Con la colaboración de la Consejería de Educación y Ciencia de la Junta de Andalucía

(1)VERY PRACTICAL; (2) PRACTICAL WITH THEORETICAL UNDERPINNING; (3) THEORETICAL WITH PRACTICAL EXAMPLES; (4) MAINLY THEORETICAL

Thursday 2 September

16:00 -17:00 registration

17:00 - 17:30 opening session

17:30 - 18:30 opening plenary

107 General
MICHAEL HOEY
'I won't say a word against grammar (though it's beyond belief)'
The traditional view of language is that it has a tightly structured grammar and a loosely organised (or disorganised) lexicon. In this paper I will argue that it is the lexicon that is tightly structured and grammar that is less systematic. A new theory of language will be proposed that focuses on the organising properties of vocabulary and its implications for language teaching and for English as an international language will be considered.

18.30 -19:15 break/exhibition

19:15 -20:45 workshops

106 Infants (1)
1. CLARE MEDWELL
Over the Rainbow
Red and yellow and pink and green, orange and purple and blue. The colours of the rainbow are a fundamental part of English for young learners. In this session we will look at a variety of fun activities to teach and practise the basic colours using songs, crafts, games and stories. Come and find the pot of gold at the end of the rainbow!

109 I.T.
2. ENDA SCOTT
Making I.T. work for you.
From games and flashcards to complete lesson plans and the power of real-world content and communication, the Internet provides enormous potential for language teachers. This talk aims at providing a very practical and realistic overview of these possibilities. There will be a handout.

103 GENERAL (1)
3. WAKIF BESHAI BOUTROS
Let's Try to Teach Interesting English Classes.
Let's look to English language as a communicative language. How can we have the 4 skills in one class without giving priority to grammar? Aren't students tired of filling notebooks with the same old sentences?

110 TEENAGERS/SECONDARY
4. KATHERINE BILSBOROUGH
Activating Teenagers: Ideas for giving students what they want in the classroom without moving away from the syllabus.
One of the main challenges facing Secondary School teachers is how to engage the students and encourage them to take a more active role in their learning. In this session we will try out some practical ideas for motivating teenagers in the English classroom. These ideas will be backed up by examples of work produced by my own teenage students.

111 SECONDARY, UNIVERSITY, ADULTS
5. MERVYN SMALE
Creative Uses of English
A limited vocabulary and a weak grasp of structures need not be a stumbling-block to learners of English. Come and discover how a little learning can go a long way.

105 PRIMARY
6. ROBERT QUINN

101 General (2)
7. HUGH DELLAR
Taking Revision and Recycling Seriously
If second language acquisition research tells us anything, it is that students need repeated comprehensible exposure to language in order to learn it. This workshop will consider how the way materials are constructed can help or hinder this process. We will then look at some practical ways of revising language which could be used with any course.

20:45 - 21:15 Break

21:15 - 22:15 Social Event
HOTEL GRANADA CENTER

BURLINGTON BOOKS & GRETA
Pub Quiz
Test your interculturality with a third round of this popular concoction of questions that Burlington have brewed up for us!

Friday 3 September

9:00 - 10:30 workshops

102 PRIMARY
1. VANESSA VIGNOLO
In Love: Happy teachers and their children.
Reconsidering the importance of our job will reconcile us with our pedagogical instincts. A Humanistic approach will help us to be ethical teachers whose main tools are stimulus and spontaneity. Only being relaxed we will able to create the right atmosphere. Make them love you and the language, and then… everything will be done.

111 SECONDARY/TEENAGERS/ADULTS (2)
2. PAUL McCONOCHIE
Lend Me Your Ears
'¡No he entendido nada!'. How many times have we heard this after doing a classroom listening? And playing the tape again doesn't seem to help. Are we testing rather than practising important subskills? In this session we'll be trying to find enjoyable, fun ways to exploit existing coursebook material and hopefully develop a positive attitude towards this important skill.

