The Annual Students Conference, the Beit Berl English Department - 2012

A Book of Abstracts

PLENARY SESSION

Dr. Ofra Inbar, the School of Education, Tel-Aviv University; Beit-Berl Academic

College of Education

A good English Teacher

There is on-going controversy in the field of English language teaching (ELT) as to who the 'good'

English teacher is. Defining English teaching knowledge has undergone changes throughout the years

and the knowledge and attributes that the preferred teacher should have depend to a great extent on

current social and pedagogical paradigms and teaching approaches. In this talk I will outline and discuss

some of the features which have been attributed to good English teachers from different perspectives:

that of the theorists,that of the educational system, students, parents, and of course the teachers

themselves.

About the Speaker

The Beit Berl English Times 3rd Issue 2011- 2012

Dr. Ofra Inbar heads the Unit for Teacher Education at the School of Education at Tel-Aviv University.

She lectures in the language education department and the teacher education programs on language

assessment, curriculum design and language teaching. In the past she served as the head of the English

department at Beit Berl College where she also taught for many years, and as an inspector for English in

the Tel-Aviv district. Her current research interests include language policy specifically with regard to

language teachers, programs for young language learners, teachers' language use, and language

assessment literacy.

STUDENT PRESENTATIONS

Session I – Interdisciplinary Papers

The Phonological Development of my Son Ilay (2-9 months)

Ortal Broner

Course: Phonetics and Phonology

Instructor: Dr. Susie Russak

Infants are able to produce sounds with simple cries from the moment they are born into their

new world. Their speech development progresses significantly through an ordered sequence

of stages during their first year of their life. In the first 6 months, vowel articulation tends to

predominate while later this changes toward the front stop consonants. I had the opportunity

to participate in the Phonetics and Phonology class when my second son Ilay was only two

months old, and had just started to produce his first vocal sounds. During the past 7 months I

have documented and explored 4 out of the 5 main babbling vocalization stages that almost

every baby in the world seems to pass through in their first year, regardless of the language

he/she is exposed to. During the presentation I will be focusing mostly on cooing, laughter,

vocal play and canonical babbling sounds. During my study I tried focus on the theoretical

information from the Phonetic and Phonology and First Language acquisition classes while

observing my son. My method of research was to videotape my son every time I heard him

make a new sound. This study made me understand the development of sounds production

and the reasons why some sounds are being produced before others. We as adults, often

tend to take these stages for granted, however, these first stages of vocal development are

crucial in babies‟ first year and will serve as the building blocks for the production of words in

the future.

Guess Who it is?

Zivit Bren, Chaya Cohen, Barbara Galitsky, Sharon Malka, Liraz Maor, Tamar Noach

Course: Oral Proficiency 1

Instructor: Margaret Porat

Last semester, our first year oral proficiency class spent three weeks working on descriptions of

people. The aim of the unit was to improve our oral proficiency. We found, however, that, in

addition to becoming really much more aware of the structure of the language, we also became

more acquainted with many of the problems which our potential pupils face. We hope that this

knowledge will help us in the future to become more sensitive and effective teachers. In this

presentation we would like to highlight some of our insights from the project.

Guest Lecture of the Academic Arab Institute

English? Art? What a Challenge!

Neamat Amar, Friel Daoud, Yasmeen Jbareen, Amira Shoahanna, Alaa Tibi

Course: Dream Makers in Literature and Art

Instructor: Marlene Erez

Our course "Dream Makers in Literature and Art" was a total immersion course this year for non-English

majors. We read various works which dealt with the individual, family and society and created diaramas,

mobiles and our final project, an e-book. Although this creative process began this year, it will definitely

not end with the course. At this stage we resemble a cocoon waiting to be transformed into a butterfly.

Session II - Applied Linguistics

Reading the Same Book in Different Ways: Milestones towards Developing Literacy

Soher Albasel, Karina Ebrani , Lea Nawi- Weizman , Reut Tamam, Shira Tene

Course: Special Issues in Applied Linguistics

Instructor: Dr. Anat Stavans

The early literacy experiences that children have are important in developing their awareness of

books, and in the development of the emergent skills required for the acquisition of reading

skills. In addition to this, shared storybook activities are social activities, which both parent and

child can enjoy. The motivation for the study was to examine the kind of input that children from

middle-class literate families receive from their parents when the parents are reading stories to

the children.

