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20 December 2012, 16:00-18:00 |
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Depending on whether you agree or disagree with this Bible quotation and depending on how you interpret the meaning of word, you can develop three different approaches to designing a lesson plan and thus follow a pre-determined sequence of lesson stages:
1)PPP (Presentation, Practice, Production) – the WORD is in the beginning
2)TBL (Task Based Learning) – the THOUGHT is prior to the word
3)Structural Approach and Grammar-Translation – the word stands for RULE and that is what comes first.
In the workshop we looked at three different lesson plans, highlighted advantages and disadvantages of each in an attempt to find a compromise, i.e. a lesson which will include the best from each of the approaches.
Speaker: Svetlana Zhavoronkova - co-author New Millennium English; • graduated Moscow Pedagogical University; ;•Master of Arts, TESOL, Teachers college, Columbia University (USA). •Post Graduate Certificate Programme in Trainer Development, University College of St. Mark and John Plymouth (UK)• At present works as a teacher-methodist in international language centre LanguageLink ,
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13 December 2012 16:00-18:00 |
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With language exams seemingly as popular as ever with our students, what steps can we take to ensure we have the right materials and approaches to prepare students for these? This session looked at common components of various international exams, and we discussed the skills required to achieve success. More importantly, the session covered teaching techniques and activities that could be commonly applied to exam preparation classes.
SpeakerLiam James Tyler, Macmillan Teacher Trainer, the DOS of International Professional Training
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06 Decemberr 2012 16:00-18:00 |
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A 120 min session for secondary school teachers
Most English teachers in Russia have to be on their workplaces in June, when all the lessons are over: there is no one to teach and we have to find the ways to occupy ourselves, either taking part in exam checking or tidying the classrooms. However, if we approach this June-time a bit more creatively we will soon find out that it offers us a unique opportunity for interaction with our students and for professional development.
 During the session we looked at the experience of Moscow Grammar School in the South-West #1543 where there have been successfully organized Summer Language Programmes for the past five years. We talked about the structure of the programmes and pre-course ‘practicalities’ as well as had a look at ‘A-Z discussions’ – an invaluable resource pack for classroom speaking activities designed by Cambridge University Press material writes.
Elizaveta Bogdanova, English teacher in Moscow Grammar School in the South-West №1543; coordinator of BritLit project in Moscow. The author of articles "Developing reading skills in the English lessons", "Summer language programmes", "The world of Leeuwenhoek. Summer Biological Practice in English", "Home listening. Developing listening skills within home reading programmes", "The theme of critical attitude towards educational reforms in Russia’"
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5 December 2012
16:00-18:00 |
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The British Council Russia is honoured to present the final results of the 1 year large-scale research dedicated to the use of ICT (Information and Communication Technologies) in Russian schools' English language teaching programmes.
This long-term research is a unique initiative undertaken by the British Council with the aim to examine successful ICT integration in teaching, and to identify factors leading to this success. It has been composed of the following 4 stages:
- Initial Research;
- Online Survey;
- Classroom Observations;
- Teacher Journals.
Preliminary research findings page
The presentation included in-depth analysis of the data from all four stages as well as general conclusions and actions points addressing the major impediments to successful implementation. The report would be made available on this webpage after the presentation.
 Presenter – Gavin Dudeney, Director of Technology, the Consultants-E. Gavin has worked in education for the past 22 years, as a teacher, materials developer, IT manager and web/user interface designer. In 2003 he set up The Consultants-E with Nicky Hockly. In 2007 he was elected Honorary Secretary of IATEFL, and in 2011 he became the first Chair of the Electronic Committee (ElCom).
Download the final research findings brochure
Technology-Enhanced Teaching by Gavin Dudeney
 n this workshop we considered the following questions: Is the English language changing and why? Are the changes more active today than they were 50 years ago? Why? What exactly is changing in English? Where do the changes occur in the first place – in speaking or writing? We looked at the examples from Cambridge International Corpus of English and decided if the new lexical and grammatical forms should or should not be included in teaching materials or tests
Speaker: Ludmila Gorodetskaya , Lomonosov Moscow State University, Cambridge University Press
Videos and films have always been a part of our English lessons as one of the most engaging ways to work with authentic English in real life contexts. Now, in the ‘YouTube era’, the possibilities of exploiting short online clips are virtually limitless. And the creation of your own videos and video projects has never been simpler!
