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1st ELT Conference

1st ELT Conference

 
  
 
   
  
   
   
   
 

1. PROPOSAL FORM (CLICK) 

 

 1. Assoc. Prof. Dr. MEHMET ÇELİK - HACETTEPE UNIVERSITY - TURKEY

BIOGRAPHY

Dr Celik graduated from Selcuk University in 1986 with a BA in ELT. He did his MA and PhD in Linguistics at La Trobe University in Melbourne, Australia. He has been working as a lecturer and teacher trainer at the ELT Department at Hacettepe University for about 13 years. He is the originator of a technique called “code-mixing” for teaching vocabulary. He is the author of two books: Linguistics for Language Teachers and Stress and Intonation in English.

ABSTRACT

INTERESTING WAYS OF MOTIVATING LEARNERS

Motivating learners is at the heart of language teaching, a responsibility which mostly falls on the shoulders of the teachers. The speech will list and explain several practical ways of motivating learners, each of which could be suitable for various age groups. Among them are story telling, nursery rhymes, staging a play, fairy tales, excursions to historic places, arts galleries, and places of culture, music chorus, e-mail groups, silent video clips, poetry, introducing another language, and language of football.  

TARGET AUDIENCE:

Primary school teachers

Secondary school teachers

High school teachers  

2. Asist. Prof. Dr. YAKUP ÇETİN - FATIH UNIVERSITY - TURKEY

BIOGRAPHY

Dr. Yakup Çetin, as instructor and author, has been involved in Foreign Language Teaching for more than 15 years. He presently teaches in the Department of Foreign Language Education at Fatih University, Istanbul. His interest areas are second language acquisition, Total Physical Response, vocabulary learning, and reading comprehension.

ABSTRACT      

Topic: PLEASURE LISTENING

The contribution of listening skill to first and second language acquisition is unquestionably great. In the 1980’s, it became rather fashionable, when Krashen (1982) overemphasized the significant role of comprehensible input in second language acquisition process. Since then, theoretical, empirical, and practical aspects of listening activity has been investigated in order to assist second language learners in the mastery of a new language. Findings from linguistics, psycholinguistic, cognitive science, semantics, and discourse analysis have been shared to understand different listening types, processes, strategies and so on. However, it seems that the pleasure part of listening activity, for some reason or other, has been overlooked, for it is hardly possible to find any study which promotes pleasure listening in second language. Even though much has been reported on pleasure reading also known as free voluntary reading, or recreational reading; not much is known about listening for pleasure. Similar to pleasure reading, if second language learners are encouraged to listen to self-selected listening material appropriate to their interest and level, they may easily acquire almost all language skills. In other words, if learners engage in free voluntary listening activities such as listening to popular music, soap operas, interviews, talk shows, and etc, they may most probably speed up the second language learning process. Therefore, this study aims to revive the importance of listening skill, particularly pleasure listening with theoretical and practical examples along with quantitative and qualitative data collected from interviews, surveys, and personal testimonies. 

TARGET AUDIENCE:

Primary school teachers

Secondary school teachers

High school teachers

University teachers

3. Dr. VOLKAN ÇİÇEK - -Erbil - Iraq

Dr. Volkan Cicek was born in Munich, Germany. He received his B. Sc. degree in Chemistry from Bosphorus University in Istanbul, Turkey. He worked in Istanbul in private sector as chemistry teacher, as exportation executive and as stock exchange dealer for more than four years. After that he worked abroad teaching chemistry and science in English in Moldova, Romania and Hong Kong for two years. He received his Phd degree in Inorganic Chemistry from Oklahoma State University, US where he also worked as teaching and research assistant for five years. He has presented posters and made speeches in many pentasectional, regional and national American Chemical Society meetings in America. His work in these conferences are published as conference proceedings. Consecutively he got licensed and worked as a chemistry teacher, science department head, assistant principal, and vice principal in public schools for one year in each occupation totalling close to four years in the states of Oklahoma and Texas in United States. Dr. Cicek moved to Erbil, Iraq in January, 2010 and is the current Dean of Faculty of Education in Ishik University.

ABSTRACT  1    

Topic: CLASSROOM LANGUAGE / TASK BASED

In this presentation, commonly used phrases are categorized based on the regular daily tasks of the teacher in the classroom, which are;

Beginning a lesson,

Calling out to students

Encouraging students to speak (Inquiry); general, stimulating, eliciting an answer, eliciting an explanation, clueing, praising words

Giving Instructions for group work, for homework/assignments, for tests/exams

Transitions; checking understanding, giving examples, summarizing/concluding

Ending a lesson

ABSTRACT  2   

CLASSROOM LANGUAGE / DISCIPLINE

In this presentation, phrases commonly used in interactions regarding discipline and classroom management issues are presented in the following categories;

Classroom management / Interactions with the entire class

Classroom management / Interactions with individual students

Interruptions / Interactions with the entire class

Interruptions / Interactions with individual students

General reminders for teachers; important facts about classroom managements are presented.

In "What not to say to a student" and "communication with parents" categories, a few possible dialogues between teachers / students and parents are exemplified with both right and wrong versions.

"Misbehaviors of teachers" slide summarizes some of the unwanted characteristics of teachers.

