Thinking Deeply – Aiming High!
#bkcihconf2022
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Вы получите удостоверение о повышении квалификации от BKC-IH Moscow Teacher Training Centre.
Вы посетите очные лекции в Москве, интерактивные воркшопы и профессиональную нетворкинг сессию.
Мы дарим закрытые лекции прошлой конференции.
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WOW! Легендарный Stephen Krashen на пленарной сессии!
Нетворкинг и розыгрыш призов от международных издательств
Обретёте деловые знакомства и связи.
Зарядитесь мотивацией, позитивными эмоциями и отличным настроением!
Сможете обменяться своими мыслями и идеями с коллегами-единомышленниками.
Выставка-продажа от международных издательств и розыгрыш ценных призов.
Приятная атмосфера
Фотозона и профессиональный фотограф дадут возможность сохранить тёплые воспоминания о мероприятии.
Кофе-брейк, фуршет с шампанским и вкуснейшим тортом от кондитеров.
Брендированный набор сувениров.
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Спикеры конференции
Stephen KRASHEN
Professor Emeritus of Linguistics and Education at the University of Southern California, known for his influential theories related to second-language acquisition, including the acquisition-learning hypothesis, the input hypothesis, the monitor hypothesis, the affective filter hypothesis, and the natural order hypothesis.
Olga
CONNOLLY
Senior Methodologist at English for Yandex. Practicum, former Director of Studies at BKC IH Moscow.
Irina
MALININA
English Teacher with 25 years experience, currently also teaching a course for MISiS in special educational needs.
Leo
SELIVAN
English Teacher, Teacher Trainer, ELT Author and plenary speaker at BKC-IH Moscow’s first conference in 2019
Anastasiia
DEREVIANKINA
Senior Academic Manager at BKC IH Moscow
Polina
Kordik
Director, Polina Kordik School of English
Irina GREKOVA
A BKC IH Moscow Teacher Trainer for CELTA, IH CAM, Language and Methodology Courses and more
Maria
MOLASHENKO
IELTS teacher trainer, BKC IH Moscow CELTA Trainer, Podcaster
Raul
POPE FARGUELL
A BKC IH Moscow CELTA Trainer, and English Teacher
Daria
TALANOVA
Freelance English Teacher and Teacher Trainer, graduate of BKC IH Moscow’s IH CAM and Delta Module 1 courses
Natalia
Borisova
Academic Director for IELTS and Cambridge exams preparation for BKC IH Moscow
Heather
Belgorodtseva
Director of Studies for Teacher Training for BKC IH Moscow
Danilo
RIBEIRO
English Teacher, and graduate of BKC IH Moscow’s IH CAM, and Delta Module 1 and 3 courses
Bojan
LAZAREVSKI
Academic Director for BKC- IH Moscow Online and Altufevo
Olga
FOMINA
Academic Director for BKC- IH Moscow Incompany
Nataliya
TUTANTSEVA
Academic Director for BKC -IH Moscow Profsoyusnaya and Russian State Exams, and graduate of and graduate of BKC IH Moscow’s CELTA, IH CAM, and Delta Module 2 courses.
Anna
KASHCHEEVA
Teacher, and CELTA and Delta freelance trainer including for BKC IH Moscow
Tatiana
GOLECHKOVA
Assistant Professor, New Economic School, Moscow
Vita
KHITRUK
Head Teacher at a private primary school, graduate of BKC IH Moscow’s CELTA, IH CAM, IH CTYLT. And Delta Module 1 and 3 courses, and former BKC-IH Moscow teacher
Stephen
Krashen
Stephen Krashen is known for his influential theories related to second-language acquisition, including the acquisition-learning hypothesis, the input hypothesis, the monitor hypothesis, the affective filter hypothesis, and the natural order hypothesis.
He is active in fields related to language acquisition, bilingual education, literacy, and heritage language development. Many of his papers and older books are available for free. Download them at www.sdkrashen.com.
Professor Emeritus of Linguistics and Education at the University of Southern California
Fundamentals of language acquisition: The power of fiction
We acquire (not learn) language in only one way: When we understand what we hear or read, when we get "comprehensible input." The best input for language acquisition is "compelling," so interesting that we forget we are listening to or reading in another language. One form of compelling comprehensible input is stories, otherwise known as "fiction" or "literature."
Secrets of writing, or how writing can make you smarter
We do not become better writers by writing. We develop an acceptable writing style, including good grammar and good spelling, from input, by reading. Writing can help us solve problems and can make us smarter. As we write and as we revise, we come up with new ideas and better versions of our old ideas. As Peter Elbow put it, “Meaning is what you end up with, not what you start out with.”
Duncan
Foord
Duncan Foord is the Director of Oxford TEFL, Barcelona. He has 30 years experience in language teaching, teacher training and school leadership and management. He is the author of “From English Teacher to Learner Coach” (with Dan Barber, The Round 2014) The Developing Teacher (Delta Publishing, 2009) and The Language Teachers Survival Handbook with Lindsay Clandfield (Its Magazines, 2008). He is lead trainer on the Oxford TEFL Leadership in ELT course (online and face to face)
the Director of Oxford TEFL, Barcelona
Self Development for Teachers
There are plenty of ways we can develop as teachers in the classroom and as professionals outside it. We probably have a good idea what they are, but tend to get stuck deciding what to do and when and how to do it. Come to this talk to find out how developing some self-leadership skills can help you to manage yourself, manage your boss and influence and inspire your colleagues and students. You will try out some practical activities and learn some strategies for developing with your students, your colleagues and your school (if you work in one) or on your own if you don’t.