The study reported here is part of a larger study, which was designed to examine the narrative

input that children in the three to seven year old age group receive from their parents. In

addition to looking at the ways in which parents interacted with their children during this story-

reading task, we also looked at the kind of activity in which parents and children engaged while

relating a story from a picture book (Wigglesworth & Stavans, 2001; Stavans, 1996; Stavans

et.al., 2009). In our presentation, we focus on the story telling activity of Hebrew speaking

families engaged in whilst reading the story of Rumplestiltskin (ucli gucli/bat hatoxen ) to their

children designed to identify what degree of language and scaffolding similarities and

differences might occur across the children‟s age groups.

The results will be presented in the following comparative frames:

a. developmental – comparing parental reading practices across the age groups;

b. narrative – typology of what components of the narratives „require‟ what type of parental

scaffolding or „calibration‟ of either language, text or story plotline;

c. interactive – what sort of interactions are typical at what age and for what purpose.

Poster Exhibition

Use of Literature in Performance-Based Instruction

Zivit Brem, Natali Itamar

Course: Didactics Seminar, Second Year

Instructor: Dr. Orly Haim

Research suggests that performance-based instruction enhances language skills and

competencies by engaging pupils in various research based and meaningful activities.

Furthermore, this approach to language teaching has proved to be motivating and empowering

as pupils are not only engaged in various learner centered activities but also have an

opportunity to present their learning outcomes to their classmates and to other audiences.

Indeed, completing performance based tasks and presenting them may give pupils the

opportunity to use various resources and demonstrate their knowledge and skills.

We chose to integrate literature in our performance based units of instruction. During the first

practice week, I developed a task based unit for the fourth grade pupils at Ziv School, Raanana.

The unit was based on the book The Sky Jumps into Your Shoes at Night by Jasper

Tomkins. This unique book personifies the sky and describes it in many amusing situations

which are beautifully illustrated. For example, the sky chases itself around buildings in the city

just for fun, or the sky takes a waterfall bath when it gets dirty.

The unit included four lessons incorporating various individual and group work activities. The

contents of instruction that were used were: stories, (e.g., The Sky Jumps Into Your Shoes at

Night, Little Cloud by Eric Carl), a science lesson about the water cycle, and other stories. The

unit focused on the use of imagination and creativity in English lessons. The performance based

task was to add sentences and illustrations to the book describing the sky as a character in

imaginary situations.

The students worked collaboratively in groups and individually. They presented their tasks to

their classmates and showed high motivation and enthusiasm.

PDS – Literature and Reading Comprehension

Ephrat Boidek and Tsvia Zaidler

Course: Didactics Seminar, Second Year

Instructor: Dr. Orly Haim

To understand what they read or hear, children and adults must create a coherent mental representation of

presented information. Recent research suggests that the ability to do so starts to develop early----well

before reading age, and that early individual difference are predictive of later reading-comprehension

performance.

This poster describes our experience of teaching literature at a PDS (Professional Development School)

school (i.e., Ziv Elementary school in Ra‟anana). We decided to teach an entire unit using different genre,

such as fairy tales and fables. Each student teacher chose a different piece of literature such as

Rumpelstiltskin and taught tales as a task based instruction unit. The final tasks were: Write your own

fairytale using Power Point, Make a Wanted poster describing a character in the story and drawing of this

character,

With the final tasks concluding the units, we were able to assess the pupils in their use of the vocabulary

they learned in the story, their use core knowledge to write their own fairy tales under the guidelines they

learned, their appreciation of culture through the story, their ability to access information by using the

internet to complete their tasks and of course the social interaction in the lesson. As we spoke and

interacted, we discovered the fairy tale together by reading between the lines, a form of high order thinking

skill enabling the students to enjoy the tale in an in-depth way and not just as a simple children's' story.

Exposure to reading in their early years is necessary to increase pupils' reading motivation and their

vocabulary knowledge.

We are presenting the posters the children created which include beautiful drawings and the use of the

acquired vocabulary from the fairy tale.