ABSTRACT 3

CLASSROOM LANGUAGE / TERMINOLOGY

In this presentation, many examples of school jargon/acronyms are presented related to the educational concepts as they are seen in the K-12 public educational system in the United States of America. This section is followed up with examples to general phrases that are highly likely to be used in a school environment mostly with other colleagues.

4. ABDULVAHAP OSMAN  -Kirkük - Iraq

Topic: ENGLISH LANGUAGE TEACHING SYSTEM in IRAQ PRIMARY and SECONDARY SCHOOLS 

ABSTRACT  .......

5. EMINE BALA - ISHIK UNIVERSITY -Erbil – Iraq

BIOGRAPHY

She graduated from Erciyes University, English Language and Literature. She worked as an English Teacher in Istanbul and Moscow.  She has attended several teacher training courses like Connecticut University in the USA, East London University in England. She is currently teaching English as a Second Language in the English Preparatory School at Ishik University in Erbil.

 

ABSTRACT

Topic: VISUAL MATERIALS in TEACHING GRAMMAR - SECONDARY SCHOOL

While studying grammar, students often have trouble with acquiring the new rules and they usually have a great difficulty to understand the correct usage. It has always been a confusing issue for students to adopt the newly taught topics in their productive skills. In order to prevent occurrence this kind of problems, teachers should vary the teaching techniques in the classroom atmosphere.

There are several ways to make this process easier for students. The most effective one is using visual materials. Visual aids in grammar teaching have  a crucial role for effective and long term learning. Researchers claim that students remember what they see more than what they hear .

Primary & Secondary School Teachers

Teacher Trainers

6. TANER ILGIN - ISHIK UNIVERSITY -Erbil - Iraq

ABSTRACT

Topic: THE PROBLEMS THAT TEACHERS FACE WHEN TEACHING PHRASAL VERBS

ESL (English as a second language) teachers have problems teaching phrasal verbs in English language. Based on my research and experiences I gained during my teaching, English language teachers can face serious problems about teaching the phrasal verbs. The aim of this presentation is to highlight the problems that teachers face and find the solutions to these problems.

7. BASAR BATUR- ISHIK UNIVERSITY -Erbil - Iraq

BIOGRAPHY

He was born in Turkey in 1979. He studied American Culture and Literature at Hacettepe University, Ankara. After graduation, he came to Iraq and worked in Suleymany, Kirkuk and Erbil as an English Language teacher. He is still working at Ishik University as an instructor and head of Language Center. He is studying on master in Educational Administration and Supervising.

ABSTRACT

Topic: SMART in ELT

My presentation is about smartboard usage in ELT. The advantages of using smartboard in ELT classes is discussed and some examples is shown in this presentation. I will send a complete abstract later. 

 TARGET AUDIENCE:

Primary school teachers

Secondary school teachers

High school teachers

University teachers

Teacher Trainers

8. EFTEKHAR TAWFIQ ABDUL MUHSIN- AL WAHDA PRIVATE SCHOOL-SHARJAH - UAE

BIOGRAPHY

I am an English language teacher, graduated from the University of Basrah – College of Arts – European Languages Department. I started my career as a translator and interpreter. Then I moved to live in England for 3 years. During this period I studied in London University. Coming back to Iraq I taught English for intermediate and high school students for about 7 years. After that I taught at the University of Anbar – College of Arts and College of Islamic Studies for 4 years. In 2005 I went to the UAE and joined Al Wahda Private School in Sharjah. I taught English for 5 years for all the levels from grade 5 to grade 12 (American curriculum) Harcourt and Trophies. I also gave special classes in Islamic and Social Studies for foreign students. A month ago I came back from the UAE. During that period I went through many training courses and workshops at the British University in Dubai in addition to other courses arranged by Harcourt Training Centre in Dubai- UAE.

ABSTRACT

Topic: WRITING TECHNIQUES

My presentation is about the writing techniques which should be used by English Language Teachers to teach their students HOW TO WRITE in English. It will help teachers of English to better teach writing and students to learn how to start writing, and organize their ideas before starting to write. As most students don't like writing courses because they don't know how to write and moreover most teachers don't know how to teach writing. Therefore, these techniques will be of great help.

TARGET AUDIENCE:

Primary school teachers

Secondary school teachers

High school teachers

Teacher Trainers  

9. IBRAHIM NISANCI- FEZALAR EDUCATION - Erbil - IRAQ

BIOGRAPHY

Ibrahim Nisanci is a graduate of Hacettepe University; English Language Teaching Department and has been involved in teaching English for six years in three different countries; Kosovo, Bosnia, and Iraq. He attended some teacher training seminars. He is currently teaching at Isik College. His interest area is using and preparing authentic materials for EFL classrooms such as; songs, TV shows, and movies.

ABSTRACT

Topic: USE of MOVIES and TV SERIES in EFL CLASSROOMS

One of the most difficult roles for teachers of English is motivating the students especially those who are indifferent. In the beginning of Second Language Learning process, everything seems quite interesting for learners. As the time passes by, it becomes less exciting. Using TV shows and movies can help teachers to have more enjoyable lessons. In a usual classroomatmosphere, after some time students find course books quite boring, teachers of English also look for new, exciting and useful activities that course books can’t provide any longer. At this point whatexactly both students and teachers can benefit from is a well prepared video lesson. In this presentation, some examples of the video lessons, which are prepared from real movies and TV shows-series-in order to practice English, will be introduced. 