Olga
Connolly
Teacher trainer and assessor for Cambridge CELTA and Delta, and IH Teacher Development courses; material developer and methodologist at English for Yandex.Practicum. Olga has been involved in teacher training for more than 15 years, and she has worked as a Director of Studies at BKC-IH Moscow, where you can still find her running CELTA and Delta courses there.
Her professional interests vary. She continues running teacher training and teacher development courses for Cambridge Assessment English and International House. However, recently she has been mostly focused on material design and methodology consultancy.
Senior Methodologist at English for Yandex.Practicum
CELTA and Delta trainer, MA in TESOL and Applied Linguistics (UK)
Designing successful speaking skills tasks
Speaking is a key skill that students need and want to develop when they study English. Communicative speaking tasks help them do it in class (online or face-to-face) with a real conversational partner. In this session we will be learning how to design speaking tasks that develop oral fluency, accuracy and complexity. Together we will be designing a task as if we were writing a material for another teacher and her students. This will help us realise what aspects of task design are necessary to keep in mind in order to run the task successfully later.
Irina
Malinina
Irina Malinina is a teacher of English who has been in the ELT field for 25 years. She is teaching a course on special educational needs on an MA program at the National University of Science and Technology ('MISiS") in Moscow.
She holds a Cambridge Delta and is currently a PhD student at the Russian Academy of Education.
English Teacher
Cambridge Delta; currently a PhD student at the Russian Academy of Education.
Learners with Special Education Needs and Difficulties (SEND): ELT as a Treasure Trove for Education.
In this talk I will explain how we can identify learners with SEND in our classes and outline some methods and approaches that can benefit all learners, including those with SEND. This is so much more possible in English lessons because what ELT professionals have contributed to developing methods and approaches of teaching. Assumptions about language learning benefit the entire educational area and have been borrowed by pedagogical design specialists.
Leo
Selivan
Leo Selivan is a teacher trainer and materials writer. After working for many years with the British Council, he went freelance and now trains both pre-service and in-service teachers as well as language editors. Leo advocates the lexical approach and has written on the topic in Modern English Teacher, The Guardian Education, Humanising Language Teaching as well as his own aptly-named blog Leoxicon.
He is the author of Lexical Grammar (CUP, 2018) and Activities for Alternative Assessment (DELTA Publishing, 2021). No less important, he is still a practising EFL teacher with more than 15 years of experience.
English Teacher, Teacher Trainer and ELT Author
BA, CELTA, MEd in TESOL
Language Marcheth on Despite Lockdowns, Laziness and Language Teachers
Language is a constantly changing organism. Using some examples of recent and no-so-recent linguistic changes we will explore the reasons why language change is inevitable, look at how grammar emerges from usage (both at historical and developmental level) and highlight some so-called grammar rules that offer little value to the learner and even misrepresent how language is used.
Anastasiia
Dereviankina
Anastasiia has been working at BKC IH Moscow for more than 4 years now. She started working as a teacher of English more than 10 years ago, and has taught a range of classes and age groups.
She has always been interested in a variety of teaching and management areas, but her preference is teaching adults in different contexts.
Anastasiia started her career at BKC-IH Moscow as an Assistant Director of Studies (ADOS) being responsible for intensive and super-intensive classes. Later, she got promoted to a position of Senior ADOS dealing more with professional development programmes.
Senior Academic Manager for BKC IH Moscow
CELTA, Delta
The importance of soft skills for students
Do you think there is any link between soft and hard skills when it comes to EFL learning? How can lack of soft skills impact hard skills? These are the questions that have bothered me for a while. This topic can be considered from both teachers and students' perspective. In my session we will talk about how students can acquire soft skills in English, and the main question is why they are necessary for language learning.
Polina
Kordik
Polina is a teacher, trainer, researcher and a director of Polina Kordik School of English that specializes in preparation for CAE and CPE online. Polina holds an MA in Bilingualism, MA (hons) in European Languages, CELTA, IH CAM, CPE, Delta (1, 2 Merit) and blogs about teaching, reading, cognition, theories of learning, and exams. Her research interests are vocabulary acquisition, exam preparation, second language acquisition, and statistical methods in language testing.
Director, Polina Kordik School of English
MA Bilingualism, MA European Languages, CELTA, Delta 1,2
Is it possible to reach native proficiency in a foreign language?
‘Can I ever become 'like a native' while learning a foreign language?’ This is the question that almost every learner of a foreign language may ask themselves or their teachers. What scientific research can tell us about this possibility? What role does the age play in reaching 'native' proficiency? How early in our life should we start to achieve it? Is there a moment when it is already too late? And is it a valid learning target: ‘to speak like a native’? In my talk, I am going to address all these questions and speak about some crucial notions of Second Language Acquisition theory. I am going to give you a brief overview of current research on the topic and suggest some answers that science can offer us.