Teachers’ Beliefs and their Impact on the Development of Student Teachers’ styles

Didactic Seminar group: Ayelet Alper, Gila Arav, Nechama Barhom, Cora Braitmaier, Dina

Cohen, Ayelet Erez, Galit Gilan, Revital Haber Belnick, Adi Inbar, Saadeyeh Karawan, Efrat

Ostroff, Yoni Portnoy, Svetlana Seredenko, Miki Tadmor, Reut Tamam, Damla Teich, Yasmin

Tsioni

Course: Didactic Seminar – third year

Instructor: Dr. Susie Russak

Teachers' beliefs govern the manner in which they utilize their pedagogical skills in and out of

the classroom. These beliefs make up a meta-strategy according to which the teacher goes

about his or her profession. Nespor (1987)1 states that teachers' ways of thinking and

understanding are vital components of their practice.

Teachers' beliefs are rooted in many different origins, emanating from their own school

experience as pupils, influenced by their childhood and adult socio-economic backgrounds,

including issues of personality and political affiliation, vocational goals, school culture, pre-

service teacher training establishments, observation of veteran and mentor teachers,

socialization processes – both formal and informal - and many other sources of influence.

The belief frameworks include attitudes and values about pupils' propensity for learning,

motivations, teachers' roles, methods of teaching and assessment, the overall purpose of

education and, of late, the place of computer based technology in education.

Belief structures will include issues that are relevant to the particular field of knowledge, for

example the role of grammar in an EFL classroom. However, in addition, beliefs will include

more universal attitudes to the human interaction of teaching, crossing disciplinary bounds and

fields of knowledge.

Our presentation will display the initial and universal beliefs of a group of trainee teachers,

towards the end of their training period. Nearly all of the beliefs presented belong to pre-service

teachers who have made a conscious career change, leaving one career in order to embark on

the Odyssey of teaching. More than serving as a presentation in a student conference, this

1 Journal of Curriculum Studies, Volume 19, Issue 4, 1987, pp. 317 -328

collection of beliefs will serve in the years to come as a North Star, by which we will periodically

check our progress and professional azimuth, and make any necessary amendments.

Session III – Literature

An overview of the History of British Literature – Examining the themes in Literature from

the beginning until today - and discovering how there is nothing new under the sun

Judy Auster and Galit Gefen

Course: Introduction to British Literature

Instructor: Dr. Pamela Peled

Throughout history, human nature has not failed to intrigue. Though our norms may change

over time, our wants and fears seem to be constant. Our wondrous trip through British literature

opened our eyes wide to times gone by and to our own humanity.

From Beowulf up till the time of the Romantic poets, which is where we are at the time of the

writing of this presentation, we have seen how societies change politically and morally, but our

uniqueness as human beings does not.

This presentation will give you a small taste of what we, the students of this course, were

exposed to, and hopefully arouse your interest as well. For this purpose we will elaborate on

one of the literary classics we studied: Gulliver’s Travels.

“Performing Shakespeare.”

Samar Abusnisi Gali Bayer, Adi Inbar, Kristina E and Judy Auster (on props).

Course: Shakespeare

Instructor: Dr. Pamela Peled

In our Shakespeare class, we believe that actually performing the words and acting them out

leads to a greater understanding of the text, and how contemporary Shakespeare still is. In

our classes we acted out a short scene, and this is what we want to present to you today.

Changing Mentality after 9/11/01

Barbara Galitsky

Course: American Global Fiction

Instructor: Dr. Keren Omry

The 9/11/01 events influenced modern American literature and there are works of literature

which show the changes in the American world view. One such work is Don Delillo‟s novel The

Falling Man, which is the subject of this research. In this research we analyze the text of the

novel and Sven Cveck‟c critique of it in order to understand what the most visible changes in the

perception of reality in American literature after the 9/11/01 events and the possibility of their

influence upon literary processes in future.

This work attempts to systematize the information about the changes in the world view, as

shown in Delillo‟s novel. The main thesis of the research is that in The Falling Man we can see

the signs of the changes in the reality perception as provoked by the 9/11/01 events.

In this study we used the method of comparative examination of the texts of the novel and

critique and matrix text analysis. While examining The Falling Man and Sven Cveck‟s critique,

we could see that the reality for Americans is divided to before and after the event and that the

“after” reality has less stability and more doubts and misgivings in comparison with the almost

ideal “before” reality.

The findings made in the research show the influence of the significant political events on some

parts of the modern literature process and may be added to the common studies of the new

American literature.

How Characters’ Perspectives of 9/11 Affect their Basic Human Responses

Rosalynn Cohen

Course: American Global Fiction

Instructor: Dr. Keren Omry

The authors of 9/11 literature employ many techniques to express the varied

experiences and perspectives occurring around 9/11. By using different literary and

cinematic techniques, authors can bring to life characters' differing perspectives of a

shared experience.