TARGET AUDIENCE:

Secondary school teachers

High school teachers

Teacher Trainers  

Learners

10. ABDURRAHMAN AHMAD WAHAB  - Erbil – IRAQ

BIOGRAPHY

Born in Baghdad (1980). I live in Erbil since 1991 where I completed most of my education. Graduated top on my class, College of Arts, English Department at Salahaddin University (2003). Have worked as a translator/language assistant for different NGOs/foreign journalists in Erbil. I teach English language since 2002. Won a Fulbright scholarship (2005) to USA for Master of Art in English at UMASS-Boston. Worked as English Language teacher at Cihan University (2007-2008). I am an Assistant Instructor at Soran University.

ABSTRACT

Topic: 

A SAMPLE PLAN for TEACHING SHORT STORIES to COLLEGE STUDENTS of ENGLISH in KURDISTAN

The paper is a sample plan for teaching short stories to college students of English in Kurdistan.

 It offers an effective approach to teaching English by focusing on the literary aspects of the texts chosen rather than the very English language. This paper also offers new literary techniques and format that are very practical for EFL students and teachers in order to engage them in critical thinking and create the culture of student ownership of their own learning and education.

 The paper consists of four major components:

The Pedagogy

Sample Syllabus

Sample Class Plans

Sample Final Assignment

Each component is complementary to the other; together they form a balanced five-week-plan with specific focus and aims. The pedagogical essay explains the overall philosophy of the class and the reasons behind choosing the stories in their order. The sample syllabus outlines to the point the steps by which the class progresses and the division of its components. The sample class plans explain the format and methodology of each class along with the specific technical focus of each week. The sample final assignment, finally, brings the plan to its pedagogical conclusion with an assignment that puts in work the communication abilities, especially reading and writing, which the class offers to students.

TARGET AUDIENCE:

University Teachers

Teacher Trainers  

11. BAGHAWAN MAJED BAKAL - KURDISTAN PREPARATORY SCHOOL for BOYS - Erbil - IRAQ

 BIOGRAPHY

 I was born in Erbil City in 01/2/1965 . I fnished my primary and preparatory schools in 1981 . I entered the college of arts at the University of Baghdad in 1982 till 1986 . During this period, I translated many poems of John Dryden & Alexander pope .

After my graduating I opened an office for translating documents , essays , certification and two plays into Kurdish Language:

1.The Two Executioners

2.Bad Luck Both of them are Issued in Raman Magazine

I was appointed as a teacher of English in 1990 in Erbil Capital of Kurdistan .

From 1996-1997 I took a licence for running a branch of NGO under the name of (Help the Kurds) as a translator of Erbil branch.

From 2001-2002 I became a program Director of Erbil branch of another NGO named "AMERICAN SOCIETY FOR KURDISH " from this period we have done so many social activities and holding so many assembles a bout human rights and freedom of women and democracy . publishing UN books on Human rights:                

1. Discrimination against women  

2. Childrens rights

3.The international Bill of Human Rights .

In 2/10/2003 opening (Zhyar Institute) for private learning : its main objective is to learn Kurdish citizens foreign languages: English , German , French , Turkish , Persian , and Arabic: Reading , writing and playing football are my preferable interests.

 ABSTRACT

Topic: 

A SAMPLE PLAN for TEACHING SHORT STORIES to COLLEGE STUDENTS of ENGLISH in KURDISTAN

 This study deals with the analysis of errors made by Kurdish students in high schools in the formation of both the simple and complex English verb phrases. The study investigates the basic structures of the English verb phrase in declarative utterances only .It has been found that the English verb phrase is problematic to Kurdish students in high schools this can clearly be seen from the size and types of errors made by students . The ultimate aim of the study to account for the reasons that make students commit the different types of errors in order to help teachers correct their students’ errors in a clear and systematic way. Throughout my teaching experience I have found that learners in Kurdistan high schools encounter many difficulties in forming the English verb phrase. Because of the complexity of the system of the verb phrase, learners are liable to find difficulties in choosing the correct form of the verb phrase  in correctly combining its constituent elements . not only do Kurdistan learners commit errors of various kinds in the area of English verb phrase  but also do most learners of English as a foreign language . This study falls into three chapters. Chapter one is an introduction. It contains the problem,  definitions of terms , aims and significance of the study. This chapter also states the Limitations of the study and the procedure followed in carrying it out .Chapter two discusses the basic structure of the English verb phrase. It presents a survey of the classes , namely the primary auxiliaries, and modal auxiliaries . This chapter also presents the types of errors and discusses the sources of errors made by students. Chapter three includes the conclusions arrived at from analyzing test results , from interpretation of results. It also includes suggestions deduced from these conclusion so as to help teachers correct their students errors .This information is especially useful for teachers in training who have little experience in teaching and hence should be better acquainted with problems which they would encounter at schools. Being aware of the types, reasons , gravity and size of errors , teachers would be able to understand and remedy their students errors in a better and more systematic way . Consequently, errors due to Language interference could be explained in terms of contrast, whereas overgeneralization errors, for example could better be explained within the English language itself. The typology of errors arrived at in this study could also be compared with errors made by children acquiring English as their mother tongue or with errors made bye learners with different language backgrounds. 

