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English UK Teachers Conference 2012 November 10 Prospero House, London

Timetable for the Day 9.15-10.00
Registration: breakfast, refreshments and exhibition

10.00-10.05
Opening address by Cambridge ESOL

10.05-11.00
Opening plenary: Jeremy Harmer - Six Key Questions for Teachers and Trainers at the Crossroads

11.00-11.30
Break: refreshments and exhibition

11.30-12.20
Elective sessions (1)
Elective Elective 1A Elective 1B Elective 1C Elective 1D Elective 1E Elective 1F Elective 1G Elective 1H Session Title Understanding and Using the Phonemic Chart The Challenge of Chunks Understanding English However it is Spoken Putting the C and P into CPD! 11-14 Minutes of Hell? Around the World in 60 Minutes Creative Transformation: your next career step? What Do Learners Really Want to Learn? Speaker Name Adrian Underhill Frances Eales Ian Badger Josh Round Rachael Roberts Claire Woollam Kate Goldrick Richard Ostick Strand Room Imagine 1 Imagine 2 Smile 1 Smile 2 Smile 3 Smile 4 Reflect Advance

12.20-12.30
Room transfer

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12.30-13.20
Elective sessions (2)
Elective Elective 2A Elective 2B Elective 2C Elective 2D Elective 2E Elective 2F Elective 2G Elective 2H Session Title Unstress, Simplifications and Connected Speech Developing the Teacher as Manager Creating Stories with Adult Learners English Profile: What it is and How to Use it The Flipped Classroom from Theory to Practice Balancing Dogme in the Classroom Strategies for Teaching EAP Reading and Writing The Power of Image Speaker Name Adrian Underhill Helen Chambers Laura Patsko Liz Walter Steven Bukin Martin Sketchley Louis Rogers Paul Dummett Strand Room Imagine 1 Imagine 2 Smile 1 Smile 2 Smile 3 Smile 4 Reflect Advance

13.20-14.20
Buffet lunch and refreshments in the exhibition hall

14.20-15.10
Elective sessions (3)
Elective Elective 3A Session Title Developing Materials and Practices for the Digital Generation Developing Skills through Online Projects with Young Teens Using Authentic Materials to Develop Writing Skills Small Talk: as Simple as Cricket? Time to Get Published! Projects and Further Activities for Low-Level EAP Classes Teaching Grammar and Vocabulary in the IELTS Classroom Career Pathways the Untapped Potential Within You Speaker Name Nik Peachey Strand Room Imagine 1

Elective 3B Elective 3C Elective 3D Elective 3E Elective 3F Elective 3G Elective 3H

Julie Wallis Sandra Piai Edward Pegg Nick Robinson Iffaf Khan Jo Tomlinson Loraine Kennedy

Imagine 2 Smile 1 Smile 2 Smile 3 Smile 4 Reflect Advance

15.10-15.30
Break: refreshments and exhibition

15.30-16.20
Closing plenary: Chia Suan Chong Paying Lip Service to Applied Linguistics

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Sessions and speakers 10.05 11.00 The Opening Plenary

Six Key Questions for Teachers and Trainers at the Crossroads Jeremy Harmer
This session will take six key issues the use of IT, CLIL, the benefits/disadvantages of language testing (we are all dependent and complicit in it, but teachers rarely express enthusiasm for exams), repetition (and behaviourism), correction (how should we do it and when) and rapport to demonstrate the diversity of opinion in an international ELT world. As an example: is our (= western) notion of rapport so culturally-based as to be largely irrelevant in some situations? In this session I want to try and explore how trainers should approach these uncertainties with their trainees, and how teachers should deal with them as their careers progress. Jeremy Harmer is a teacher, writer and trainer. He is currently on the faculty of the MA TESOL at the New School University, New York. He is the author of course materials and methodology titles including How to teach Writing (2004), How to Teach English (2007), the prize-winning fourth edition of The Practice of English Language Teaching (2007) and the Ben Warren prize winner Essential Teacher Knowledge (2012), all published by Pearson. He is the General Editor of the Longman methodology list. With musician Steve Bingham he has performed and recorded a poetry and music show (Touchable Dreams), as well as the filmed event Bent and Broken into a Better shape - an evening commissioned by the British Council to celebrate Charles Dickens' 200th birthday. jeremyharmer.wordpress.com