In Submission, by Amy Waldman, the members of the jury gathered to choose which

design was to be used for the 9/11 memorial, each comes to the table influenced by

their own past experiences. Their positions differed on issues such as whether

the memorial should be designed for the families of the victims or for future generations,

whether the memorial should convey a hope of healing or a remembrance of

destruction, or remind us how diverse backgrounds (one character the widow of a

victim, one an artist, one a politician) can influence their involvement in the jury

selection of a monument for 9/11. Waldman has created each of these characters to

share a variety of perspectives.

In the film 11'9''01, the diversity of directors, in and of itself, gives us a varied

perspective of what happened on 9/11. The different film-makers each create

characters (children trying to grasp what a tower is, a mother worried about her missing

son, a multitude of voices coming from unknown origins, etc...) which affects how

the event was experienced. The directors' choices of setting, from a school in

Afghanistan or a street in Israel, to an apartment near ground zero, creates a

multifaceted effect. Each of the video clip's authors conveyed a perspective through

the characters and settings they have created, and simultaneously are being influenced

by the other videos in the collection.

Authors of 9/11 literature use many different techniques and styles to create their varied

perspectives of the 9/11 experience. Through their fictional creations, authors

of 9/11 literature give us a glimpse into what many people may have experienced on

9/11.

A Comparison between the Writings of Nathaniel Hawthorne and Emily Dickinson

Esty Moshe

Course: Survey of American Literature and Culture

Instructor: Dr. Keren Omry

By the nineteen century, American literature had gained in prominence and ranged from Poetry,

Novels, Romantic Literature, Science-Fiction, Gothic, Southwestern Humor, Naturalism,

Realism, and Transcendalist writings.

Emily Dickinson,(1830-1886), one of the most important poets of her time, was known to have

a unique and creative style of poetry. Although a known recluse, there were a few people who

did have a great impact on her and on the way she wrote. Though insulated, her poetry

reflected her Puritan background and interest in Metaphysical poetry of the 17th century. She

was also motivated by some of the transcendental teachings of the times. Furthermore, her

writings showed some interest in death which was an important theme of her poetry, though

there are many aspects of hope in her writings.

Nathaniel Hawthorne, born in 1804 in Salem, Massachusetts, and like Dickinson, is associated

with New England regional writers. Many of his works are inspired by Puritan New

England, combining historical romance loaded with symbolism and deep psychological themes.

His fiction works are considered as part of the Romantic Movement and more exactly, dark

romanticism. Hawthorne's works often have moral messages and deep psychological

complexity. His published works include novels, short stories, and a biography of his

friend Franklin Pierce. In my comparison I would like to show the differences and. similarities

between the writers, using examples and quotations.

Session IV – Narrative Development

The Way a Story Goes: The Contribution of Parental Input Extended Discourse to Their Three

Year Old Child

Kristina Rosenblatt and Hollie Moscovitz

Course: Narrative Development

Instructor: Dr. Anat Stavans

The ability to tell a story has fascinated scholars from many scientific disciplines including

psychology, linguistics, sociology, and literature. The development of narrative ability in children

begins very early and it is not until children have reached a certain stage of language

development that they can openly deliver and produce stories. It has been over two decades of

documentation and rigorous studies that have dealt with serious questions such as how do we

get to be such skilled narrators when we grow up. Most of us on a daily basis engage in

extended discourse activities at work, at home, with friends and family, in formal and informal

settings, in face to face exchanges and interactions as well as through the medium of

technology. In our course on Narrative Development, we were interested in the incipient stages

of this process. More specifically we have tied it to language development and parent-child

constant engagement in informal extended discourse as the vehicle to communication,

knowledge negotiation and socialization practices. With this in mind, we set out to pilot a small

study on the contributions of parental input into the development of language and more

specifically narrative ability of their child at age three (the age reported first in the literature),

hoping to answer the question: what are the discursive and interactive features used by parents

while telling a story to their child from a text-less picture-book Frog: Where are you? (Mayer,

1976)? The data were obtained from the recordings of ten English monolingual parents telling at

bedtime the story to their 3 year-old children. The narrative productions were analyzed following

Berman (1988) for story length, organization, and cohesion; and Stavans (1996) for parent-child

discursive interaction typology. The results will provide an insight into the child-parent discourse

and will be compared to data from ten matched Hebrew speaking parents. We hope our

presentation will highlight effective narrative styles deployed naturally by parents who are after

all, the „first‟ teachers to every child and can enlighten us, as teachers to adopt „that which

works naturally”.