TARGET AUDIENCE:

Secondary school teachers

High school teachers

University teachers

Teacher Trainers  

12. Dr. FATIMAH R. HASAN BAJALANİ- ENGLISH DEPARTMENT - COLLEGE of LANGUAGES - SALAHA - Erbil - IRAQ

 BIOGRAPHY

I am an English teacher since 1980 and now an assistant Professor in Curriculum and methods of teaching English at the University of Salahaddin. I participated in ten conferences on different topics including teaching English, developing curriculum and teaching quality assurance in Baghdad, Duhok, Erbil, Jordon, Egypt, and Malaysia. I participated in a ten-week course in the faculty exchange project with Appalachian State University in North Carolina, USA/2009 and presented many lectures to BA, MA, and PhD students at this University during my visit. I published more than 15 papers on Teaching English, Error Analysis, Evaluation, etc. I supervised many MA and PhD students and examined other students’ theses and dissertations.

 ABSTRACT

 Topic: 

 ENGLISH CURRICULUM DEVELOPMENT at UNIVERSITY LEVEL

In Kurdistan there is an urgent need for reforming curriculum and improving the methods of teaching at the university level. Because critical analysis of philosophies of teaching have only rarely been addressed, conducting such a study will provide impetus for fulfilling this aim and this urgent need.

The philosophy of teaching should look at teaching as both science and an art that involves knowledge, pedagogy, judgment, sensitivity, and intuition. Learning is socially constructed and both teacher and students are partners. According to the teachers, students’ success reflects their teaching effectiveness. Teachers have to take the risk to change and innovate. Creative thinking should be their goal; all the techniques used should serve this purpose. Creating the environment for creation and discovery of knowledge is much more important than delivering knowledge. This means preparing students for long life and sustained learning.  Students are to be treated with dignity and respect and they need to meet their needs.

To start implementing this we need a good syllabus for each course in the curriculum. The syllabus is a valuable plan for teachers and students and every requirement needs to be written in details such as aims, items and topics to be studied, methods of teaching used, requirements of the class, assignments, evaluation and distribution of marks, and list of readings. The techniques also should vary from lecturing, brainstorming, question and answer, discussion group work to problem solving. In addition, we can ask students to read a book, a story, an article or passages related to their material or a chapter of their material, comment on them, give their own point of view, and write their reflection on the readings. Sometimes they may  add a clip related to the topic to their power points for more entertainment, and then they give their own conclusion.

Another point to consider to fulfill this philosophy is students’ evaluation which depends on the course, teacher and, department and includes formal and informal tests, projects, reflection on articles or chapters of books (book reviews), assignments, conventional exams, and attendance. There should be some centers to help students develop such as writing center and National Center for Developmental Education that gives remedial courses for unprepared students.

When I tried to follow what I mentioned previously as a pilot experiment with my students this year I noticed that the students need encouragement and follow up. I worked on the steps that they needed to follow and on helping them to understand their responsibility for their own learning every lecture. I also noticed that students lack motivation to learn and to improve because of some internal and external reasons. This is because they feel that serious learning does not happen inside the class, no one appreciates their participation and efforts in the class, instead, some written  and traditional exams determine their future , all students are appreciated equally whether prepared or not, all can pass at the end and all can get jobs. When they graduate the marketplace, whether public or private, does not employ them according to quality. I believe that major problems can be solved if the focus of the courses is on the process of learning and on students’ learning outcomes and not on the coverage of material. I also noticed that teachers need continuous training and follow up in order to be always prepared to take risks and be aware of the current development in their field.  Because the process of change is slow, teachers and students need to be patient and celebrate small successes. The whole process needs some active, initiative, creative and serious teachers to carry the responsibility and become models to be followed.

TARGET AUDIENCE:

Primary school teachers

Secondary school teachers

High school teachers

University teachers 

13. MEHMET AGPAK  - ERBIL - IRAQ

 BIOGRAPHY

Mehmet Ağpak graduated from English Linguistics Department of Hacettepe University in 1991. Since then he worked in different schools of ELT divisions. He worked as a teacher and ELT Coordinator of Private  Serhat Shools in Van, Turkey. After that he  worked as a lecturer at Fatih University, Istanbul-Turkey for thirteen years. Besides lectures, he was responsible for Research and Development Center. He also worked there as an Assistant of Director and Coordinator of B Level. From August 2010 to present, he has been working as a lecturer and Director of Preparatory School, lecturing different skills at various levels at Ishik University. Mr. Agpak compiled two books “Just Listen” and “Essay Writing”. He is interested in photography, writing and Web log.  

 ABSTRACT

Topic: JUST WRITE, ENJOY WRITING 

Without any doubt, teaching writing is one of the most pleasant parts of language teaching. Most writing teachers are proud of themselves when they see the level their students have reached by the end of term. However, writing teachers usually meet different serious problems. Some of those problems are concerned with the learners’ different aptitudes to writing and students some of whom are having writing difficulties even in their mother tongue.

Probably the biggest thing that we can make our writing lessons enjoyable, funny, and attractive. In my presentation, I would like to share some of my experiences about these topics.

