Конференция для учителей английского языка и руководителей языковых школ
2019
November 2-3
November 2-3
09.30
18.00
18.00
Moscow
ELT Trends Fest
English language teaching conference for teachers, managers and teacher trainers
Teaching strand
all the sessions are in English
all the sessions are in English
Extremely practical principles for teaching teens and adults
General tips for managing teenage groups such as "Let them know who's boss" or "Give them choices" do not always help much in the here-and-now of challenging lessons. Let me take you on a lively tour of my own central tenets, for teaching this age range, demonstrating each with specific examples, exchanges and anecdotes from classes I have taught. These will be of particular interest to anyone not familiar with my work (or who wants a reminder!). I shall also give you a handful of my top tips for teaching adult students as well, especially ways that we might put those adults back in the room. Suitable for new teachers, seasoned veterans and trainers alike.
Bio:
Chris, well known in the ELT sphere as the 'Ideas Man', writes and speaks on various aspects of methodology in teaching teens and young learners. His first methodology book, Understanding Teenagers in the ELT Classroom has been shortlisted for the ELTon Award.
Chris works with teachers across a range of contexts including as tutor for the Trinity Diploma. He enjoys thinking about things that work and do not work in classrooms, the limitations of classes and the way that teachers and students talk to each other.
General tips for managing teenage groups such as "Let them know who's boss" or "Give them choices" do not always help much in the here-and-now of challenging lessons. Let me take you on a lively tour of my own central tenets, for teaching this age range, demonstrating each with specific examples, exchanges and anecdotes from classes I have taught. These will be of particular interest to anyone not familiar with my work (or who wants a reminder!). I shall also give you a handful of my top tips for teaching adult students as well, especially ways that we might put those adults back in the room. Suitable for new teachers, seasoned veterans and trainers alike.
Bio:
Chris, well known in the ELT sphere as the 'Ideas Man', writes and speaks on various aspects of methodology in teaching teens and young learners. His first methodology book, Understanding Teenagers in the ELT Classroom has been shortlisted for the ELTon Award.
Chris works with teachers across a range of contexts including as tutor for the Trinity Diploma. He enjoys thinking about things that work and do not work in classrooms, the limitations of classes and the way that teachers and students talk to each other.
Chris Roland
Teacher trainer at ELI in Seville,
Spain
Teacher trainer at ELI in Seville,
Spain
Chris Roland
Teacher trainer at ELI in Seville,
Spain
Teacher trainer at ELI in Seville,
Spain
Extremely practical principles for teaching teens and adults
General tips for managing teenage groups such as "Let them know who's boss" or "Give them choices" do not always help much in the here-and-now of challenging lessons. Let me take you on a lively tour of my own central tenets, for teaching this age range, demonstrating each with specific examples, exchanges and anecdotes from classes I have taught. These will be of particular interest to anyone not familiar with my work (or who wants a reminder!). I shall also give you a handful of my top tips for teaching adult students as well, especially ways that we might put those adults back in the room. Suitable for new teachers, seasoned veterans and trainers alike.
Bio:
Chris, well known in the ELT sphere as the 'Ideas Man', writes and speaks on various aspects of methodology in teaching teens and young learners. His first methodology book, Understanding Teenagers in the ELT Classroom has been shortlisted for the ELTon Award.
Chris works with teachers across a range of contexts including as tutor for the Trinity Diploma. He enjoys thinking about things that work and do not work in classrooms, the limitations of classes and the way that teachers and students talk to each other.
General tips for managing teenage groups such as "Let them know who's boss" or "Give them choices" do not always help much in the here-and-now of challenging lessons. Let me take you on a lively tour of my own central tenets, for teaching this age range, demonstrating each with specific examples, exchanges and anecdotes from classes I have taught. These will be of particular interest to anyone not familiar with my work (or who wants a reminder!). I shall also give you a handful of my top tips for teaching adult students as well, especially ways that we might put those adults back in the room. Suitable for new teachers, seasoned veterans and trainers alike.
Bio:
Chris, well known in the ELT sphere as the 'Ideas Man', writes and speaks on various aspects of methodology in teaching teens and young learners. His first methodology book, Understanding Teenagers in the ELT Classroom has been shortlisted for the ELTon Award.
Chris works with teachers across a range of contexts including as tutor for the Trinity Diploma. He enjoys thinking about things that work and do not work in classrooms, the limitations of classes and the way that teachers and students talk to each other.
Anka Zapart
ADOS at BKC-IH Moscow,
Russia
ADOS at BKC-IH Moscow,
Russia
In defence of paper, in defence of magic
Once upon a time, there was a world in which children were developing their reading skills, imagination and creativity with storybooks read by mum at bedtime.
Then, the Wicked Witch of the West came and replaced all the books with apps, tablets and games. The Wicked Witch of the West said that it is all easy, available, accessible. All the parents and all the teachers applauded. The books lay forgotten and deteriorating, and a few years later, the time came when one of the dinosaur teachers by accident said 'open your books' in class and a little Masha raised her hand in the first row to ask 'What is a book, Miss?'
Luckily, we are not there yet and, hopefully, we will never be.
In this session, we are going to look at ways of using (real) storybooks in class with primary and pre-primary students. Because even the high-tech savvy XXI century children need it and can benefit from it.
Bio:
Anka is a teacher, an ADOS for VYL and YL BKC-IH Moscow and a teacher trainer.
Anka has been teaching for 15+ years in Poland, the UK, Italy, Spain, Brazil and Russia. Her professional interests include second language acquisition in pre-schoolers in instructed settings, assessment for VYL and YL, literacy in the early years, CLIL and material development. She has presented at various conferences in Moscow and in Europe, including BKC Conference 2019, IATEFL 2019 and International House Young Learners Conferences.
Once upon a time, there was a world in which children were developing their reading skills, imagination and creativity with storybooks read by mum at bedtime.
Then, the Wicked Witch of the West came and replaced all the books with apps, tablets and games. The Wicked Witch of the West said that it is all easy, available, accessible. All the parents and all the teachers applauded. The books lay forgotten and deteriorating, and a few years later, the time came when one of the dinosaur teachers by accident said 'open your books' in class and a little Masha raised her hand in the first row to ask 'What is a book, Miss?'
Luckily, we are not there yet and, hopefully, we will never be.
In this session, we are going to look at ways of using (real) storybooks in class with primary and pre-primary students. Because even the high-tech savvy XXI century children need it and can benefit from it.
Bio:
Anka is a teacher, an ADOS for VYL and YL BKC-IH Moscow and a teacher trainer.
Anka has been teaching for 15+ years in Poland, the UK, Italy, Spain, Brazil and Russia. Her professional interests include second language acquisition in pre-schoolers in instructed settings, assessment for VYL and YL, literacy in the early years, CLIL and material development. She has presented at various conferences in Moscow and in Europe, including BKC Conference 2019, IATEFL 2019 and International House Young Learners Conferences.
Day 1: Principled Teaching in an Age of Eclecticism
It is often claimed that we now live in a post-method era of principled eclecticism. There are so many approaches to teaching EFL available now that it can be hard to keep up with what's the hot new kid on the block. Is it Dogme or Demand High? TBL or the Lexical Approach? Given such a wealth of choice, it's worth stepping back and asking what the principles in our eclecticism actually are. In this talk, I'll lay out some principles about the nature of language and how language learning works, before moving on to consider the classroom implications of these ideas.
Day 2: Technology and Principles in Language Teaching
We live in an age where teaching with technology has become perhaps even more than a buzz phrase or hot new topic. We are told that teaching with technology is the future and countless presentations and articles bombard us with ideas on how we might start using more technology with our students.
Whilst in no way disputing the importance of engaging with technology, in this talk I will be arguing that unless this engagement is critical and that unless our use of the tools available to us is principled we risk falling foul of the notion that a fool with a tool is still a fool!
Bio:
Hugh Dellar is a London-based teacher and teacher trainer with over twenty years experience in the field. He has taught all ages and levels, both in the UK and also in Indonesia, where he lived for four years. He worked for University of Westminster for 18 years, but is now the co-founder of Lexical Lab and has recently co-written the methodology book Teaching Lexically for Delta Publishing. He is the co-author of two five-level General English series, Innovations, Outcomes and Perspectives published by National Geographic Learning, as well as numerous papers and articles for many ELT publications.
It is often claimed that we now live in a post-method era of principled eclecticism. There are so many approaches to teaching EFL available now that it can be hard to keep up with what's the hot new kid on the block. Is it Dogme or Demand High? TBL or the Lexical Approach? Given such a wealth of choice, it's worth stepping back and asking what the principles in our eclecticism actually are. In this talk, I'll lay out some principles about the nature of language and how language learning works, before moving on to consider the classroom implications of these ideas.
Day 2: Technology and Principles in Language Teaching
We live in an age where teaching with technology has become perhaps even more than a buzz phrase or hot new topic. We are told that teaching with technology is the future and countless presentations and articles bombard us with ideas on how we might start using more technology with our students.
Whilst in no way disputing the importance of engaging with technology, in this talk I will be arguing that unless this engagement is critical and that unless our use of the tools available to us is principled we risk falling foul of the notion that a fool with a tool is still a fool!
Bio:
Hugh Dellar is a London-based teacher and teacher trainer with over twenty years experience in the field. He has taught all ages and levels, both in the UK and also in Indonesia, where he lived for four years. He worked for University of Westminster for 18 years, but is now the co-founder of Lexical Lab and has recently co-written the methodology book Teaching Lexically for Delta Publishing. He is the co-author of two five-level General English series, Innovations, Outcomes and Perspectives published by National Geographic Learning, as well as numerous papers and articles for many ELT publications.
Hugh Dellar,
Lexical Lab
London,
UK
Lexical Lab
London,
UK
Hugh Dellar,
Lexical Lab
London,
UK
Lexical Lab
London,
UK
Day 1: Principled Teaching in an Age of Eclecticism
It is often claimed that we now live in a post-method era of principled eclecticism. There are so many approaches to teaching EFL available now that it can be hard to keep up with what's the hot new kid on the block. Is it Dogme or Demand High? TBL or the Lexical Approach? Given such a wealth of choice, it's worth stepping back and asking what the principles in our eclecticism actually are. In this talk, I'll lay out some principles about the nature of language and how language learning works, before moving on to consider the classroom implications of these ideas.
Day 2: Technology and Principles in Language Teaching
We live in an age where teaching with technology has become perhaps even more than a buzz phrase or hot new topic. We are told that teaching with technology is the future and countless presentations and articles bombard us with ideas on how we might start using more technology with our students.
Whilst in no way disputing the importance of engaging with technology, in this talk I will be arguing that unless this engagement is critical and that unless our use of the tools available to us is principled we risk falling foul of the notion that a fool with a tool is still a fool!
Bio:
Hugh Dellar is a London-based teacher and teacher trainer with over twenty years experience in the field. He has taught all ages and levels, both in the UK and also in Indonesia, where he lived for four years. He worked for University of Westminster for 18 years, but is now the co-founder of Lexical Lab and has recently co-written the methodology book Teaching Lexically for Delta Publishing. He is the co-author of two five-level General English series, Innovations, Outcomes and Perspectives published by National Geographic Learning, as well as numerous papers and articles for many ELT publications.
It is often claimed that we now live in a post-method era of principled eclecticism. There are so many approaches to teaching EFL available now that it can be hard to keep up with what's the hot new kid on the block. Is it Dogme or Demand High? TBL or the Lexical Approach? Given such a wealth of choice, it's worth stepping back and asking what the principles in our eclecticism actually are. In this talk, I'll lay out some principles about the nature of language and how language learning works, before moving on to consider the classroom implications of these ideas.
Day 2: Technology and Principles in Language Teaching
We live in an age where teaching with technology has become perhaps even more than a buzz phrase or hot new topic. We are told that teaching with technology is the future and countless presentations and articles bombard us with ideas on how we might start using more technology with our students.
Whilst in no way disputing the importance of engaging with technology, in this talk I will be arguing that unless this engagement is critical and that unless our use of the tools available to us is principled we risk falling foul of the notion that a fool with a tool is still a fool!
Bio:
Hugh Dellar is a London-based teacher and teacher trainer with over twenty years experience in the field. He has taught all ages and levels, both in the UK and also in Indonesia, where he lived for four years. He worked for University of Westminster for 18 years, but is now the co-founder of Lexical Lab and has recently co-written the methodology book Teaching Lexically for Delta Publishing. He is the co-author of two five-level General English series, Innovations, Outcomes and Perspectives published by National Geographic Learning, as well as numerous papers and articles for many ELT publications.