Irina
Grekova
Irina graduated from Moscow State Pedagogical university ages ago and in 2014 decided to refresh her knowledge and did a Master's course at Wollongong university. Since 2004 she has been working as a CELTA trainer and assessor running a variety of courses, TKT, IH Language Awareness, IH CAM, Delta Module 1 preparation courses (and more!) often for BKC IH Moscow.
A BKC IH Moscow Teacher Trainer
CELTA, Delta, MA in TESOL
The Connection between art, literature, the personality of the teacher and genuine communication
Teachers usually devote most of their time to planning their lessons, reading professional literature and completing different kinds of methodology courses. They often forget that if they don't read for pleasure, don't watch movies or go to the exhibitions, they soon might not only lose the thread with the reality but find it difficult to bond with their students. In this workshop, we'll do 4 or 5 communicative tasks and reflect on the types of tasks, working out what genuine communication is, how to set it up properly and what makes a good task. We'll look at 6 features of a future foreign language teacher and what we can do to maintain our professional and personal growth.
Maria
Molashenko
IELTS Academic 8.5 and 9.0 for Writing in IELTS Progress Check. I've been teaching IELTS and training IELTS teachers for over 8 years. Founder of https://yourielts.ru/ IELTS Speaking for Success Podcast host with over 4 million listens. DELTA qualified CELTA trainer and speaker at many conferences including IATEFL.
IELTS teacher trainer, BKC IH Moscow CELTA Trainer, Podcaster
Degree in teaching, CELTA, Delta
The IELTS Truths you're so eager to know
As there is so much different and unreliable information about IELTS, many teachers are confused or believe the wrong things. I will present facts about the exam's organisation, assessment, format, strategies and prepararion from the official sources, my own experience taking the test and from teaching students who then sat IELTS. Attendees will discuss questions and myths about IELTS to find out the truth (pair/group work). The session is practical as it will provide teachers with the exam info with teaching dos and donts to use in their classes. For new and exlerienced IELTS teachers.
Raul
Pope Farguell
Raul is a teacher and CELTA trainer with experience in the UK, China, Japan, Spain, and Italy, coming to Moscow in 2018. He has taught general English classes at universities to mono and multilingual classes and various exams including Cambridge First, Advanced, and Proficiency, as well as IELTS and EGE.
He has done action research on peer assessment and correction and is interested in how teachers use course books to meet their students' needs.
A BKC IH Moscow CELTA Trainer, and English Teacher
DELTA, and MA Applied Linguistics and TESOL
Mediation: Translation Plus
Mediation and mediating texts is now a "buzzword" after its inclusion in the CEFR in 2020. But what is it and how can we practice it in the classroom? This workshop will show you how learners can work together to create new texts and new meanings to make communication smoother. This will involve cross linguistic and intralinguistic tasks and how you can help students acquire the skills they need to communicate in the 21st Century.
Daria
Talanova
After doing a degree in translation and working as a translator, I decided to try teaching and fell in love with it. I did Celta in Rome, passed CPE and did IH CAM and Delta M1 with BKC IH Moscow. I also earned an MA in TESOL.
I’ve worked in language schools and universities, gaining experience working with students of different levels and ages, but for the last nine years I’ve been mainly self-employed.
Nowadays, I work mostly with high-level students, give one-to-one and group classes and run various projects: speaking courses, telegram channel, methodology course for teachers and my personal Instagram blog.
Freelance English Teacher and Teacher Trainer
CELTA, IH CAM, Delta M1, MA in TESOL
Asynchronous learning using messaging apps
Many teachers want to get in on the trend of online learning, but what are the options? There are various easy-to-use apps, but many of them don’t encourage real communication. So, what about the apps we all already have on our phones that we use every day to communicate? Messaging apps like WhatsApp and Telegram open up new opportunities for teachers to give students a more authentic communicative experience, while capitalizing on their convenience. I’ll share my experience of running a Telegram channel for high-level students, tell you about its benefits and challenges and the way I organize everything.
Marc
Jones
Marc Jones is a lecturer at Toyo University's Department of Global Innovation Studies in Japan. He has broad research interests: task-based approaches, teacher identity and development, corpus analysis, and research methods. His main interest is listening pedagogy.
Lecturer at Toyo University's Department of Global Innovation Studies, Japan
MA TESOL & App. Ling., MRes Humanities & Soc. Science (Portsmouth); Trinity Dip TESOL
Writing isn't always right, when you try to hear here.
As teachers, not only what we teach but also how it is taught is developmentally important. The writing helps only when it clearly matches sounds one-to-one. English lacks this which makes its phonology difficult to learn and teach effectively. The session will focus on methods for teaching listening and pronunciation without reading or writing, for face-to-face, online remote and hybrid lessons. The use of smartphones, learning management systems/blogs to take ‘notes’ will be demonstrated, as will classroom methods to assist in teaching phonology for listening and pronunciation.
Rory
Fergus Duncan
Rory has been an English Teacher for over 8 years and is a former Academic manager at BKC-IH Moscow, as well as Simply English. He is also a co- host of the IELTS Speaking for Success Podcast, and the author of "The English Teachers", a book which explores the relationships teachers have with their jobs. He currently studies Primary Education at The University of Dundee in Scotland.