How Gender Affects Parental Narrative

Avigail Cahila

Course: Narrative Development

Instructor: Dr. Anat Stavans

The study of narrative development centers on the understanding of how a child perceives the

world around him/her while relating events in a narrative. As a child grows older, the ways in

which the narration unfolds takes on certain structural characteristics, becoming more

sophisticated in terms of time sequencing and the ability to link back and forth between events.

One of the most pivotal agents in this development is the parents and more specifically their

contribution to the child's storytelling development.

In this paper, I wish to look at whether parents contribute to their child‟s narrative development

in an identical manner while addressing their sons as compared to their daughters or whether

perhaps one can draw a line through the different ways in which a parent might relay a story or

scaffold a story for their male or female child.

Stavans & Goldsweig, 2008 stated that, "… while some parents elaborate, extend, question and

elicit detail regarding a given event, [others] use more basic and simple language and questions

to move from one event to another." I would like to extend this understanding and see how it is

applied in terms of gender. Do parents elaborate, extend and elicit detail in the same way to

both sons and daughters? I believe that the differences that arise in the ways parents narrate to

the different gender child may shed light on unique male and female discourse which gestates

early on in childhood.

Session V – Practicum and Pedagogical Grammar

Using Theatrical Tools in the EFL Class

Nili Sommer

Course: Research Seminar

Instructor: Dr. Susie Russak

The effect of drama on learners of EFL was examined in a workshop using a monologue from

Romeo and Juliet. Extracts from this text were performed by 9 grade girls in Dror School.

Gomez's statement in 'Using drama to improve oral skills in ESL classroom', inspired me

through the process: "With theater, students apply the language genuinely, as they find a

reason to do it". (2010, p. 31)

The theatrical elements used in the workshop made the high level of language become an

exciting challenge and affected the personal learning process of most girls to be easier and fun.

1. We whispered the text and then recited it loudly in an exaggerated way. This

vocal work with focus on diction helped strengthen decoding and coping with

complex sentence structures like: "Thou knowest the mask of night is on my

face".

2. We recited verses with emotional relevance to the girls, and explored the feelings

of the character. This made the old English attractive and fun. Memorizing text,

the 10 girls expanded their vocabulary and deepened their knowledge of complex

linguistic structures.

3. Speaking the lines while moving with music, they "tasted" the new text non-

formally without worrying about mistakes. In this direct way of understanding the

character, the girls were less self-consciousness, and experienced Juliet

intuitively, "through their bodies". The 14 years old "Juliets" were encouraged not

to worry about mistakes and let them be corrected naturally and gradually as we

progress.

Some girls said they will remember the scene and read it further after this

experience. For me, one of the implications of this workshop is that through tangible

learning, a seemingly difficult poem or dialogue from the classics might stay longer

in pupils' memory and more importantly, in their hearts.

From Theory to Practice

Ofra Alfei Ilovici, Chaya Cohen, Galit Gefen Vlassopoulos, Lauren Gur

Course: Student Teaching Practice: Elementary School Level

Instructor: Dr. Orly Haim

Teaching at Lev Ran School in Zoran gave us the opportunity to actually teach according to

both the Task Based Theory and the Content Based Theory. We have decided to exemplify

how the topic of weather, through the use of both authentic material and innovations present in

language teaching, can be used to encourage both the students' participation and their interest

in the topic.

To begin with, the introduction of the topic was done through the use of a power point

presentation which used friendly and up to date elements such as a Voki and pictures to

accompany the different complex terms. The students then had the opportunity to dress up and

act as meteorologists in class and finally they carried out their own research by noting the

changes in temperature over a period of 4 months.

The use of Task-Based Theory and Content-Based Theory helps to develop the interest of the

students and encourages their participation and thus their acquisition of English in an

entertaining, interesting and authentic manner.

CBI or TBI – A Mixed Bag

Gila Arav, Errell Braude, Galit Gilan, Svetlana Maor, Efrat Ostroff, Yoni Portnoy, Shiri Regev

Course: Student Teaching Practice: Secondary School Level

Instructor: Dalia Stein

Content-Based Instruction (CBI) is generally used to refer to an approach to second/foreign

language teaching that integrates language and content (Met, 1998) whereas Task Based

Instruction (TBI) is commonly understood to mean a hands-on, authentic activity with a specific

outcome, whose completion gives language learners opportunities to use various resources and

demonstrate their knowledge and skills (Willis & Willis, 2003.)