TARGET AUDIENCE:

Primary school teachers

Secondary school teachers

High school teachers

University teachers 

Teacher Trainers   


 

 

 

 

 

 

1. PROPOSAL FORM (CLICK) 

 

 1. Assoc. Prof. Dr. MEHMET ÇELİK - HACETTEPE UNIVERSITY - TURKEY

BIOGRAPHY

Dr Celik graduated from Selcuk University in 1986 with a BA in ELT. He did his MA and PhD in Linguistics at La Trobe University in Melbourne, Australia. He has been working as a lecturer and teacher trainer at the ELT Department at Hacettepe University for about 13 years. He is the originator of a technique called “code-mixing” for teaching vocabulary. He is the author of two books: Linguistics for Language Teachers and Stress and Intonation in English.

ABSTRACT

INTERESTING WAYS OF MOTIVATING LEARNERS

Motivating learners is at the heart of language teaching, a responsibility which mostly falls on the shoulders of the teachers. The speech will list and explain several practical ways of motivating learners, each of which could be suitable for various age groups. Among them are story telling, nursery rhymes, staging a play, fairy tales, excursions to historic places, arts galleries, and places of culture, music chorus, e-mail groups, silent video clips, poetry, introducing another language, and language of football.  

TARGET AUDIENCE:

Primary school teachers

Secondary school teachers

High school teachers  

2. Asist. Prof. Dr. YAKUP ÇETİN - FATIH UNIVERSITY - TURKEY

BIOGRAPHY

Dr. Yakup Çetin, as instructor and author, has been involved in Foreign Language Teaching for more than 15 years. He presently teaches in the Department of Foreign Language Education at Fatih University, Istanbul. His interest areas are second language acquisition, Total Physical Response, vocabulary learning, and reading comprehension.

ABSTRACT      

Topic: PLEASURE LISTENING

The contribution of listening skill to first and second language acquisition is unquestionably great. In the 1980’s, it became rather fashionable, when Krashen (1982) overemphasized the significant role of comprehensible input in second language acquisition process. Since then, theoretical, empirical, and practical aspects of listening activity has been investigated in order to assist second language learners in the mastery of a new language. Findings from linguistics, psycholinguistic, cognitive science, semantics, and discourse analysis have been shared to understand different listening types, processes, strategies and so on. However, it seems that the pleasure part of listening activity, for some reason or other, has been overlooked, for it is hardly possible to find any study which promotes pleasure listening in second language. Even though much has been reported on pleasure reading also known as free voluntary reading, or recreational reading; not much is known about listening for pleasure. Similar to pleasure reading, if second language learners are encouraged to listen to self-selected listening material appropriate to their interest and level, they may easily acquire almost all language skills. In other words, if learners engage in free voluntary listening activities such as listening to popular music, soap operas, interviews, talk shows, and etc, they may most probably speed up the second language learning process. Therefore, this study aims to revive the importance of listening skill, particularly pleasure listening with theoretical and practical examples along with quantitative and qualitative data collected from interviews, surveys, and personal testimonies. 

TARGET AUDIENCE:

Primary school teachers

Secondary school teachers

High school teachers

University teachers

3. Dr. VOLKAN ÇİÇEK - -Erbil - Iraq

Dr. Volkan Cicek was born in Munich, Germany. He received his B. Sc. degree in Chemistry from Bosphorus University in Istanbul, Turkey. He worked in Istanbul in private sector as chemistry teacher, as exportation executive and as stock exchange dealer for more than four years. After that he worked abroad teaching chemistry and science in English in Moldova, Romania and Hong Kong for two years. He received his Phd degree in Inorganic Chemistry from Oklahoma State University, US where he also worked as teaching and research assistant for five years. He has presented posters and made speeches in many pentasectional, regional and national American Chemical Society meetings in America. His work in these conferences are published as conference proceedings. Consecutively he got licensed and worked as a chemistry teacher, science department head, assistant principal, and vice principal in public schools for one year in each occupation totalling close to four years in the states of Oklahoma and Texas in United States. Dr. Cicek moved to Erbil, Iraq in January, 2010 and is the current Dean of Faculty of Education in Ishik University.

ABSTRACT  1    

Topic: CLASSROOM LANGUAGE / TASK BASED

In this presentation, commonly used phrases are categorized based on the regular daily tasks of the teacher in the classroom, which are;

Beginning a lesson,

Calling out to students

Encouraging students to speak (Inquiry); general, stimulating, eliciting an answer, eliciting an explanation, clueing, praising words

Giving Instructions for group work, for homework/assignments, for tests/exams

Transitions; checking understanding, giving examples, summarizing/concluding

Ending a lesson

ABSTRACT  2   

CLASSROOM LANGUAGE / DISCIPLINE

In this presentation, phrases commonly used in interactions regarding discipline and classroom management issues are presented in the following categories;

Classroom management / Interactions with the entire class

Classroom management / Interactions with individual students

Interruptions / Interactions with the entire class

Interruptions / Interactions with individual students

General reminders for teachers; important facts about classroom managements are presented.

In "What not to say to a student" and "communication with parents" categories, a few possible dialogues between teachers / students and parents are exemplified with both right and wrong versions.

"Misbehaviors of teachers" slide summarizes some of the unwanted characteristics of teachers.

