailer
Part 1 Part 1
BC_JORD_6_SIGN BC_JORD_6_SIGN
BC_JORD_5_SIGN BC_JORD_5_SIGN
BC_JORD_4_SIGN BC_JORD_4_SIGN
IELTS Trailer IELTS Trailer
pilot_module_1_new_graphics6_1280x720 pilot_module_1_new_graphics6_1280x720
8 Further classroom techniques / Conclusion 8 Further classroom techniques / Conclusion
7 Some classroom techniques 7 Some classroom techniques
6 Barriers to creativity 6 Barriers to creativity
Humour in the classroom HQ (27.1) Humour in the classroom HQ (27.1)
5 What is creativity?/ IELTS text features 5 What is creativity?/ IELTS text features
4 Interpreting writing task 1/ Speaking tips for IELTS 4 Interpreting writing task 1/ Speaking tips for IELTS
3 Reading and writing tips for IELTS 3 Reading and writing tips for IELTS
2 Listening tips for IELTS 2 Listening tips for IELTS
1 Introduction 1 Introduction
British130608_7Ben British130608_7Ben
BC_JORD_3_SIGN BC_JORD_3_SIGN
BC_JORD_2_SIGN BC_JORD_2_SIGN
BC_JORD_1_SBTL BC_JORD_1_SBTL
6 A writing activity 6 A writing activity
5 Reasons why students don't co-operate / a communicative activity 5 Reasons why students don't co-operate / a communicative activity
Q How do you deal with grumpy students? Q How do you deal with grumpy students?
3 Some common human characteristics/ Motivation ideas 3 Some common human characteristics/ Motivation ideas
2 What are students like? 2 What are students like?
BC_SEM_HUMANS_TRAILER BC_SEM_HUMANS_TRAILER
1 Introduction 1 Introduction
BC_JORD_1_SIGN BC_JORD_1_SIGN
BC_JORD_1_SBTL test BC_JORD_1_SBTL test
Q7 Were the War Office aware of the new science of psychology and was it used when making propaganda? Q7 Were the War Office aware of the new science of psychology and was it used when making propaganda?
Q6 Was literature also used as a form of propaganda in WW1? Q6 Was literature also used as a form of propaganda in WW1?
Q5 How much was popular song used as a form of propaganda? Q5 How much was popular song used as a form of propaganda?
Q4 Was the contribution made by British nurses used in any of the war propaganda? Q4 Was the contribution made by British nurses used in any of the war propaganda?
Q3 How much of an issue was the German bloodline of the British Royal Family in WW1? Q3 How much of an issue was the German bloodline of the British Royal Family in WW1?
Q2 Does propaganda still exist today? Q2 Does propaganda still exist today?
Q1 Why is teaching about propaganda important? Q1 Why is teaching about propaganda important?
4 WW1 artists / American WW1 propaganda 4 WW1 artists / American WW1 propaganda
3 Conscientious objectors 3 Conscientious objectors
2 British WW1 enlisting posters 2 British WW1 enlisting posters
1 Propaganda at the start of WW1 1 Propaganda at the start of WW1
6 Conclusion 6 Conclusion
5 Raising awareness 5 Raising awareness
4 Exploiting authentic materials 4 Exploiting authentic materials
3 Adapting the coursebook 3 Adapting the coursebook
2 Identifying priorities 2 Identifying priorities
1 Introduction 1 Introduction
4 Further examples and conclusion 4 Further examples and conclusion
3 Examples 3 Examples
2 Guidelines for creating diagrams 2 Guidelines for creating diagrams
Humour in the classroom HQ Humour in the classroom HQ
Jamie Keddie - Image conference Jamie Keddie - Image conference
Game-based Learning HQ (13.11) Game-based Learning HQ (13.11)