106 INFANTS/PRIMARY
3. MARGIE MARC
Using Nursery Rhymes and Stories in the Classroom (4 to 8 year-olds)
Nursery Rhymes are motivating and fun! They offer us a wealth of language practice activities for the classroom, yet are short and concise enough to make language learning both memorable and manageable at this early age. In this session we will look at a range of practical ideas and activities for getting the most out of the rhymes that we tell.

110
4. ALISON BLAIR/JANE CADWALLADER
title pending

203 SECONDARY/TEENAGERS/ADULTS (2)
5. MONICA MORCILLO
Reading : The Teacher Makes the Difference
In this workshop the role of teachers as a key source of encouragement for reading will be highlighted. Students are reluctant to read only until enthusiasm springs up! Using books from a reading series as an example, teachers will be invited to share their views and experiences and to go away with a few ideas to practise with their students.

108 PRIMARY (1)
6. CORALYN BRADSHAW
Games in the Primary English Classroom: Serious Fun?
How useful are language games? Are they a waste of time or valuable learning tools? Do games cause chaos or lead to a motivating classroom atmosphere? This workshop will look at the why, what, and how of using language games with children. There will be lots of opportunity for participation, discussion, and reflection.

112
7. ED COUSINS
Language Theatre Sports

104 BACHILLERATO (2)
8. HELEN STEPHENSON
Nuts and Bolts: Grammar at Bachillerato
The CEF reaffirms the importance of communication skills and learner autonomy. However, without a solid framework, the student has little from which to build these skills. In this workshop we look at how to consolidate and practise grammar in motivating and creative ways, developing students' productive skills without neglecting the nuts and bolts - the grammar - of the English language.

10:30 - 11:30 descanso/exposición

11:30 - 12:30 talks

203
1. MICHAEL HOEY (Heinemann)
19th century readers for 21st Century texts: How language learners underuse advanced learners' dictionaries
There are three types of reading: committed, shallow and targeted. 'Colony' texts like dictionaries are constructed to encourage targeted readings. The problem is that targeted readers tend only to find what they look for, and what
they look for has been modelled for them by their experience of bilingual and native speaker monolingual dictionaries. Thus modern advanced learners' dictionaries, rich in invaluable information about the way English works, are
being used as if they were just rather long-winded bilingual dictionaries. Learners need to give dictionary entries committed readings or at very least learn to target their readings more carefully.

112 GENERAL/ADULTS/TEENAGERS (1)
2. SAM PICKARD
The Burlington Speech Trainer
Imagine your students practising vocabulary, expressions and dialogues from their books…and receiving personalised speech correction at school or at home. Burlington makes this dream a reality! This session will be a demonstration of how the revolutionary new Burlington Speech Trainer works .

110 BACHILLERATO
3. JOSÉ ALBERTO ROMERO GARCÍA
Desarrollo y evaluación de las destrezas orales en el nivel de Secundaria. El gran "debate": ¿Es posible una prueba oral en la Prueba de Selectividad, P.G.B. o ...lo que venga?
Se hará un repaso a los resultados y conclusiones a las que se llegó tras una investigación a propósito de las condiciones en las que se pretenden desarrollar y evaluar las destrezas orales en los Centros de Enseñanza Secundaria públicos. A partir de este estudio realizado en la costa granadina, y que tenía como base la propia clase de inglés, los alumnos y los profesores, se intenta igualmente analizar el impacto que la Prueba de Selectividad tiene en todo nuestro entorno y cómo afecta a las destrezas orales.

111 SECONDARY/UNIVERSITY (4)
4. VÍCTOR PAVÓN VÁZQUEZ
La formación del profesorado de inglés de secundaria: una experiencia de prácticas en los centros de secundaria.
La formación de los profesores de inglés se encuentra a cargo de las Titulaciones de Filología Inglesa. Sin embargo, esta formación ha carecido de un programa de prácticas en los institutos, lo cual, unido al escaso número de créditos de carácter metodológico, ha dado como resultado una preparación a todas luces insuficiente. En esta charla daremos a conocer una experiencia pionera en España de prácticas de los alumnos de Filología Inglesa en los centros de Secundaria.

