Presenting and teacher training

PresentationAs an IELTS teacher, qualified examiner and author, I am often asked to deliver presentations, workshops and teacher development courses on teaching towards the exam.

Teaching IELTS students to write coherently (Cambridge University Press): presented at Cambridge University Press bookstore, as an online webinar for Cambridge English Teacher and at International House, Dublin
Teaching IELTS to large classes in China (designed and delivered for Pilgrims, Canterbury)  

As a DELTA qualified teacher with a keen interest in methodology, I am always interested to hear from publishers who need teacher development titles to be edited.

Jim Scrivener, Classroom Management Techniques (Overall winner of the 2012 HRH The Duke of Edinburgh ESU English Language Book Award) (Cambridge University Press)

Penny Ur, Vocabulary Activities (Cambridge University Press)

Jack C. Richards, Key Issues in Language Teaching (Cambridge University Press)

Zoltán Dörnyei and Magdalena Kubanyiova, Motivating Learners, Motivating Teachers (Cambridge University Press)

Ana Llinares, Tom Morton and Rachel Whittaker, The Roles of Language in CLIL (Cambridge University Press)

Various authors, CELT-S Online teacher training course (Cambridge English Language Assessment)

Scott Thornbury, About Language, 2nd Edition (Cambridge University Press)

Cambridge English Teacher online resources (Cambridge University Press)


Presenting I attended the workshop with three of my colleagues and we had a brainstorming session on what our particular institution could take from what you had talked about. We have a large number of IELTS candidates from Arabic speaking backgrounds so a number of issues which you highlighted were directly applicable to us, including:

1. Issues with planning and brainstorming

2. Issues with ‘having opinions’

3. Issues with cultural norms of essay conventions

My colleagues are all quite experienced and they appreciated that your workshop offered practical and indeed practicable tips for busy language teachers, with a focus on the realities of the classroom, for example the lack of ‘world knowledge’ among some learners. The path to coherency offered in your workshop was a very realistic one, and it was where, if signposted correctly by the teacher, can be relatively straightforward and, indeed, ‘fun’ for both the learners and the teacher.

I personally think that using ‘real world’ media sources from which to encourage debate and create learner-centred exercises, where the focus is on the student to react to content, for example, is valuable. Your workshop reinforced this view and provided some tips on how to best utilise some of these sources.

Chris Farrell Head of CPDCentre of English Studies – Dublin, London, Edinburgh, Worthing, Leeds, Harrogate & Oxford