Ekaterina Balaganskaya
ABC-Academia language club Moscow,
Russia
ABC-Academia language club Moscow,
Russia
Developing communicative competences of 6-9-year-old EFL learners
This presentation is on developing communicative competences of 6-9-year-old learners: getting them to speak, collaborate, and use functional language. I believe that developing young learners' communicative competences is the priority for many teachers. However, during primary school years, children are not always engaged by collaborative tasks, therefore the variety of interaction patterns and activities in the EFL classroom may be narrowed down. There are several reasons for children's' low motivation to interact during English lessons, including psychological characteristics of the age, as well as the lack of particular language needed for communication. In my talk, I will share activities and tools that can help young learners increase their communication confidence and develop the functional vocabulary needed for teamwork. I will also demonstrate how course book materials may be adapted with the aim to increase motivation to work together.
Bio:
Ekaterina Balaganskaya is a teacher for young learners based in Odintsovo, Russia. The main focus of her work is on the complex development of language skills and cross-curricular knowledge. Ekaterina runs general English and exam preparation courses for young learners, CLIL courses, and summer camps. She holds CELTA, IHCYLT, TKT, IHCAM, CPE, Delta module 1 certificates. Ekaterina has been teaching young learners and very young learners for more than 8 years.
This presentation is on developing communicative competences of 6-9-year-old learners: getting them to speak, collaborate, and use functional language. I believe that developing young learners' communicative competences is the priority for many teachers. However, during primary school years, children are not always engaged by collaborative tasks, therefore the variety of interaction patterns and activities in the EFL classroom may be narrowed down. There are several reasons for children's' low motivation to interact during English lessons, including psychological characteristics of the age, as well as the lack of particular language needed for communication. In my talk, I will share activities and tools that can help young learners increase their communication confidence and develop the functional vocabulary needed for teamwork. I will also demonstrate how course book materials may be adapted with the aim to increase motivation to work together.
Bio:
Ekaterina Balaganskaya is a teacher for young learners based in Odintsovo, Russia. The main focus of her work is on the complex development of language skills and cross-curricular knowledge. Ekaterina runs general English and exam preparation courses for young learners, CLIL courses, and summer camps. She holds CELTA, IHCYLT, TKT, IHCAM, CPE, Delta module 1 certificates. Ekaterina has been teaching young learners and very young learners for more than 8 years.
Teaching the iGeneration
Described by the media as "entitled, lazy snowflakes living with their parents well into their thirties", millennials (as learners and teachers) have nevertheless brought about a number of changes to the English classroom. For one thing, the expectation of technology has increased, with students typically expecting free Wi-Fi in their school, to be directed to or shown engaging digital content during lessons and for their teachers to communicate missed homework over Whatsapp. While these expectations already exist however, some teachers still remain sceptical, uneasy or afraid about using technology in their lessons (and for good reason).
And now, a new generation of learners are filling the chairs of adult classes. And like their predecessors, the iGeneration (those born between 1997 and 2010) are bringing their own demands and expectations to the classroom. The 'first true digital natives' are surely only going to have even more expectation of learning through technology, aren't they? And beyond technology, how has growing up in the 21st Century shaped the personalities of these students?
In this talk we will consider who the iGeneration are (including and beyond simply their increased digital mastery), what the challenges are of teaching these students and some solutions or principles which might just help us to meet these new challenges without any loss in the effectiveness of our teaching.
Bio:
Alex is the Director of Studies of Windsor English Language School and has taught in Uzbekistan, China, Oman and Russia. He holds CELTA (with YL extension), DELTA and several other teaching certificates. Identifying as a sceptical user of educational technology, Alex is particularly interested in the principled use of technology to enhance learning and teaching, rather than an approach of 'technology for the sake of it.' Alex has presented at several conferences organised by International House and the British Council.
Described by the media as "entitled, lazy snowflakes living with their parents well into their thirties", millennials (as learners and teachers) have nevertheless brought about a number of changes to the English classroom. For one thing, the expectation of technology has increased, with students typically expecting free Wi-Fi in their school, to be directed to or shown engaging digital content during lessons and for their teachers to communicate missed homework over Whatsapp. While these expectations already exist however, some teachers still remain sceptical, uneasy or afraid about using technology in their lessons (and for good reason).
And now, a new generation of learners are filling the chairs of adult classes. And like their predecessors, the iGeneration (those born between 1997 and 2010) are bringing their own demands and expectations to the classroom. The 'first true digital natives' are surely only going to have even more expectation of learning through technology, aren't they? And beyond technology, how has growing up in the 21st Century shaped the personalities of these students?
In this talk we will consider who the iGeneration are (including and beyond simply their increased digital mastery), what the challenges are of teaching these students and some solutions or principles which might just help us to meet these new challenges without any loss in the effectiveness of our teaching.
Bio:
Alex is the Director of Studies of Windsor English Language School and has taught in Uzbekistan, China, Oman and Russia. He holds CELTA (with YL extension), DELTA and several other teaching certificates. Identifying as a sceptical user of educational technology, Alex is particularly interested in the principled use of technology to enhance learning and teaching, rather than an approach of 'technology for the sake of it.' Alex has presented at several conferences organised by International House and the British Council.
Alexander Walls, DOS at Windsor English Language School in Moscow,
Russia
Russia
Alexander Walls, DOS at Windsor English Language School in Moscow,
Russia
Russia
Teaching the iGeneration
Described by the media as "entitled, lazy snowflakes living with their parents well into their thirties", millennials (as learners and teachers) have nevertheless brought about a number of changes to the English classroom. For one thing, the expectation of technology has increased, with students typically expecting free Wi-Fi in their school, to be directed to or shown engaging digital content during lessons and for their teachers to communicate missed homework over Whatsapp. While these expectations already exist however, some teachers still remain sceptical, uneasy or afraid about using technology in their lessons (and for good reason).
And now, a new generation of learners are filling the chairs of adult classes. And like their predecessors, the iGeneration (those born between 1997 and 2010) are bringing their own demands and expectations to the classroom. The 'first true digital natives' are surely only going to have even more expectation of learning through technology, aren't they? And beyond technology, how has growing up in the 21st Century shaped the personalities of these students?
In this talk we will consider who the iGeneration are (including and beyond simply their increased digital mastery), what the challenges are of teaching these students and some solutions or principles which might just help us to meet these new challenges without any loss in the effectiveness of our teaching.
Bio:
Alex is the Director of Studies of Windsor English Language School and has taught in Uzbekistan, China, Oman and Russia. He holds CELTA (with YL extension), DELTA and several other teaching certificates. Identifying as a sceptical user of educational technology, Alex is particularly interested in the principled use of technology to enhance learning and teaching, rather than an approach of 'technology for the sake of it.' Alex has presented at several conferences organised by International House and the British Council.
Described by the media as "entitled, lazy snowflakes living with their parents well into their thirties", millennials (as learners and teachers) have nevertheless brought about a number of changes to the English classroom. For one thing, the expectation of technology has increased, with students typically expecting free Wi-Fi in their school, to be directed to or shown engaging digital content during lessons and for their teachers to communicate missed homework over Whatsapp. While these expectations already exist however, some teachers still remain sceptical, uneasy or afraid about using technology in their lessons (and for good reason).
And now, a new generation of learners are filling the chairs of adult classes. And like their predecessors, the iGeneration (those born between 1997 and 2010) are bringing their own demands and expectations to the classroom. The 'first true digital natives' are surely only going to have even more expectation of learning through technology, aren't they? And beyond technology, how has growing up in the 21st Century shaped the personalities of these students?
In this talk we will consider who the iGeneration are (including and beyond simply their increased digital mastery), what the challenges are of teaching these students and some solutions or principles which might just help us to meet these new challenges without any loss in the effectiveness of our teaching.
Bio:
Alex is the Director of Studies of Windsor English Language School and has taught in Uzbekistan, China, Oman and Russia. He holds CELTA (with YL extension), DELTA and several other teaching certificates. Identifying as a sceptical user of educational technology, Alex is particularly interested in the principled use of technology to enhance learning and teaching, rather than an approach of 'technology for the sake of it.' Alex has presented at several conferences organised by International House and the British Council.
Mariya Severnaya, Kitaygorodskaya School Moscow,
Russia
Russia
Make a difference with real-life communication
How can we make communication in class purposeful? Can we tell the difference between meaningful communication and communication for teaching purposes?
In Maria's workshop you will be engaged in meaningful communication whirlpool: you will figure out how to turn communicative tasks into the chain of real-life episodes which encourage productive communication. Such an approach activates emotional intellect in both a teacher and students which in its turn leads to faster acquisition of the language and boosts memory potential. During the workshop you will try your hand at transforming routine language exercises into engaging meaningful communicative tasks.
Bio:
Maria Severnaya is a senior teacher and teacher trainer at the Research Educational Centre "Kitaygorodskaya School", which runs intensive courses for adults.
Her 25 years´ work experience comprises teacher training as well as working with a wide range of students from young learners to adults. She is a textbook writer and material developer. Her experience includes running teacher training for Sochi Olympic Games volunteers.
Maria has recently been involved in several national projects conducted by "Kitaygorodskaya School" in cooperation with "Prosveshcheniye Publishers". The programs are aimed at organizing teacher training sessions all over Russia.
She is keen on personal and professional development. Maria is Delta-qualified (Module 1 and 2) teacher.
How can we make communication in class purposeful? Can we tell the difference between meaningful communication and communication for teaching purposes?
In Maria's workshop you will be engaged in meaningful communication whirlpool: you will figure out how to turn communicative tasks into the chain of real-life episodes which encourage productive communication. Such an approach activates emotional intellect in both a teacher and students which in its turn leads to faster acquisition of the language and boosts memory potential. During the workshop you will try your hand at transforming routine language exercises into engaging meaningful communicative tasks.
Bio:
Maria Severnaya is a senior teacher and teacher trainer at the Research Educational Centre "Kitaygorodskaya School", which runs intensive courses for adults.
Her 25 years´ work experience comprises teacher training as well as working with a wide range of students from young learners to adults. She is a textbook writer and material developer. Her experience includes running teacher training for Sochi Olympic Games volunteers.
Maria has recently been involved in several national projects conducted by "Kitaygorodskaya School" in cooperation with "Prosveshcheniye Publishers". The programs are aimed at organizing teacher training sessions all over Russia.
She is keen on personal and professional development. Maria is Delta-qualified (Module 1 and 2) teacher.
To watch or not to watch? Is that even a question?
Do you think of video as something you can switch on to entertain your students at the end of the course or to give yourself a rest? If yes, then you are missing THE real opportunity. Video speaks to contemporary students and teachers should use that to their advantage. Video brings the outside world into the classroom and provides students with authentic, stimulating and language-rich content. Incorporating video into your lesson plan can change the class dynamic and make the lesson enjoyable, engaging and effective for students. But have you considered using video outside your class? Have you tried the flipped classroom model? What about setting a homework task based on the video watched during the lesson or just a dialogue listened to illustrate some communication functions? Please, join the session to discover how incorporating video resources in your teaching can help teenagers learn English effectively.
Bio:
Andrzej Boguta has been involved in teaching English as a foreign language for the last 21 years, firstly as a teacher, then after 7 years of teaching students of all age groups and levels moved to a publisher – Pearson Longman. Working closely with teachers, organizing seminars and trainings. Especially interested in implementing new technology in teaching English
Do you think of video as something you can switch on to entertain your students at the end of the course or to give yourself a rest? If yes, then you are missing THE real opportunity. Video speaks to contemporary students and teachers should use that to their advantage. Video brings the outside world into the classroom and provides students with authentic, stimulating and language-rich content. Incorporating video into your lesson plan can change the class dynamic and make the lesson enjoyable, engaging and effective for students. But have you considered using video outside your class? Have you tried the flipped classroom model? What about setting a homework task based on the video watched during the lesson or just a dialogue listened to illustrate some communication functions? Please, join the session to discover how incorporating video resources in your teaching can help teenagers learn English effectively.
Bio:
Andrzej Boguta has been involved in teaching English as a foreign language for the last 21 years, firstly as a teacher, then after 7 years of teaching students of all age groups and levels moved to a publisher – Pearson Longman. Working closely with teachers, organizing seminars and trainings. Especially interested in implementing new technology in teaching English
Andrzej Boguta,
Pearson Regional Sales Manager
for Russia,
Poland
Pearson Regional Sales Manager
for Russia,
Poland
Andrzej Boguta,
Pearson Regional Sales Manager
for Russia,
Poland
Pearson Regional Sales Manager
for Russia,
Poland
To watch or not to watch? Is that even a question?
Do you think of video as something you can switch on to entertain your students at the end of the course or to give yourself a rest? If yes, then you are missing THE real opportunity. Video speaks to contemporary students and teachers should use that to their advantage. Video brings the outside world into the classroom and provides students with authentic, stimulating and language-rich content. Incorporating video into your lesson plan can change the class dynamic and make the lesson enjoyable, engaging and effective for students. But have you considered using video outside your class? Have you tried the flipped classroom model? What about setting a homework task based on the video watched during the lesson or just a dialogue listened to illustrate some communication functions? Please, join the session to discover how incorporating video resources in your teaching can help teenagers learn English effectively.