102 SECONDARY/UNIVERSITY (3)
5. MARÍA DEL PILAR MONTIJANO CABRERA
Evaluating EFL Students' Oral Performance: Invaluable, not Impractable!
Teaching the oral mode of the language currently constitutes a priority for FL teachers. Accordingly, it should also be evaluated fairly. However, factors such as lack of appropriate means, shortage of time, or uncertainty as regards effective techniques often lead teachers to neglect its evaluation. We'll present ways of making such an evaluation not only feasible, but also rewarding for students.

106 PRIMARY (2)
6. ELIZABETH FORSTER
A Chant a Day Keeps the Doldrums Away.
Chants and songs have long been recognised as fun and child-friendly tools in SLA. This talk will present a brief linguistic justification for this type of approach based on recent neurological studies on how the brain processes and produces speech. The main part of the talk will focus on how to make the best use of this pedagogical resource. It will include examples of chants and activities that facilitate the memorisation of the targeted language items and their subsequent exploitation in the corresponding communicative situations.

104
7. STEVE HUGHES
title pending

108 GENERAL (3)
8. TERESA FLETA GUILLÉN
Arguments in favour of data driven learning at an early age
In this presentation we will be looking at language production corpora from children who are exposed to English as a second language at school. We will show that at an early age, second language learning can be compared to first language acquisition in that children follow developmental stages in a data driven process.

206 PRIMARY
9. GEORGE KOKOLAS
Implementing the CEF at Primary Level
The Common European Framework of Reference for Languages (CEF) has now been widely accepted as a common basis for describing objectives, methods and approaches, skills, practices, and assessments in language teaching. This talk will show how the CEF can be applied when teaching young learners

12:30 - 12:45 break

12:45 - 13:45 talks

106 GENERAL
1. MARGIE MARC.
One Song, Many Voices: The Multicultural Classroom
In our classrooms there is an ever-growing number of children from different cultural backgrounds. The challenge for
teachers is how best to incorporate these children. In this session, we will look at practical activities and ideas that draw upon our pupils' knowledge and background. There will be a CD- ROM with lots of materials ready to print and use in class.

102 GENERAL
2. JEREMY BUTTERFIELD
From passive prop to active aid: helping students to make the most of their bilingual dictionaries
Far from being passive props that student's slavishly turn to when having a problem, bilingual dictionaries, properly used, can increase students' awareness of how English works differently from Spanish, languagewise and culturewise. This talk will provide practical exercises on making the most of a medium-size bilingual dictionary.

112 GENERAL
3. MERCÉ BERNAUS
Un proyecto transnacional para la diversidad.
¿Cómo se puede dinamizar el progreso de la comprensión y el dominio del lenguaje? ¿Cómo pueden los estudiantes aprender lengua entrando en contacto con distintas lenguas y culturas? ¿Cómo se pueden acrecentar actitudes positivas hacia otras lenguas, sus hablantes y su cultura? ¿Cómo se puede motivar a los alumnos para el aprendizaje de lenguas? Intentando dar respuesta a estos interrogantes, los participantes en los proyectos Evlang/ y Ja-Ling diseñaron materiales para alumnos de educación primaria y secundaria obligatoria que mostraremos y comentaremos en esta presentación.

203 SECONDARY
4. BEN WETZ
title pending

204
5.PAUL SELIGSON
Correction that works: a teacher's dream
Imagine how much more satisfying teaching would be if all the weekends and evenings that you give up to mark students' written work really made a difference! What if students actually remembered and learnt from your efforts? Oh, if only… This highly practical workshop offers a range of easy-to-implement techniques designed to make your marking more effective.

108 TEENAGERS/UNIVERSITY/ADULTS (1)
6. TOM SPAIN
David, the Director and Disasters - Developing vocabulary awareness in text using songs, stories and articles.
I will demonstrate ways of raising vocabulary awareness by using games and activities based on authentic texts. The activities involve pairs competing against each other to guess and/or predict vocabulary using all four skills to do so. The activities are suitable for teenagers and adults at Upper-Intermediate and above.