Freelance English Teacher, Teacher Trainer, Podcaster
DELTA 1, CELTA, IH-CAM, etc.
Patterns and Relationships - The Essence of Good Teaching
How do I become a better teacher? What do good teachers do? How do we know what good teaching is?
Ultimately the answers to these questions lie in the patterns and relationships teachers create and explore with their students.
Through this simple answer and a series of examples drawn from linguistics, cognitive science, educational studies, and personal experience from a variety of contexts, this presentation aims to demonstrate how to achieve results in the classroom with a minimum of difficulty through these two simple aspects of teaching: patterns and relationships.
Neil
Mc Cutcheon
Neil has been a teacher trainer for 16 years, working internationally on CELTA and Delta programmes. He is co-author of Activities For Task-Based Learning and the Fluency First ELT blog. He also runs ELTeach UK, a CELTA training centre based in Nottingham.
CELTA and Delta Trainer, Materials Writer and Blogger
Trinity Dip TESOL
Decentring Grammar Rules
This talk is about lexico-grammatical variation, both as it occurs in indigenous varieties of English (IVEs) and in the context of language change over time. We will look at some examples of non-standard usage, including from my own data, and will challenge the status of certain lexico-grammatical “rules” in the current situation where English is a developing world language with no over-arching authority. I will argue that the use of non-standard English can even be viewed as a positive step in learners’ development and advocate a “dual resolution” view of rules in the classroom.
Danilo
Ribeiro
Danilo Ribeiro was born and raised in São Paulo, Brazil but has been living in Moscow for five years. He holds a B.A in translation and interpreting, the CPE, the IH CAM, CELTA, the ICELT and the full Cambridge DELTA.
He teaches proficiency exams for teachers and students and is interested in LDT and discourse for exam teaching.
English Teacher
BA in translation and interpreting, CELTA, ICELT, Delta, IH CAM
The gigantic elephant in the room: Language Awareness for Teachers
We love new methodologies and techniques! We can’t get enough of technology in class! However, very little is said about one the most gigantic elephants in the room: OUR ENGLISH! In this interactive talk, you will be prompted to reflect about your language use and how it impacts your practice, and together, we will look into (free-of-charge) tools to help you become more prepared and confident about your language and how our learners benefit from a language-aware teacher. This talk is aimed at NNS (non-native speakers), but anyone is more than welcome to join our discussion.
Tatiana
Polovinkina
Tatiana Polovinkina has been in EFL and ESL for over 20 years, working in private and public education in Russia and UK. Her original training was in primary and EFL teaching, and since then she has done CELTA, DELTA, and an MA in Linguistics, has worked in school management, and as a CELTA and DELTA tutor.
She is currently a freelance teacher trainer participating in online projects with various schools, including BKC IH Moscow. Her areas of interest include material design, academic writing, feedback, teacher development, assessment, and international exams.
Freelance teacher trainer, and former full-time teacher trainer and ADoS for BKC IH Moscow
CELTA, Delta, MA in Linguistics and TESOL
Getting the Most out of Being Observed
An interesting trend is emerging: a lot of teachers are actively seeking opportunities to be observed. No longer is observation seen as a dreadful ordeal, imposed by authority, but as a desirable experience, coming from our need for professional development. This session will focus on this positive shift, highlighting a few simple principles of making observations meaningful and beneficial. We will consider why teachers want to be observed, discuss practical ideas for organizing the process in different contexts, and analyze a few case studies so that every participant could take away something for their own observation action plan.
Bojan
Lazarevski
Bojan is a CELTA-Certified teacher with a BA in Teaching English Language and Literature and over 12 years of teaching experience. He has taught General English to all levels and ages, has been involved in various contexts of English for Specific Purposes, standardized test preparation, and has organised creativity and speaking workshops.
He is currently the ADOS for BKC IH Online and BKC IH Moscow Altufevo, after having worked with BKC-IH Moscow as an online teacher and an online Senior Teacher.
Academic Director for BKC- IH Online and BKC-IH Moscow Altufevo
CELTA, BA in Teaching English Language and Literature
Half-Sick of Shadows: Maintaining your physical and mental wellbeing in an online-teaching world
The sweet idea of teaching from the comfort of your home can easily lead to a plethora of complications to your physical and mental health. Join us to gain some insight into how we can mindfully and efficiently address some of the most common health-related pitfalls of teaching online.
Olga
Fomina
Olga has been working as an ADOS for BKC-IH Moscow for 10 years and has taught various levels as well as language areas. She is currently supervising BKC-IH Moscow Incompany department.
Academic Director for BKC- IH Moscow Incompany
CELTA, DELTA, BETC, IHCOLT, IHTT, IHDoS, IHVYL trainer, IHVYL trainer
Adapting lessons and courses for different companies and types of business
This session is for the teachers who work or are planning to work as teachers of English for different companies, and who need to tailor their courses to the needs or requirements of a particular group of students. We will cover different adaptation techniques and look at various real life cases from BKC-IH Incompany department. Participants will get to participate in devising a specially adapted program for different areas, levels and companies.
Anka
Zapart
Anka is a teacher, an ADOS for VYL and YL BKC-IH Moscow and a teacher trainer.