Bio:
Andrzej Boguta has been involved in teaching English as a foreign language for the last 21 years, firstly as a teacher, then after 7 years of teaching students of all age groups and levels moved to a publisher – Pearson Longman. Working closely with teachers, organizing seminars and trainings. Especially interested in implementing new technology in teaching English
Do you think of video as something you can switch on to entertain your students at the end of the course or to give yourself a rest? If yes, then you are missing THE real opportunity. Video speaks to contemporary students and teachers should use that to their advantage. Video brings the outside world into the classroom and provides students with authentic, stimulating and language-rich content. Incorporating video into your lesson plan can change the class dynamic and make the lesson enjoyable, engaging and effective for students. But have you considered using video outside your class? Have you tried the flipped classroom model? What about setting a homework task based on the video watched during the lesson or just a dialogue listened to illustrate some communication functions? Please, join the session to discover how incorporating video resources in your teaching can help teenagers learn English effectively.
Bio:
Andrzej Boguta has been involved in teaching English as a foreign language for the last 21 years, firstly as a teacher, then after 7 years of teaching students of all age groups and levels moved to a publisher – Pearson Longman. Working closely with teachers, organizing seminars and trainings. Especially interested in implementing new technology in teaching English
Vera Silva
ADOS at BKC-IH Moscow,
Russia
ADOS at BKC-IH Moscow,
Russia
Grammar through images and personalisation.
In this session, I hope to show through a variety of activities that grammar embedded in a meaningful context not only helps the student to understand the target structure but also motivates him/her to focus on the form, as a means to using the language.
Bio:
Vera has worked at BKC International House Moscow since 2001, teaching all levels from Beginners to Proficiency. She started as a teacher of English and then developed her career as an academic manager. She has been in the BKC management team for 10 years. Her special interests include teaching grammar effectively, Intensive courses and exam classes.
In this session, I hope to show through a variety of activities that grammar embedded in a meaningful context not only helps the student to understand the target structure but also motivates him/her to focus on the form, as a means to using the language.
Bio:
Vera has worked at BKC International House Moscow since 2001, teaching all levels from Beginners to Proficiency. She started as a teacher of English and then developed her career as an academic manager. She has been in the BKC management team for 10 years. Her special interests include teaching grammar effectively, Intensive courses and exam classes.
Reading for Pre-teens: between Fairy Tales and Magazine Articles
In a year or two, they will fall into that category of learners that teachers either adore or hate working with – teenagers. For now, they are still happy to share any concerns and ideas with their teacher; however, they are coming to perceive the world not just in black and white. Pre-teenagers are not little kids and not yet adolescents; they avidly seek to answer the questions prompted by their growing up.
Texts are valuable sources of both information and language patterns; therefore, developing reading skills is crucial for personal and linguistic development of this age group. But what if they have outgrown fairy tales, yet not become cognitively mature enough for longer and deeper reading materials?
In this presentation, I will share some activities that can help 10-12-year-old learners develop critical thinking and social-emotional intelligence while reading realistic fiction and non-fiction stories. I will also demonstrate a number of techniques that can encourage pre-teenagers to explore the language of any text without getting bored.
Bio:
Alena has been working with groups and tutoring children for 8 years. She holds CiPELT (Certificate in Primary English Language Teaching delivered by British Council) and Jolly Phonics Certificate (developing early literacy in ESL) and focuses on teaching English to children aged 3 to 12. Her current professional interests include reading and writing with young learners and pre-teens at lower levels, implementing the lexical approach with pre-teenagers and bringing fiction into the EFL classroom.
In a year or two, they will fall into that category of learners that teachers either adore or hate working with – teenagers. For now, they are still happy to share any concerns and ideas with their teacher; however, they are coming to perceive the world not just in black and white. Pre-teenagers are not little kids and not yet adolescents; they avidly seek to answer the questions prompted by their growing up.
Texts are valuable sources of both information and language patterns; therefore, developing reading skills is crucial for personal and linguistic development of this age group. But what if they have outgrown fairy tales, yet not become cognitively mature enough for longer and deeper reading materials?
In this presentation, I will share some activities that can help 10-12-year-old learners develop critical thinking and social-emotional intelligence while reading realistic fiction and non-fiction stories. I will also demonstrate a number of techniques that can encourage pre-teenagers to explore the language of any text without getting bored.
Bio:
Alena has been working with groups and tutoring children for 8 years. She holds CiPELT (Certificate in Primary English Language Teaching delivered by British Council) and Jolly Phonics Certificate (developing early literacy in ESL) and focuses on teaching English to children aged 3 to 12. Her current professional interests include reading and writing with young learners and pre-teens at lower levels, implementing the lexical approach with pre-teenagers and bringing fiction into the EFL classroom.
Alena Syramiatnikava,
Moscow,
Russia
Moscow,
Russia
Alena Syramiatnikava,
Moscow,
Russia
Moscow,
Russia
Reading for Pre-teens: between Fairy Tales and Magazine Articles
In a year or two, they will fall into that category of learners that teachers either adore or hate working with – teenagers. For now, they are still happy to share any concerns and ideas with their teacher; however, they are coming to perceive the world not just in black and white. Pre-teenagers are not little kids and not yet adolescents; they avidly seek to answer the questions prompted by their growing up.
Texts are valuable sources of both information and language patterns; therefore, developing reading skills is crucial for personal and linguistic development of this age group. But what if they have outgrown fairy tales, yet not become cognitively mature enough for longer and deeper reading materials?
In this presentation, I will share some activities that can help 10-12-year-old learners develop critical thinking and social-emotional intelligence while reading realistic fiction and non-fiction stories. I will also demonstrate a number of techniques that can encourage pre-teenagers to explore the language of any text without getting bored.
Bio:
Alena has been working with groups and tutoring children for 8 years. She holds CiPELT (Certificate in Primary English Language Teaching delivered by British Council) and Jolly Phonics Certificate (developing early literacy in ESL) and focuses on teaching English to children aged 3 to 12. Her current professional interests include reading and writing with young learners and pre-teens at lower levels, implementing the lexical approach with pre-teenagers and bringing fiction into the EFL classroom.
In a year or two, they will fall into that category of learners that teachers either adore or hate working with – teenagers. For now, they are still happy to share any concerns and ideas with their teacher; however, they are coming to perceive the world not just in black and white. Pre-teenagers are not little kids and not yet adolescents; they avidly seek to answer the questions prompted by their growing up.
Texts are valuable sources of both information and language patterns; therefore, developing reading skills is crucial for personal and linguistic development of this age group. But what if they have outgrown fairy tales, yet not become cognitively mature enough for longer and deeper reading materials?
In this presentation, I will share some activities that can help 10-12-year-old learners develop critical thinking and social-emotional intelligence while reading realistic fiction and non-fiction stories. I will also demonstrate a number of techniques that can encourage pre-teenagers to explore the language of any text without getting bored.
Bio:
Alena has been working with groups and tutoring children for 8 years. She holds CiPELT (Certificate in Primary English Language Teaching delivered by British Council) and Jolly Phonics Certificate (developing early literacy in ESL) and focuses on teaching English to children aged 3 to 12. Her current professional interests include reading and writing with young learners and pre-teens at lower levels, implementing the lexical approach with pre-teenagers and bringing fiction into the EFL classroom.
Ekaterina Chegnova, Star Talk Language School Moscow,
Russia
Russia
Modern Trends in Teaching Business English
Teaching Business English is not about extending Vocabulary and correcting grammar mistakes.
Business people recourse to a teacher in order to achieve certain business goals:
to be able to make a presentation, to take part in meetings and negotiations with business partners, to be able to conduct business correspondence in line with modern standards.
How to meet the requirements of the fast-changing business environment and encompass modern business trends in English lessons?
Ekaterina will share her insights on modern trends in teaching Business English enabling a teacher to assist their students in achieving their goals.
Bio:
Co-founder and Academic Director of Star Talk Language School, Business English Teacher with an experience of over 13 years, Business and Cross-Cultural Communication Trainer, Co-Author of an innovative Professional English course, EMBA degree.
Throughout her career, Ekaterina has been using an advanced communication skills-oriented approach in teaching English to business people, enabling them to successfully achieve their goals. She is currently training large audiences and giving masterminds on soft skills topics at multinationals.
Ekaterina is eager to share her expertise in taking advantage of modern teaching approaches with keen Business English teachers.
Teaching Business English is not about extending Vocabulary and correcting grammar mistakes.
Business people recourse to a teacher in order to achieve certain business goals:
to be able to make a presentation, to take part in meetings and negotiations with business partners, to be able to conduct business correspondence in line with modern standards.
How to meet the requirements of the fast-changing business environment and encompass modern business trends in English lessons?
Ekaterina will share her insights on modern trends in teaching Business English enabling a teacher to assist their students in achieving their goals.
Bio:
Co-founder and Academic Director of Star Talk Language School, Business English Teacher with an experience of over 13 years, Business and Cross-Cultural Communication Trainer, Co-Author of an innovative Professional English course, EMBA degree.
Throughout her career, Ekaterina has been using an advanced communication skills-oriented approach in teaching English to business people, enabling them to successfully achieve their goals. She is currently training large audiences and giving masterminds on soft skills topics at multinationals.
Ekaterina is eager to share her expertise in taking advantage of modern teaching approaches with keen Business English teachers.
Teaching Creative Writing: Objectives, Practices, Outcomes
The talk is devoted to the practice of teaching Creative Writing to students of English as a foreign language. The author describes her experience and discusses the why, the what and the how, i.e. the reasons for introducing CW, the course syllabus, the tools and techniques, ways of giving feedback and assessment. The main objective is to demonstrate what skills and abilities Creative Writing may develop in students and how this can be achieved.
Bio:
Yulia is a lecturer at Moscow State Lomonosov University, a materials developer and a teacher trainer. She holds a PhD in Philology, teaches courses in General English, English Literature, Stylistics, Public Speaking, and runs a Creative Writing workshop. Yulia has collaborated with the British Council and given many ELT conference talks. In 2017 she published a book How to Teach Creative Writing. She has also been a regular contributor to the magazine English (by Pervoye Sentyabrya) since 2011. She believes in bringing creativity to the English classroom and is eager to share the tools and techniques that she has developed while teaching Creative Writing.
The talk is devoted to the practice of teaching Creative Writing to students of English as a foreign language. The author describes her experience and discusses the why, the what and the how, i.e. the reasons for introducing CW, the course syllabus, the tools and techniques, ways of giving feedback and assessment. The main objective is to demonstrate what skills and abilities Creative Writing may develop in students and how this can be achieved.
Bio:
Yulia is a lecturer at Moscow State Lomonosov University, a materials developer and a teacher trainer. She holds a PhD in Philology, teaches courses in General English, English Literature, Stylistics, Public Speaking, and runs a Creative Writing workshop. Yulia has collaborated with the British Council and given many ELT conference talks. In 2017 she published a book How to Teach Creative Writing. She has also been a regular contributor to the magazine English (by Pervoye Sentyabrya) since 2011. She believes in bringing creativity to the English classroom and is eager to share the tools and techniques that she has developed while teaching Creative Writing.
Yulia Shcherbinina, Moscow State Lomonosov University,
Russia
Russia
Yulia Shcherbinina, Moscow State Lomonosov University,
Russia
Russia
Teaching Creative Writing: Objectives, Practices, Outcomes
The talk is devoted to the practice of teaching Creative Writing to students of English as a foreign language. The author describes her experience and discusses the why, the what and the how, i.e. the reasons for introducing CW, the course syllabus, the tools and techniques, ways of giving feedback and assessment. The main objective is to demonstrate what skills and abilities Creative Writing may develop in students and how this can be achieved.
Bio:
Yulia is a lecturer at Moscow State Lomonosov University, a materials developer and a teacher trainer. She holds a PhD in Philology, teaches courses in General English, English Literature, Stylistics, Public Speaking, and runs a Creative Writing workshop. Yulia has collaborated with the British Council and given many ELT conference talks. In 2017 she published a book How to Teach Creative Writing. She has also been a regular contributor to the magazine English (by Pervoye Sentyabrya) since 2011. She believes in bringing creativity to the English classroom and is eager to share the tools and techniques that she has developed while teaching Creative Writing.
The talk is devoted to the practice of teaching Creative Writing to students of English as a foreign language. The author describes her experience and discusses the why, the what and the how, i.e. the reasons for introducing CW, the course syllabus, the tools and techniques, ways of giving feedback and assessment. The main objective is to demonstrate what skills and abilities Creative Writing may develop in students and how this can be achieved.