Games play an increasingly important part in the classroom, especially when considering the

high level of computer-literacy achieved by modern students. "Learning through these games is

more than just accumulating a body of facts. Students draw on that knowledge to solve

problems and draw on the challenges of game play to master core principles" (Squire & Jenkins,

2003.)

A combination of these approaches to instruction was applied in a project that we carried out in

the 8th and 9th grade "A" stream English students in the Yarkonim Regional School. The aim of

the project was to facilitate exposure to and understanding of the various cultures and

nationalities for whom English is their native language. This was achieved in a number of

manners using individual and group research and web-quests around a certain topic or category

of person, individual and group presentations, game playing and a final task in which the groups

each produced, alongside the student teachers, a summative display or game of the country

that they had studied.

The content based aspect of these activities included discovering English speaking countries'

history, geography, currency, sports achievements, musical styles, and famous people from a

number of categories and, in addition, enabled the students to become familiar with the Jewish

community of that country. The task based approach was implemented by requiring the

students to produce presentations (both individual and group based), to perform in a series of

situations within their category groupings and finally to participate in the production of the

summative task – a poster, a game or a quiz.

The results were assessed using rubrics designed specifically for each phase of the tasks and

the learning, whilst maintaining an overall perspective of the student's performance over the

entire project.

In conclusion, we applied a mixed approach to an assignment about teaching EFL students

about English speaking countries, much to the enjoyment of both student teachers and the

students themselves. It is our impression that this combined style of teaching is extremely useful

in the EFL classroom setting and also serves as a motivator for students with different learning

styles.

Teaching Adverbs to 8th grade, using a folktale, Jack and the Beanstalk”, Leading to a

Performance Based Task

Erez Ovadia

Course: Pedagogical Grammar

Instructor: Dalia Stein

For the course, Pedagogical Grammar, we were asked to prepare a grammar lesson using

the PBT approach. I was given the topic of adverbs which I found to be extremely important.

When used correctly, adverbs can add a whole new dimension to teaching English. Most

typically, adverbs are like “sauces” for verbs, thus using them makes one's writing much

more palatable.

There are various types of adverbs, but in my project, I concentrated on the use of manner

adverbs. The role of manner adverbs is to help modify the verbs, the adjectives and other

adverbs in the sentence and to give the reader a better picture of what the writer is trying to

convey throughout the sentence.

For teaching adverbs with a PBT approach, I chose the enjoyable folktale, „Jack and the

Beanstalk’, real language text that led to the topic of the PBT, and also included the

grammar form needed to accomplish the PBT. This classic story is full of fun, offering plenty

of opportunities for analysing and asking comprehension questions involving the use of

adjectives and manner adverbs interchangeably.

Integration of reading and comprehension questions allow pupils to elicit the grammar form

from the text. By forming appropriate questions, the teacher can direct the pupils to finding the

grammar forms in the text. The project also included designing several evaluation tasks

including worksheets, which offer drilling activities on three levels: recognition, reproduction,

and production. The activities include open-ended and closed tasks for taking the pupils

through the different stages in the acquisition of the adverb form. In addition to the test that

checks the knowledge of the material, I designed a Performance-Based Task that reinforces

the manner adverbs grammar form in the context of a story we read in class. Pupils were

given clear instructions for the task, plus an assessment rubric so they could know precisely

on what and how their projects will be evaluated.

Pecha Kucha session - On Eclecticism and Other Exotic Fruit

Leo Selivan, The British Council

“I try to be eclectic” is a very popular claim among EFL teachers these days. What is being

eclectic? What does it involve? This entertaining, Pecha Kucha-style presentation addresses

these questions and allows teachers to reflect on the methods they use in their teaching.

About the Speaker:

Leo Selivan is an EFL teacher, teacher trainer and materials developer with the British Council

Tel Aviv. He has taught in Cyprus, Turkey, the UK and Russia and has been at the British

Council for the last 8 years. He writes for the TeachingEnglish website and gives workshops

and presentations at conferences in Israel and abroad. His special interests include using

multimedia in the classroom and the Lexical Approach. http://leoxicon.blogspot.com/p/about-

me.html