ABSTRACT 3

CLASSROOM LANGUAGE / TERMINOLOGY

In this presentation, many examples of school jargon/acronyms are presented related to the educational concepts as they are seen in the K-12 public educational system in the United States of America. This section is followed up with examples to general phrases that are highly likely to be used in a school environment mostly with other colleagues.

4. ABDULVAHAP OSMAN  -Kirkük - Iraq

Topic: ENGLISH LANGUAGE TEACHING SYSTEM in IRAQ PRIMARY and SECONDARY SCHOOLS 

ABSTRACT  .......

5. EMINE BALA - ISHIK UNIVERSITY -Erbil – Iraq

BIOGRAPHY

She graduated from Erciyes University, English Language and Literature. She worked as an English Teacher in Istanbul and Moscow.  She has attended several teacher training courses like Connecticut University in the USA, East London University in England. She is currently teaching English as a Second Language in the English Preparatory School at Ishik University in Erbil.

 

ABSTRACT

Topic: VISUAL MATERIALS in TEACHING GRAMMAR - SECONDARY SCHOOL

While studying grammar, students often have trouble with acquiring the new rules and they usually have a great difficulty to understand the correct usage. It has always been a confusing issue for students to adopt the newly taught topics in their productive skills. In order to prevent occurrence this kind of problems, teachers should vary the teaching techniques in the classroom atmosphere.

There are several ways to make this process easier for students. The most effective one is using visual materials. Visual aids in grammar teaching have  a crucial role for effective and long term learning. Researchers claim that students remember what they see more than what they hear .

Primary & Secondary School Teachers

Teacher Trainers

6. TANER ILGIN - ISHIK UNIVERSITY -Erbil - Iraq

ABSTRACT

Topic: THE PROBLEMS THAT TEACHERS FACE WHEN TEACHING PHRASAL VERBS

ESL (English as a second language) teachers have problems teaching phrasal verbs in English language. Based on my research and experiences I gained during my teaching, English language teachers can face serious problems about teaching the phrasal verbs. The aim of this presentation is to highlight the problems that teachers face and find the solutions to these problems.

7. BASAR BATUR- ISHIK UNIVERSITY -Erbil - Iraq

BIOGRAPHY

He was born in Turkey in 1979. He studied American Culture and Literature at Hacettepe University, Ankara. After graduation, he came to Iraq and worked in Suleymany, Kirkuk and Erbil as an English Language teacher. He is still working at Ishik University as an instructor and head of Language Center. He is studying on master in Educational Administration and Supervising.

ABSTRACT

Topic: SMART in ELT

My presentation is about smartboard usage in ELT. The advantages of using smartboard in ELT classes is discussed and some examples is shown in this presentation. I will send a complete abstract later. 

 TARGET AUDIENCE:

Primary school teachers

Secondary school teachers

High school teachers

University teachers

Teacher Trainers

8. EFTEKHAR TAWFIQ ABDUL MUHSIN- AL WAHDA PRIVATE SCHOOL-SHARJAH - UAE

BIOGRAPHY

I am an English language teacher, graduated from the University of Basrah – College of Arts – European Languages Department. I started my career as a translator and interpreter. Then I moved to live in England for 3 years. During this period I studied in London University. Coming back to Iraq I taught English for intermediate and high school students for about 7 years. After that I taught at the University of Anbar – College of Arts and College of Islamic Studies for 4 years. In 2005 I went to the UAE and joined Al Wahda Private School in Sharjah. I taught English for 5 years for all the levels from grade 5 to grade 12 (American curriculum) Harcourt and Trophies. I also gave special classes in Islamic and Social Studies for foreign students. A month ago I came back from the UAE. During that period I went through many training courses and workshops at the British University in Dubai in addition to other courses arranged by Harcourt Training Centre in Dubai- UAE.

ABSTRACT

Topic: WRITING TECHNIQUES

My presentation is about the writing techniques which should be used by English Language Teachers to teach their students HOW TO WRITE in English. It will help teachers of English to better teach writing and students to learn how to start writing, and organize their ideas before starting to write. As most students don't like writing courses because they don't know how to write and moreover most teachers don't know how to teach writing. Therefore, these techniques will be of great help.

TARGET AUDIENCE:

Primary school teachers

Secondary school teachers

High school teachers

Teacher Trainers  

9. IBRAHIM NISANCI- FEZALAR EDUCATION - Erbil - IRAQ

BIOGRAPHY

Ibrahim Nisanci is a graduate of Hacettepe University; English Language Teaching Department and has been involved in teaching English for six years in three different countries; Kosovo, Bosnia, and Iraq. He attended some teacher training seminars. He is currently teaching at Isik College. His interest area is using and preparing authentic materials for EFL classrooms such as; songs, TV shows, and movies.

ABSTRACT

Topic: USE of MOVIES and TV SERIES in EFL CLASSROOMS

One of the most difficult roles for teachers of English is motivating the students especially those who are indifferent. In the beginning of Second Language Learning process, everything seems quite interesting for learners. As the time passes by, it becomes less exciting. Using TV shows and movies can help teachers to have more enjoyable lessons. In a usual classroomatmosphere, after some time students find course books quite boring, teachers of English also look for new, exciting and useful activities that course books can’t provide any longer. At this point whatexactly both students and teachers can benefit from is a well prepared video lesson. In this presentation, some examples of the video lessons, which are prepared from real movies and TV shows-series-in order to practice English, will be introduced. 