Bio:
Yulia is a lecturer at Moscow State Lomonosov University, a materials developer and a teacher trainer. She holds a PhD in Philology, teaches courses in General English, English Literature, Stylistics, Public Speaking, and runs a Creative Writing workshop. Yulia has collaborated with the British Council and given many ELT conference talks. In 2017 she published a book How to Teach Creative Writing. She has also been a regular contributor to the magazine English (by Pervoye Sentyabrya) since 2011. She believes in bringing creativity to the English classroom and is eager to share the tools and techniques that she has developed while teaching Creative Writing.
Joe Due,
United Kingdom
United Kingdom
Teachers Without Classrooms
English dictionaries define a school as an institution or centre for learning and teaching but throughout extensive travel across South America, Africa and Asia it became clear that teaching and learning without a classroom, without extensive or elaborate resources and without what may be considered commonplace in the so called developed world offers challenges and opportunities rarely experienced by Native Speaker teachers.
From time to time many, if not all teachers will find themselves in situations lacking in resources or technology and this talk will focus on the founding and formulation of language teaching programmes in material light environments and on the creation and cultivation of schools built solely around the teacher and student and the growth of decentralized study.
Bio:
Born in Manchester, UK and graduate of Manchester Metropolitan University with a Doctorate in English Joe has spent over 15 years travelling and teaching in over 65 countries worldwide.
Founding teacher of learning centres on three continents Joe developed educational programmes in deprived social areas, bringing key language skills to those lacking in accessible public schooling.
English dictionaries define a school as an institution or centre for learning and teaching but throughout extensive travel across South America, Africa and Asia it became clear that teaching and learning without a classroom, without extensive or elaborate resources and without what may be considered commonplace in the so called developed world offers challenges and opportunities rarely experienced by Native Speaker teachers.
From time to time many, if not all teachers will find themselves in situations lacking in resources or technology and this talk will focus on the founding and formulation of language teaching programmes in material light environments and on the creation and cultivation of schools built solely around the teacher and student and the growth of decentralized study.
Bio:
Born in Manchester, UK and graduate of Manchester Metropolitan University with a Doctorate in English Joe has spent over 15 years travelling and teaching in over 65 countries worldwide.
Founding teacher of learning centres on three continents Joe developed educational programmes in deprived social areas, bringing key language skills to those lacking in accessible public schooling.
Language input. Creating a Language-rich environment in the YL and VYL classroom
Young children need an environment full of language to learn to communicate. As teachers, we constantly strive to create a classroom environment where children are exposed to high-quality language in varying forms. We model how to use new words in sentences, how to express ideas, etc. A classroom can be decorated perfectly and filled with the most expensive supplies and technology, but unless the teacher models how to use the language skills, and keeps the students engaged and interested, those materials go to waste. A language-rich classroom has many different aspects and I believe the key to each is student engagement. Student exposure to language should be deliberate, meaningful, repetitive and engaging — meaning it directly involves the students as active participants. In my talk, I'll share with you the steps I take to make my classroom an interactive, language-rich environment.
Bio:
Maria is a teacher, linguist and founder of Bilingual Learning Club. She has been teaching in bilingual schools, home school groups and ESL courses for over 10 years. Her experience with multilingual children and having grown up bilingual herself have made it possible for her to consult parents on issues of bilingualism and second language acquisition in early childhood. Her language center, Bilingual Learning Club provides extracurricular classes in different subjects in English and Spanish to children ages 3-11. Maria is also the proud mother of two children, whom she is raising in two languages.
Young children need an environment full of language to learn to communicate. As teachers, we constantly strive to create a classroom environment where children are exposed to high-quality language in varying forms. We model how to use new words in sentences, how to express ideas, etc. A classroom can be decorated perfectly and filled with the most expensive supplies and technology, but unless the teacher models how to use the language skills, and keeps the students engaged and interested, those materials go to waste. A language-rich classroom has many different aspects and I believe the key to each is student engagement. Student exposure to language should be deliberate, meaningful, repetitive and engaging — meaning it directly involves the students as active participants. In my talk, I'll share with you the steps I take to make my classroom an interactive, language-rich environment.
Bio:
Maria is a teacher, linguist and founder of Bilingual Learning Club. She has been teaching in bilingual schools, home school groups and ESL courses for over 10 years. Her experience with multilingual children and having grown up bilingual herself have made it possible for her to consult parents on issues of bilingualism and second language acquisition in early childhood. Her language center, Bilingual Learning Club provides extracurricular classes in different subjects in English and Spanish to children ages 3-11. Maria is also the proud mother of two children, whom she is raising in two languages.
Maria Belevantseva, Bilingual Learning Club, Moscow,
Russia
Russia
Maria Belevantseva, Bilingual Learning Club, Moscow,
Russia
Russia
Language input. Creating a Language-rich environment in the YL and VYL classroom
Young children need an environment full of language to learn to communicate. As teachers, we constantly strive to create a classroom environment where children are exposed to high-quality language in varying forms. We model how to use new words in sentences, how to express ideas, etc. A classroom can be decorated perfectly and filled with the most expensive supplies and technology, but unless the teacher models how to use the language skills, and keeps the students engaged and interested, those materials go to waste. A language-rich classroom has many different aspects and I believe the key to each is student engagement. Student exposure to language should be deliberate, meaningful, repetitive and engaging — meaning it directly involves the students as active participants. In my talk, I'll share with you the steps I take to make my classroom an interactive, language-rich environment.
Bio:
Maria is a teacher, linguist and founder of Bilingual Learning Club. She has been teaching in bilingual schools, home school groups and ESL courses for over 10 years. Her experience with multilingual children and having grown up bilingual herself have made it possible for her to consult parents on issues of bilingualism and second language acquisition in early childhood. Her language center, Bilingual Learning Club provides extracurricular classes in different subjects in English and Spanish to children ages 3-11. Maria is also the proud mother of two children, whom she is raising in two languages.
Young children need an environment full of language to learn to communicate. As teachers, we constantly strive to create a classroom environment where children are exposed to high-quality language in varying forms. We model how to use new words in sentences, how to express ideas, etc. A classroom can be decorated perfectly and filled with the most expensive supplies and technology, but unless the teacher models how to use the language skills, and keeps the students engaged and interested, those materials go to waste. A language-rich classroom has many different aspects and I believe the key to each is student engagement. Student exposure to language should be deliberate, meaningful, repetitive and engaging — meaning it directly involves the students as active participants. In my talk, I'll share with you the steps I take to make my classroom an interactive, language-rich environment.
Bio:
Maria is a teacher, linguist and founder of Bilingual Learning Club. She has been teaching in bilingual schools, home school groups and ESL courses for over 10 years. Her experience with multilingual children and having grown up bilingual herself have made it possible for her to consult parents on issues of bilingualism and second language acquisition in early childhood. Her language center, Bilingual Learning Club provides extracurricular classes in different subjects in English and Spanish to children ages 3-11. Maria is also the proud mother of two children, whom she is raising in two languages.
Maria Molina,
Institute of Linguistics, Russian Academy of Sciences, Moscow,
Russia
Institute of Linguistics, Russian Academy of Sciences, Moscow,
Russia
Corpus-driven studies: new era, new technologies
Academic writing demands more than just good English. It is not only about terminology, but you also need academic words, collocations, typical sentences for structuring your paper, typical constructions to use at different stages of your writing. All that is highly demanded to prepare for international exams, such as academic IELTS. If you write 3–10 papers a year, you quickly get used to patterns; but if you don't, it is a hard job, especially when you have to teach it. New technologies come to help: particularly with English, corpus methods have recently found wide usage in developing new tools to search for a specific expression, look for typical texts of a certain genre, or find a proper collocation. The talk aims to introduce new corpus-driven methods of teaching academic English. The presentation is focused on the difference between traditional methods of teaching, involving offline (or even online, for that matter) course books, grammar books and dictionaries, and the state-of-the-art technologies, such as a quick search for certain patterns in everyday usage. The practical part includes a demonstration of existing corpus resources and a further discussion of what we still lack to make academic writing lesson more efficient.
Bio:
Maria Molina is a linguist, fellow researcher at the Institute of Linguistics, Russian Academy of Sciences (RAS). Since graduation from the Lomonosov Moscow State University (specialist degree in philology) in 2009 and the Russian State University for the Humanities (master's degree in linguistics) in 2014, she has been working for RAS doing various linguistic research. Since 2009 she also works as a teacher of English, offering courses for adults as well as for teenagers and children. She has recently obtained a PhD degree at the Institute of Linguistics, having defended a dissertation on linguistic corpus development.
She focuses her studies on corpora development, including the needs of the RAS Department of Foreign Languages (PhD level). Her experience in teaching Academic English includes courses of Intermediate to Advanced English at HSE and teaching PhD students at RAS. In her professional life as a researcher, she is responsible for composing academic articles acceptable for Q1/Q2 journals. She considers the corpus method to be one of the most promising new ways to deliver good academic writing.
Academic writing demands more than just good English. It is not only about terminology, but you also need academic words, collocations, typical sentences for structuring your paper, typical constructions to use at different stages of your writing. All that is highly demanded to prepare for international exams, such as academic IELTS. If you write 3–10 papers a year, you quickly get used to patterns; but if you don't, it is a hard job, especially when you have to teach it. New technologies come to help: particularly with English, corpus methods have recently found wide usage in developing new tools to search for a specific expression, look for typical texts of a certain genre, or find a proper collocation. The talk aims to introduce new corpus-driven methods of teaching academic English. The presentation is focused on the difference between traditional methods of teaching, involving offline (or even online, for that matter) course books, grammar books and dictionaries, and the state-of-the-art technologies, such as a quick search for certain patterns in everyday usage. The practical part includes a demonstration of existing corpus resources and a further discussion of what we still lack to make academic writing lesson more efficient.
Bio:
Maria Molina is a linguist, fellow researcher at the Institute of Linguistics, Russian Academy of Sciences (RAS). Since graduation from the Lomonosov Moscow State University (specialist degree in philology) in 2009 and the Russian State University for the Humanities (master's degree in linguistics) in 2014, she has been working for RAS doing various linguistic research. Since 2009 she also works as a teacher of English, offering courses for adults as well as for teenagers and children. She has recently obtained a PhD degree at the Institute of Linguistics, having defended a dissertation on linguistic corpus development.
She focuses her studies on corpora development, including the needs of the RAS Department of Foreign Languages (PhD level). Her experience in teaching Academic English includes courses of Intermediate to Advanced English at HSE and teaching PhD students at RAS. In her professional life as a researcher, she is responsible for composing academic articles acceptable for Q1/Q2 journals. She considers the corpus method to be one of the most promising new ways to deliver good academic writing.
Teaching preschoolers to speak: common mistakes and lifesavers
Tatiana Fanshtein is a freelance teacher trainer. Tatiana's got a master degree in teaching English and more than 14 years of teaching and 8 years of teacher training experience. She hosts a successful Instagram blog with about 5700 subscribers where she shares the most useful teaching tips and often invites her peer teachers from ELT community for live streams.
More than 200 foreign languages teachers have completed her online and offline courses, seminars and webinars.
Since December Tatiana's participated in 4 conferences as a speaker in Rostov-on-Don, Saint-Petersburg and Moscow and has given several workshops devoted to teaching young learners in Saint-Petersburg and Sochi.
This year she's won Teach with Dave competition and participated in the workshop in London, organised by Macmillan Education and held by David Spencer, the author of Gateway.
Tatiana's currently teaching quite a few different aged students in offline groups, and she's particularly passionate about working with very young learners. 25 students aged from 2 to 8 are going to attend her classes in September.
Bio:
Pre-schoolers are believed to be unpredictable creatures and adults don't expect them to succeed in learning only because they seem to be too young for it. Quite a few teachers of very young learners care about such important for children things as jumping, running, singing and playing. But they might be so obsessed with classroom management and so scared to lose control of the class, that they forget about the goal of education: they forget to provide opportunities for speaking. In this workshop, we'll cover 7 typical mistakes which teachers of very young learners usually make when working on speaking and we'll try to find the most effective ways of avoiding them. Besides, by the end of the session listeners will get a set of life-saver activities to be used in the classroom in case their students don't want to speak.
Tatiana Fanshtein is a freelance teacher trainer. Tatiana's got a master degree in teaching English and more than 14 years of teaching and 8 years of teacher training experience. She hosts a successful Instagram blog with about 5700 subscribers where she shares the most useful teaching tips and often invites her peer teachers from ELT community for live streams.
More than 200 foreign languages teachers have completed her online and offline courses, seminars and webinars.
Since December Tatiana's participated in 4 conferences as a speaker in Rostov-on-Don, Saint-Petersburg and Moscow and has given several workshops devoted to teaching young learners in Saint-Petersburg and Sochi.