110 GENERAL (2)
7. DIANE NAUGHTON
Teaching them to Talk.
Why do we want students to speak to each other in the classroom? What are the real problems we encounter when we ask them to do this? How can we overcome these problems? How do we put theory into practice? This session will look at how we can guide students towards making greater use of communicative activities.

111 ESO (3)
8. INMACULADA SENRA SILVA
Portfolio and Writing Development in Secondary School Mixed-Ability Classes
The aim of this paper is to present some findings on the use of portfolio in secondary school mixed-ability classes based on my own teaching experience. First, I will present a brief theoretical background on mixed-ability classes and portfolio usage. Then I will show the development and results of a writing experience with three 4º E.S.O. groups.

104 General (3)
9. Mª CARMEN ESPÍNOLO ROSILLO
The Quiet English Teacher. Using Greene to Develop Narrative Awareness
A brief introduction will include a number of central categories of narrative illustrated by Graham Greene's The Quiet American (1955) and its filmed version (dir. Philip Noyce 2002). Practical tasks will engage participants in the adaptation of excerpts from the novel into brief fragments of screenplay and discussion of potential stagings. Conclusions will include suggestions of further tasks that enhance learners' awareness of written and filmed narratives.

13:45 - 14:45 Asamblea General de Socios

14:45 - 16:30 Lunch break

16:30 - 18:00 workshops

110 BACHILLERATO (1)
1. JOSÉ ALBERTO ROMERO GARCÍA
Propuesta de prueba oral para Bachillerato. Estudio de su viabilidad e impacto en el proceso de enseñanza-aprendizaje.
Este taller es continuación de la charla que se dio acerca del desarrollo y evaluación de las destrezas orales en Secundaria. Los asistentes recorrerán el particular "Camino de Santiago" que llevó el investigador en su experimentación con diferentes pruebas orales y el pilotaje que se hizo de ellas con alumnos de Bachillerato a lo largo de más de 10 años. Se debatirán las dificultades y problemas que ello conlleva (cómo, cuando, criterios de corrección...), aportándose las soluciones que se le dio a cada una de las cuestiones y mostrando ejemplos de tales pruebas y grabaciones de las respuestas de los propios alumnos.

203 ADULTS/ TEENAGERS/SECONDARY (1)
2. ADELINA LEAL OLIVA
Literature and History through Film in an English Class. We Can Do It!
We all know how difficult it is to introduce English literature and history into class in a way teenagers find interesting. We will propose different examples through films of how to draw our students' attention to the period of history or books films are based on so they can improve their knowledge.

112 SECONDARY
3. ROBERT QUINN
title pending

102 GENERAL
4. MERVYN SMALE
Games Children Play
In the world of the computer the school playground still echoes with songs, rhymes, and sayings English children have used for generations. Come and share them, and learn some you don't know.

111SECONDARY
5. MICHAEL DOWNIE
What Can You Do?
The workshop will reflect on three important questions: What does the Common European Framework mean to you? What does it mean for your students? How can it help? It will look at the key elements of the Portfolio, in particular the Autobiography (which contains the 'Can do' statements), the Dossier and the Passport.

17:00 - 18:00 workshops

106 INFANTS & PRIMARY (1º CICLO) (1)
6. GRUPO DE TRABAJO INFANTIL Y PRIMARIA
Ready, Steady, … Go! Part One.
En nuestro 3er año de funcionamiento, nos sentimos cada vez más convencidas de que para aprender inglés hay que aprender hablando inglés desde el primer día. Seguimos apoyándonos en el método de J.M. Artigal, sintiéndonos más seguras, al mismo tiempo que aplicamos sugerencias de nuestra práctica diaria en el aula.

