{"id":544,"date":"2019-08-28T00:00:00","date_gmt":"2019-08-28T00:00:00","guid":{"rendered":"http:\/\/khoaanhcn.ufl.udn.vn\/eng\/2019\/08\/28\/bolt-seminar-2014\/"},"modified":"2019-08-28T00:00:00","modified_gmt":"2019-08-28T00:00:00","slug":"bolt-seminar-2014","status":"publish","type":"post","link":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/conference-seminar\/544\/","title":{"rendered":"BOLT SEMINAR 2014"},"content":{"rendered":"<\/p>\n
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\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\tBOLT SEMINAR 2014\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/h2>\n

\n\t\t\t\t\t\t\t\t\t\t\t\t\t\tUpdated: \t\t\t\t\t\t\t\t\t\t\t\t\t\t2019\/08\/28\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/p>\n

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\n\t\tTHE 2nd<\/sup> BOLT – <\/strong>UNIVERSITY OF FOREIGN LANGUAGE STUDIES, UD<\/strong> LEARNING SEMINAR SERIES 2014<\/strong><\/span><\/span><\/div>\n
\n\t\t\u201cWORKING TOGETHER WITH BETTER EXPERIENCES\u201d<\/strong><\/span><\/span><\/div>\n
\n\t\tVenue:<\/strong> Grand Hall, 131 Luong Nhu Hoc Street<\/span><\/span><\/div>\n
\n\t\tTime:<\/strong> Dec. 26 2014<\/span><\/span><\/div>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
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\n\t\t\t\t\t\tTime<\/strong><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tEvents<\/strong><\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t7:30-8:0<\/em><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tGuest & Participant Reception<\/em><\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t8:00-8:20<\/em><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tOpening Ceremony<\/em>\u00a0\u00a0\u00a0\u00a0 Grand Hall<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t8:20-9:20<\/em><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPlenary presentation<\/em>\u00a0\u00a0 Grand Hall<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t9:20-9:35<\/em><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tBreak<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t9:40-16:25<\/em><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tSimultaneous presentation at sessions<\/em><\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t\u00a0<\/div>\n<\/td>\n
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\n\t\t\t\t\t\tRoom1<\/em><\/strong><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tRoom 2<\/em><\/strong><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tRoom 3<\/em><\/strong><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tRoom 4<\/em><\/strong><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tRoom 5<\/em><\/strong><\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t9:40-10:35<\/em><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 1<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 2<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 3<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 4<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 5<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t10:35-11:30<\/em><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 2<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 3<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 4<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 5<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 1<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t11:30-13:30<\/em><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tLunch<\/em><\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t13:30-14:25<\/em><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 3<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 4<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 5<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 1<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 2<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t14:25-15:20<\/em><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 4<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 5<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 1<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 2<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 3<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t\u00a0<\/div>\n<\/td>\n
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\n\t\t\t\t\t\tBreak<\/em><\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t15:25-16:20<\/em><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 5<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 1<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 2<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 3<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPres 4<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t16:20-17:00<\/em><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tClosing Ceremony<\/em>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Grand Hall<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
\n\t\t\u00a0<\/div>\n\n\n\n\n\n\n\n\n\n
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\n\t\t\t\t\t\tPresentation<\/strong><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPresenter<\/strong><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tWorkplace<\/strong><\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tNationality<\/strong><\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\tPlenary: Teaching supra-segmental pronunciation through Movie Dialogs<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tProf. Michael Carroll<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tMomoyama Gakuin University<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tBritish<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t1) Speaking and Listening in Large Classes: Involving all students\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tProf. Michael Carroll<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tMomoyama Gakuin University<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tBritish<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t2) Teaching Speaking Skills in the English Classroom<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tShirley Magnolia Wanner, MBA.<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tBalsamo Outreach for Learning and Teaching<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tFilipino<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t3) Teaching with polling technologies: examples for assessment and interactive activities<\/span><\/span><\/h4>\n<\/td>\n