In this workshop we talked about:
- recipes for busy teachers – where to find interactive exercises and ready-made video lesson plans
- what to watch – different kinds of videos and genres and where to find them
- how to watch it – developing pre-, while- and after-watching activities
- creating your own video messages, short cartoons and video projects
Liudmila Zakharova is a CELTA-certified teacher and trainer, a graduate of British Council Trainer Training Summer School and Trainer Development Course in Norwich Institute for Language Education.This year, Liudmila is teaching EFL to young learners and teenagers and delivering teacher development workshops and courses for British Council and MIOO. She also works closely with Moscow Foreign Language Teachers’ Association.Her main professional interests are learning technologies and supporting teachers’ continuing professional development.
Studies have shown that the personalisation of language tasks and materials significantly aids student learning and language acquisition. This talk looked at the principles underpinning this notion, and covered the ways we can utilise exisiting and self-made materials so that they enagage learners in more personalised ways. There was be plenty of ideas for activities for you to take away and implement in class, as well as opportunities to share your experiences of this area of teaching.
Speaker: Liam James Tyler, Macmillan Teacher Trainer, the DOS of International Professional Training
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English File 3rd Edition Orientation, Russian Universities English File, level Еlementary, Pre -Intermediate is talk will look at the 3rd edition of English File and discuss how to exploit the materials to make your classroom a truly communicative environment.. The session will look at EF Elementary and Pre-Intermediate.
Speaker: Chris Graham lecturer of Oxford University Press
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Topic 1. “ PROSET: New modules for teacher training in language assessment in the Russian Federation”.
Summary: This session was devoted to a project " Promoting Sustainable Excellence in Testing and Assessment of English ( PROSET)" to develop introductory teacher training course modules on language assessment for language teachers in Russia. The modules will be integrated into the Russian federal university curriculum for trainee language teachers. The project will impact both the programmes offeredby universities and the wider practice of teaching and assessment in schools across the Russian Federation.
Topic 2. “English Profile”
Summary: This workshop introduced the English Profile, Reference Level Descriptions for English, jointly coordinated by , the University of Cambridge,the University of Bedfordshire the British Council and English UK, and explain how it sets out to define ‘criterial features’ in learner language that will effectively differentiate the six CEFR levels. The RLDs are meant to provide detailed information about the language that learners can be expected to demonstrate at each level, offering a clear benchmark for progress that will inform curricula development as well as the development of courses and test material to support learners,teachers and other professionals involved in the teaching of foreign languages.
 Speaker: Dr Tony Green – is a well-known specialist in language testing now working in CRELLA (Centre in Language Learning and Assessment) at the University of Bedfordshire. Tony has a PhD in the area of language testing and he focuses on test impact and academic literacy. He is the author of “IELTS Washback in Context” published by Cambridge University Press and he is currently involved in publishing of English Profile research findings. Tony Green also supervises the PROSET project ( Promoting Sustainable Excellence in teaching and Assessment of English) supported by TEMPUS.
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1 November 2012 16:00-18:00 |
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 While an ever-increasing number of learners and teachers have mobile devices such as smartphones and tablets, many are not yet aware of their potential as fun, effective, and practical learning resources. This workshop first focused on the impact of m-learning, or mobile learning in adult-learner contexts, and then provided the participants with strategies for using mobile devices to facilitate language learning and learner autonomy.
Speaker: Pateeva Nataliya, PhD in education, works as an adjunct professor of the Open Educational Technologies sub-department in the Moscow Open Education Institute (MIOO). English language teacher, General State Exam expert (speaking examiner), ‘Moscow Grant’ laureate, was awarded with letters of commendation by the Moscow City Department of Education. Successfully participated on the seminar, «Regional British Council trainers network workshop”. British Council methodologist and consultant.
