Международный семинар Hugh Dellar (London Great Britain) в Гимназии №32 г.Калининграда

English Seminar in the Gymnasium №32 in Kaliningrad

On the 2-nd of February 2018 the English Seminar was held on the theme: “ Perspectives: using TED talks to give teenage learners a voice of their own” for 4 hours at the Gymnasium №32 in Kaliningrad. Using of TED talks in the adults’ teaching English language with a new textbook “Perspectives”.

The Director of Cambridge Resource Center A.G.Averjyanova and the Director of company “Britannia in Kaliningrad” O.S.Ilyukhina with the information support of Каliningrad Regional Institute of Education Development have organized an interesting English Seminar with English teacher Hugh Dellar from London (Great Britain).

Exhibition-selling of new textbooks was organized during the Seminar’s work.

The speaker Hugh Dellar, the English teacher from London (Great Britain) has a teaching practice more than 25 years. He successfully сonducts courses of increasing qualification for English teachers all over the world, creator of materials and textbooks “Outcomes”, “Perspectives”, “Teaching lexically” Publishing House“National Geographic learning”.

At the Seminar Hugh Dellar revealed numerous advantages of “TED talks” in the English teaching to adults, told about TED integration methods into lessons and about how to аdapt the textbook chapter for one speach TED.

About Hugh Dellar and Andrew Walkley

Lexical Lab is Hugh Dellar and Andrew Walkley. They first met at University of Westminster, London in 1997 and have worked closely as teachers, trainers and materials writers ever since. At Westminster they designed and managed a number of different language and teacher training programmes including CELTA courses and Academic and Pre-sessional English and since 1999 have written published materials, largely for National Geographic Learning (NGL).

They have written two five-level General English coursebook series: Innovations, which was nominated for ESU award and two ELTons, and Outcomes, which is now in its second edition and has received widespread acclaim. They have also written the Upper-intermediate level of Perspectives, part of a new secondary school course (also with NGL) which features talks from TED.

As trainers and methodologists, they have been strongly influenced by writing about lexical views of language and practice connected with lexical approaches. This has led them to write a methodology book, Teaching Lexically, part of Delta Publishing’s multi-award-winning teacher development series. You can do a face-to-face course based on this material as part of our London Summer School.

They have written several teachers books and regularly write on teaching and language issues on their blog and for publications such as ETP, IATEFL Voices and New Routes. As speakers and trainers, they have conducted plenary presentations, talks, workshops and short courses in over 40 countries in Europe, Asia, the Middle East and South America. Their presentations and training has built a reputation for its excellent balance of theory and practical outcomes delivered in a highly engaging style. If you would like them to write something or provide a conference presentation contact andrew@lexicallab.

Here is a bit more about them:

Andrew has married with two children and live in North London with his partner and son, now his daughter has left home. He grew up in Birmingham and went to Nottingham University, where he studied English Studies. After that he went to Spain to teach English ‘for a year’ while he decided what he wanted to do with his life. It turned out he wanted to teach English! After that, he returned to the UK where he worked in various language schools and adult colleges and completed a DipTEFLA and trained to deliver CELTA courses. He then worked at the university for 17 years, with a four-year break when he went back to Valencia with his family. When he is not working, he played football twice a week, he cycled around the city and enjoy London, he grew vegetables on an allotment, he cooked, he collapsed in front of the TV.

Hugh has also married with two kids and live only five streets away from Andrew in North London. He grew up on the south coast of England and in South London and graduated in English Literature from Goldsmith’s College, part of the University of London, in 1991. Like many native speakers, he then drifted into language teaching, only really becoming serious about it during a four-year stint in Indonesia in the mid-90s. He returned to London to do his DELTA and then an MA TESOL and moved soon afterwards into coursebook writing. He worked initially with Michael Lewis and Jimmie Hill, the two men behind The Lexical Approach, a book that influenced him enormously. In his(far too limited) free time, he continues to play in a band called The Beatpack. He writes for a music magazine and DJ occasionally. He reads voraciously, he enjoys cooking, and is a life-long Arsenal supporter.