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11.30 12.20 Elective Sessions 1

1A. Understanding and Using the Phonemic Chart Adrian Underhill
This workshop will offer experiential, hands-on insight into a method that aims to liberate learners from the grip of their mother tongue phonetic set by enabling them to rediscover and reconnect with the muscles that make the pronunciation difference. This emphasis on the physicality of pronunciation also opens up our capacity to see pronunciation with our eyes (a skill well developed by deaf people) and to use our 'inner ear' to hear and rehearse pronunciation before speaking and while listening. You will see how the phonemic chart works, how you find sounds in your mouth, and how to help learners do the same. At the same time the demonstration will illustrate the use and purpose of the phonemic chart as a mental map of the territory to be explored and as a living pronunciation whiteboard onto which is projected the moment by moment puzzles and workings of the class. Since there can be no syllabus of sounds as they are all needed from the first moment, the sounds are presented as a single gestalt, rather than as a never ending sequence of new sounds, stretching over weeks and months. The workshop will demystify phonology, making it engaging, usable and unforgettable. Adrian Underhill is a consultant to schools on professional and organisational development. He is author of Sound Foundations: Learning and Teaching Pronunciation, and Series Editor of the Macmillan Books for Teachers. He facilitates groups for the development of connected up leadership skills relevant to current complex life. He is a past-president of IATEFL (the International Association for Teachers of English as a Foreign Language), and founder of the IATEFL Teacher Development Group. His current interests include disciplines of improvisation and spontaneity in teaching and leading, and ways of placing demands on people that liberate them to thrive and learn.

1B. The Challenge of Chunks Using Phrases of Language in Teaching Frances Eales
As teachers, we are generally confident about teaching individual words and probably also two word collocations. But what about longer fixed and semi-fixed phrases of the kind that are highlighted in coursebooks as useful language or key phrases or functional phrases? We know that such phrases can make a huge difference to learners fluency in speaking but how do we encourage students to use them accurately and appropriately? This interactive workshop adopts a back to basics approach to offer a range of practical and enjoyable ideas for focussing on phrases. Frances Eales is a teacher and trainer who has taught in many different contexts both overseas and in the UK. She is an author on the Cutting Edge series (Pearson) and has recently written three levels of Speakout (Pearson) a general English course developed in conjunction with the BBC. She has a particular interest in developing speaking and listening skills, in task-based learning and the use of authentic video in class. She currently lives and works near Brighton.

1C. Understanding English However it is Spoken Ian Badger, Collins

In this interactive session we will explore ways of using listening materials with our learners to help them cope with the challenges they meet in their everyday lives, studies and work. How do we help learners to understand language which is spoken with an unfamiliar accent, is grammatically incorrect and does not conform to patterns of usage studied in the standard school or university classroom? We will look at practical aspects of producing our own video and

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audio materials tailored to meet the linguistic and cultural needs of our learners and we will discuss techniques of how best to exploit such materials. We will compare these tailored materials with published listening materials, e.g. Collins English for Life: Listening and Collins English for Business: Listening, and discuss our experiences of working with authentic and also scripted material. Come prepared to share your experiences of improving your learners listening skills and to test your own! Ian Badger is based in Bristol, UK but travels widely as a communications consultant and trainer. He spends a lot of his time running face-to-face training in Finland, France, Germany and Russia with participants from a wide range of countries. He has worked as a director of studies and a teacher trainer and is a regular presenter at international conferences. Ian is author of the new Collins ELT Listening titles: English for Business: Listening (ELTons 2012 nominee) and English for Life: Listening Intermediate, co-author of English for Business Life and author of Everyday Business English and Everyday Business Writing.