Classroom Research is Teacher Development made explicit
Maria-Elena Perera de Perez
Classroom research is a powerful instrument for teachers themselves to examine particular episodes of teaching-and-learning. Its investigative cycle of problematising, experimenting and reflecting can enable the teacher not only to be more fully conscious of what is happening in the classroom, but also to develop his / her relationship to the classroom community. This talk outlined the principles and practice of classroom research, focusing particularly on its potential in terms of teacher development.
Alan Pulverness is Assistant Academic Director at the Norwich Institute for Language Education (NILE). He has worked extensively with the British Council in Bulgaria, Hungary and Poland on cultural studies teaching materials and syllabus projects and in Russia on reader development and the BritLit project. His main professional interests are in language teacher development, intercultural awareness, and the role of literature in language learning. He is co-author of The TKT Course (CUP 2005; 2011).
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Young Learner’s courses provide plenty of opportunities for simple drills and pair practice. Finding further ways of building confidence and extending talk are also important. Chloe Fortescue/ the lecturer from the Oxford University Press shared her practical and theoretical experience gained while teaching. Using Family and Friends/ published by RELOD and Oxford University Press, The lecturer demonstrated how story-telling, drama and carefully focused creative games can extend our range of classroom activities which, in turn, develop our students’ oral skills as they get older. This session demonstrated these possibilities.
Speaker: Cloe Fortescue the lecturer from the Oxford University Press
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In this session we discussed the ideas for an effective Academic IELTS exam preparation lesson, how to combine language skills development with the focus on the exam format. What are the key strategies needed by candidates to answer exam questions effectively? What exam tasks and questions students find the most problematic and how we can help our learners to deal with them? We also looked at some of the materials for group work and self-study preparation.
Simon Brooks BKC-IH Moscow
Ludmila Gorodetskaya(Cambridge University Press Consultant, Moscow State University Professor)
Donwload Presenataion
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11 October 2012 16:00-18:00 |
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I n this practical session, we found out and looked at ideas for integrating digital and online materials into your classes. We specifically looked at extra ideas for speaking and listening, as well as encouraging self-study. Examples were taken from Macmillan materials.
Speaker: Laura Hudson is Macmillan’s senior representative for Germany. Before joining Macmillan in 2004 she taught English for 7 years in Austria, the UK, Denmark and Germany
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04 October 2012 16:00-18:00 |
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Dear Friends and Colleagues! At 4 October British Council held A Day Of English Teacher -Publishing House Fair. The participants learned the information about British Council courses, seminars, competitions and other events in the New Study Year . They also saw the presentations of such Publishing Houses as: CAMBRIDGE UNIVERSITY PRESS, MACMILLAN, RELOD, LONGMAN, as well as master class from BKC-International House language school. The participantsl learned about their activities, seminars and received small souvenirs and presents.
BKS International House
Pearson
RELOD
Cambridge English Teacher
Quiz
 The workshop participants developed a definition of Academic English as compared to General English and ESP. They performed some tasks aimed at developing oral and written skills of academic interaction and expressed their opinion of the level of difficulty. Familiarisation with the new three-level course “Cambridge Academic English” was conducted in the form of its comparison with IELTS tasks, on the one hand, and, on the other hand, real communicative tasks dealt with by Russian scholars, undergraduate and graduate students in todays academic world.
Speaker: Ludmila Gorodetskaya - Lomonosov Moscow State University Professor, Cambridge University Press Consultant.
The workshop was focused on the main aspects of an effective speaking lesson. During the session participants were able to experience, discuss and learn how to set a number of speaking activities suitable for group work in secondary school classes.
Elizaveta Bogdanova, English teacher in Moscow Grammar School in the South-West №1543; coordinator of BritLit project in Moscow.
The author of articles "Developing reading skills in the English lessons", "Summer language programmes", "The world of Leeuwenhoek. Summer Biological Practice in English", "Home listening. Developing listening skills within home reading programmes", "The theme of critical attitude towards educational reforms in Russia’"
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13 September 2012 16:30-18:00 |
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At my last sessions participants asked for ready ‘recipes’ for working with young learners – they wanted tasks which they could take and bring to the classroom straight away. I am sure, lots of teachers already have rich treasure-boxes of such tasks, but some have only started collecting. During this workshop I shared my favourite activities along with those recently discovered in new books and at IATEFL conference. We a not only enumerated the activities but to actually tried them as if we were students. After that we discussed how the tasks and games could be adapted for older kids.