Anka has been teaching for 15+ years in Poland, the UK, Italy, Spain, Brazil and Russia. Her professional interests include second language acquisition in pre-schoolers in instructed settings, assessment for VYL and YL, literacy in the early years, CLIL and material development. She has presented at various conferences in Moscow and in Europe, including IATEFL and IH YL Conference.
She writes about teaching at https://funkysocksanddragons.com
Teacher, ADOS for VYL and YL BKC-IH Moscow, and Teacher Trainer
MA in TESOL and Applied Linguistics, MA in History, CELTA
(Against) the age debate. A voice from the VYL classroom
Fear not, dear colleague, this is not going to be a session on the Critical Period Hypothesis or one on when it is best to start learning English. Quite the contrary.
While there are still quite a few questions for the researchers to answer as regards the early years L2 learning and a number of things for the policy makers and the business owners to consider, it is also true that preschoolers and their teachers are already very much present on the EFL market. Most likely, they are here to stay, too.
For that reason, instead of theoretical debates on whether we should or not, here is a calm but un-shy voice from the frontline and a few practical ideas on ‘how to’ as regards creating ‘the optimum conditions’ (Rixon, 2000) and getting the optimum results.
Nataliya
Tutantseva
With a degree in Linguistics, and a strong interest in language learning, a career in ELT was inevitable and Nataliya has been working as an English teacher for about 25 years 12 of which she has dedicated to BKC-IH Moscow; here she received a variety of qualifications: CELTA, IH-CAM, DELTA Module 2 (with merit).
Nataliya has experience working with a range of levels, ages and different types of classes. Recently she has become Assistant Director of Studies supervising Russian State Exams and one of BKC-IH Moscow satellite schools, where she is responsible for sustaining high standards of teaching. As a trainer she regularly conducts seminars, webinars and training sessions on various methodological topics.
ADOS for Profsoyusnaya school and Russian State exams
CPE, CELTA, IH CAM, DELTA Module 2, MA in Comparative Linguistics
How to lift your lesson out of the coursebook
How often we see bored students and tired teachers! It is often claimed that this is the result of bad prior teaching or poorly designed course books. There is a perfect tool for catering to everyone's demands — scaffolding! What’s the opposite of scaffolding a lesson? Saying to students, “Open your books, look at page 9, do exercises 1-10. Check the answers in the answer key”. Boredom is inevitable. Let’s have a look at some hands on, useful scaffolding ideas and techniques that help enhance teaching and lift everyone’s heads out of the books, without throwing the coursebook out altogether.
Anna
Kashcheeva
Anna Kashcheeva is a teacher trainer and a teaching practitioner running courses for young learners, higher-level students and teachers for about 30 years. Her main areas of interest are exam preparation and material design.
She previously worked as a teacher and an Assistant Director of Studies at BKC IH Moscow. She is a CELTA and Delta trainer for BKC IH Moscow and elsewhere, and she is also involved in delivering a wide range of online and offline training courses including TKT, IH CAM, IHCTYL, IHC121 as well as designing more tailored courses for educational establishments like IH Izmir, https://1sept.ru, Academic Writing Centre at Higher School of Economics, Cambridge English Assessment, and Advanced Methodology course for International House Worldwide Organisation.
Teacher, and CELTA and Delta freelance trainer including for BKC IH Moscow.
DELTA; MA in TESOL (Pedagogical Degree); IHTTC; MSc in Educational Management
Three Cs of Quality Writing
In this session, we will discuss challenges related to advanced writing that many of our students face when writing for academic, business and exams purposes. We will invite the participants to consider the following questions: Are the English writing conventions different from (for example) the Russian ones? Does complex mean complicated? What makes the writer appear more knowledgeable and competent? What ensures a positive effect on the reader? By evaluating and editing samples of writing, we will identify and practise linguistic strategies that can enhance the quality of writing. These lifehacks will help us and our students boost writing skills.
Tatiana
Golechkova
Tatiana Golechkova is an EFL teacher and teacher trainer. She is an Assistant Professor at the Department of Humanities and Languages, New Economic School, Moscow. She holds a PhD in Cognitive Linguistics and the full Cambridge Delta. She has a broad experience in course design, materials development and teaching General English, Exams, English for Academic and Specific purposes, and Soft Skills.
Her areas of special interest include strategies for effective written and oral communication, genre features of English texts, and learner autonomy. She has presented and run workshops at several national and international conferences, including NATE, IATEFL, BALEAP, IEEE ICET.
Assistant Professor, New Economic School, Moscow
Delta, PhD in Cognitive Linguistics
Three Cs of Quality Writing
In this session, we will discuss challenges related to advanced writing that many of our students face when writing for academic, business and exams purposes. We will invite the participants to consider the following questions: Are the English writing conventions different from (for example) the Russian ones? Does complex mean complicated? What makes the writer appear more knowledgeable and competent? What ensures a positive effect on the reader? By evaluating and editing samples of writing, we will identify and practise linguistic strategies that can enhance the quality of writing. These lifehacks will help us and our students boost writing skills.
Vita
Khitruk
Vita started teaching in 2006, and 6 years later, having also worked in translation and office management, decided to take her teaching career to a new level. After receiving her CELTA qualification in June 2012, she joined BKC-IH Moscow, which was her teaching hub for almost 8 years. In 2020 she radically changed her context and taught English at a state school (Russian + IB programmes) for one academic year. Currently she works as a head teacher at a private primary school in New Moscow.