1D. Putting the C and P into CPD! Josh Round

Delivering an effective and all-encompassing CPD programme is a challenge for any DOS, and the relevance and demands of it may seem beyond many teachers. This talk looks at how teachers play a central role in making a good school CPD programme, and confronts the key questions of how and why we can all engage in a continual learning process. This talk has three key aims: Firstly, to look at what comprises an effective CPD programme and how both DoSes and teachers must share the responsibility for building it. Secondly, to consider what it takes for teachers to engage in the process of professional development beyond simply attending insets/workshops, and how to go further and engage in reflective practice. Thirdly, to highlight how a teachers CPD track record could play a key role in securing future jobs at the best institutions, as the British Council CPD Framework and the mooted English UK Professional Association for Teachers lead to greater professionalisation of the industry.

Josh Round has over 15 years of professional experience in ELT and has worked at St George International since 2002, first as a teacher and teacher trainer, before becoming DoS in 2005. He is Trinity Diploma qualified and holds the English UK DELTM. Josh started teaching in 1992, initially as a Drama teacher and also enjoyed a moderately successful career as a theatre, TV and film actor. At SGI, he enjoys the process of continuous improvement of the school, the teaching team and himself. Last year, he became Chair of the DOS Association in London.

Page |6 1E. 11-14 Minutes of Hell? Preparing students to survive and even thrive in the IELTS speaking test. Rachael Roberts, Macmillan Education
Many students seem to find the Speaking exam the most challenging part of IELTS. As an examiner, it is very obvious which students have been well prepared (or not!) In this session, we will look at practical activities and techniques to help students develop their awareness of typical speech functions needed in the three stages and become more confident and fluent speakers. We will start by looking at some typical problems students have in the IELTS Speaking exam, and briefly look at how IELTS is assessed, considering how an awareness of the different speech functions needed for the exam could help improve the students score in all four areas. We will then try out some different activities to help students notice and appropriate the language used to express these functions, thus improving both the quality and fluency of their contributions. Rachael Roberts has been in ELT since 1989, working as a teacher, DoS and a teacher trainer. For 10 years of this time she worked at an FE College in the UK, which involved setting up new EAP and IELTS preparation courses. IELTS Foundation was born out of this experience, particularly the need to produce materials suitable for students at a lower intermediate level, who still wanted to study for IELTS. Rachael is a current IELTS Examiner, but now spends most of her time writing, with her most recent work for Macmillan being the substantially revised second edition of IELTS Foundation.

1F. Around the World in 60 Minutes: Engaging Learners through Intercultural Activities Claire Woollam
Other peoples cultures are endlessly fascinating to us. Have you noticed that most learners enjoy talking about themselves and where they come from? This practical workshop will look at ways in which we can use our learners cultural backgrounds as a springboard for communication and language practice. Ill show you some fail-safe lesson ideas, which are adaptable for different levels and engage the class to such an extent that they forget theyre practising English. Who knows, they might even learn more than just language! From this session youll take away a few great keepers that youll happily use again and again in your teaching. Claire Woollam is Principal at UIC London. She has worked for 16 years in ELT as a teacher, teacher trainer and academic manager as well as in marketing and syllabus writing. Claire is Secretary of Londosa (the London Director of Studies Association) and is an examiner for Cambridge ESOL and TOEIC. She is about to complete the English UK Diploma in ELT Management. An enthusiastic photographer, when shes not TEFLing she enjoys travelling and exploring different cultures, camera always at the ready.

Page |7 1G. Creative Transformation: your next career step? Kate Goldrick, Pearson
The world of ELT teaching and publishing is undergoing a period of transformational change with the impact of new communication technologies. In order to develop materials that take into account the future requirements of teachers and students in this new digital age, Pearson is looking for teachers who are interested in being involved in the development of new projects through piloting, writing, editing or by providing critical feedback. For teachers and institutions we believe increased engagement in this process offers exciting professional development opportunities as well as the chance to shape projects which will be more in tune with future learning situations. Join us for this interactive workshop for some crystal ball gazing into possible classrooms of the future and practical ideas about how you might get involved. Kate Goldrick is Publishing Director for Adult ELT based in UK, with special responsibility for PLS publications. Formerly a teacher in Africa, Kate has been at Pearson for over thirty years and current objectives include researching with colleagues the next generation of key products in all adult list areas in blended and digital formats.

