This information describes the contents of our famous Cookbook. It is not an event notice, so if you would like to know when a programme is to be offered, join our emailing list and like us on Facebook to receive regular updates.
If you would like a closed programme at your institution, contact us now.
Sessions from the 2016 Británico Cookbook Menu are either two hours or four hours in length, are additional to and can be taken in combination with the 2015 Menu. Please click here for general information on the Británico Cookbook. Please click here for the 2015 Británico Cookbook Menu.
Taking the Pain out of Pairing (target audience : EY – G12 teachers)
Pairwork activities are essential in the communicative classroom, and are invaluable when practising and developing oral production skills. However, too often they go badly and objectives are not met and in fact, they can often result in student misbehaviour. More often than not, such concerns can be avoided by smart pairing and this session will provide you with 10 new, tried and true approaches to pairing which are teacher-friendly and firmly provide the necessary task emphasis.
You don´t say – alternatives to he said / she said (target audience : EY – G12 teachers)
Young or developing creative writers start their basic reported speech and dialogues with the same construction, ´ “xxx,” he said ´ and ´ “yyy,” she said ´ which quickly becomes repetitve and boring. Simply adding in “asked”, “replied” and “stated” is not the answer, and can seem contrived or lacking in elegance, and formulaic and non-engaging for the reader. However, the emerging writer often lacks the vocabulary or the strategies to move on. This session shows a quick and easy, teacher-friendly approach which instantly improves student writing.
Learners picking their challenge: Tiered Tasks (target audience : G1 – 12 teachers)
Adapting existing activities in order to include different level of challenge according to your students’ various levels of proficiency can go a long way when teaching the ever-likely “multilevel class”. This session will propose ways to have your students work according to their individual capabilities while keeping them appropriately challenged. A morale booster for weaker students.
Quick Vocabulary Buildup (target audience : G1 – 12 teachers)
Different vocabulary-teaching strategies are applied within clear context, relevant semantic fields activated appropriately and every conceivable vocabulary teaching strategy tried in a boot-camp drill style. This session reviews fast-paced but meaningful activities aimed at keeping everyone busy for vocabulary items to stick, and catering to multi-level classrooms.
Sounds like music to my ears: Integrating Structures (target audience : G5 – 12 teachers)
Help your students enhance the flow of their production by raising their awareness of how different grammar structures combine, precede or follow each other. Why use a limited number of structures when you can make your message clearer by combining different ones? This session looks at what language goes with what, and what to expect after certain language has been used going from meaning to form and back to meaning at higher levels.
Learner-centered lessons – Task-based learning (target audience : G1 – 12 teachers)
Give your students a goal and they will try their best to reach it. At least, that´s our experience and we would like to share it. The best part? Learners must negotiate meaning and work together to reach thier goal.
Learner-centered lessons – Communicative learning (target audience : G1 – 12 teachers)
This session presents a number of strategies, each aiming at producing meaningful interaction among students. Instead of trying to have them discuss artificial or pre-selected topics, they discuss topics which mean something to them which enhances intrinsic motivation, as well as fluency and efficiency in their language skills.
Learner-centered lessons – Guided Discovery (target audience : G1 – 12 teachers)
Learners do not need to be spoon-fed. This session shows how to induce them to use their inductive and deductive powers (of which they not even be aware …) to enhance their learning, making the experience highly rewarding. They will realise they can do much more with the language that they had thought.
Learner-centered lessons – Test Teach Test (target audience : G1 – 12 teachers)
Have your students find out how much they know about a particular grammar point or a topic instead of assuming they do not know about it. Then, they will have the chance to strengthen their knowledge and practice, and finally they will be able to put language to good use. A rewarding experience for everybody involved, on both sides of the desk.
Fluency vs Accuracy: Helping our students gain both is our decision (target audience : G5 – 12 teachers)
That age-old dilemma seen through fresh eyes. You can decide when you want to help your students gain fluency and confidence in the language or when you want to raise their awareness of certain language features. What tasks help fluency? When’s a good time to focus on accuracy? When and how should I correct errors? All those questions answered and more…
White Board Maximising: Get that slab of paint to work for you! (target audience : G1 – 12 teachers)
It could become a giant notepad attached to one of our classroom walls used for jotting ideas randomly. It could be a vast blank space we feel compelled to fill. But what if it became a picture of a street or a train window to help us in class? Our whiteboards can be used as an effective tool for classroom learning. This session gives you effective ways to make the most of a resource we tend to take for granted and to overlook.
Grouping and Monitoring Effectively (target audience : G1 – 12 teachers)
You’ve got them working nicely in pairs or groups, now what? This session focuses on the role of the teacher in both planning meaningful activities and how the teacher can take advantage of these precious moments in the classroom to monitor individuals. We will look at the dynamics of pair and groupwork and different monitoring techniques.
Bottom Up vs. Top Down for Receptive Skills (target audience : G5 – 12 teachers)
Every day we listen and read for many different purposes, an important factor to consider when teaching receptive skills. This session demonstrates the difference between listening and reading, and then considers different types of classroom activities that help students get their heads around activating these processing skills.
Bottom Up vs. Top Down for Productive Skills (target audience : G5 – 12 teachers)
Putting Authenticity into Authentic Materials (target audience : G1 – 12 teachers)
Tired of the course book? Authentic materials can bridge the gap between the classroom and the ‘real’ world adding spice to your classes by giving students ‘real’ language to play with that not only challenges them but also boosts their confidence. We will look at choosing and adapting various types of materials that may suit your learners.
Welcome to my classroom: Get the most out of peer observation (target audience : G1 – 12 teachers)
In her resource book, Classroom Observation Tasks, Ruth Wajnryb says that, “Observation is a multi-faceted tool for learning.” Peer observation can be used as a valuable professional development tool when practiced in a supportive atmosphere. This session provides you with ideas to explore your teaching practice using observation tasks that consider collaboration, observation focus, reflection, and feedback.