108 PRIMARY (1)
7. MARIÁNGELES VELASCO SAYAR
A Birthday Party
A group of students, no more than 8, made a birthday party during a process that included other activities like: cooking, photos, painting, and modeling - to complete a whole afternoon at school, and that included parents as helpers. A different way of "learning by doing".

104
8. ANDREW CONEY
The Perfect Class
In this talk we'll be showing you how to give up-to-date classes, and how to keep your students motivated and keen to learn with news and current affairs-related articles. This is a practical talk with lots of useful class ideas, and which offer multiple tasks for exploiting language. What we're offering is a simple, effective and revolutionary way to teach English to learners of all ages.

204 SECONDARY/UNIVERSITY (3)
9. JESÚS GARCÍA LABORDA
Main Cultural Style Differences between EFL and ESP Writing Students
This paper will the focus on presents two practical approaches that can facilitate language acquisition and production in writing: The Collaborative approach and the Thematic approach also proposing a new perspective towards L2 cognitive development. This paper does not only intend to describe just the different cognitive styles, but also provide experimental evidence in the second part. There will also be a small debate.

18:00 -18.30 break

18.30 - 20.00 workshops

110 SECONDARY
1. VANESSA VIGNOLO
Full up Portfolios: Real Life English through Craftwork.
Craftwork is not just a childhood activity. When our students reach secondary, we forget about these interactive projects… maybe due to a matter of time. Let's stage a comfortable environment where everything is possible: Craftwork experiences promote authentic contact with the structures of language, enhance creativity, and motivate our kids to develop a feel for communicating.

111 GENERAL/TEENAGERS/ADULTS (1)
2. SAM PICKARD
Culture Clash
From Shakespeare and Hardy to Britney and Beckham! Language is culture. When a person is learning a language he or she is not merely absorbing the linguistics of the language, but everything to do with that language and the places it is spoken. In this session we will see a variety of activities which explore the cultural aspects of English without sending our students to sleep.

112 SECONDARY/TEENAGERS/ADULTS
3. FIONA MAUCHLINE
Testing and Homework for Humans.
Why is homework such a bore? Why are tests such a drag? What do we actually ask our students to do when we test them? Why is it so hard to get students to actually DO homework? Can't tests and homework be more motivating? This workshop will try to find some ways to take the 'ouch' and the 'zzz' out of testing tens, teens and grotty grown-ups!

104 SECONDARY (1)
4. FCO JAVIER ÁVILA LÓPEZ
Teaching Teens or The Myth of Sysyphus. Let's Break the Circle!
Teaching in secondary schools seems to be an endless and non productive work for many of our colleagues. Recent neurospychological information suggests affection might be the cornerstone to improve learning and get teachers free for their conviction. In the light of this research a number of activities are proposed for breaking the vicious circle.

106 PRIMARY / SECONDARY (1)
5. XARO MAS
¿ Una Clase de Inglés en las Jornadas?..y Mis Alumnos Emocionados Dijeron ¡ Sí ¡
En Pinos Puente aprendemos contándonos cosas nuestras que nos interesan, desde el 1er día, en inglés. Estamos sorprendidos con los resultados y vamos a mostraros cómo lo hacemos mis alumnos de 6º y algunos ex-alumnos de secundaria. También nos gustaría pensar con vosotros cómo podríamos facilitarles el paso de primaria a secundaria.

102 PRIMARY
6. MARIE CLAIRE SANDERSON (OUP)

108 PRIMARY
7. NINA LAUDER
In this session we will look at a number of fun and practical ways to improve pronunciation in the primary school classroom. Participants will share their ideas on ways of practicing pronunciation with young learners and will leave the session with a variety of short and easy activities (fingerplays, chants, songs, games) designed to work on rhythm, tone and enunciation.

204 GENERAL (1)
8. FRANCISCO JAVIER RODRIGUEZ VAZQUEZ
Teaching Unprepared
Given the fact that sometimes things go wrong in class, inspiration dries up or you have to subsitute someone at very short notice, this workshop aims to equip teachers with a number of practical ideas which can be done at the drop of a hat with a wide range of levels. Be prepared to take part!