1H. What do learners really want to learn and how do they want to learn it?...and is it in line with what we want to teach them? Richard Ostick
Feeling a bit stuck in a rut with my professional development, I was trying to rack my brain to come up with something to talk about at an upcoming conference in order to re-light my CPD fire! Inspired by an article I had read recently, I decided to carry out my own action research project. In the ultimate quest for 100% customer satisfaction, and my firm belief that if we aim to please everyone all of the time we might just pull it off, I thought I would look at how we as teachers can achieve 100% learner satisfaction in the classroom. Carrying out my own action research, I wanted to find out what our learners really thought was important and what aspects of learning they felt were paramount on their quest to improve their English. If we, as teachers, uphold the same values and expectations as our learners then surely all our learners will be happy bunnies!? Or will they? With a few surprising results and some in-depth analysis I would like to present to you what I found out by carrying out my very own action research. Richard Ostick has worked in EFL for over 16 years. He has taught in both the Czech Republic and in Spain but has spent the bulk of his career at the Kingsway English Centre, in Worcester, where he has been the DoS for the last 6 years and the DoS/Service Quality Manager for the last 3! Richard is responsible for all academic aspects of the business and really enjoys different aspects of teacher training. He is a strong believer in a more lexical approach and that pronunciation should have a high priority on all language courses.

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12.30 13.20 Elective Sessions 2

2A. Unstress, Simplifications and Connected Speech Adrian Underhill
What's important in the fluent speaking of English is not just making the stresses and getting them in the right place, but identifying and producing the unstresses, getting them in the right place and linking it all together. We will explore activities that help learners to reduce the energy they put on unstressed syllables, to operate the system of simplifications characteristic of native speakers and to connect it all together. This will include noticing how stress and unstress affect vowel sounds, and how important this process is in speaking or listening to rapid speech. This can become part of learners speaking skill, and certainly needs to be part of their receptive listening skill. We will also try out a student task of preparing a written text in order to transform it from separate printed words to an experience of meaningful fluency. Adrian Underhill is a consultant to schools on professional and organisational development. He is author of Sound Foundations: Learning and Teaching Pronunciation, and Series Editor of the Macmillan Books for Teachers. He facilitates groups for the development of connected up leadership skills relevant to current complex life. He is a past-president of IATEFL (the International Association for Teachers of English as a Foreign Language), and founder of the IATEFL Teacher Development Group. His current interests include disciplines of improvisation and spontaneity in teaching and leading, and ways of placing demands on people that liberate them to thrive and learn.

2B. Developing the Teacher as Manager Helen Chambers

This session will be a practical, interactive workshop focussing on understanding the management role, and how developing such skills will enhance teaching and communication effectiveness. The main theme will be around personal effectiveness, looking at a range of skills that will enable participants to manage stakeholders and understand interpersonal and informational functions. Areas of focus include problem-solving and decision-making; understanding people and their attitudes; and increase issue resolution skills. Participants will benefit in a number of ways, in understanding more about the importance of the management role within a teaching environment, setting goals and objectives; planning and supporting change; and developing reflective practice to bring about improvements.

Helen Chambers has over 20 years experience in training, having set up her own training and consultancy business in 2004 which now focuses on leadership and management development. Helen is a Fellow of The Institute of Leadership and Management, and holds NVQ Level 5 Management, NVQ Level 4 Training and Development, ILM Level 7 Certificate in Executive Coaching and Leadership Mentoring, and is accredited as a Stress Management Consultant. She specialises in membership and education organisations and acts as an Inspector for the Independent Schools Inspectorate within the private further education sector.