This year she's won Teach with Dave competition and participated in the workshop in London, organised by Macmillan Education and held by David Spencer, the author of Gateway.
Tatiana's currently teaching quite a few different aged students in offline groups, and she's particularly passionate about working with very young learners. 25 students aged from 2 to 8 are going to attend her classes in September.
Bio:
Pre-schoolers are believed to be unpredictable creatures and adults don't expect them to succeed in learning only because they seem to be too young for it. Quite a few teachers of very young learners care about such important for children things as jumping, running, singing and playing. But they might be so obsessed with classroom management and so scared to lose control of the class, that they forget about the goal of education: they forget to provide opportunities for speaking. In this workshop, we'll cover 7 typical mistakes which teachers of very young learners usually make when working on speaking and we'll try to find the most effective ways of avoiding them. Besides, by the end of the session listeners will get a set of life-saver activities to be used in the classroom in case their students don't want to speak.
Tatiana Fanshtein,
Freelance teacher trainer,
Saint-Petersburg,
Russia
Freelance teacher trainer,
Saint-Petersburg,
Russia
Tatiana Fanshtein,
Freelance teacher trainer,
Saint-Petersburg,
Russia
Freelance teacher trainer,
Saint-Petersburg,
Russia
Teaching preschoolers to speak: common mistakes and lifesavers
Tatiana Fanshtein is a freelance teacher trainer. Tatiana's got a master degree in teaching English and more than 14 years of teaching and 8 years of teacher training experience. She hosts a successful Instagram blog with about 5700 subscribers where she shares the most useful teaching tips and often invites her peer teachers from ELT community for live streams.
More than 200 foreign languages teachers have completed her online and offline courses, seminars and webinars.
Since December Tatiana's participated in 4 conferences as a speaker in Rostov-on-Don, Saint-Petersburg and Moscow and has given several workshops devoted to teaching young learners in Saint-Petersburg and Sochi.
This year she's won Teach with Dave competition and participated in the workshop in London, organised by Macmillan Education and held by David Spencer, the author of Gateway.
Tatiana's currently teaching quite a few different aged students in offline groups, and she's particularly passionate about working with very young learners. 25 students aged from 2 to 8 are going to attend her classes in September.
Bio:
Pre-schoolers are believed to be unpredictable creatures and adults don't expect them to succeed in learning only because they seem to be too young for it. Quite a few teachers of very young learners care about such important for children things as jumping, running, singing and playing. But they might be so obsessed with classroom management and so scared to lose control of the class, that they forget about the goal of education: they forget to provide opportunities for speaking. In this workshop, we'll cover 7 typical mistakes which teachers of very young learners usually make when working on speaking and we'll try to find the most effective ways of avoiding them. Besides, by the end of the session listeners will get a set of life-saver activities to be used in the classroom in case their students don't want to speak.
Tatiana Fanshtein is a freelance teacher trainer. Tatiana's got a master degree in teaching English and more than 14 years of teaching and 8 years of teacher training experience. She hosts a successful Instagram blog with about 5700 subscribers where she shares the most useful teaching tips and often invites her peer teachers from ELT community for live streams.
More than 200 foreign languages teachers have completed her online and offline courses, seminars and webinars.
Since December Tatiana's participated in 4 conferences as a speaker in Rostov-on-Don, Saint-Petersburg and Moscow and has given several workshops devoted to teaching young learners in Saint-Petersburg and Sochi.
This year she's won Teach with Dave competition and participated in the workshop in London, organised by Macmillan Education and held by David Spencer, the author of Gateway.
Tatiana's currently teaching quite a few different aged students in offline groups, and she's particularly passionate about working with very young learners. 25 students aged from 2 to 8 are going to attend her classes in September.
Bio:
Pre-schoolers are believed to be unpredictable creatures and adults don't expect them to succeed in learning only because they seem to be too young for it. Quite a few teachers of very young learners care about such important for children things as jumping, running, singing and playing. But they might be so obsessed with classroom management and so scared to lose control of the class, that they forget about the goal of education: they forget to provide opportunities for speaking. In this workshop, we'll cover 7 typical mistakes which teachers of very young learners usually make when working on speaking and we'll try to find the most effective ways of avoiding them. Besides, by the end of the session listeners will get a set of life-saver activities to be used in the classroom in case their students don't want to speak.
Ekaterina Shadrova,
Vologda State University,
Vologda,
Russia
Vologda State University,
Vologda,
Russia
Secrets of a Perfect Unified State Exam (EGE) Essay
This presentation will focus on how teachers can facilitate their students' writing while preparing for the EGE exam in English. We are going to explore the efficient techniques on how to paraphrase the essay question, on how to brainstorm ideas and use the plan to write an exam essay within 25-30 minutes. Participants will be provided with some online tools to collaborate with their students or check their written assignments. We will also look at the tricks and traps of the essay assessment and participants will be able to turn a piece of writing into a perfect one.
Bio:
Ekaterina Shadrova is an English teacher and teacher trainer (British Council, 2011-2017), the co-author of the coursebook "English for Academics" (Book 1&2), published by the Cambridge University Press (2014, 2015), an official expert for the Russian state exam (since 2016). She presented at various conferences including IATEFL (2013, 2015).
This presentation will focus on how teachers can facilitate their students' writing while preparing for the EGE exam in English. We are going to explore the efficient techniques on how to paraphrase the essay question, on how to brainstorm ideas and use the plan to write an exam essay within 25-30 minutes. Participants will be provided with some online tools to collaborate with their students or check their written assignments. We will also look at the tricks and traps of the essay assessment and participants will be able to turn a piece of writing into a perfect one.
Bio:
Ekaterina Shadrova is an English teacher and teacher trainer (British Council, 2011-2017), the co-author of the coursebook "English for Academics" (Book 1&2), published by the Cambridge University Press (2014, 2015), an official expert for the Russian state exam (since 2016). She presented at various conferences including IATEFL (2013, 2015).
Can a YouTube Video Teach Anything?
- Is it real teaching and are they real teachers? How credible is the information that a learner may find in an "English teaching video" and what kind of knowledge can it create?
- What is teaching and learning in the digital era and what is the role of the video? New generation, new ways to perceive information.
- One video to serve a million purposes. The skills of a teacher and continuous professional development
- Don't simply use videos, create them!
- Creating opportunities for learners who can never come to your class. Not because they are ill, but just because they are on the other end of the world.
Bio:
Alexei is an ESL/EFL Instructor, teaching English to adult learners. 20 years of experience, starting as a university teacher, then working in a corporate setting and currently involved in online projects. Alexei is also an educational blogger, writing for teachingenglish.org.uk, a website run by the British Council, and creating educational videos for his channel - New Model for Learning English.
- Is it real teaching and are they real teachers? How credible is the information that a learner may find in an "English teaching video" and what kind of knowledge can it create?
- What is teaching and learning in the digital era and what is the role of the video? New generation, new ways to perceive information.
- One video to serve a million purposes. The skills of a teacher and continuous professional development
- Don't simply use videos, create them!
- Creating opportunities for learners who can never come to your class. Not because they are ill, but just because they are on the other end of the world.
Bio:
Alexei is an ESL/EFL Instructor, teaching English to adult learners. 20 years of experience, starting as a university teacher, then working in a corporate setting and currently involved in online projects. Alexei is also an educational blogger, writing for teachingenglish.org.uk, a website run by the British Council, and creating educational videos for his channel - New Model for Learning English.
Alexei Kiselev, sole proprietor,
Moscow,
Russia
Moscow,
Russia
Alexei Kiselev, sole proprietor,
Moscow,
Russia
Moscow,
Russia
Can a YouTube Video Teach Anything?
- Is it real teaching and are they real teachers? How credible is the information that a learner may find in an "English teaching video" and what kind of knowledge can it create?
- What is teaching and learning in the digital era and what is the role of the video? New generation, new ways to perceive information.
- One video to serve a million purposes. The skills of a teacher and continuous professional development
- Don't simply use videos, create them!
- Creating opportunities for learners who can never come to your class. Not because they are ill, but just because they are on the other end of the world.
Bio:
Alexei is an ESL/EFL Instructor, teaching English to adult learners. 20 years of experience, starting as a university teacher, then working in a corporate setting and currently involved in online projects. Alexei is also an educational blogger, writing for teachingenglish.org.uk, a website run by the British Council, and creating educational videos for his channel - New Model for Learning English.
- Is it real teaching and are they real teachers? How credible is the information that a learner may find in an "English teaching video" and what kind of knowledge can it create?
- What is teaching and learning in the digital era and what is the role of the video? New generation, new ways to perceive information.
- One video to serve a million purposes. The skills of a teacher and continuous professional development
- Don't simply use videos, create them!
- Creating opportunities for learners who can never come to your class. Not because they are ill, but just because they are on the other end of the world.
Bio:
Alexei is an ESL/EFL Instructor, teaching English to adult learners. 20 years of experience, starting as a university teacher, then working in a corporate setting and currently involved in online projects. Alexei is also an educational blogger, writing for teachingenglish.org.uk, a website run by the British Council, and creating educational videos for his channel - New Model for Learning English.
Natalya Zakharova,
Higher School of Economics,
Moscow,
Russia
Higher School of Economics,
Moscow,
Russia
Design Thinking as a framework for ELT
How might we engage a group of school students in meaningful communication on global topics on a personal scale? In 40 minutes of the workshop, we will take ten practical steps to answer this question. You will experience Design Thinking techniques, such as drawing an empathy map, brainstorming and creating a prototype, to later apply them in your classroom. You are welcome to bring a few colourful pencils, markers, sheets of scrap paper and post-it-notes left from the previous school year.
Bio:
A few years ago a CELTA course changed my perspective on teaching English: I witnessed firsthand and experienced the effectiveness of detailed planning, language analysis and task adaptation. A course in Teaching Young Learners and Teenagers, helped me to broaden the range of all-age-appropriate techniques. Now I am greatly interested in Design Thinking, which has been recently adopted by educators, as a new approach for co-work of teachers and students..
How might we engage a group of school students in meaningful communication on global topics on a personal scale? In 40 minutes of the workshop, we will take ten practical steps to answer this question. You will experience Design Thinking techniques, such as drawing an empathy map, brainstorming and creating a prototype, to later apply them in your classroom. You are welcome to bring a few colourful pencils, markers, sheets of scrap paper and post-it-notes left from the previous school year.
Bio:
A few years ago a CELTA course changed my perspective on teaching English: I witnessed firsthand and experienced the effectiveness of detailed planning, language analysis and task adaptation. A course in Teaching Young Learners and Teenagers, helped me to broaden the range of all-age-appropriate techniques. Now I am greatly interested in Design Thinking, which has been recently adopted by educators, as a new approach for co-work of teachers and students..
How to rock social media in your classroom
How to use social media (Instagram, Twitter, YouTube, Facebook, etc.) to make your students actually learn the language? What if they get distracted? What if they hate it? What if instead of writing essays they start making memes about you? What if the whole thing gets out of control? By the end of the talk, we'll have all the what-ifs answered and you'll get an awesome set of tools and techniques to rock social media in your classroom.
Bio:
Yulia is an experienced and CELTA qualified teacher who works with teens at Pavlovo School. She holds a university degree in linguistics and teaching has extensive experience of teaching teens and adults online.
How to use social media (Instagram, Twitter, YouTube, Facebook, etc.) to make your students actually learn the language? What if they get distracted? What if they hate it? What if instead of writing essays they start making memes about you? What if the whole thing gets out of control? By the end of the talk, we'll have all the what-ifs answered and you'll get an awesome set of tools and techniques to rock social media in your classroom.
Bio:
Yulia is an experienced and CELTA qualified teacher who works with teens at Pavlovo School. She holds a university degree in linguistics and teaching has extensive experience of teaching teens and adults online.
Yulia Karataeva, Pavlovo School,
Moscow,
Russia
Moscow,
Russia
Yulia Karataeva, Pavlovo School,
Moscow,
Russia
Moscow,
Russia
How to rock social media in your classroom
How to use social media (Instagram, Twitter, YouTube, Facebook, etc.) to make your students actually learn the language? What if they get distracted? What if they hate it? What if instead of writing essays they start making memes about you? What if the whole thing gets out of control? By the end of the talk, we'll have all the what-ifs answered and you'll get an awesome set of tools and techniques to rock social media in your classroom.
Bio:
Yulia is an experienced and CELTA qualified teacher who works with teens at Pavlovo School. She holds a university degree in linguistics and teaching has extensive experience of teaching teens and adults online.
How to use social media (Instagram, Twitter, YouTube, Facebook, etc.) to make your students actually learn the language? What if they get distracted? What if they hate it? What if instead of writing essays they start making memes about you? What if the whole thing gets out of control? By the end of the talk, we'll have all the what-ifs answered and you'll get an awesome set of tools and techniques to rock social media in your classroom.