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\n\t\t\t\t\t\tChristopher Fulton, MEd. \u00a0<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tUniversity of Macau<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\u00a0<\/div>\n<\/td>\n
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\n\t\t\t\t\t\tCanadian<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t4) \u201cjigsaw in speaking\u201d – an alternative technique for big EFL classes?<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tSa Thi Chau Vu, MA.<\/span><\/span><\/div>\n
\n\t\t\t\t\t\t\u00a0<\/div>\n<\/td>\n
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\n\t\t\t\t\t\tUniversity of Foreign Language Studies, UD<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tVietnamese<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n
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\n\t\t\t\t\t\t5) Incorporating Grammar Exercises that are Active with Positive Influence<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tPeter John Wanner, PhD.<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tTohoku University<\/span><\/span><\/div>\n<\/td>\n
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\n\t\t\t\t\t\tAmerican<\/span><\/span><\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/div>\n
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\n\t\tSpeaker Affiliation & Brief Bio<\/span><\/span><\/h2>\n
\n\t\t\u00a0<\/div>\n
\n\t\tPeter John Wanner, Ph.D.<\/strong><\/span><\/span><\/div>\n
\n\t\t\u00a0<\/div>\n
\n\t\tBiodata<\/strong><\/span><\/span><\/div>\n
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\n\t\tDr. Peter John Wanner is an Associate Professor at Tohoku University working in the Graduate School Language Education Department.\u00a0 He has a Doctors degree in Human Informatics from Nagoya University (Japan) and a Master\u2019s of Science Degree in Linguistics from Georgetown University (America).\u00a0 He has worked at Tohoku University since 2005 and specializes in Bilingual Education, Linguistics, and Neurology.\u00a0 In 2008, he had his most recent publication \u2018Consequences for bilingual first language acquisition (BFLA) and native speaker language acquisition (NSLA) infants.\u2019 in a chapter in a book called \u2018Contemporary issues of brain, communication and education in psychology: the science of mind.\u201d<\/span><\/span><\/div>\n
\n\t\tIncorporating Grammar Exercises that are Active with Positive Influence<\/strong><\/span><\/span><\/div>\n
\n\t\tDirect grammar instruction is a useful tool for teaching English as a Foreign Language or as a Second Language.\u00a0 This presentation will talk about the importance of direct and indirect instruction of grammar rules and when they should be emphasized.\u00a0 This workshop will look at various grammar exercises and determine if they are truly useful.\u00a0 With sufficient discussion, the workshop hopes to generate some new ideas in the participants that might make grammar activities more active providing a positive influence on the acquisition of another language.<\/span><\/span><\/div>\n
\n\t\tMagnolia Koh Wanner<\/strong><\/span><\/span><\/div>\n
\n\t\t\u00a0<\/div>\n
\n\t\tMagnolia has organized workshops teaching students and management personal how to effectively present proposals and ideas in class and in the workplace.\u00a0 She has a Masters of Business Administration (MBA) and works has worked closely with BOLT presenting in Vietnam and the Philippines in this area of specialization.\u00a0<\/span><\/span><\/div>\n
\n\t\t\u00a0<\/div>\n
\n\t\t\u00a0Teaching Speaking Skills in the English Classroom<\/strong><\/span><\/span><\/div>\n
\n\t\t\u00a0<\/div>\n
\n\t\tAbstract<\/strong><\/span><\/span><\/div>\n
\n\t\t\u00a0<\/div>\n
\n\t\tThis interactive workshop will map out activities and goals that can be set for students to speak up and actively put forward their ideas or proposals.\u00a0 These skills can be developed as early as high school and help students become good speakers individually and in a group such as in debates.\u00a0 This is a dynamic way of building student\u2019s self confidence.\u00a0 Hence, this presentation will provide opportunities for teachers to incorporate ideas and methods of teaching public speaking as early as high school\u00a0 through active participation of the participants of the workshop.<\/span><\/span><\/div>\n
\n\t\t\u00a0<\/div>\n
\n\t\tMichael Carroll, PhD.<\/strong><\/span><\/span><\/div>\n
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\n\t\tBiodata<\/strong><\/span><\/span><\/div>\n
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\n\t\tProfessor Michael Carroll is Director of the Language Centre at Momoyama Gakuin University in Osaka. He has both Australian and British citizenship. He is interested is in the connection between success in language learning and learners’ sense of themselves as active agents in that process. Having presented in-service workshops for teachers in Australia, Japan, England, Israel, the Philippines, and Vietnam, he is once again looking forward to sharing ideas with colleagues.<\/span><\/span><\/div>\n
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\n\t\tTeaching supra-segmental pronunciation through (movie) dialogues.<\/strong><\/span><\/span><\/div>\n
\n\t\t\u00a0<\/div>\n
\n\t\tMichael Carroll<\/strong><\/span><\/span><\/div>\n
\n\t\t\u00a0<\/div>\n
\n\t\tThis presentation concerns a method of raising awareness of the spoken form of English unmediated by the written form. When learners read aloud, they are often unable to detect supra-segmental pronunciation information from the written text. This means that they often fail to group words together meaningfully, and miss the stress patterns that are very important for meaning-making in English. This workshop will demonstrate a method of using readily available movie clips and dialogues that help students to become aware of how they can use intonation and stress for successful communication.<\/span><\/span><\/div>\n
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\n\t\tPresentation Title & Abstract for Event at Danang University, January 2015<\/span><\/span><\/h2>\n