2C. Creating Stories with Adult Learners Laura Patsko

When is the last time you used a story in the adult classroom? Do you have students who seem bored/weak/quiet during classroom activities? Do you ever give students creative tasks and find that they cant seem to come with anything? I used to find this quite often, despite my best efforts to create a creative, communicative classroom. Then, when doing my Delta experimental practice project, I discovered the creative potential of stories and the learning potential of asking questions two things I had always appreciated but not been sure how to exploit. In this workshop, you will need to put yourself in the shoes of your students, and I will show you a

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lesson format I have used countless times now with students of all levels. It requires virtually no preparation, no materials or resources other than the students themselves, and I have never known it fail to get students talking and creating more than they ever realised they could. Laura Patsko is an English language teacher, teacher trainer, linguist, language lover and language learner not necessarily in that order. A self-confessed ideas thief, she enjoys sharing practical ideas for teaching and learning language.

2D. English Profile: What it is and How to Use it Liz Walter, Cambridge University Press
English Profile is an ongoing project linking aspects of language to CEF levels. This talk will look particularly at the English Vocabulary Profile, the most advanced of the research strands. It will explain the research behind the project, discussing the issues that arise at different CEF levels. It will show how the resulting data can be accessed in a number of different ways by teachers or anyone needing reliable information on CEF levels. English Profile is seen as an ongoing project, so the talk will also look at the future of the English Profile project and how teachers can become involved in its further development. Liz Walter is based in Cambridge, UK, where she runs a small lexicography and language company with her colleague Kate Woodford. For many years, she was senior commissioning editor for CUP dictionaries. She has been working in a project management and editorial role on the vocabulary strand of the English Profile project. Her latest publication for CUP is Collocations Extra.

2E. The Flipped Classroom from Theory to Practice Steven Bukin

A lot has been said about the concept of 'flipping' the classroom in the last few years in Secondary and Higher education. However, what does it mean exactly? And is it applicable to the world of EFL teaching? This talk will try to address some of these questions and present the results of some action research that I have carried out to evaluate the usefulness of flipped teaching in EFL and to share some best practice tips that I have gathered from my own, not always so successful, experiences. I will also show some practical software that I have used to create flipped lessons such as screencasting apps that can be used on both a PC and the iPad (and other tablets), IWB software and the new tools developed by TED-Ed that enable teachers to create flipped videobased lessons that can be shared with your students. Hopefully, by the end of this talk you will have an overview of the advantages and limitations of this new approach to the classroom and maybe a desire to try it yourself! Steven Bukin started teaching EFL in 1996 and has taught in the Czech Republic, France and the UK. For the last 12 years he has been based at SES Folkestone, Kent. He has given talks several times at IATEFL and other international conferences. His main interest is in using technology in the class and is a self-confessed 'geek' and early adopter.

P a g e | 10 2F. Balancing Dogme ELT in the Classroom Martin Sketchley,

Teachers wishing to incorporate Dogme ELT in the classroom face much criticism or ridicule from other teachers on what appears to be winging it elevated to an art form. So what is the best approach to incorporate Dogme ELT in the classroom? This session will introduce briefly Dogme ELT as well as highlight an appropriate method of incorporating Dogme ELT in the classroom with reference to action research. Martin Sketchley has been teaching almost seven years, with time spent teaching in South Korea, Romania as well as in the UK. In his free time, Martin blogs about all things related to ELT (www.eltexperiences.com) and also is an examiner for Cambridge ESOL. He holds an MA in ELT from the University of Sussex, a TEFL-Q qualification, CELTA as well as a Young Learner Certificate. Martin can also be found on Twitter (@ELTExperiences).