TARGET AUDIENCE:

Secondary school teachers

High school teachers

Teacher Trainers  

Learners

10. ABDURRAHMAN AHMAD WAHAB  - Erbil – IRAQ

BIOGRAPHY

Born in Baghdad (1980). I live in Erbil since 1991 where I completed most of my education. Graduated top on my class, College of Arts, English Department at Salahaddin University (2003). Have worked as a translator/language assistant for different NGOs/foreign journalists in Erbil. I teach English language since 2002. Won a Fulbright scholarship (2005) to USA for Master of Art in English at UMASS-Boston. Worked as English Language teacher at Cihan University (2007-2008). I am an Assistant Instructor at Soran University.

ABSTRACT

Topic: 

A SAMPLE PLAN for TEACHING SHORT STORIES to COLLEGE STUDENTS of ENGLISH in KURDISTAN

The paper is a sample plan for teaching short stories to college students of English in Kurdistan.

 It offers an effective approach to teaching English by focusing on the literary aspects of the texts chosen rather than the very English language. This paper also offers new literary techniques and format that are very practical for EFL students and teachers in order to engage them in critical thinking and create the culture of student ownership of their own learning and education.

 The paper consists of four major components:

The Pedagogy

Sample Syllabus

Sample Class Plans

Sample Final Assignment

Each component is complementary to the other; together they form a balanced five-week-plan with specific focus and aims. The pedagogical essay explains the overall philosophy of the class and the reasons behind choosing the stories in their order. The sample syllabus outlines to the point the steps by which the class progresses and the division of its components. The sample class plans explain the format and methodology of each class along with the specific technical focus of each week. The sample final assignment, finally, brings the plan to its pedagogical conclusion with an assignment that puts in work the communication abilities, especially reading and writing, which the class offers to students.

TARGET AUDIENCE:

University Teachers

Teacher Trainers  

11. BAGHAWAN MAJED BAKAL - KURDISTAN PREPARATORY SCHOOL for BOYS - Erbil - IRAQ

 BIOGRAPHY

 I was born in Erbil City in 01/2/1965 . I fnished my primary and preparatory schools in 1981 . I entered the college of arts at the University of Baghdad in 1982 till 1986 . During this period, I translated many poems of John Dryden & Alexander pope .

After my graduating I opened an office for translating documents , essays , certification and two plays into Kurdish Language:

1.The Two Executioners

2.Bad Luck Both of them are Issued in Raman Magazine

I was appointed as a teacher of English in 1990 in Erbil Capital of Kurdistan .

From 1996-1997 I took a licence for running a branch of NGO under the name of (Help the Kurds) as a translator of Erbil branch.

From 2001-2002 I became a program Director of Erbil branch of another NGO named "AMERICAN SOCIETY FOR KURDISH " from this period we have done so many social activities and holding so many assembles a bout human rights and freedom of women and democracy . publishing UN books on Human rights:                

1. Discrimination against women  

2. Childrens rights

3.The international Bill of Human Rights .

In 2/10/2003 opening (Zhyar Institute) for private learning : its main objective is to learn Kurdish citizens foreign languages: English , German , French , Turkish , Persian , and Arabic: Reading , writing and playing football are my preferable interests.

 ABSTRACT

Topic: 

A SAMPLE PLAN for TEACHING SHORT STORIES to COLLEGE STUDENTS of ENGLISH in KURDISTAN

 This study deals with the analysis of errors made by Kurdish students in high schools in the formation of both the simple and complex English verb phrases. The study investigates the basic structures of the English verb phrase in declarative utterances only .It has been found that the English verb phrase is problematic to Kurdish students in high schools this can clearly be seen from the size and types of errors made by students . The ultimate aim of the study to account for the reasons that make students commit the different types of errors in order to help teachers correct their students’ errors in a clear and systematic way. Throughout my teaching experience I have found that learners in Kurdistan high schools encounter many difficulties in forming the English verb phrase. Because of the complexity of the system of the verb phrase, learners are liable to find difficulties in choosing the correct form of the verb phrase  in correctly combining its constituent elements . not only do Kurdistan learners commit errors of various kinds in the area of English verb phrase  but also do most learners of English as a foreign language . This study falls into three chapters. Chapter one is an introduction. It contains the problem,  definitions of terms , aims and significance of the study. This chapter also states the Limitations of the study and the procedure followed in carrying it out .Chapter two discusses the basic structure of the English verb phrase. It presents a survey of the classes , namely the primary auxiliaries, and modal auxiliaries . This chapter also presents the types of errors and discusses the sources of errors made by students. Chapter three includes the conclusions arrived at from analyzing test results , from interpretation of results. It also includes suggestions deduced from these conclusion so as to help teachers correct their students errors .This information is especially useful for teachers in training who have little experience in teaching and hence should be better acquainted with problems which they would encounter at schools. Being aware of the types, reasons , gravity and size of errors , teachers would be able to understand and remedy their students errors in a better and more systematic way . Consequently, errors due to Language interference could be explained in terms of contrast, whereas overgeneralization errors, for example could better be explained within the English language itself. The typology of errors arrived at in this study could also be compared with errors made by children acquiring English as their mother tongue or with errors made bye learners with different language backgrounds. 