Vera Bobkova. EFL teacher at a private school, British Council trainer (Learning Technologies face-to-face and online course). PhD student at Moscow State University, Chair of Linguistics and ICT. Her areas of interest are using Web 2.0 in language teaching, State Educational Standard and distance teacher education.
English teachers love using fiction in their lessons, and often face the challenge of inventing new tasks that would inspire their students. In this workshop we talked about the techniques employed by teachers of Creative Writing when working with short stories. It turns out that these tools can be adopted for teaching reading, as our BritLit experience has shown.
 We discussed the types of exercises that can precede reading or follow it (Pre-reading and Post-reading activities). We also had a look at different variations and text interventions, and created tasks that involve working with characters, setting and time, props and other textual aspects. «BritLit».
Presenter: Yuliya Klimenova, MSU philological faculty professor; supervisor of "Creative Writing" seminar; methodist, writes "Creative Writing" a
rticles for "English" magazine (Publishing House 1st September). Participant of "BritLit" Project.
Date: June 21, 2012 16:00-18:00
‘Washback" is the term used to describe the powerful effect that important examinations can have on teaching and learning. In earlier times we believed that there was a direct relationship between the characteristics of an examination and the impact it had on classroom practices. Recent research has shown us that the situation is actually much more complicated and challenging. In this session we explored what we know about the nature of washback, utilizing findings from studies in the field and the experience of workshop participants.
Presenter: Dr Dianne Wall is a member of the Department of Linguistics at Lancaster University and Director of Academic Research at the Trinity College London examinations board. She has worked as an advisor to examination development projects in many different countries. She is co-author of Language Test Development and Evaluation and author of The Impact of High-Stakes Examination on Classroom Teaching, and she has published widely on topics in language testing and English for Academic Purposes.
Date: June 19, 2012 16:00 - 17:30
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An ideal student is hardworking, has good learning abilities and is highly motivated. But what can be done if we face up to the absence of these qualities? When a student doesn't do well in English and loses interest to studies, the lesson turns into a complete disaster. At the seminar we talked about the sources of demotivation and tried to find/ work out the ideas to enthuse our students to study English. We picked out creative methods which can help us to awake their interests and relate learning process with realia. What is more, we took a look at individual features and requirements to be considered while conducting a lesson.
Presenter: Svetlana Sokolova teacher of English in Moscow gymnasium №1543 since 1996, chair of English language faculty, participant of BritLit project.
Date: June 14, 2012 16:00-18:00
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15:30 – 16:30
Where do we go from here? An overview of English teaching methodology in 2012
The professional literature and teacher-education programmes urge teachers to use predominantly communicative methods in their classrooms. But in fact, most teachers still spend most classroom time on grammar, vocabulary, explanations of text and language exercises, usually involving quite a lot of use of L1. In this session, I took a critical look at the research and theoretical literature as well as issues in classroom pedagogy, and attempt to draw some sensible conclusions, leading to a practical and flexible model of language teaching.
16:45 – 17:45
Teaching Vocabulary: some insights from the research
 There have been some interesting research studies in recent years which throw light on foreign-language vocabulary teaching and learning. Some of these will be discussed and their – sometimes surprising! – implications for the teaching of English.
Presenter: Penny Ur is a renowned ELT expert, author and teacher trainer.
Date: June 7, 2012 15:30-17:45
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 The lesson plan is not a thing in itself to be implemented at all costs. Not only is it a framework for ordering the stages of the lesson but a report on anticipated problems and possible solutions. The only things generally static about a lesson plan should be the aims (to be achieved by diverting from the plan if necessary). In this session we looked at a lesson plan and anticipating problems. I then illustrated a practical example of dealing with an emerging problem not anticipated. We discussed how the plan, after the lesson, can be a template for lesson reflections and thus work in progress. The plan itself focused on a particular group of students: namely an IELTS class at B2 level.