Vita’s professional passions include teaching young and very young learners, developing writing, assessment, bilingualism, and literacy.
Head Teacher at a private primary school in New Moscow
FSA/FLEX 2005 exchange programme alumna; BA in philology, major English Literature; MA in linguistics, major in foreign languages; CELTA, IH Certificate in Teaching Young Learners and Teenagers, IH CAM, Delta modules 1 and 3
Classroom management from a different perspective
For the past two years I’ve worked for different primary schools in Moscow where I’ve liaised with my Russian counterparts. I learned quite a lot especially when it comes to classroom management. For instance, practitioners of social-communicative play method successfully promote cooperative learning and pair and small group-work even among pre-schoolers, let alone primary school kids. In my talk I would like to share some techniques I picked up, including how to use your voice, posture, body language, and movement.
Natalia
Borisova
Natalia is an ESL teacher with over 20 years experience. Her professional interests include methodological aspects of exam preparation in the context of Russian State and internationally recognized exams such as IELTS and Cambridge Assessment English Exams.
Academic Director for IELTS and Cambridge exams preparation for BKC IH Moscow
MA in Linguistics (Moscow Pedagogical State University), CELTA, CAM, DELTA.
How to set aims for an exam preparation lesson
Preparing students to take an exam, such as the Cambridge exams, involves many things and it is not always easy to decide what to concentrate on in a single lesson. Often, trying to cover as much as possible, we lose sight of making the lesson a complete, well rounded lesson, and we also forget to take into account what they have studied before, and what stage of exam preparation we are in. Another possible danger is that exam preparation may turn into mere repetitive execution of exam tasks. This talk will focus on approaches to effective lesson aim setting when preparing students for exams - what to select, what to leave alone for this lesson, and what our decisions depend on, especially for higher level exams.
Heather
Belgorodtseva
Heather Belgorodtseva is Director of Studies for Teacher Training at BKC-International House Moscow. She has worked in Moscow and London, in private language schools and further education colleges. She has run as many as 90 CELTA courses as well as other trainings such as Delta Module 1 and 3 preparation, and the IH Certificate in Advanced Methodology, which she recently co-revised with other members of the Teacher Training team. She thinks that the nice thing about being a teacher trainer is that you get to talk about teaching all day!
Director of Studies for Teacher Training for BKC IH Moscow
PGCE (Postgraduate Certificate in Edication), Delta, Trinity Cert TESOL
Boost your Teaching Skills through Action Research
The best teachers are problem solvers and experimenters - they always want to improve their skills and the effectiveness of their lessons.
One way to do this systematically, in a principled way is to run action research projects. In this session, we will look at the kinds of teaching experiments we might want to perform, how we might go about setting these up and monitoring them, how to decide what counts as success, and whether success is even something we need to be worried about.
It is based on my seven years of running the IH Certificate of Advanced Methodology, which marries action research with self evaluation, among other benefits!
Свое обучение нам доверяют
Главные темы
Exam Preparation and Academic/ Business English
Young Learners and Teens
Mindfulness and Well-being
Language and Linguistics
Advanced Methodology
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Дарим 28 ак.ч. закрытых лекций
Актуальные уроки от спикеров:
Sandie MOURÃO
Anka ZAPART
Allen DAVENPORT
Steve TAYLORE-KNOWLES
Heather BELGORODTSEVA
Jo GAKONGA
Anna KASHCHEEVA
Sarah ELLIS и другие
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Программа
10.00 - 10.15
Opening
10.15 - 11.15
Online Plenary
session
Stephen
Krashen
Fundamentals of language acquisition: The power of fiction
Fundamentals of language acquisition: The power of fiction
We acquire (not learn) language in only one way: When we understand what we hear or read, when we get "comprehensible input." The best input for language acquisition is "compelling," so interesting that we forget we are listening to or reading in another language. One form of compelling comprehensible input is stories, otherwise known as "fiction" or "literature."
Stephen Krashen
11.15 - 11.45
Coffee break and networking (availble in the cafeteria)
11.45 - 12.45
Session 1
Olga
Connolly
Designing successful speaking skills tasks
Designing successful speaking skills tasks
Speaking is a key skill that students need and want to develop when they study English. Communicative speaking tasks help them do it in class (online or face-to-face) with a real conversational partner. In this session we will be learning how to design speaking tasks that develop oral fluency, accuracy and complexity. Together we will be designing a task as if we were writing a material for another teacher and her students. This will help us realise what aspects of task design are necessary to keep in mind in order to run the task successfully later.
Olga Connolly
Maria
MOLASHENKO
The IELTS Truths you're so eager to know
The IELTS Truths you're so eager to know
As there is so much different and unreliable information about IELTS, many teachers are confused or believe the wrong things. I will present facts about the exam's organisation, assessment, format, strategies and preparation from the official sources, my own experience taking the test and from teaching students who then sat IELTS. Attendees will discuss questions and myths about IELTS to find out the truth (pair/group work). The session is practical as it will provide teachers with the exam info with teaching dos and donts to use in their classes. For new and experienced IELTS teachers.