Hugh Dellar (University of Westminster) has published the textbooks:

1. “Hugh Dellar onlines “The Basic principles behind teaching lexically”;
2. Hugh Dellar “Teaching Grammar lexically”;
3. Hugh Dellar “Can I practice tell a thousand words?”
4. “Rethinking Grammar” by Andrew Walkley and Hugh Dellar;
5. Hugh Dellar “Lexical lab English book course 2017”;
6. Hugh Dellar “Teaching Grammar Lexically: Teacher Training Workshop”;
7. Hugh Dellar “A critical evaluation of classroom”;
8. Hugh Dellar onlines “The structure of teaching”;
9. Hugh Dellar “Twenty things in Twenty years”;
10. “The Lexical approach/Leslie Hendra’s secrets;
11. “Lexis, speaking and the Non-Native Speaker Teacher;
12. “English Grammar: “The Prepositions on, at, in, by”;
13. Hugh Dellar “Following the pattern: colligation and the need for a bottom – up approach to grammar;
14. Hugh Dellar “Describing a teacher development course in Yaroslavl: August 2016;
15. Hugh Dellar about “Native and non-Native English Speaking”;
16. Hugh Dellar “Teaching 1 of 3”;
17. Hugh Dellar “English Futures”;
18. Hugh Dellar “Can a picture tell a thousand words?”;
19. Hugh Dellar “Twenty things in Twenty years”.

Hugh Dellar - the author of books:

1.“Innovations Intermediate: A Course in Natural English”;

2. “Innovations Pre-Intermediate: Workbook”;

3. “Innovations Intermediate: Teacher’s Photocoptable Resource Book”;

4. “Innovations Intermediate Workbook Hugh Dellar and Andrew Walkley”;

5. “Innovations Pre-Intermediate : A Course in Natural English;”

6. “Innovation Upper-Intermediate: Course-book”;

7. “Innovation Upper-Intermediate: Teacher’s book”;

8. “Innovation Upper –Intermediate: Teacher’s Photociable Resourse”;

9. “Innovations: Elementary: Teacher’s Book”;

10. “Innovations Elementary Workbook Hugh Dellar and Andrew Walkley”;

11. “Innovations Advanced Workbook with key”;

12. “Innovations Intermediate ( audiobook CD).

At the beginning of English Seminar of Hugh Dellar in Kaliningrad Gymnasium №32 English teachers have listened his new Setting up speaking activities:

The first lecture of Hugh Dellar

1. Ensuring students speak

• Providing opportunities for students to speak is thing;
• Students may not see the point of speaking tasks;
• Certain students may occasionally refuse to talk for purely personal reasons;
• There may be too few questions and/or ;
• They are all yes/no questions;
• They are too obvious (e.g. Say what’s in the picture);
• Students don’t have sufficient life or cultural knowledge;
• The task is too open and students are unclear what they are supposed to say;
• The task requires too much imagination and/or knowledge to be done spontaneously;
• Students don’t see the point of the task, because it doesn’t relate to.

Hugh Dellar suggested to look at some different ways that teachers may ensure speaking activities “work”.

• The teacher models the task by giving their own answers to some/all of the questions;
• The teacher writes extra questions;
• The teacher gets on the board role play in L1 first students to do. Then helps with some translations before they do it again in L2.
• The teacher explains the purpose of the task;
• Before starting the task, students write notes and look up words they want to use in a dictionary;
• The teacher corrects some language or teaches something new, based on the students speaking;
• The students repeat the task they did in a previous part of the lesson or in a previous lesson – with a new partner.

1. Preceding language

• One of the main starting points for handing speaking tasks effectively is thinking about exactly what you would say when doing a particular task - and what you imagine others;
• Alternatively, you may find there’s potentially a lot to say, to be able to;
• Elicit or highlight some useful language as you go through the answers;
• Highlight some language as part of your model;
• Be more attuned to what students look at the following tasks. Think what might be said about in each. Remember, we want at least, phrases.

1. In pairs, tell stories about bad journeys you’ve had.
2. Discuss these questions:

• Where did you grow up?
• How do you get on with the rest of your family?
• Has anyone over fallen out in your family? Why?
• How often do you eat out?
• Where do you go?
• What are you looking forward to doing at the moment? Why?

1. Modelling tasks:

We can support students with speaking tasks by modelling. It’s easiest to model tasks that involve answering questions, commenting on statements, telling a story etc.

• Modelling helps in a number of ways;
• It shows students how you expect them to answer;
• It can reinforce the purpose of the task;
• It can allow you to feed in some new language, writing;
• You can support students furthely asking 1 or 2 of them for own ideas in front of the whole class and then helping with any new language they may need. You might write some of his language up on the board.

Hugh Dellar suggested us to think of a story about a scar we have, or an accident we once had. Then to write down the story and underline words/phrases that we think would be useful, for other telling similar stories.

• And to tell the story in groups. As we do, emphasise the key language orally and/or with the language down.
• To get collegues to tell their stories.
• Compare the language we noted down and choose 5 phrases/chunks that we think would be most useful for students.