Presenter: Philip Gill, the DOS at Windsor School
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 Too much of the grammar we teach is based on tradition and intuition rather than pedagogic value. A fresher approach to grammar teaching is driven by evidence of actual usage and the needs of learners.
Presenter: Wayne Rimmer, Academic Director, BKC- International House, Cambridge University Press author, has co-authored "Active Grammar", a three level grammar reference and practice series for young adult learners.
 Cambridge University Press organized a meeting with the author of famous bestseller English Grammar in Use Raymond Murphy. The event took place in British Council Moscow on 23 May. Raymond shared with audience his views about language learning.
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The workshop was devoted to the problems of preparing students for EGE, strategies and successful steps for writing an essay.
The participants tried some practical tips and ideas how to deal with different task-types and how to save time during the exam.
Presenter: Tatyana Kuznetsova, teacher of English and teacher trainer, Honoured Teacher of Russia, member of the editorial board of the professional magazine "English at school". She is a coordinator of MELTA assosiation (CALL section) and Head methdologist of Khimki, Moscow Region. Tatyana has experience in course books writing for Russian National Exam
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For the past year we have been investigating the use of ICT (Information and Communication Technologies) in Russian schools' English language teaching programmes, primarily in the Moscow region, but also with the help of a team of research assistants throughout Russia. The aim of the research was to examine successful ICT integration in teaching, and to identify factors leading to this success. The research has been composed of the following phases:
- interviews with key training providers (pre- and in-service)
- a focus group with practising teachers
- an online teacher survey
- classroom observations
- teacher journals
In this session we gave a preliminary report on the findings of the research and engaged participants in further discussion of its implications. Participants had been invited to reflect on the preliminary results and to explore further what these might mean for teachers, institutions and the overall teaching context.
Participants of the workshop received certificates and LearnEnglish Technology posters as gifts
Presenter – Gavin Dudeney, Director of Technology, the Consultants-E. Gavin has worked in education for the past 22 years, as a teacher, materials developer, IT manager and web/user interface designer. In 2003 he set up The Consultants-E with Nicky HocklyI. n 2007 he was elected Honorary Secretary of IATEFL, and in 2011 he became the first Chair of the Electronic Committee (ElCom).
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 In this session we discussed what learner autonomy skills we need to develop when teaching English. We looked at State Educational Standard requirements, identified the roles of teachers and students, observed ways of teaching skills our students need in the 21st century.
Presenter: Anna Voronina leading Methodologist of Pearson Publishing House
From their childhood our student absorb, exchange and manage information differently. They don’t write letters to share their ideas to each other anymore, nowadays they prefer social networks and blogging.
This reality means our usual F2F hours are not enough any more. Students will learn more from their habitual Internet surrounding than from artificial class situation. That looks frustrating, isn’t it?
Actually it is not. Anastasia believes that there is a simple way out: “You can bring technologies in class as a first steps. It doesn’t have to be something big and complicated. Let it be something as a small but cute tools to make lessons more fun and creative.”
Participants will:
- enlarge their knowledge of computer tools for language teaching
- gain a basic understanding of Web 2.0 Tools technology
- observe a variety of uses electronic on-line tools in educational settings
- learn how to use on-line tools, create materials for immediate use inside or outside the classroom or for professional development
 Presenter: Anastasia Tuzova
Anastasia Tuzova is a Senior Teacher for the National University of Science and Technology MISiS. Having graduated the linguistic department of the Russian State Social University with honour, she has a particular interest in teaching student both to use and to enjoy the language.
Being involved in the process of modernisation of Teaching English in MISiS, Anastasia pays a lot of attention to the modern learning technologies. She is a usual and active visitor of different seminars and conferences in the field.
Anastasia is an author of several articles, dealing with comparative linguistics, discourse analysis, prosody and intonation study.
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 Adolescence is an ideal time to learn a second language, according to the research evidence. Working against these, however, are a number of negative affective factors including acute self-consciousness. What might go wrong in a teenage class? How can we help our students to express themselves in a constructive way? Where is the gateway to learner confidence and independence? Whether you are new or more experienced in teaching teenagers you would find some practical ideas to put to immediate use in your teeanage classroom.