TARGET AUDIENCE:

Secondary school teachers

High school teachers

University teachers

Teacher Trainers  

12. Dr. FATIMAH R. HASAN BAJALANİ- ENGLISH DEPARTMENT - COLLEGE of LANGUAGES - SALAHA - Erbil - IRAQ

 BIOGRAPHY

I am an English teacher since 1980 and now an assistant Professor in Curriculum and methods of teaching English at the University of Salahaddin. I participated in ten conferences on different topics including teaching English, developing curriculum and teaching quality assurance in Baghdad, Duhok, Erbil, Jordon, Egypt, and Malaysia. I participated in a ten-week course in the faculty exchange project with Appalachian State University in North Carolina, USA/2009 and presented many lectures to BA, MA, and PhD students at this University during my visit. I published more than 15 papers on Teaching English, Error Analysis, Evaluation, etc. I supervised many MA and PhD students and examined other students’ theses and dissertations.

 ABSTRACT

 Topic: 

 ENGLISH CURRICULUM DEVELOPMENT at UNIVERSITY LEVEL

In Kurdistan there is an urgent need for reforming curriculum and improving the methods of teaching at the university level. Because critical analysis of philosophies of teaching have only rarely been addressed, conducting such a study will provide impetus for fulfilling this aim and this urgent need.

The philosophy of teaching should look at teaching as both science and an art that involves knowledge, pedagogy, judgment, sensitivity, and intuition. Learning is socially constructed and both teacher and students are partners. According to the teachers, students’ success reflects their teaching effectiveness. Teachers have to take the risk to change and innovate. Creative thinking should be their goal; all the techniques used should serve this purpose. Creating the environment for creation and discovery of knowledge is much more important than delivering knowledge. This means preparing students for long life and sustained learning.  Students are to be treated with dignity and respect and they need to meet their needs.

To start implementing this we need a good syllabus for each course in the curriculum. The syllabus is a valuable plan for teachers and students and every requirement needs to be written in details such as aims, items and topics to be studied, methods of teaching used, requirements of the class, assignments, evaluation and distribution of marks, and list of readings. The techniques also should vary from lecturing, brainstorming, question and answer, discussion group work to problem solving. In addition, we can ask students to read a book, a story, an article or passages related to their material or a chapter of their material, comment on them, give their own point of view, and write their reflection on the readings. Sometimes they may  add a clip related to the topic to their power points for more entertainment, and then they give their own conclusion.

Another point to consider to fulfill this philosophy is students’ evaluation which depends on the course, teacher and, department and includes formal and informal tests, projects, reflection on articles or chapters of books (book reviews), assignments, conventional exams, and attendance. There should be some centers to help students develop such as writing center and National Center for Developmental Education that gives remedial courses for unprepared students.

When I tried to follow what I mentioned previously as a pilot experiment with my students this year I noticed that the students need encouragement and follow up. I worked on the steps that they needed to follow and on helping them to understand their responsibility for their own learning every lecture. I also noticed that students lack motivation to learn and to improve because of some internal and external reasons. This is because they feel that serious learning does not happen inside the class, no one appreciates their participation and efforts in the class, instead, some written  and traditional exams determine their future , all students are appreciated equally whether prepared or not, all can pass at the end and all can get jobs. When they graduate the marketplace, whether public or private, does not employ them according to quality. I believe that major problems can be solved if the focus of the courses is on the process of learning and on students’ learning outcomes and not on the coverage of material. I also noticed that teachers need continuous training and follow up in order to be always prepared to take risks and be aware of the current development in their field.  Because the process of change is slow, teachers and students need to be patient and celebrate small successes. The whole process needs some active, initiative, creative and serious teachers to carry the responsibility and become models to be followed.

TARGET AUDIENCE:

Primary school teachers

Secondary school teachers

High school teachers

University teachers 

13. MEHMET AGPAK  - ERBIL - IRAQ

 BIOGRAPHY

Mehmet Ağpak graduated from English Linguistics Department of Hacettepe University in 1991. Since then he worked in different schools of ELT divisions. He worked as a teacher and ELT Coordinator of Private  Serhat Shools in Van, Turkey. After that he  worked as a lecturer at Fatih University, Istanbul-Turkey for thirteen years. Besides lectures, he was responsible for Research and Development Center. He also worked there as an Assistant of Director and Coordinator of B Level. From August 2010 to present, he has been working as a lecturer and Director of Preparatory School, lecturing different skills at various levels at Ishik University. Mr. Agpak compiled two books “Just Listen” and “Essay Writing”. He is interested in photography, writing and Web log.  

 ABSTRACT

Topic: JUST WRITE, ENJOY WRITING 

Without any doubt, teaching writing is one of the most pleasant parts of language teaching. Most writing teachers are proud of themselves when they see the level their students have reached by the end of term. However, writing teachers usually meet different serious problems. Some of those problems are concerned with the learners’ different aptitudes to writing and students some of whom are having writing difficulties even in their mother tongue.

Probably the biggest thing that we can make our writing lessons enjoyable, funny, and attractive. In my presentation, I would like to share some of my experiences about these topics.

TARGET AUDIENCE:

Primary school teachers

Secondary school teachers

High school teachers

University teachers 

Teacher Trainers   


 

 

 

 

 

 

 
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