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What does it mean to be literate using digital tools? Is it knowing all the bells and whistles of cell phones and tablets? In fact, digital literacy is so much more and comes down to better understanding of how to filter information, to knowing what can be trustworthy and to processing the wealth of resources available to us.
Slips, mistakes, errors and interference from Portuguese all are what we are trying to avoid in our English learners. But what is the difference between these areas? By learning the difference and choosing you battles you can better understand what to correct and when as well as how to give more constructive feedback. The session will explore theory to apply to practical examples.
Coursebooks are carefully created, colourful and coordinate the sequence of language learning. Yet, living they are not. We, as teachers, need to bring them to life and to humanize them, adapting them to students’ interests and needs.
This coffee session will focus on test items and different ways of assessing students’ skills. We’ll explore the match-up between classroom activities and the tests we give. Last but not least, we’ll discuss ways of challenging students during the testing process.
Attention Deficit, Hyperactivity Disorder, Dyslexia... The list goes on and on. In this informal session we will share our opinions about how these special conditions interfere with our lessons and how different teachers have been dealing with them.
Should we? Shouldn't we? But how can we get students to learn if we don't? And how much of it should we allow them to use? These are questions we've all asked ourselves at some time or another. In this informal session we'll be talking about these and other issues related to L1 in the classroom.
It is so frustrating marking tests and realizing what we thought our students had learnt isn't actually there, isn't it? We wonder what went wrong and what we can do to make it better. In this informal session we'll be sharing stories and listening to how some of us deal with it.
The brain is a mysterious country, land of secrets and intriguing plots. Much has been written and said about it, and about how Neurolinguistics can help teachers improve their students' performance. In this informal session we'll be looking at some myths and truths and find out a little bit more about this "uncharted" territory.
Who's afraid of the big bad wolf? For many of us the advances of technology in the last couple of years have left us with the feeling that we need to be a tech wizard in order to be good teachers. Nothing could be further than the truth. However, technology plays an important role in 21st century learning which is what we'll be discussing in this informal session.
Dyslexia, ADHD, ODD... the list can go on and on. All students are different, all need different things in a lesson, all learn differently. In this session we'll be looking at some of these "differences" and share experiences about how we can work with all our "different" students.
Teacher stress and burnout is to be taken very seriously. The amount of stress and the workload most teachers face can affect their health as well as their families and personal life. In tis session we'll be sharing stories and looking at some strategies to help us cope with the most demanding parts of our jobs.
Another school year has come to its end and it's time to look back at what was achieved, what we could improve and what we want to work on next year. In this informal session, we'll be sharing our thoughts, our goals and reflect on our teaching practice.
Picturebooks, traditionally, have text and illustrations that convey a story. They are not usually writing for learners of English and so have rich story lines that are easy to understand with texts that have a variety of different challenges from pronunciation to idioms. A new line of picturebooks, wordless picturebooks, are another type of resource which can get students of all levels together to tell stories. Some sound clips of authentic student storytelling using these rich resources will also be presented.
Reflection is such a personal thing, so how can this be done in a group? Well, let’s work together to look back at the school year, taking advantage of our successes and thinking about where we’d like to improve for the next. This is meant to be a session where you take note of what you can feasibly do in the coming year, so let’s formulate some realistic expectations together.
Commercials? They do so much more than sell products—they sell English through providing opportunities for students to tell stories, narrate and describe what they’ve seen. Plus the visual quality of commercials grabs students’ attention, offering chances for them to really use English.
We do listening activities. We do speaking activities. Textbooks aim to make a bridge between the two, yet there is so much more that can be done to take advantage of the richness of listening texts or to use authentic listenings, even at the lower levels. By getting the most out of listenings, students should be better able to get speaking.
Classroom projects require planning, coordination and analysis of possible outcomes, but they are so rich! Students can achieve a great deal and have a memorable learning experience through class projects, and in this session, a variety of classroom projects will be presented that you can later adjust to get your students engaged.
This You@IH session will highlight some useful and entertaining goals for 2019 and will place emphasis on new beginnings, fresh starts and the “New Year”. Activities and suggestions will engage a wide variety of learners, regardless of their learning styles and preferences. Get inspired and gain some new ideas!
As teachers we are naturally communicative people. As language teachers, in particular, we see it as our role to model the language we want our students to use. But are we giving them enough space to speak? In this session we’ll be looking at TTT vs Student Talk Time and explore ways to shift the focus of our lessons so our students can make the most of them.
