Kris Kirby
Dinternal Education
Kris has more than 10 years of experience in English language education in 6 different countries and a variety of institutions, including private high schools, language centres and also international universities (e.g. Royal Melbourne Institute of Technology; Shanghai Ocean University). His roles have included teaching a range of ages and levels (starter to academic and advanced), examining for internationally recognized qualifications (FCE and IELTS) and providing professional development training to local teachers (in Thailand). Following his initial teacher training in 2007, Kris received his diploma in English teaching (DELTA) in 2015. He is currently a teacher at London School of English and a methodologist at Dinternal Education in Kyiv.
13:00 — 13:50
What's the point anyway...?
Reaching your goal is easier when you choose the right target.
Sometimes we find in our classes that productive activities, whether through speaking or writing, may not go as smoothly as we had hoped. One issue may be that the students fail to take full advantage of the opportunity and don’t push themselves during the task. A typical problem we’ve all experienced is that after doing the language work, the students complete the productive task without using the target grammar/lexis they were presented with during the lesson. This is frustrating for the teacher and unproductive for the students and yet it can happen more often than we like to admit.

In this session, we’ll look at some ways to spice up productive practice to get our students motivated to actively take part and really start using the target language. With these approaches in place, it’s hoped that both students and teachers can realise their goals and fully appreciate the significance of every lesson stage.

Three takeaways

Participants will
Identify why problems can happen with productive lesson stages.
Get ideas on practical ways of fully exploiting production stages to maximize student participation.
Hear some tips on encouraging learners to incorporate target language into their productive tasks.