Bio:
Yulia is an experienced and CELTA qualified teacher who works with teens at Pavlovo School. She holds a university degree in linguistics and teaching has extensive experience of teaching teens and adults online.
Mania Borzenko,
Freelance teacher,
Moscow,
Russia
Freelance teacher,
Moscow,
Russia
Building and Measuring Relationships within English Lessons
We will discuss the Social-Emotional Learning approach, which aims to teach language to teenagers through mindsets, skills & habits, in a form that can be readily updated to your needs. We are going to discuss whether or not we need this approach in teaching foreign languages to children (spoiler: we do); which skills matter for success in school, college, career, and life; how we can steer our students' attention to building those skills through the use of L2 studies; and how to make sure that our students do stick with the new habits.
Bio:
Mania has been working with teenagers for 13 years, both in schools (implementing Social-Emotional Learning approach in lessons of English and Humanities) and leading psychological workshops. She has got a pedagogical degree and underwent professional training in neurophysiology. She is mostly interested in helping teenagers self-identify through the means of a foreign language, bringing emotions into practising grammar and making any lesson material personal.
We will discuss the Social-Emotional Learning approach, which aims to teach language to teenagers through mindsets, skills & habits, in a form that can be readily updated to your needs. We are going to discuss whether or not we need this approach in teaching foreign languages to children (spoiler: we do); which skills matter for success in school, college, career, and life; how we can steer our students' attention to building those skills through the use of L2 studies; and how to make sure that our students do stick with the new habits.
Bio:
Mania has been working with teenagers for 13 years, both in schools (implementing Social-Emotional Learning approach in lessons of English and Humanities) and leading psychological workshops. She has got a pedagogical degree and underwent professional training in neurophysiology. She is mostly interested in helping teenagers self-identify through the means of a foreign language, bringing emotions into practising grammar and making any lesson material personal.
Бизнес секция
все выступления в этой секции на русском языке
все выступления в этой секции на русском языке
Подход Lean Startup. Запуск проектов:
минимизация инвестиций и рисков
- Основы подхода LEAN: идентифицирование спроса, тестирование и валидация идей, способы получения обратной связи и минимизации рисков
- Технология запуска новых продуктов: SWOT-анализ и экстремальный менеджмент
- Нестандартные способы масштабирования
- Генерация идей развития и приоритизация проектов
- Повышение эффективности управления бизнесом
- Современные тренды в дополнительном образовании
Bio:
Сооснователь и генеральный директор сети школ иностранных языков Star Talk, преподаватель делового английского со стажем более тринадцать лет, тренер по деловой и межкультурной коммуникации, соавтор курса деловой коммуникации и Soft Skills.
Образование: Executive MBA университета Синергия «Президентская программа», красный диплом МГЛУ
Автор рубрики «Корпоративный английский» на портале the-village.ru, а также публикаций на порталах career.ru, hh.ru, executive.ru и в журналах «Коммерческий директор», «Генеральный директор».
Начав свою карьеру в качестве корпоративного преподавателя английского языка, в 2009 году Екатерина с партнёром открыли языковую школу, которая на сегодняшний день входит в число лучших школ Москвы и два года подряд была признана лучшей по обучению в мини-группах независимыми рейтингами.
В ходе своего развития школа Star Talk использовала все возможности Lean-подхода, позволяющего тестировать и выводить новые продукты, оценивать реализовывать проекты с минимальными инвестициями и рисками.
Екатерина поделится своими экспертными знаниями и находками по развитию бизнеса с владельцами и управляющими партнёрами языковых школ.
минимизация инвестиций и рисков
- Основы подхода LEAN: идентифицирование спроса, тестирование и валидация идей, способы получения обратной связи и минимизации рисков
- Технология запуска новых продуктов: SWOT-анализ и экстремальный менеджмент
- Нестандартные способы масштабирования
- Генерация идей развития и приоритизация проектов
- Повышение эффективности управления бизнесом
- Современные тренды в дополнительном образовании
Bio:
Сооснователь и генеральный директор сети школ иностранных языков Star Talk, преподаватель делового английского со стажем более тринадцать лет, тренер по деловой и межкультурной коммуникации, соавтор курса деловой коммуникации и Soft Skills.
Образование: Executive MBA университета Синергия «Президентская программа», красный диплом МГЛУ
Автор рубрики «Корпоративный английский» на портале the-village.ru, а также публикаций на порталах career.ru, hh.ru, executive.ru и в журналах «Коммерческий директор», «Генеральный директор».
Начав свою карьеру в качестве корпоративного преподавателя английского языка, в 2009 году Екатерина с партнёром открыли языковую школу, которая на сегодняшний день входит в число лучших школ Москвы и два года подряд была признана лучшей по обучению в мини-группах независимыми рейтингами.
В ходе своего развития школа Star Talk использовала все возможности Lean-подхода, позволяющего тестировать и выводить новые продукты, оценивать реализовывать проекты с минимальными инвестициями и рисками.
Екатерина поделится своими экспертными знаниями и находками по развитию бизнеса с владельцами и управляющими партнёрами языковых школ.
Екатерина Белятинская,
Star Talk, сеть школ иностранных языков,
Москва,
Россия
Star Talk, сеть школ иностранных языков,
Москва,
Россия
Екатерина Белятинская,
Star Talk Language School, Москва,
Россия
Star Talk Language School, Москва,
Россия
Подход Lean Startup. Запуск проектов:
минимизация инвестиций и рисков
- Основы подхода LEAN: идентифицирование спроса, тестирование и валидация идей, способы получения обратной связи и минимизации рисков
- Технология запуска новых продуктов: SWOT-анализ и экстремальный менеджмент
- Нестандартные способы масштабирования
- Генерация идей развития и приоритизация проектов
- Повышение эффективности управления бизнесом
- Современные тренды в дополнительном образовании
Bio:
Сооснователь и генеральный директор сети школ иностранных языков Star Talk, преподаватель делового английского со стажем более тринадцать лет, тренер по деловой и межкультурной коммуникации, соавтор курса деловой коммуникации и Soft Skills.
Образование: Executive MBA университета Синергия «Президентская программа», красный диплом МГЛУ
Автор рубрики «Корпоративный английский» на портале the-village.ru, а также публикаций на порталах career.ru, hh.ru, executive.ru и в журналах «Коммерческий директор», «Генеральный директор».
Начав свою карьеру в качестве корпоративного преподавателя английского языка, в 2009 году Екатерина с партнёром открыли языковую школу, которая на сегодняшний день входит в число лучших школ Москвы и два года подряд была признана лучшей по обучению в мини-группах независимыми рейтингами.
В ходе своего развития школа Star Talk использовала все возможности Lean-подхода, позволяющего тестировать и выводить новые продукты, оценивать реализовывать проекты с минимальными инвестициями и рисками.
Екатерина поделится своими экспертными знаниями и находками по развитию бизнеса с владельцами и управляющими партнёрами языковых школ.
минимизация инвестиций и рисков
- Основы подхода LEAN: идентифицирование спроса, тестирование и валидация идей, способы получения обратной связи и минимизации рисков
- Технология запуска новых продуктов: SWOT-анализ и экстремальный менеджмент
- Нестандартные способы масштабирования
- Генерация идей развития и приоритизация проектов
- Повышение эффективности управления бизнесом
- Современные тренды в дополнительном образовании
Bio:
Сооснователь и генеральный директор сети школ иностранных языков Star Talk, преподаватель делового английского со стажем более тринадцать лет, тренер по деловой и межкультурной коммуникации, соавтор курса деловой коммуникации и Soft Skills.
Образование: Executive MBA университета Синергия «Президентская программа», красный диплом МГЛУ
Автор рубрики «Корпоративный английский» на портале the-village.ru, а также публикаций на порталах career.ru, hh.ru, executive.ru и в журналах «Коммерческий директор», «Генеральный директор».
Начав свою карьеру в качестве корпоративного преподавателя английского языка, в 2009 году Екатерина с партнёром открыли языковую школу, которая на сегодняшний день входит в число лучших школ Москвы и два года подряд была признана лучшей по обучению в мини-группах независимыми рейтингами.
В ходе своего развития школа Star Talk использовала все возможности Lean-подхода, позволяющего тестировать и выводить новые продукты, оценивать реализовывать проекты с минимальными инвестициями и рисками.
Екатерина поделится своими экспертными знаниями и находками по развитию бизнеса с владельцами и управляющими партнёрами языковых школ.
Дарья Тимощук, SmartFox, Москва,
Россия
Россия
Упаковка и продажа франшизы образовательного центра.
Темы которые будут затронуты в данном докладе включают:
- Форматы масштабирования и тиражирования образовательного проекта. Стоит ли вам упаковывать и продавать франшизу?
- Что вы должны включить в качественную франшизу: снимаем розовые очки от упаковщиков франшиз.
- Как можно упаковать франшизу: время, деньги, ресурсы и "масштабы бедствия".
- Где и как продавать франшизу.
Bio:
Дарья педагог-лингвист, обладающая пятилетним управленческим опытом в международных стартап-компаниях в финансовом и финтех-секторе (Кипр, Великобритания, Россия), основатель и ведущий методист международной сети англоязычных центров раннего развития SmartFox, основанной в Москве в 2015 году. На данный момент SmartFox это международная сеть с 20 представительствами в России, Италии и Казахстане.
Дарья Тимощук создает и ведет курсы для владельцев, педагогов и администраторов детских центров и детских садов, а также является соавтором журнала о многоязычии Lingoland и блога о билингвизме и раннем развитии kidsme.ru
Дарья выступала на темы посвященные дошкольному и альтернативному образованию, обучению иностранным языкам, ведению образовательного бизнеса на множестве конференций и форумов, включая ММСО, Фоксфорд, SkyTeach, Eduwave, Trendy English и др.
Дарья - мама двух детей, растущих на 4 языках.
Темы которые будут затронуты в данном докладе включают:
- Форматы масштабирования и тиражирования образовательного проекта. Стоит ли вам упаковывать и продавать франшизу?
- Что вы должны включить в качественную франшизу: снимаем розовые очки от упаковщиков франшиз.
- Как можно упаковать франшизу: время, деньги, ресурсы и "масштабы бедствия".
- Где и как продавать франшизу.
Bio:
Дарья педагог-лингвист, обладающая пятилетним управленческим опытом в международных стартап-компаниях в финансовом и финтех-секторе (Кипр, Великобритания, Россия), основатель и ведущий методист международной сети англоязычных центров раннего развития SmartFox, основанной в Москве в 2015 году. На данный момент SmartFox это международная сеть с 20 представительствами в России, Италии и Казахстане.
Дарья Тимощук создает и ведет курсы для владельцев, педагогов и администраторов детских центров и детских садов, а также является соавтором журнала о многоязычии Lingoland и блога о билингвизме и раннем развитии kidsme.ru
Дарья выступала на темы посвященные дошкольному и альтернативному образованию, обучению иностранным языкам, ведению образовательного бизнеса на множестве конференций и форумов, включая ММСО, Фоксфорд, SkyTeach, Eduwave, Trendy English и др.
Дарья - мама двух детей, растущих на 4 языках.
Международное измерение вашей школы: быть или не быть?
В своем выступлении я поделюсь опытом организации успешных прибыльных выездных мероприятий для вашей школы или образовательного центра. Дам пошаговый алгоритм действий и «дорожную карту», какие логистические, финансовые и юридические аспекты необходимо учитывать, чтоб ваш первый выезд не прошел «комом». В эпоху глобализации, когда образование, стажировки, экспедиции в разные точки нашей планеты становятся все более доступными, а мир все более открытым – большая радость и счастье дарить новые возможности нашим клиентам и их семьям. Однако, к сожалению, до сих пор мало какие школы и даже сети с мировым именем могут похвастаться качественным «международным измерением». А это же так важно для поддержания мотивации к изучению иностранных языков и к учебе и профориентации в целом, и напрямую отвечает на вопрос клиента: «Зачем?». Буду рада приоткрыть для вас дверь, за которой находится практически весь мир.
Bio:
Директор Образовательного портала «Энигма», активист общественного объединения «Бизнес-Леди», г. Домодедово, кандидат политических наук, автор монографии про взаимоотношения России и Китая в Центральной Азии, преподаватель и переводчик английского и китайского языков, организатор Клуба семейных путешествий SunLanka, который восьмой год занимается организацией семейных слетов, учебных экспедиций, зимовок в таких страны как Камбоджа, Китай, Индонезия, Шри-Ланка, Мальдивы и многие другие.
Опыт преподавательской деятельности - 19 лет.
Пережила как «дауншифтинг», так и «апшифтинг», вернувшись с Бали, открыв и возглавив собственный образовательный центр в Подмосковье, сохранить свой бунтарский дух и стремление к свободе «для», а не свободе «от».