20.00 - 20:15 break

20:15 - 21:30 social event to be confirmed

Saturday 4 September

9:30 - 12:30 Cine Forum

202 GENERAL
MARÍA MERCEDES GARCÍA GUERRERO
The Truman Show

9:30 - 10:30 panel presentation

205 GENERAL
ANTHONY BRUTON, FERNANDO TRUJILLO, ANDREW WALKLEY, VANESSA REILLY (to be confirmed)
Is Earlier Better?
Although it is a popularly held view, there is in fact little concrete evidence to prove that starting a foreign language at an earlier age results in greater proficiency later in life. On the contrary, given similar conditions, older students seem to learn more in less time. The advantages of starting the foreign language earlier at school seem dubious, if hours are then taken away from the subject at secondary level.

10:30 - 11:00 break

205 GENERAL
11:00 - 12:30 open debate
Is Earlier Better?
People representing the education authorities, the trade unions, the political parties, the publishing houses, the press, radio, and TV are invited to discuss the points raised in the panel presentations and to give their particular point of view.

12:30 - 13:00 break

13:00 - 14.00 talks

103 GENERAL (3)
1. HILARY PLASS
Learner autonomy and the European Language Portfolio (ELP)
This talk examines the concept of learner autonomy, a key element of the Common European Framework, and how it informs the Spanish versions of the ELP, with particular reference to the Biography. What are the implications for classroom practice and for teachers in educational establishments which opt to implement the Portfolio?
Sharing of experience is welcome, although knowledge of the ELP is not a prerequisite.

104 GENERAL (2)
2. LINDSAY CLANDFIELD
Louder than Words: Typical Teacher Body Language
Do you come across as relaxed and at ease in the classroom? Or do you give off signals of nervousness and discomfort? A teacher's body language speaks volumes about how he or she feels in class. In this talk I will look at typical patterns in body language of nervous teachers and of confident teachers. You decide which one you want to be!

109 SECONDARY (2)
3. JUAN RAMÓN GUIJARRO OJEDA & RAÚL RUIZ CECILIA
Queer-Friendly Perspectives in the EFL Classroom: Otherness, Literature and Cinema
Otherness is a complex phenomenon which encompasses religious, social class, gender, race, or sexual orientation differences. This talk will focus on the topic of sexual orientation as a valuable resource to be brought into the EFL classroom as a means to develop cross-curricular education. Since publishers are not aware of these concerns in textbooks, EFL teachers are to create their own materials to accomplish this goal.

110 ADULTS, UNIVERSITY TEENAGERS (3)
4. MARÍA DEL PILAR MONTIJANO CABRERA
Oral Homework?!? You Teacher Must Be ... Mad!
Most EFL students generally perceive homework as something dull and de-motivating and see no real reward in having to do it. A more effective approach towards homework on the part of teachers (including the setting of realistic and meaningful oral tasks) may bring about positive results not only in our students' communicative performance, but also in their attitude towards learning the FL.

111 I.T.
5. STEPHEN ENGLAND
Criteria for choosing the best computer based activities as supplementary material to teacher driven classes
His knowledge of most of the leading software programmes related to language learning in the world, and the major
issues related to their practical usage in combination with F2F classes shall be the centre of this talk where a number of examples shall be shown on screen.

106 GENERAL (2)
6. ANDREW WALKLEY
Exams, Grammar and Lexis: Debunking the myths!
Grammar dominates the EFL syllabus, yet corpora-based and SLA research reveal that the way language actually works is more complex - and more lexical - than tradition suggests. Exams are often quoted as a reason to retain the status quo. In this talk, I explore the degree to which Cambridge Exams do test grammar - and draw some surprising conclusions!

108 PRIMARY
7. VANESSA REILLY
Music makes the world go around
As the song goes, 'money makes the world go around? but music is a lot more fun and is also an important and necessary part of our culture. A well chosen song can create an English speaking atmosphere in the classroom, provide the children with useful language input and be fun at the same time. In this session we will look at using music in a variety of ways to make our job easier and make the language learning process more memorable for the children in our class.

