ELT Calendar

Saturday, April 21st, 2007

The Power of Stories to Teach and Motivate
Time: 10:00 AM - 12:00 PM
Speaker: Jarrett Dave, Ragan Jr.
Organization: Akita Chapter of the Japan Association for Language Teaching
Location: Akita City, Akita Prefecture
Short description: Story telling has been the preferred method of teaching since ancient times. It is still used in many societies as a way to help people understand the world.

The New TOEIC Test
Time: 3:00 PM - 5:00 PM
Speaker: Grant Trew
Organization: Okayama Chapter of the Japan Association for Language Teaching
Location: Okayama City, Okayama Prefecture
Short description: This workshop will clarify the changes made to the test in 2006. The presenter will give examples of the new format and use interactive tasks to highlight some of the key challenges Japanese test takers will face.

Sing Your Life: Effectively Using Pop Lyrics in EFL
Time: 3:00 PM - 5:00 PM
Speaker: Paul Hullah, Miyazaki University
Organization: Miyazaki Chapter of the Japan Association for Language Teaching
Location: Miyazaki City, Miyazaki Prefecture
Short description: Paul Hullah offers research findings suggesting that, though pop music forms L2 learners' most frequent meaningful exposure to English outside the classroom, this resource is inappropriately presented in popular contemporary tertiary level EFL coursebooks.

Content Teaching Ideas for Low-Level Classes
Time: 4:00 PM - 6:00 PM
Speaker: Stephen Ryan
Organization: Kobe Chapter of the Japan Association for Language Teaching
Location: Kobe City, Hyogo Prefecture
Short description: The trend towards teaching content through the medium of English is firmly established in Japanese universities. Much of the literature available, however, refers to Intermediate and Advanced learners of English.

Meaning-Focused Learning Through Drama
Time: 7:00 PM - 9:00 PM
Speaker: Kathi Emori, Nagoya Women's University
Organization: Gifu Chapter of the Japan Association for Language Teaching
Location: Gifu City, Gifu Prefecture
Short description: Students often are building on their explicit knowledge base; however, moving that into the implicit area can be tougher when faced with the same dialogues and classroom work they are usually exposed to.