Maria Molashenko
Heather
Belgorodtseva
Boost your Teaching Skills through Action Research
Boost your Teaching Skills through Action Research
The best teachers are problem solvers and experimenters - they always want to improve their skills and the effectiveness of their lessons.
One way to do this systematically, in a principled way is to run action research projects. In this session, we will look at the kinds of teaching experiments we might want to perform, how we might go about setting these up and monitoring them, how to decide what counts as success, and whether success is even something we need to be worried about.
It is based on my seven years of running the IH Certificate of Advanced Methodology, which marries action research with self evaluation, among other benefits!
Heather Belgorodtseva
Olga
Fomina
Adapting lessons and courses for different companies and types of business
Adapting lessons and courses for different companies and types of business
This session is for the teachers who work or are planning to work as teachers of English for different companies, and who need to tailor their courses to the needs or requirements of a particular group of students. We will cover different adaptation techniques and look at various real life cases from BKC-IH Incompany department. Participants will get to participate in devising a specially adapted program for different areas, levels and companies.
Olga Fomina
12.45 - 13.00
Break (coffee will be provided)
13.00 - 14.00
Session 2
Irina
MALININA
Learners with Special Education Needs and Difficulties (SEND): ELT as a Treasure Trove for Education.
Learners with Special Education Needs and Difficulties (SEND): ELT as a Treasure Trove for Education.
In this talk I will explain how we can identify learners with SEND in our classes and outline some methods and approaches that can benefit all learners, including those with SEND. This is so much more possible in English lessons because what ELT professionals have contributed to developing methods and approaches of teaching. Assumptions about language learning benefit the entire educational area and have been borrowed by pedagogical design specialists.
Irina Malinina
Anna
KASHCHEEVA
Tatiana
GOLECHKOVA
Three Cs of Quality Writing
Three Cs of Quality Writing
In this session, we will discuss challenges related to advanced writing that many of our students face when writing for academic, business and exams purposes. We will invite the participants to consider the following questions: Are the English writing conventions different from (for example) the Russian ones? Does complex mean complicated? What makes the writer appear more knowledgeable and competent? What ensures a positive effect on the reader? By evaluating and editing samples of writing, we will identify and practise linguistic strategies that can enhance the quality of writing. These lifehacks will help us and our students boost writing skills.
Anna Kashcheeva, Tatiana Golechkova
Nataliya
TUTANTSEVA
How to lift your lesson out of the coursebook
How to lift your lesson out of the coursebook
How often we see bored students and tired teachers! It is often claimed that this is the result of bad prior teaching or poorly designed course books. There is a perfect tool for catering to everyone's demands — scaffolding! What’s the opposite of scaffolding a lesson? Saying to students, “Open your books, look at page 9, do exercises 1-10. Check the answers in the answer key”. Boredom is inevitable. Let’s have a look at some hands on, useful scaffolding ideas and techniques that help enhance teaching and lift everyone’s heads out of the books, without throwing the coursebook out altogether.
Nataliya Tutantseva
Bojan
Lazarevski
Half-Sick of Shadows: Maintaining your physical and mental wellbeing in an online-teaching world
Half-Sick of Shadows: Maintaining your physical and mental wellbeing in an online-teaching world
The sweet idea of teaching from the comfort of your home can easily lead to a plethora of complications to your physical and mental health. Join us to gain some insight into how we can mindfully and efficiently address some of the most common health-related pitfalls of teaching online.
Bojan Lazarevski
14.00 - 14.45
Lunch break and networking (available in the cafeteria)
14.45 - 15.45
Session 3
Anastasiia
DEREVIANKINA
The importance of soft skills for students
The importance of soft skills for students
Do you think there is any link between soft and hard skills when it comes to EFL learning? How can lack of soft skills impact hard skills? These are the questions that have bothered me for a while. This topic can be considered from both teachers and students' perspective. In my session we will talk about how students can acquire soft skills in English, and the main question is why they are necessary for language learning.
Anastasiia Dereviankina
Danilo
RIBEIRO
The gigantic elephant in the room: Language Awareness for Teachers
The gigantic elephant in the room: Language Awareness for Teachers
We love new methodologies and techniques! We can’t get enough of technology in class! However, very little is said about one the most gigantic elephants in the room: OUR ENGLISH! In this interactive talk, you will be prompted to reflect about your language use and how it impacts your practice, and together, we will look into (free-of-charge) tools to help you become more prepared and confident about your language and how our learners benefit from a language-aware teacher. This talk is aimed at NNS (non-native speakers), but anyone is more than welcome to join our discussion.
Danilo Ribeiro
Vita
Khitruk
Classroom management from a different perspective
Classroom management from a different perspective
For the past two years I’ve worked for different primary schools in Moscow where I’ve liaised with my Russian counterparts. I learned quite a lot especially when it comes to classroom management. For instance, practitioners of social-communicative play method successfully promote cooperative learning and pair and small group-work even among pre-schoolers, let alone primary school kids. In my talk I would like to share some techniques I picked up, including how to use your voice, posture, body language, and movement.