112 SECONDARY (3)
8. JESÚS GARCÍA LABORDA
I Can't Stand It Any More: Un estudio de los problemas de profesores y Alumnos en su interrelación en el aula de ESO y Bachillerato en Inglés
Esta comunicación presenta brevemente los orígenes de problemas de tensión de alumnos en el aula de inglés en ESO y Bachillerato LOCE, se sugieren algunas ideas que pueden ayudar a solventar estos problemas y la charla terminará con un debate abierto entre todos los asistentes para darle mayor poder práctico.

14:00 - 16:00 lunch break

16:00 - 17:00 talks

103 GENERAL, ADULTS, UNIVERSITY (2)
1. EDUARDO DE GREGORIO GODEO
How to Make the Most of Your Texts in Class
This talk will present a text-exploitation methodology for both EFL teachers and self-students. In addition to discussing the sorts of texts and tools needed, attention will be paid to the resourceful use texts to enhance such variables as spoken-vs-written English, text types, register, grammatical and lexical structures (phrasal verbs, prepositions, collocations, idioms, false friends, linking words), spelling, punctuation, or dialectal features.

105
2. ANDREW CONEY
Swear Words & Classroom Teaching
Swear words are an important part of language that is often ignored in language teaching. We have some interesting ideas for analysing this language. There are worksheets and prizes for all participants. Warning: this is an X-rated talk that contains offensive language and includes an analysis of an extract from a Quentin Tarantino film (need we say more?).

104 GENERAL (4)
3. LINDSAY CLANDFIELD
Is it Safe? Sacred Cows in TEFL Critically Examined
A sacred cow is something that people think is too important to change, question or criticise. English Language Teaching has certainly had its share of sacred cows. Teacher talk time, avoiding the mother tongue, teaching with authentic materials, reading aloud and explaining grammar are some of them. During this talk I invite you to examine these, and other sacred cows, with a critical eye.

111GENERAL
4. MARK LEVY
Teaching: It's no joke!
In this sessions I'll tell you a few jokes and use these to make a few more serious points about teaching and learning. You probably won't be taking notes in this session, but hopefully you'll have a laugh and I'll give you something to think about!

106
5. ANDREW WALKLEY
Making Life Easier for Elementary Students
Many Elementary students get frustrated because they can't express themselves. They then say English is too difficult. In this talk I suggest that these difficulties are often exacerbated by the language we teach. To ease their troubles, we need to reconsider our syllabus, materials and expectations of accuracy. We could also reclaim some methods from days gone by.

112 ESO
6. GEORGE KOKOLAS
Personalising your Language Classroom
Students are more likely to be fully engaged and motivated if they feel that the tasks are relevant to their own lives and that their feelings, thoughts, opinions and knowledge are valued. The Language Portfolio provides the opportunity for self-expression, self- access and autonomy. This seminar will illustrate strategies to achieve a more personalized language classroom as well as give instances of how the Language Portfolio can be implemented

16:30 - 17:00

109 GENERAL (4)
7. HASSAN ALSHAMRANI
The Attitudes and Beliefs of ESL Students about Vocabulary Development through Extensive Reading of Authentic Texts
This presentation reports on a study conducted about the attitudes and beliefs of a group of ESL learners regarding extensive reading of authentic texts. It attempts to answer a group of research questions relevant to the following points: 1) attitudes and beliefs of advanced ESL students concerning vocabulary development through extensive reading of authentic texts; 2) strategies used; 3) benefits they think they gain; and 4) attitudes and motivation regarding whether they would continue to do extensive reading and recommend it as a means of vocabulary increase.

110 UNIVERSITY
8. ROCÍO MONTORO ARAQUE
Studying the metafictionality of cinema: A practical approach for the undergraduate classroom
Using the cinematic adaptation of the novel Possession by A.S. Byatt, I want to argue for the advantages of using a
multidisciplinary approach to the analysis of discourse. I suggest that incorporating cinema will not only
bring in a new genre, but also will be of use as a cohesive device allowing an eclectic perspective whereby all the disciplines
and techniques studied elsewhere can meet and be put into practice.

