Sessions / 101 Workshop (40 mins)
If extensive reading is easy or pleasure reading, intensive reading may be the opposite: the teacher selects slightly more challenging texts, and readers practice target skills and strategies when approaching the text. In many classrooms, the qualities of intensive reading may be more common than those of extensive reading, but how sure can we be that students are reading intensively? In this workshop, we’ll approach the defining goals and traits of intensive reading, including the common reading stages (before, during and after reading), lesson design considerations, and digital tools that could help teachers and students alike. As not all reading class contexts are the same, we may also discuss how elements of the intensive reading process can be adapted to the audience’s teaching context.
In this hands-on workshop, participants will learn some interactive and fun activities designed for the online or hybrid classroom. These activities can also be used in person if students have computers. Participants will have the opportunity to try out the activities and discuss how they may be adapted and applied to different learning contexts. Activities include radio dramas, collaborative quiz making, and other “games” that can be played in any learning platform such as Microsoft Teams, Moodle, or Schoology. All activities are designed to achieve language outcomes related to grammar, reading comprehension, or vocabulary.
This workshop gives attendees hands-on activities for students in the EFL classroom, not only for in-person classes but also for online classes. Regarding writing, input activities are indispensable for students to output their opinions, choices, and ideas; also, the activities should be suitable and practical. To make both input and output activities for writing, what do teachers need? This workshop will include samples of writing activities including stepped-writing, mini-debate, publication platforms such as Padlet, and classroom journals in order to offer audiences practice with such writing input and output activities. In addition, audiences will be able to use the writing activities for their own teaching contexts, either in-person or online, using these concepts. As a result, students can increase their motivation toward writing while being active through input-output activities. Written essays and other work done by students aged 13 to 17 will be shown in this workshop to illustrate the power of this writing concept.
Conversation Class 101 #1069
Have you ever walked into a university classroom full of unmotivated, low-level students who are seemingly unwilling or unable to participate in classroom activities? You are not alone. This very common problem has a simple solution. In this presentation, participants will learn how to design simple, student-centered activities that will get students talking with one another, talking with the teacher, and having fun. These activities are not only fun and engaging for university students but also a time-saving tool for busy teachers who are constantly lesson planning. This presentation focuses mainly on partner speaking activities that encourage students to use target vocabulary and add their own personally meaningful details to each answer. The end goal of this presentation is to maximize student talking time and allow students of all levels to participate meaningfully in conversation with their peers.
Presentation Skills 101 #1067
Presentation skills are a form of public speaking, and skills such as maintaining eye contact and providing effective feedback are important for the classroom. Whether you are a new or a very experienced teacher, everyone can benefit from this workshop. The presentation skills that will be included are eye contact, gestures, body language, vocal variety, clarity, audience awareness and engagement, comfort, filler removal, grammatical variations, speech/presentation planning, and how to evaluate and provide effective feedback. Additional information will be provided on how to continue using these presentation skills in the online setting and how to adjust them appropriately. Using the resources available through the Toastmasters International website, participants will have access to real tips that will help them improve their speaking. After talking about each presentation skill, participants will have the opportunity to practice it with a partner and evaluate each other’s improvement throughout the workshop.
Over the past year, many educators have seen classes move online due to health concerns. Educators and institutions alike have responded to this in a variety of ways, from embracing and encouraging the changes to resistance and insisting that language skills could never be taught online. However, this move to distance learning is neither new nor revolutionary. Distance education has been used for decades and is an increasingly popular alternative for learners who are unable to attend traditional institutes for a variety of reasons. In fact, having increased control over a speaking task's pace, environment, time, topic, direction and amount of preparation allows many students to excel when they would have otherwise floundered.
This presentation will discuss how various class systems and digital tools can be used to encourage active learning and focus on different speaking-associated challenges. In this context, active learning is defined as students who are engaged with the materials via both their knowledge of the language and through social connections. The ability to speak in another language is affected by several elements such as pronunciation, timed output, content and clarity, receiving and responding, and performance anxiety, all of which can hinder students' active learning. In traditional classrooms, students who struggled with one or more of these elements may have found they were unable to complete speaking tasks to the best of their ability or participate at all. Using a wide variety of tools and approaches, teachers are able to individually target these elements of speaking and encourage student self-evaluation, accountability, and independence.
Instead of fearing that increased distance learning will result in the devaluation of English teachers, we should instead use our skills and knowledge to improve the quality of teaching and keep moving forward with the times. Creating spaces and materials for active learning allows students to define their needs and challenges and allows for students with a wider range of skills to succeed in speaking tasks.
This presentation is brought to you by the MCALL Special Interest Group