Liam James Tyler, Macmillan Teacher Trainer, the DOS of International Professional Training
At my last sessions participants asked for ready ‘recipes’ for working with young learners – they wanted tasks which they could take and bring to the classroom straight away. I am sure, lots of teachers already have rich treasure-box of such tasks, but some have only started collecting. During this workshop I shared my favourite activities along with those recently discovered in new books and at IATEFL conference. We not only enumerated but to actually tried them as if we were students. After that we discussed how the tasks and games can be adapted for older kids. I should also mention that we looked at Internet-based tasks. That was great meeting all of you!. Thanks for coming.
Vera Bobkova. EFL teacher at a private school, British Council trainer (Learning Technologies face-to-face and online course). PhD student at Moscow State University, Chair of Linguistics and ICT. Her areas of interest are using Web 2.0 in language teaching, State Educational Standard and distance teacher education.
This seminar explored developments in idiomatic expression in 21 Century Britain. Areas covered included the media, cult objects, fashion, icons and figures from popular culture.This was an opportunity for you to enjoy your English and broaden your range of idiomatic expression.
James Banner, International Officer, University of Kent, UK. He directed the RSA Diploma in Teaching Foreign Languages to Adults, and a Certificate Programme in TFLA for Hilderstone College in conjunction with Kent Adult Education and the University of Kent. He has wide experience of teaching and training at all levels both in Britain and abroad and has published articles on language teaching and cultural issues. He is author of the Langenscheidt-Longman language corner on www.youandmelink.com
There are quite a few obstacles that stop English teachers from using literature in the classroom. Apart from lack of time and strict framework of school syllabus, most of us have to deal with students who may be mildly called "reticent readers", those who may not want and sometimes not know how to approach and appreciate a literary text.
The issue of non-reading kids concerns not only teachers but the modern British writers as well, who are trying to explore new ways of attracting young readers. Michael Rosen, Melvin Burgess, Paul Jennings and Benjamin Zephaniah are the authors whose approach can be of a huge interest for an English teacher willing to bring literature into his classroom.
During the workshop we had a chance to talk about some methodological principles and ideas that proved to be efficient and stand behind the BritLit kits – online teaching materials based on contemporary British literature.
Elizaveta Bogdanova, English teacher in Moscow Grammar School in the South-West №1543; coordinator of BritLit project in Moscow.
The author of articles "Developing reading skills in the English lessons", "Summer language programmes", "The world of Leeuwenhoek. Summer Biological Practice in English", "Home listening. Developing listening skills within home reading programmes", "The theme of critical attitude towards educational reforms in Russia’"
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During this seminar we talked about essential pedagogical studies, schools and methods of teaching English. We discussed how teachers master their teaching skills inspite of busy schedule.
Material is based on “Teacher Development Interactive” programme, created in team-work of Pearson Publishing House and British Council for the online work.
Anna Voronina leading Methodologist of Pearson Publishing House
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02 April 2012
14:00-17:00 |
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 "Teaching young learners – want better outcomes anyone?"
There is often a significant gap between what we hope to achieve in the young learners’ classroom and what they learn. In this session we will look at how the teaching of children can be intensified by making them aware of social values and developing cognitive tools, as much as fostering creative self-expression and the students’ identification with the foreign language. Practical examples will be taken from Herbert’s new course book for young learners, Super Minds.
"Neuro-scientific research findings and the teaching of teen"
There are mountains of evidence that the simultaneous and frequent activation of various sensory channels leads to better outcomes of the foreign language learning process in the young learners’ classroom. This talk will use multi-sensory teaching with children as a starting point. Considering neuro-scientific research findings, we will elaborate on how imaginative teaching processes can contribute to the development of teenage students’ ‘ideal language self’ while at the same time fostering their foreign language skills.
Herbert Puchta co-authored a number of course books for the teaching of English as a foreign language (among them Playway to English, Join Us for English, More! English in Mind, and the brand new course Super Minds published by Cambridge University Press), as well as articles and resource books. His latest resource books are Teaching Grammar Creatively, Multiple Intelligences in EFL and Imagine That!
Presenter: Herbert Puchta, Professor of English at the Teacher Training University (Pädagogische Academy) in Graz
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In the beginning was the word