17:00 - 17:15 break

17:15 - 18:45 workshops

110 ADULTS / TEENAGERS / SECONDARY (1)
1. ADELINA LEAL OLIVA
Primary Activities Adapted for Secondary Education: Let's Have Fun!!
Using activities from primary education as examples, such as songs, chants, categories or TPR, we will develop them into secondary education activities in a way our students will have fun at the same time as they are learning.

109
2. PAUL MROCEK
Don Quijote: 400 years. A class celebration. Next year,2005, we will be celebrating the 400 years since the publication of the first edition of one of the most famous novels in Spanish and world literature: El ingenioso hidalgo Don Quijote de la Mancha. In this workshop you will be given some practical ideas on how to exploit this important event with your students, using songs, films, cartoons, a web quest, and so on.

105 INFANTS/PRIMARY (1)
3. GRUPO DE TRABAJO INFANTIL Y PRIMARIA
Ready, Steady, … Go! Part Two.
Seguimos apoyándonos en la metodología de Artigal y cada vez nos sentimos más autónomos a la hora de trabajar con él, aunque sin perder de vista nuestro objetivo fundamental: que nuestros alumnos hablen inglés y que aprenden hablando. Continuamos cuestionándonos nuestra manera de trabajar, reflexionando sobre la práctica y la teoría que la sostiene, y trasladando esta metodología a ciclos superiores.

111 TEENAGERS / SECONDARY
4. GRUPO DE TRABAJO DE SECUNDARIA
Descodificando imágenes en el aula de lengua Inglesa en ESO.
¿Sabrías sacar todo el zumo a una película? Pero, ¿sabrías sacarlo para usarla en clase? Y si es así, ¿podrías dirigirla a nuestros cada vez más motivados alumnos? Depende del número de "noes" ésta es o no vuestra charla. Tres "noes": imprescindible. Dos "noes": para no pedérsela. Un "no": bueno, se puede asistir. Todo "síes": ¿entonces, a qué esperabas para apuntarte al grupo y echar un cable, hombre?

103 GENERAL
5. MERCE BERNAUS
Title pending

106 PRIMARY
6. JENNIFER DOBSON
Kids Talk
Building from previous classroom experience in this area, we will be looking at what younger learners really want to say in English and giving practical ideas on how to do so.

108
7. PATRICK DEAS
Building Blocks for Dialogues

112
8. HUGH DELLAR
Doing More with Less.
The way we deal with the mistakes that students make when they speak and the kinds of questions we ask about the language in our coursebooks are two crucial - and often overlooked areas of teaching. This workshop will consider how we can do more teaching with less material and how our students can be our most valuable resource.

18:45 - 19:00 break

19:00 - 20:00 closing plenary

107 GENERAL
PAUL SELIGSON
Teaching Observed: 25 years' worth of reflections on teaching
One day you wake up and realise you've been teaching 25 years - ouch! This reflective, talk looks back over things I've learned by teaching and observing so many classes. It includes video footage of Spanish teacher's in action to illustrate
a range of useful, practical suggestions. A fun, silver jubilee talk - and I'm not referring to my hair!

20:00 - 20:30 break

20:30 - 21:30 theatre

107
INTERACTING EDUCATION & TRAINING
Around the World
They said it could not be done, that only a madman would attempt such a crazy journey but our hero Phileas Fogg and his faithful servant Passepartout accept the challenge and set off. On their travels they rescue many fair ladies in distress and manage to do lots of shopping. Always one step behind is the detective Mr Fix who in the end makes an arrest.

INSCRIPCIÓN EN LAS XX JORNADAS

GRETA
C/Natalio Rivas nº 1, 1º izq Oficina 2
18001 GRANADA
Spain

Teléfono: 958 20 20 11
Fax: 958 28 32 46
infogreta@yahoo.es