1 Introduction / Why a diagrammatic approach? 1 Introduction / Why a diagrammatic approach?
5 Discussion/ Questions 5 Discussion/ Questions
4 Results of the survey/ Looking forward 4 Results of the survey/ Looking forward
3 The effect of recent policy 3 The effect of recent policy
2 Background and scope of the survey 2 Background and scope of the survey
1 Introduction to the survey 1 Introduction to the survey
VTA_2_1080 VTA_2_1080
Split screen test 2560x720 Split screen test 2560x720
Split screen test 1920x720 Split screen test 1920x720
The teaching of Jane Austen in the English The teaching of Jane Austen in the English
Kieran Donaghy - Image conference Kieran Donaghy - Image conference
5 Homework ideas / Help with word stress 5 Homework ideas / Help with word stress
4 The schwa / Improving individual sounds 4 The schwa / Improving individual sounds
3 Contrastive stress / Past simple pronunciation 3 Contrastive stress / Past simple pronunciation
2 Weak forms 2 Weak forms
1 Introduction / Sentence stress 1 Introduction / Sentence stress
PHIL_BALL_CONFERENCE_FULL_1 PHIL_BALL_CONFERENCE_FULL_1
KEITH_KELLY_CONFERENCE_FULL_1 KEITH_KELLY_CONFERENCE_FULL_1
3 Case studies: secondary language learning / Summary 3 Case studies: secondary language learning / Summary
2 Case studies: primary language learning 2 Case studies: primary language learning
1 Introduction 1 Introduction
3 Reading into writing/ Reading into reading 3 Reading into writing/ Reading into reading
2 Reading into listening/ Reading into speaking/ Reading into exam-based activity 2 Reading into listening/ Reading into speaking/ Reading into exam-based activity
1 The different types of e-books available 1 The different types of e-books available
World teacher's day question 1 World teacher's day question 1
Image conference_Ceri Jones Image conference_Ceri Jones
A reading from Northanger Abbey A reading from Northanger Abbey
Politics in Jane Austen’s time Politics in Jane Austen’s time
Jane Austen’s writing style Jane Austen’s writing style
Characters in Jane Austen’s novels Characters in Jane Austen’s novels
A reading from Persuasion A reading from Persuasion
Part 1 Part 1
Part 2 Part 2
Part 3 Part 3
Part 4 Part 4
4 Can we generalise about what makes for inspiring teaching? 4 Can we generalise about what makes for inspiring teaching?
3 What do inspiring teachers do? What influences this? 3 What do inspiring teachers do? What influences this?
2 Methodology and key results 2 Methodology and key results
1 Introduction: A quest to find inspiring teachers 1 Introduction: A quest to find inspiring teachers
nexus2-part2-1280 nexus2-part2-1280
nexus2-part1-1280 nexus2-part1-1280
nexus2-part3-1280 nexus2-part3-1280
nexus2-part1-1024 nexus2-part1-1024
nexus2-part2-1024 nexus2-part2-1024
nexus2-part3-1024 nexus2-part3-1024
BC_BRA_6 BC_BRA_6
BC_BRA_INTRO BC_BRA_INTRO
Game-based Learning Game-based Learning
BC_BRA_1 BC_BRA_1
BC_BRA_2 BC_BRA_2
BC_BRA_3 BC_BRA_3
BC_BRA_4 BC_BRA_4
The life of Jane Austen The life of Jane Austen
The legacy of Jane Austen The legacy of Jane Austen
BC_BRA_5 BC_BRA_5
Qu 1: How important is it for students of English to be aware of different British accents? Qu 1: How important is it for students of English to be aware of different British accents?
Qu 5: Is there such a thing as a ‘global’ British accent? Qu 5: Is there such a thing as a ‘global’ British accent?
Qu 4: If Received Pronunciation (RP) loses its high status, will it simply be replaced by another accent? Qu 4: If Received Pronunciation (RP) loses its high status, will it simply be replaced by another accent?
Qu 3: How do you convince students that they do not need to emulate a Received Pronunciation (RP) accent? Qu 3: How do you convince students that they do not need to emulate a Received Pronunciation (RP) accent?
Qu 6: Don’t we judge a person on the vocabulary they use, as well as their accent? Qu 6: Don’t we judge a person on the vocabulary they use, as well as their accent?
Qu 2: Should teachers be more aware of accents in their teaching? Qu 2: Should teachers be more aware of accents in their teaching?
Qu 7: Is Received Pronunciation (RP) still being used as a distinction of class in the UK? Qu 7: Is Received Pronunciation (RP) still being used as a distinction of class in the UK?
1 Introduction / Do students know something that we've forgotten? 1 Introduction / Do students know something that we've forgotten?