2G. Strategies for Teaching EAP Reading and Writing Louis Rogers, Oxford University Press
For students and teachers used to a General English or Business English environment the approach to reading and writing skills can be quite different to the one required in an academic setting. Due to the growth in the numbers of international students more and more teachers are finding that EAP is becoming part of their schedule. So if EAP is on the rise what skills and strategies do teachers need to be aware of? This interactive workshop will look at the process / genre approach to writing and the various stages involved. It will also look at the strategies and challenges of engaging students with academic texts and how to integrate reading and writing. Louis Rogers I have been an English language teacher for over 10 years and, in the course of this, have been lucky enough to have lived and worked in various countries around the world including the UK, Germany, Portugal, and Italy. Much of this teaching has been to adults or young adults and mostly variations of English for Specific Purposes, in particular exams, business and academic study. Consequently, much of my authoring to date is within the fields of Business English, Academic English and Exams. Recently I have co-authored the Oxford EAP B1 course.

2H. The Power of Image Paul Dummett, National Geographic Learning

We live in a world where images are used more than ever to reinforce, and at times replace, the spoken and written word. To present discourse without them is both unrealistic and unhelpful. Our memories work in pictures, our experiences are stored using them. Raising awareness of this can help students to remember language more easily. This talk examines how we can use photography to reinforce learning and offers some practical examples of teaching activities using photos from the National Geographic archive and the new coursebook series LIFE. Paul Dummett is a teacher and writer based in Oxford. His early career was spent as a DoS and course designer. An interest in task-based learning led to a focus on business English and ESP, and for the last 10 years he has split his time between delivering courses to professionals and writing them. Titles include Life, Success with BEC and Energy English.

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14.20 15.10 Elective Sessions 3

3A. Developing Materials and Practices for the Digital Generation Nik Peachey
As technology continues to impact and become embedded in every element of our daily lives we can no longer look at the classroom and the materials we produce for it as a technology free zone. As teachers we need to skill up and start adapting our teaching practices to the needs and learning styles of a generation who have grown up taking digital media and communication fore granted and help them to see how the tools that they use every day for their pleasure and recreation can also be applied to and enhance their learning experience. In this presentation I will be exploring a number of ways that technology can impact on and support language learning both inside and outside the classroom by combining the development of digital literacies and study skills with enhanced opportunities for linguistic practice and development. Nik Peachey is a freelance consult, trainer, writer, and course designer specialising in educational technology and ELT. He has been involved in ELT since 1992 and has worked all over the world. He was managing editor of the BBC | British Council Teaching English website from 2003 until 2007 when he became a freelance consultant. In 2012 his Daily English Activities blog was shortlisted for a British Council Innovations Award and In May 2012 he received the Innovation Award for excellence in course innovation for the Blended Learning in ELT course he designed for Bell Educational Services.

3B. Developing Skills through Online Projects with Young Teens

Julie Wallis
If you believe in education in general, in lifelong learning and holistic education, then project work is the way to go. If you want to hit those HOTS and get their creative juices flowing and teach them about their place in their community, town, country, the world, its project work thats needed. This session will look at the stages involved in developing an online project with kids, some useful web 2 tools to enhance learner engagement, and lots of other creative activities. We will look at the stages involved, including choosing a topic, getting started (motivation is the key), student led activities, sourcing resources, focusing on skills development through interactive activities, planning, timing and the final show. Involving kids in projects develops autonomous and collaborative learning, but if they are not thought through well, they can go down like a lead balloon. Using online resources such as youtube, webquests, creating a blog or wiki, film making, presentation tools, etc. will keep them tuned in and turned on, especially if the project involves showcasing their work on the worldwide web. Clear goals and small steps forward will ensure desired outcomes. Julie Wallis is co-director of The London School in Thiene, Italy and the AISLi Educational Consultant (www.aisli.com). She has published materials and written seminars and workshops on behalf of AISLi and has presented at a number of international conferences. She currently writes for Family English; English24. She works as teacher trainer and materials developer and has run a Blended Learning course for Bell Teacher Campus as well as other courses. Her experience has led her to believe that technology in ESL needs to be approached from a pedagogical point of view and not from that of an IT expert.