Feedback on speaking

1. Cheating

• a central purpose of speaking activities is the opportunity they afford teachers to teach new language - or new aspects of language students already half – known;
• ideally, this teaching will rappon in response to specific things you hear students try to say. However, it can be hard to hear what students try to say. However, it can be hard to hear what students trying to say;
• Being able to note gaps in student output on the board;
• Given this you might want to cheat. Use some of the language you preceded students might use;
• This is justifiable – and better then giving.

1. Engaging the students

- write me may sometimes “cheat” when giving feedback to a Speaking task;

- did tell you I’m going to Mexico in summer?

- did I tell that x and y are splitting up?

- did I tell you I’ve got interview for that job I applied for?

- my girlfriend’s dumped me;

- I failed my exams;

- I’ve got a scholarship to study at X. Wow!

The second lecture of Hugh Dellar

TED Talks Perspectives:

Using TED Talks to give teenage learners a voice of their own in English.

The benefits of working with TED

• Talks about a wide range of topics of concern to anyone growing up in the modern world.
• Delivered by both native and so-called non-native speakers in a range of accents.
• On topics that are both incredibly local and yet somehow are also global.
• TED: a platform for global voices and a promoter of the global community.

Advantages of TED for classroom

• Many talks are short, accessible and full of comprehensible input.
• Traditional listening, short scripts, written to present language. It’s safe with familiar words and structures.
• Listening outside of class really isn’t like that.
• Ungraded, fast, connected, fragmented, meaningful.
• Listening is hard in real life; it sometimes needs to be hard in the classroom too.
• However, the interest faster.

Yet more advantages of TED for classroom

TED Itself ensures talks are accessible.

Discuss in groups

• Do you ever watch TED Talks for pleasure? If so, do you have any favourites?
• Have you ever used TED Talks in class? If not, why not?

If so which ones. What did you do with them?

Content for teens

• A lot of traditional EFL content can be problematic with teens.
• TBD – derived content offers neutral set of topics to discuss.
• Ideas are open access and democratic and anyone can have them.
• The topics TED covers…

Avoiding overkill

• Rather than letting one task dictate the content of a whole 6 spreads.

Then we watched the video of the Safwat Saleem talk and decided what we could do; authentic listening skills; why we keep speaking even when people mock our accent.

Normal is simply a construction of what we’ve been expeed to and how visible it is around us.

Also we watched the video and worked in groups, read a conclusion of Saleem’s talk and discussed the questions; watched the clips from the TED talk; discussed what we normally do before, during and after student speaking slots – and why.

We would know our perspectives in English:

• How do we feel about our own accent in English?
• Would we like to change it at all?
• What would be a “normal” accent for us?
• Critical thinking understanding other perspectives.

The English teachers of Kaliningrad and region were interested in National Geographic learning that Hugh Dellar presented.

At the end of the English Seminar Hugh Dellar has invited all English teachers of Kaliningrad and region to visit the National Geographic Learning English Teaching. And welcomed to the National Geographic learning teaching Catalogue 2017.

National Geographic Explorers not only display the traits of curiosity and perseverance but are also the living embodiment of our values at National Geographic Learning - those of being a responsible global citizen, using 21-st century skills to succeed and being effective learners. So who better to use in that English Language Teaching where those are all desirable outcomes materials. That why national Geographic Explorers feature titles through their work, their research and their photographs. The newest title - “Impact” – uses them to particularly strong effect with teenage learners of English where their inspiring work and determination can speak volumes to these developing adults. We can find more about how they feature in this Catalogue 2017. And learning a language is like an exploration - it’s a long road but it’s incredibly rewarding – especially if we’ve got the best tools for the job. National Geographic Learning is a proud sponsor to Heart ELT for more information.

So Hugh Dellar advised to view as we are all explorers.

At the end of Hugh Dellar’s Seminar in Kaliningrad the English teachers have received the Sertificates on the theme: “Perspectives: using TED talks to give teenage learners a voice of their own” («Использование TED talks в обучении подростков английскому языку на примере нового учебного пособия “Perspectives” в объёме 4 часов).

Sites:

1. www.lexicallab.com
2. www.facebook.com/hugedellarandrewwalkley
3. www.facebook.com/NGLearningUK

4. [email protected]

5. [email protected]

6. NGL.Cengage.com/ELT

1. @NGLearningUK
2. heartelt.org
3. www.hughdellar.wordpress.com

10. www.youtube.com/NGLearningUK