Vita Khitruk
Natalia
Borisova
How to set aims for an exam preparation lesson
How to set aims for an exam preparation lesson
Preparing students to take an exam, such as the Cambridge exams, involves many things and it is not always easy to decide what to concentrate on in a single lesson. Often, trying to cover as much as possible, we lose sight of making the lesson a complete, well rounded lesson, and we also forget to take into account what they have studied before, and what stage of exam preparation we are in. Another possible danger is that exam preparation may turn into mere repetitive execution of exam tasks. This talk will focus on approaches to effective lesson aim setting when preparing students for exams - what to select, what to leave alone for this lesson, and what our decisions depend on, especially for higher level exams.
Natalia Borisova
15.45 - 16.00
Break
16.00 - 17.00
Session 4
Polina
KORDIK
Is it possible to reach native proficiency in a foreign language?
Is it possible to reach native proficiency in a foreign language?
‘Can I ever become 'like a native' while learning a foreign language?’ This is the question that almost every learner of a foreign language may ask themselves or their teachers.
What scientific research can tell us about this possibility? What role does the age play in reaching 'native' proficiency? How early in our life should we start to achieve it? Is there a moment when it is already too late? And is it a valid learning target: ‘to speak like a native’?
In my talk, I am going to address all these questions and speak about some crucial notions of Second Language Acquisition theory. I am going to give you a brief overview of current research on the topic and suggest some answers that science can offer us.
Polina Kordik
Irina
GREKOVA
The Connection between art, literature, the personality of the teacher and genuine communication
The Connection between art, literature, the personality of the teacher and genuine communication
Teachers usually devote most of their time to planning their lessons, reading professional literature and completing different kinds of methodology courses. They often forget that if they don't read for pleasure, don't watch movies or go to the exhibitions, they soon might not only lose the thread with the reality but find it difficult to bond with their students. In this workshop, we'll do 4 or 5 communicative tasks and reflect on the types of tasks, working out what genuine communication is, how to set it up properly and what makes a good task. We'll look at 6 features of a future foreign language teacher and what we can do to maintain our professional and personal growth.
Irina Grekova
Daria
TALANOVA
Asynchronous learning using messaging apps
Asynchronous learning using messaging apps
Many teachers want to get in on the trend of online learning, but what are the options? There are various easy-to-use apps, but many of them don’t encourage real communication. So, what about the apps we all already have on our phones that we use every day to communicate? Messaging apps like WhatsApp and Telegram open up new opportunities for teachers to give students a more authentic communicative experience, while capitalizing on their convenience.
I’ll share my experience of running a Telegram channel for high-level students, tell you about its benefits and challenges and the way I organize everything.
Daria Talanova
Leo
Selivan
Language Marcheth on Despite Lockdowns, Laziness and Language Teachers.
Language Marcheth on Despite Lockdowns, Laziness and Language Teachers.
Language is a constantly changing organism. Using some examples of recent and no-so-recent linguistic changes we will explore the reasons why language change is inevitable, look at how grammar emerges from usage (both at historical and developmental level) and highlight some so-called grammar rules that offer little value to the learner and even misrepresent how language is used.
Leo Selivan
17.00 - 18.30
Closing Ceremony including prizes + networking and skills share
Форматы участия
Форматы участия
Online
8 500 ₽
- Участие в онлайн-формате из вебинарной комнаты
- Подключение к стримингу живых лекций
- Доступ к записям онлайн и офлайн сессий
- Участие в розыгрыше призов
- Электронный сертификат участника
- Удостоверение о повышении квалификации и сертификат участника
- Праздничный фуршет
- Фотографии от профессионального фотографа
Offline
10 500 ₽
8 500 ₽
- Живое участие в конференции
-
28 ак.ч. материалов прошлой конференции
- Доступ к записям сессий
- Участие в розыгрыше призов
- Удостоверение о повышении квалификации и сертификат участника в день мероприятия
- Закуски и праздничный фуршет
- Фотографии от профессионального фотографа
- Брендовый набор сувениров
Online+
9 500 ₽
- Участие в онлайн-формате из вебинарной комнаты
- Подключение в день конференции к онлайн-блокам
- Доступ к записям онлайн и офлайн сессий
- Участие в розыгрыше призов
- Удостоверение о повышении квалификации и сертификат участника в день мероприяти
- Праздничный фуршет
- Фотографии от профессионального фотографа
Online
8 500 ₽
- Участие в онлайн-формате из вебинарной комнаты
- Подключение к стримингу живых лекций
- Доступ к записям онлайн и офлайн сессий
- Участие в розыгрыше призов
- Электронный сертификат участника
- Удостоверение о повышении квалификации и сертификат участника
- Праздничный фуршет
- Фотографии от профессионального фотографа
Online+
9 500 ₽
- Участие в онлайн-формате из вебинарной комнаты
- Подключение в день конференции к онлайн-блокам
- Доступ к записям онлайн и офлайн сессий
- Участие в розыгрыше призов
- Удостоверение о повышении квалификации и сертификат участника в день мероприяти
- Праздничный фуршет
- Фотографии от профессионального фотографа
Offline
10 500 ₽
8 500 ₽
- Живое участие в конференции
-
28 ак.ч. материалов прошлой конференции
- Доступ к записям сессий
- Участие в розыгрыше призов
- Удостоверение о повышении квалификации и сертификат участника в день мероприятия
- Закуски и праздничный фуршет
- Фотографии от профессионального фотографа
- Брендовый набор сувениров
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