P a g e | 12 3C. Using Authentic Materials to Develop Writing Skills Sandra Piai

Authentic materials are cheap, easy to get hold of, and stimulating. Materials such as postcards, packaging and advertisements as well as texts and pictures from newspapers and the internet can provide a variety of reading and writing tasks which are both engaging and challenging. This workshop consists of different tasks and activities, most of which are based on using simple, authentic materials creatively, to support and develop students ability and motivation to manipulate language and produce written texts with confidence. It is a practical, hands-on workshop in which participants will try out a range of tasks and activities using everyday authentic materials which are designed to motivate students and act as a lead-in to more demanding and challenging written work. Participants will leave the workshop with a variety of ready-to-go activities, which they can immediately put into practice in their classrooms. Sandra Piai is a freelance teacher trainer who, until August 2010, was PG Coordinator for the MLitt in ELT at the University of St Andrews. She has worked as a teacher trainer in England, Scotland, Wales, Turkey, Italy, Spain and China and has delivered training workshops in Italy, Spain, Sri Lanka, Senegal, China and Mexico, as well as in the UK. She is a Moderator for the Trinity Cert TESOL, a member of the Institute of Linguists and former editor of the TD SIG Newsletter. Her current interests are teacher development and teaching YLs.

3D. Small Talk: as Simple as Cricket? Edward Pegg

Its tough socialising with non-native speakers; they just dont know the rules! This is a comment that I hear often from native speakers, surprisingly many ELT teachers included. But is it really as simple as learning a set of rules? Do other cultures have conversational rules, or is small talk a peculiarly Anglo-Saxon domain, like cricket? Does English really have a set of pre-defined rules for small talk? And, if there are universal rules, why are some native speakers so bad at small talk? Are there really rules or is it about individual personality and upbringing? Can you really learn how to small talk? Exploring topics as diverse as emotional intelligence and the discourse of conversation, this workshop will explain the rules of a good conversation, why some nationalities struggle in small talk, and how we can help them in the classroom. The workshop will be extremely practical and will provide several ideas and activities to take away. Edward Pegg has specialised in Business English for a number of years and has taught both in company and on intensive programmes, working with clients from such diverse fields as investment banking, software and nuclear energy. He now teaches at the London School of English on their international business communication programme, training business people from around the world in professional language skills. He is particularly interested in speech acts, pragmatics, cultural awareness and psycho-linguistics and is currently researching the link between cultural background, personality and ability to adapt to forms of interaction in different languages and cultures.

3E. Whats the next step in my career as a teacher? Time to get published! Nick Robinson
What does it take to become a professional ELT materials writer these days? Why would you even want to? Can you make any money from it? How much? What is the writing process actually like? Is it enjoyable? Are you cut out for it? Are you creative enough? How can you best channel your creativity? Whats it actually like to write for a publisher? What types of product are they looking for? How do you choose a publisher and sell your idea to them? How do you write a proposal? How do you know who to send it to? Will they even read it? Do you need an agent

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someone to help you get published? What does an agent actually do? What can you do to improve your chances? How should you promote yourself? Can your blog or Twitter account help? Or is it better to just forget all of this and self-publish? These are just some of the questions Ill attempt to answer in this session, which is aimed at anyone whos interested in how this whole publishing thing works. Many practical ideas will be offered, and questions about the ELT publishing industry will be answered. Nick Robinson owns and runs Nick Robinson ELT Author Representation, an agency he set up to help teachers become ELT materials writers. His goal is to get teachers published. Hes worked in ELT publishing since 2004, as a Marketer, Editor and Brand Manager at Cambridge University Press and as Publishing Manager of English360, the award-winning online learning platform. Hes also written numerous books for CUP, including Cambridge English for Marketing. Before all that, he taught in Barcelona, specialising in Business English and ESP. You can find him online at nickrobinsonELT.com and on Twitter at @nmkrobinson.