Самостоятельная мама сына и дочки.
Занимается марафонским плаванием на открытой воде, любит бег. Переплыла Кольский залив в районе г. Мурманск за Полярным кругом, пролив Босфор, Волгу, выступала на чемпионате мира по плаванию на открытой воде в Лондоне.
В своем выступлении я поделюсь опытом организации успешных прибыльных выездных мероприятий для вашей школы или образовательного центра. Дам пошаговый алгоритм действий и «дорожную карту», какие логистические, финансовые и юридические аспекты необходимо учитывать, чтоб ваш первый выезд не прошел «комом». В эпоху глобализации, когда образование, стажировки, экспедиции в разные точки нашей планеты становятся все более доступными, а мир все более открытым – большая радость и счастье дарить новые возможности нашим клиентам и их семьям. Однако, к сожалению, до сих пор мало какие школы и даже сети с мировым именем могут похвастаться качественным «международным измерением». А это же так важно для поддержания мотивации к изучению иностранных языков и к учебе и профориентации в целом, и напрямую отвечает на вопрос клиента: «Зачем?». Буду рада приоткрыть для вас дверь, за которой находится практически весь мир.
Bio:
Директор Образовательного портала «Энигма», активист общественного объединения «Бизнес-Леди», г. Домодедово, кандидат политических наук, автор монографии про взаимоотношения России и Китая в Центральной Азии, преподаватель и переводчик английского и китайского языков, организатор Клуба семейных путешествий SunLanka, который восьмой год занимается организацией семейных слетов, учебных экспедиций, зимовок в таких страны как Камбоджа, Китай, Индонезия, Шри-Ланка, Мальдивы и многие другие.
Опыт преподавательской деятельности - 19 лет.
Пережила как «дауншифтинг», так и «апшифтинг», вернувшись с Бали, открыв и возглавив собственный образовательный центр в Подмосковье, сохранить свой бунтарский дух и стремление к свободе «для», а не свободе «от».
Самостоятельная мама сына и дочки.
Занимается марафонским плаванием на открытой воде, любит бег. Переплыла Кольский залив в районе г. Мурманск за Полярным кругом, пролив Босфор, Волгу, выступала на чемпионате мира по плаванию на открытой воде в Лондоне.
Серебрякова Наталья, Домодедово,
Образовательный портал "Энигма"
Образовательный портал "Энигма"
Серебрякова Наталья, Домодедово,
Образовательный портал "Энигма"
Образовательный портал "Энигма"
Международное измерение вашей школы: быть или не быть?
В своем выступлении я поделюсь опытом организации успешных прибыльных выездных мероприятий для вашей школы или образовательного центра. Дам пошаговый алгоритм действий и «дорожную карту», какие логистические, финансовые и юридические аспекты необходимо учитывать, чтоб ваш первый выезд не прошел «комом». В эпоху глобализации, когда образование, стажировки, экспедиции в разные точки нашей планеты становятся все более доступными, а мир все более открытым – большая радость и счастье дарить новые возможности нашим клиентам и их семьям. Однако, к сожалению, до сих пор мало какие школы и даже сети с мировым именем могут похвастаться качественным «международным измерением». А это же так важно для поддержания мотивации к изучению иностранных языков и к учебе и профориентации в целом, и напрямую отвечает на вопрос клиента: «Зачем?». Буду рада приоткрыть для вас дверь, за которой находится практически весь мир.
Bio:
Директор Образовательного портала «Энигма», активист общественного объединения «Бизнес-Леди», г. Домодедово, кандидат политических наук, автор монографии про взаимоотношения России и Китая в Центральной Азии, преподаватель и переводчик английского и китайского языков, организатор Клуба семейных путешествий SunLanka, который восьмой год занимается организацией семейных слетов, учебных экспедиций, зимовок в таких страны как Камбоджа, Китай, Индонезия, Шри-Ланка, Мальдивы и многие другие.
Опыт преподавательской деятельности - 19 лет.
Пережила как «дауншифтинг», так и «апшифтинг», вернувшись с Бали, открыв и возглавив собственный образовательный центр в Подмосковье, сохранить свой бунтарский дух и стремление к свободе «для», а не свободе «от».
Самостоятельная мама сына и дочки.
Занимается марафонским плаванием на открытой воде, любит бег. Переплыла Кольский залив в районе г. Мурманск за Полярным кругом, пролив Босфор, Волгу, выступала на чемпионате мира по плаванию на открытой воде в Лондоне.
В своем выступлении я поделюсь опытом организации успешных прибыльных выездных мероприятий для вашей школы или образовательного центра. Дам пошаговый алгоритм действий и «дорожную карту», какие логистические, финансовые и юридические аспекты необходимо учитывать, чтоб ваш первый выезд не прошел «комом». В эпоху глобализации, когда образование, стажировки, экспедиции в разные точки нашей планеты становятся все более доступными, а мир все более открытым – большая радость и счастье дарить новые возможности нашим клиентам и их семьям. Однако, к сожалению, до сих пор мало какие школы и даже сети с мировым именем могут похвастаться качественным «международным измерением». А это же так важно для поддержания мотивации к изучению иностранных языков и к учебе и профориентации в целом, и напрямую отвечает на вопрос клиента: «Зачем?». Буду рада приоткрыть для вас дверь, за которой находится практически весь мир.
Bio:
Директор Образовательного портала «Энигма», активист общественного объединения «Бизнес-Леди», г. Домодедово, кандидат политических наук, автор монографии про взаимоотношения России и Китая в Центральной Азии, преподаватель и переводчик английского и китайского языков, организатор Клуба семейных путешествий SunLanka, который восьмой год занимается организацией семейных слетов, учебных экспедиций, зимовок в таких страны как Камбоджа, Китай, Индонезия, Шри-Ланка, Мальдивы и многие другие.
Опыт преподавательской деятельности - 19 лет.
Пережила как «дауншифтинг», так и «апшифтинг», вернувшись с Бали, открыв и возглавив собственный образовательный центр в Подмосковье, сохранить свой бунтарский дух и стремление к свободе «для», а не свободе «от».
Самостоятельная мама сына и дочки.
Занимается марафонским плаванием на открытой воде, любит бег. Переплыла Кольский залив в районе г. Мурманск за Полярным кругом, пролив Босфор, Волгу, выступала на чемпионате мира по плаванию на открытой воде в Лондоне.
Julia Nikonova, Windsor English Language School, Москва,
Россия
Россия
Покупка и продажа языковой школы: как остаться в выигрыше?
Что лучше – купить готовую или создать с нуля собственную? Сколько стоит языковая школа? Какие факторы кроме финансовых могут помочь в оценке реальной стоимости и потенциала языковой школы?
Существуют разные методы оценки стоимости компаний. Большинство из них разработаны для крупных организаций. Какой метод оценки наиболее подходит к языковому бизнесу? Какова доля субъективности в предпродажной оценке своей языковой школы?
Основываясь на личном опыте, я расскажу к чему готовиться при продаже бизнеса и на что обращать внимание при его покупке. Как оценить финансовый потенциал компании и рынка, какие подводные камни могут быть при покупке готового и успешного образовательного проекта.
Bio:
Julia Nikonova is the founder of Windsor English Language School, a chain of schools in Russia and Spain. Founded in 2003 the school celebrates its 16th anniversary this year. Julia graduated from university as a linguist and got her MBA from the Open University (UK) to support her growing business. Her particular interests are financial management of language schools, projects for creating language immersion and early bilingualism.
Что лучше – купить готовую или создать с нуля собственную? Сколько стоит языковая школа? Какие факторы кроме финансовых могут помочь в оценке реальной стоимости и потенциала языковой школы?
Существуют разные методы оценки стоимости компаний. Большинство из них разработаны для крупных организаций. Какой метод оценки наиболее подходит к языковому бизнесу? Какова доля субъективности в предпродажной оценке своей языковой школы?
Основываясь на личном опыте, я расскажу к чему готовиться при продаже бизнеса и на что обращать внимание при его покупке. Как оценить финансовый потенциал компании и рынка, какие подводные камни могут быть при покупке готового и успешного образовательного проекта.
Bio:
Julia Nikonova is the founder of Windsor English Language School, a chain of schools in Russia and Spain. Founded in 2003 the school celebrates its 16th anniversary this year. Julia graduated from university as a linguist and got her MBA from the Open University (UK) to support her growing business. Her particular interests are financial management of language schools, projects for creating language immersion and early bilingualism.
База данных языковой школы. Автоматизация расписания и финансов
В своем выступлении я поделюсь об опытом использования системы базы данных. По мере роста, развития, появления большого количества студентов многие школы сталкиваются с острой необходимостью системного решения таких вопросов, как ведение справочника по всем студентам, преподавателям, формирование расписания, автоматическая генерация журнала занятий, отслеживать истории занятий для каждого ученика, учет финансов как для списания с бюджетов учеников, так и для оплаты учителям, ведение записной книжки для заметок об уроках с всплывающими напоминаниями и тд.
Как ни странно, всю эту сложную отчетность нам удалось решить с помощью достаточно простых электронных таблиц. Электронные таблицы позволили соединять бюджеты учеников в один (если занимаются члены одной семьи), соединять бюджеты учителей (если они представляют школы партнеров), вводить разные коэффициенты для оплат преподавателям, выставлять разные счета для учеников, отслеживать бонусы и штрафы операторов школы, смотреть аналитику по оплатам и урокам.
В данный момент мы также подключили приложение, которое позволяет планировать загрузку учителей, вести персональные расписания занятий студентов, появилась возможность сделать личный кабинет и загружать туда домашнее задание и тесты для проверки знаний. Полагаю, что такая система планирования была бы полезна как для онлайн так и для оффлайн школ.
Bio:
Екатерина Калашникова - основатель и координатор онлайн школы Glasha, привлекающей квалифицированных преподавателей и использующей в своей работе инновационные методы обучения.
Как предприниматель и управленец, Екатерина за долгие годы работы приобрела ценный опыт в сфере организации и управления процессами в онлайн школе, которым и поделится со слушателями.
В своем выступлении я поделюсь об опытом использования системы базы данных. По мере роста, развития, появления большого количества студентов многие школы сталкиваются с острой необходимостью системного решения таких вопросов, как ведение справочника по всем студентам, преподавателям, формирование расписания, автоматическая генерация журнала занятий, отслеживать истории занятий для каждого ученика, учет финансов как для списания с бюджетов учеников, так и для оплаты учителям, ведение записной книжки для заметок об уроках с всплывающими напоминаниями и тд.
Как ни странно, всю эту сложную отчетность нам удалось решить с помощью достаточно простых электронных таблиц. Электронные таблицы позволили соединять бюджеты учеников в один (если занимаются члены одной семьи), соединять бюджеты учителей (если они представляют школы партнеров), вводить разные коэффициенты для оплат преподавателям, выставлять разные счета для учеников, отслеживать бонусы и штрафы операторов школы, смотреть аналитику по оплатам и урокам.
В данный момент мы также подключили приложение, которое позволяет планировать загрузку учителей, вести персональные расписания занятий студентов, появилась возможность сделать личный кабинет и загружать туда домашнее задание и тесты для проверки знаний. Полагаю, что такая система планирования была бы полезна как для онлайн так и для оффлайн школ.
Bio:
Екатерина Калашникова - основатель и координатор онлайн школы Glasha, привлекающей квалифицированных преподавателей и использующей в своей работе инновационные методы обучения.
Как предприниматель и управленец, Екатерина за долгие годы работы приобрела ценный опыт в сфере организации и управления процессами в онлайн школе, которым и поделится со слушателями.
Екатерина Калашникова,
Glasha online school,
Москва,
Россия
Glasha online school,
Москва,
Россия
Екатерина Калашникова,
Glasha online school,
Москва,
Россия
Glasha online school,
Москва,
Россия
База данных языковой школы. Автоматизация расписания и финансов
В своем выступлении я поделюсь об опытом использования системы базы данных. По мере роста, развития, появления большого количества студентов многие школы сталкиваются с острой необходимостью системного решения таких вопросов, как ведение справочника по всем студентам, преподавателям, формирование расписания, автоматическая генерация журнала занятий, отслеживать истории занятий для каждого ученика, учет финансов как для списания с бюджетов учеников, так и для оплаты учителям, ведение записной книжки для заметок об уроках с всплывающими напоминаниями и тд.
Как ни странно, всю эту сложную отчетность нам удалось решить с помощью достаточно простых электронных таблиц. Электронные таблицы позволили соединять бюджеты учеников в один (если занимаются члены одной семьи), соединять бюджеты учителей (если они представляют школы партнеров), вводить разные коэффициенты для оплат преподавателям, выставлять разные счета для учеников, отслеживать бонусы и штрафы операторов школы, смотреть аналитику по оплатам и урокам.