Pronunciation: it’s “oh, so” important, but “oh, so” stuck into the margins of the textbook and on scattered tracks of our CDs. In this session, we’ll explore how to make pronunciation more visual and also more prominent in our classroom. Rather than treating pronunciation as separate mini-lessons, let’s try to make it a common practice!
Publishers provide us with audiofiles and videos and tasks to go along with them. Students, however, can get bored or may struggle at times with the types of tasks presented. With twists, we can help students succeed and challenge them more, while we can even make our own listening and view activities.
IH Porto shares the projects we’ve done over the year, showing how we’ve aimed to put the students in the centre of their learning. Lucky as we are to have an institution focused solely on language learning, we will share how we’ve collaborated and show our projects, while giving suggestions you might like to take advantage of for end-of-year projects.
We’ve got our “toys”, our tools and let’s take a look at some possibilities of using them. Any digital device that’s not bolted down can be used for mobile learning and we’ll share some of our favourites. This is a chance for you to bring some fresh new practices into your classroom and try out new things through the end of the schoolyear.
We as teachers have a creative “rib”, so to speak. If we don’t, years of practice have helped us get around some of the monotony and bring in fresh and new things. But do are students “get it” right away? Let’s look at what creativity is and how we can use it to teach language. At the same time, these activities might just rub off on our students.
We all have them. The kids sitting at the back that make a classroom look like a gladiator arena. Kids unwilling to learn, disrupting the lesson every 5 minutes. Are they really that terrible? We’ll be looking at a few ideas that might help them and you have a better lesson.
It is quite common to have students who are semimotivated or unmotivated passively waiting for the end of the lesson. The question is how to make the unmotivated or
semimotivated students speak? As teachers who too has faced the problem of passivity, we will share some strategies that have proven to be effective in getting students to speak more.
Since incorporating cultural material into the teaching syllabus not only makes learners familiar with the English/American culture but helps them to recognize and combine form and meaning in their language learning, in this session we shall be looking at numerous ideas regarding how to integrate culture into the textbooks and classroom activities.
You may be teaching a class which has students who are clearly of different levels in their English language skills. In this workshop we will be looking at several strategies that a teacher can use to deal with this situation, engage all the students and make for a more homogeneous class.
How can you adapt and supplement your course book to make the class you are going to teach more exciting? How can you move from passively teaching the book you’re assigned to active teaching and active learning? And when are you going to find the time to do all of this? In this workshop we shall consider approaches to personalise the lessons and make them more engaging for both you and your students.
Being a teacher sometimes feels like being a magician and pulling some rabbits out of a hat. By this time most teachers are running out of ideas, so in this session we’ll be looking at some hands on, readymade activities you can use in your next lesson.
Frustrated, challenging, disrespectful and sometimes aggressive. Sounds familiar? You're not alone. Teachers all over face the same problem: students unwilling to learn. Are they really that bad? Is there anything we can do? In this session we'll be looking at some strategies and activities that might help you turn little monsters into learners.
The English we hear and read in class is not always the English we hear and read out there, in the real world. Would you like to use that in your lessons? Need some tips on how to make the most of it? Then this session is for you.
Classrooms are not always the friendliest of places. Sometimes they aren’t even comfortable but cramped with chairs, desks and people. This then interferes with how we teach and how students learn. In this session we’ll be looking at how classroom layout and dynamics can make the difference in students’ behaviour and learning progress.
“Good morning, everyone. Let’s start by checking the homework.” If this sounds familiar then you’re also familiar with what comes next… In “warmers, fillers and… what else?” we’ll be looking at very practical ideas for you to use any time you need.
Not many students find the experience of being tested a pleasant one. From writing to speaking and from reading to listening, we’ll be looking at activities that can be adapted to your tests, always bearing in mind that correcting a test can be turned into a learning experience for the student.
Mobiles: as teachers we hate them, but students can’t seem to live without them. So what should we do? The saying goes “If you can’t beat them, join them” and that’s what we’ll be looking at in this session: different ways of incorporating mobile devices in our class.
As teachers we are naturally communicative people, as language teachers we see it as our role to model the language we want our students to use. But are we giving them enough space to do so? In this session we’ll be looking at TTT vs Student Talking time and ways to shift the focus of our lesson so our students can make the most of it.
In our previous session “Teacher Talking Time vs Student Talking Time” we started to look at ways in which to centre our lessons more in our students. In this sessions we’ll continue developing the topic and will be sharing activities which you can use with different ages and levels to make your lessons more student centred.
Our next event "Using picturebooks in the classroom: Goals & techniques" takes place on May 22, 2019 at 14:30
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