3F. Projects and Further Activities for Low-Level EAP Classes Iffaf Khan
One tends to find greater EAP material for students who are at B2 and above. Far too often, undergraduate students, or students who are at B1 and below, are given material at both extremes. What I mean is that they get material that is either too superficial in its treatment or topic or too difficult for them because of the density of the language. This can result in a tired and over-worked EAP teacher, who already has a lot of marking to do, and is responsible for assessment, marking and materials creation, being burdened with the creation of new worksheets or having to grade down complex articles. In order to save the time of the over-worked EAP teacher, this session plans to deliver ideas around activities for students with lower levels of English. Students who are B1 (or intermediate and below) can find their way round the speakers examples of suggested material and thus have classes that are more than just General English with a focus on formality. The speaker will brainstorm best practice for both material and teaching techniques and broach an adaption of the ever-popular EAP end-of-term project. Iffaf Khan teaches EAP and General English at CATS College and Stafford House. She has been delivering both types of content for a number of years in Pakistan, Mexico, Thailand and now in the United Kingdom. She does a great deal of research into subject-specific articles and assignments that could be appropriate in EAP classes and projects. She is also interested in the idea of coordinating with subject specialists for vocabulary and reading lists.
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3G. Teaching Grammar and Vocabulary in the IELTS Classroom Jo Tomlinson

Grammar and vocabulary can often be overlooked when preparing students for IELTS, but there is great benefit in remembering that IELTS is more than just a four skills test. Understanding and teaching the key underlying elements of grammar and vocabulary used in the four papers can help students enormously, and also aid in cultivating a real insight into academic English for students and teachers. In the productive skills papers students need be aware of how much grammatical and lexical range and accuracy can improve their score. In the receptive skills papers students need to be sensitised to the types of grammatical structures and vocabulary used in the construction of texts and specific question types. This session will look at why grammar and vocabulary are important to IELTS success. It will focus on the specific grammar and vocabulary items valuable to IELTS students and how these can be taught and practised in an IELTS context. As a result, this talk aims to highlight how students can become more confident test takers by developing their language knowledge and how teachers can drive this development. Jo Tomlinson is based in London and works at Target English, where she is Academic Director. Target English specialises in English language consultancy and provision of exam preparation. She has a wide range of experience in examining, having taught a variety of international exams including IELTS, Trinity, the Cambridge suite and GMAT, as well as being an item writer, item writer trainer, moderator, and an IELTS teacher trainer. She is the co-author of a number of IELTS titles including Grammar for IELTS and Get Ready for IELTS Writing.

3H. Career Pathways the Untapped Potential Within You Loraine Kennedy
Most teachers I know love teaching. But there can come a point when you wonder What next? Perhaps you have unexplored leadership skills. Perhaps you are wondering if you could be an effective academic manager. Perhaps youre interested in a completely different line of work but dont know how you can get there from a teaching start point. In this discussion session we will explore the idea of establishing a career pathway for yourself. After looking at this from a broad foundation, as a point of illustration we will focus on the skills and competencies that are desirable for a successful career in academic management and consider the professional development map you can plot for yourself to achieve your career goals. Loraine Kennedy has worked in the ELT profession as a senior manager, consultant, trainer, coach and teacher for 25 years, extensively overseas and in the UK. She holds both educational and business administration post-graduate qualifications. 'Loraine is particularly interested in ELT management and people development.

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15.30 16.20 The Closing Plenary

Paying Lip Service to Applied Linguistics
Chia Suan Chong
In the last three decades, we have been claiming to apply a Communicative Approach to language teaching, but have we got it right? We still treat grammar as a lesson aim that could be covered and mastered in a linear fashion. We give more current approaches labels like TaskBased Learning, but a quick examination of teacher training and classroom practices shows us that we still tend to treat the pre-determined grammar focus as a given. Are we not simply paying lip service to the theories of Applied Linguistics? How can we better use the knowledge we have of Second Language Acquisition to improve our teaching practices? How can we truly help our learners with their communicative competence? Chia Suan Chong is a General and Business English teacher at International House London, where she also runs teacher training courses such as the CELTA and Cert IBET. Building on research conducted during and following her MA in Applied Linguistics, she is presents at conferences regularly on topics like English as a Lingua Franca, Dogme, Systemic Functional Grammar, and Intercultural Pragmatics. She is passionate about languages - she currently speaks 5 and is working on the next - and blogs regularly at chiasuanchong.com.