В данный момент мы также подключили приложение, которое позволяет планировать загрузку учителей, вести персональные расписания занятий студентов, появилась возможность сделать личный кабинет и загружать туда домашнее задание и тесты для проверки знаний. Полагаю, что такая система планирования была бы полезна как для онлайн так и для оффлайн школ.
Bio:
Екатерина Калашникова - основатель и координатор онлайн школы Glasha, привлекающей квалифицированных преподавателей и использующей в своей работе инновационные методы обучения.
Как предприниматель и управленец, Екатерина за долгие годы работы приобрела ценный опыт в сфере организации и управления процессами в онлайн школе, которым и поделится со слушателями.
В своем выступлении я поделюсь об опытом использования системы базы данных. По мере роста, развития, появления большого количества студентов многие школы сталкиваются с острой необходимостью системного решения таких вопросов, как ведение справочника по всем студентам, преподавателям, формирование расписания, автоматическая генерация журнала занятий, отслеживать истории занятий для каждого ученика, учет финансов как для списания с бюджетов учеников, так и для оплаты учителям, ведение записной книжки для заметок об уроках с всплывающими напоминаниями и тд.
Как ни странно, всю эту сложную отчетность нам удалось решить с помощью достаточно простых электронных таблиц. Электронные таблицы позволили соединять бюджеты учеников в один (если занимаются члены одной семьи), соединять бюджеты учителей (если они представляют школы партнеров), вводить разные коэффициенты для оплат преподавателям, выставлять разные счета для учеников, отслеживать бонусы и штрафы операторов школы, смотреть аналитику по оплатам и урокам.
В данный момент мы также подключили приложение, которое позволяет планировать загрузку учителей, вести персональные расписания занятий студентов, появилась возможность сделать личный кабинет и загружать туда домашнее задание и тесты для проверки знаний. Полагаю, что такая система планирования была бы полезна как для онлайн так и для оффлайн школ.
Bio:
Екатерина Калашникова - основатель и координатор онлайн школы Glasha, привлекающей квалифицированных преподавателей и использующей в своей работе инновационные методы обучения.
Как предприниматель и управленец, Екатерина за долгие годы работы приобрела ценный опыт в сфере организации и управления процессами в онлайн школе, которым и поделится со слушателями.
© All Rights Reserved. ООО "Англика"
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info@elttrends.com
Политика в отношении обработки персональных данных
1. Общие положения
Настоящая политика обработки персональных данных составлена в соответствии с требованиями Федерального закона от 27.07.2006. №152-ФЗ «О персональных данных» и определяет порядок обработки персональных данных и меры по обеспечению безопасности персональных данных ООО "Англика" (далее – Оператор).
2. Основные понятия, используемые в Политике
3. Оператор может обрабатывать следующие персональные данные Пользователя
4. Цели обработки персональных данных
5. Правовые основания обработки персональных данных
6. Порядок сбора, хранения, передачи и других видов обработки персональных данных
Безопасность персональных данных, которые обрабатываются Оператором, обеспечивается путем реализации правовых, организационных и технических мер, необходимых для выполнения в полном объеме требований действующего законодательства в области защиты персональных данных.
7. Трансграничная передача персональных данных
8. Заключительные положения
Настоящая политика обработки персональных данных составлена в соответствии с требованиями Федерального закона от 27.07.2006. №152-ФЗ «О персональных данных» и определяет порядок обработки персональных данных и меры по обеспечению безопасности персональных данных ООО "Англика" (далее – Оператор).
- Оператор ставит своей важнейшей целью и условием осуществления своей деятельности соблюдение прав и свобод человека и гражданина при обработке его персональных данных, в том числе защиты прав на неприкосновенность частной жизни, личную и семейную тайну.
- Настоящая политика Оператора в отношении обработки персональных данных (далее – Политика) применяется ко всей информации, которую Оператор может получить о посетителях веб-сайта https://elttrends.com.
2. Основные понятия, используемые в Политике
- Автоматизированная обработка персональных данных – обработка персональных данных с помощью средств вычислительной техники;
- Блокирование персональных данных – временное прекращение обработки персональных данных (за исключением случаев, если обработка необходима для уточнения персональных данных);
- Веб-сайт – совокупность графических и информационных материалов, а также программ для ЭВМ и баз данных, обеспечивающих их доступность в сети интернет по сетевому адресу https://elttrends.com;
- Информационная система персональных данных — совокупность содержащихся в базах данных персональных данных, и обеспечивающих их обработку информационных технологий и технических средств;
- Обезличивание персональных данных — действия, в результате которых невозможно определить без использования дополнительной информации принадлежность персональных данных конкретному Пользователю или иному субъекту персональных данных;
- Обработка персональных данных – любое действие (операция) или совокупность действий (операций), совершаемых с использованием средств автоматизации или без использования таких средств с персональными данными, включая сбор, запись, систематизацию, накопление, хранение, уточнение (обновление, изменение), извлечение, использование, передачу (распространение, предоставление, доступ), обезличивание, блокирование, удаление, уничтожение персональных данных;
- Оператор – государственный орган, муниципальный орган, юридическое или физическое лицо, самостоятельно или совместно с другими лицами организующие и (или) осуществляющие обработку персональных данных, а также определяющие цели обработки персональных данных, состав персональных данных, подлежащих обработке, действия (операции), совершаемые с персональными данными;
- Персональные данные – любая информация, относящаяся прямо или косвенно к определенному или определяемому Пользователю веб-сайта https://elttrends.com;
- Пользователь – любой посетитель веб-сайта https://elttrends.com;
- Предоставление персональных данных – действия, направленные на раскрытие персональных данных определенному лицу или определенному кругу лиц;
- Распространение персональных данных – любые действия, направленные на раскрытие персональных данных неопределенному кругу лиц (передача персональных данных) или на ознакомление с персональными данными неограниченного круга лиц, в том числе обнародование персональных данных в средствах массовой информации, размещение в информационно-телекоммуникационных сетях или предоставление доступа к персональным данным каким-либо иным способом;
- Трансграничная передача персональных данных – передача персональных данных на территорию иностранного государства органу власти иностранного государства, иностранному физическому или иностранному юридическому лицу;
- Уничтожение персональных данных – любые действия, в результате которых персональные данные уничтожаются безвозвратно с невозможностью дальнейшего восстановления содержания персональных данных в информационной системе персональных данных и (или) результате которых уничтожаются материальные носители персональных данных.
3. Оператор может обрабатывать следующие персональные данные Пользователя
- Фамилия, имя, отчество;
- Электронный адрес;
- Номера телефонов;
- Год, месяц, дата и место рождения;
- Фотографии;
- Сведения об образовании, профессии, специальности и квалификации, реквизиты документов об образовании;
- Также на сайте происходит сбор и обработка обезличенных данных о посетителях (в т.ч. файлов «cookie») с помощью сервисов интернет-статистики (Яндекс Метрика и Гугл Аналитика и других).
- Вышеперечисленные данные далее по тексту Политики объединены общим понятием Персональные данные.
4. Цели обработки персональных данных
- Цель обработки персональных данных Пользователя — информирование Пользователя посредством отправки электронных писем; заключение, исполнение и прекращение гражданско-правовых договоров; предоставление доступа Пользователю к сервисам, информации и/или материалам, содержащимся на веб-сайте.
- Также Оператор имеет право направлять Пользователю уведомления о новых продуктах и услугах, специальных предложениях и различных событиях. Пользователь всегда может отказаться от получения информационных сообщений, направив Оператору письмо на адрес электронной почты policy@elttrends.com с пометкой «Отказ от уведомлениях о новых продуктах и услугах и специальных предложениях».
- Обезличенные данные Пользователей, собираемые с помощью сервисов интернет-статистики, служат для сбора информации о действиях Пользователей на сайте, улучшения качества сайта и его содержания.
5. Правовые основания обработки персональных данных
- Оператор обрабатывает персональные данные Пользователя только в случае их заполнения и/или отправки Пользователем самостоятельно через специальные формы, расположенные на сайте https://elttrends.com. Заполняя соответствующие формы и/или отправляя свои персональные данные Оператору, Пользователь выражает свое согласие с данной Политикой.
- Оператор обрабатывает обезличенные данные о Пользователе в случае, если это разрешено в настройках браузера Пользователя (включено сохранение файлов «cookie» и использование технологии JavaScript).
6. Порядок сбора, хранения, передачи и других видов обработки персональных данных
Безопасность персональных данных, которые обрабатываются Оператором, обеспечивается путем реализации правовых, организационных и технических мер, необходимых для выполнения в полном объеме требований действующего законодательства в области защиты персональных данных.
- Оператор обеспечивает сохранность персональных данных и принимает все возможные меры, исключающие доступ к персональным данным неуполномоченных лиц.
- Персональные данные Пользователя никогда, ни при каких условиях не будут переданы третьим лицам, за исключением случаев, связанных с исполнением действующего законодательства.
- В случае выявления неточностей в персональных данных, Пользователь может актуализировать их самостоятельно, путем направления Оператору уведомление на адрес электронной почты Оператора policy@elttrends.com с пометкой «Актуализация персональных данных».
- Срок обработки персональных данных является неограниченным. Пользователь может в любой момент отозвать свое согласие на обработку персональных данных, направив Оператору уведомление посредством электронной почты на электронный адрес Оператора policy@elttrends.comс пометкой «Отзыв согласия на обработку персональных данных».
7. Трансграничная передача персональных данных
- Оператор до начала осуществления трансграничной передачи персональных данных обязан убедиться в том, что иностранным государством, на территорию которого предполагается осуществлять передачу персональных данных, обеспечивается надежная защита прав субъектов персональных данных.
- Трансграничная передача персональных данных на территории иностранных государств, не отвечающих вышеуказанным требованиям, может осуществляться только в случае наличия согласия в письменной форме субъекта персональных данных на трансграничную передачу его персональных данных и/или исполнения договора, стороной которого является субъект персональных данных.
8. Заключительные положения
- Пользователь может получить любые разъяснения по интересующим вопросам, касающимся обработки его персональных данных, обратившись к Оператору с помощью электронной почты policy@elttrends.com.
- В данном документе будут отражены любые изменения политики обработки персональных данных Оператором. Политика действует бессрочно до замены ее новой версией.
- Актуальная версия Политики в свободном доступе расположена в сети Интернет по адресу https://elttrends.com/policy.
Контактная информация
ООО «Англика»
Адрес: 410018, г. Саратов, ул. Усть-Курдюмская, д.7Г
ИНН: 6450089352
КПП: 64501001
ОГРН: 1156451015126
выдано МРИ ФНС №19 по Саратовской области 21.07.2015 г.
Расчетный счет № 40702810064420128419 в Филиал «Уфимский ПАО «Уральский банк
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Корр/счет 30101810780730000795
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Тел: (8452) 79-85-79
Еmall: info@elttrends.com
Адрес: 410018, г. Саратов, ул. Усть-Курдюмская, д.7Г
ИНН: 6450089352
КПП: 64501001
ОГРН: 1156451015126
выдано МРИ ФНС №19 по Саратовской области 21.07.2015 г.
Расчетный счет № 40702810064420128419 в Филиал «Уфимский ПАО «Уральский банк
реконструкции и развития» г. Уфа
БИК: 048073795
ИНН: 6608008004
КПП: 027643001
Корр/счет 30101810780730000795
ОКПО: 26896362
Тел: (8452) 79-85-79
Еmall: info@elttrends.com
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Сайт ELT Trends Russia не является средством массовой информации.
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Администрация обязуется:
- поддерживать работоспособность сайта за исключением случаев, когда это невозможно по независящим от Администрации причинам.
Ответственность сторон
- пользователь лично несет полную ответственность за распространяемую им информацию
- администрация не несет никакой ответственности за услуги, предоставляемые третьими лицами
- в случае возникновения форс-мажорной ситуации (боевые действия, чрезвычайное положение, стихийное бедствие и т. д.) Администрация не гарантирует сохранность информации, размещённой Пользователем, а также бесперебойную работу информационного ресурса
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Пользователь имеет право:
- осуществлять поиск информации на сайте
- получать информацию на сайте
- копировать информацию на другие сайты с указанием источника
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- администрация не несет никакой ответственности за услуги, предоставляемые третьими лицами
- в случае возникновения форс-мажорной ситуации (боевые действия, чрезвычайное положение, стихийное бедствие и т. д.) Администрация не гарантирует сохранность информации, размещённой Пользователем, а также бесперебойную работу информационного ресурса
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Данное Соглашение вступает в силу при любом использовании данного сайта.
Соглашение перестает действовать при появлении его новой версии.
Администрация оставляет за собой право в одностороннем порядке изменять данное соглашение по своему усмотрению.
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