2 Is tangible learning really taking place? / A new proposal and a brief manifesto 2 Is tangible learning really taking place? / A new proposal and a brief manifesto
3 It's OK to teach 3 It's OK to teach
4 Techniques to encourage more interaction from the whole classroom 4 Techniques to encourage more interaction from the whole classroom
5 The subordination of teaching to learning / Conclusion 5 The subordination of teaching to learning / Conclusion
4 Conclusions / Try some accents out 4 Conclusions / Try some accents out
3 Code-switching / Opinions about accents 3 Code-switching / Opinions about accents
2 Received Pronunciation 2 Received Pronunciation
1 What is an accent? How do we produce speech? 1 What is an accent? How do we produce speech?
1 Introduction 1 Introduction
2 English - planet or galaxy? 2 English - planet or galaxy?
3 Advantages and disadvantages of 'standard' English 3 Advantages and disadvantages of 'standard' English
4 Four dimensions of 'monolithic thinking' / Conclusions 4 Four dimensions of 'monolithic thinking' / Conclusions
BC_QUITE_FRANCIS_1 BC_QUITE_FRANCIS_1
BC_QUITE_FRANCIS_2 BC_QUITE_FRANCIS_2
BC_QUITE_LI_1 BC_QUITE_LI_1
BC_QUITE_LI_2 BC_QUITE_LI_2
BC_QUITE_LI_3 BC_QUITE_LI_3
BC_QUITE_WESTWELL_1 BC_QUITE_WESTWELL_1
BC_QUITE_WHITTAKER _ 1 BC_QUITE_WHITTAKER _ 1
BC_QUITE_WHITTAKER _ 2 BC_QUITE_WHITTAKER _ 2
BC_INTER_HAWKES_Q1 BC_INTER_HAWKES_Q1
Ideas and expectations of learners/ Metaphor research Ideas and expectations of learners/ Metaphor research
Communication and intercultural skills/ Being creative and being critical Communication and intercultural skills/ Being creative and being critical
Who is learning? How are they learning? What are they learning? Who is learning? How are they learning? What are they learning?
The changing context of internationalisation in education The changing context of internationalisation in education
4 Implications for training course design 4 Implications for training course design
3 The classroom as a context/ Practical ideas 3 The classroom as a context/ Practical ideas
2 Sociocultural theory and teacher development 2 Sociocultural theory and teacher development
1 Introduction 1 Introduction
The problem with testing/ Teaching 'lexically' / Using technology The problem with testing/ Teaching 'lexically' / Using technology
Excellence in Course Innovation 2013: Interview Excellence in Course Innovation 2013: Interview
Digital Innovation 2013: Interview Digital Innovation 2013: Interview
Local Innovation 2013: Interview Local Innovation 2013: Interview
Lifetime Achievement Award 2013: Interview Lifetime Achievement Award 2013: Interview
Innovation in Learner Resources 2013: interview Innovation in Learner Resources 2013: interview
Innovation in Teacher Resources 2013: Interview Innovation in Teacher Resources 2013: Interview
Macmillan Education Award for Innovative Writing 2013: Interview Macmillan Education Award for Innovative Writing 2013: Interview
Adrian holliday_4 Adrian holliday_4
Adrian Holliday_3 Adrian Holliday_3
Adrian Holliday_2 Adrian Holliday_2
Adrian Holliday_1 Adrian Holliday_1
Adrian_interview Adrian_interview
Visualisations to help students with spelling Visualisations to help students with spelling
The problem with spelling 'rules' The problem with spelling 'rules'
The influences on English as a language The influences on English as a language
Introduction/The different 'systems' in English Introduction/The different 'systems' in English
5 EAL and possible solutions in practice 5 EAL and possible solutions in practice
4 Supporting home languages 4 Supporting home languages
3 Formative assessment in EAL 3 Formative assessment in EAL
1 Introduction by Mike Waldron 1 Introduction by Mike Waldron
2 Classroom practices: enhancing engagement 2 Classroom practices: enhancing engagement
Kaleidescope Edinburgh Kaleidescope Edinburgh
Kaleidescope Belfast Kaleidescope Belfast
Kaleidescope Cardiff Kaleidescope Cardiff
Qu: Are universities starting to adopt some of these ideas in their marketing? Qu: Are universities starting to adopt some of these ideas in their marketing?
Classroom management FULL (7:2:13) Classroom management FULL (7:2:13)
nicky 4 - Computer nicky 4 - Computer
Brighton (1) Brighton (1)
Qu. How much is personality a factor in your findings? Qu. How much is personality a factor in your findings?
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