\n\t\tTeaching with polling technologies: examples for assessment and interactive activities<\/span><\/span><\/h4>\n
\n\t\t\u00a0<\/div>\n
\n\t\tFormative assessment activities using Plickers, a cost-effective polling technology, are demonstrated in this session. Polling technologies provide a tool that can support teaching pedagogies that involve all students in a classroom. Plickers can be used to conduct quizzes, which are then graded automatically, but this technology can also be used to stimulate classroom interaction and discussions (Chasteen, S. 2013). In this session, demonstrations of how Plickers can be used to involve students are provided using examples from a recent ESL textbook for teens, Interactive<\/em> (Hadkins, Lewis, & Budden, 2011). In addition, students may appreciate receiving instant feedback from polls, and teachers can benefit from polling technologies by reducing time spent marking quizzes.<\/span><\/span><\/div>\n
\n\t\t\u00a0<\/div>\n
\n\t\tChristopher Fulton<\/strong><\/span><\/span><\/div>\n
\n\t\t\u00a0<\/div>\n
\n\t\tCentre for Teaching and Learning Enhancement<\/span><\/span><\/div>\n
\n\t\tUniversity of Macau<\/span><\/span><\/div>\n
\n\t\tAvenida da Universidade, Taipa, Macau, China<\/span><\/span><\/div>\n
\n\t\tchrisfulton@umac.mo<\/span><\/span><\/div>\n
\n\t\t+853 6266-5866<\/span><\/span><\/div>\n
\n\t\t+853 8822-4574<\/span><\/span><\/div>\n
\n\t\thttps:\/\/ctle.umac.mo<\/span><\/a><\/span><\/div>\n
\n\t\t\u00a0<\/div>\n
\n\t\tChristopher Fulton works at the University of Macau as an E-Learning Technology Officer in the Centre for Teaching and Learning Enhancement. He is mainly responsible for training staff and faculty members in the use of E-Learning technologies, leading CTLE in E-Learning activities, and overseeing IT development, including integrating digital media into teaching and scholarship. Christopher is a Canadian educator with an MA in Education and Development (UK), a Postgraduate Certificate in Advanced Educational Studies in Information Technology in Education (Hong Kong), and an LCCI-ARLES Certificate in Teaching English for Business. He has significant experience in training teachers on the use of information communication technologies in and for education, and has been working with university instructors and colleagues to provide teacher professional development workshops on a range of topics for more than nine years.<\/span><\/span><\/div>\n
\n\t\t\u00a0<\/div>\n
\n\t\tThe slides that are online available after my resentations, \u00a0<\/span>http:\/\/goo.gl\/hksnIc<\/span><\/a>.\u00a0<\/span><\/span><\/div>\n
\n\t\tInformation about Pickers and the ideas I discuss are documented on the web, e.g.\u00a0<\/span>https:\/\/www.plickers.com\/help<\/span><\/a><\/span><\/div>\n
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\n\t\u00a0<\/div>\n<\/p><\/div>\n","protected":false},"excerpt":{"rendered":"

BOLT SEMINAR 2014 Updated: 2019\/08\/28 \u00a0 \u00a0 \u00a0 \u00a0 THE 2nd BOLT – UNIVERSITY OF FOREIGN LANGUAGE STUDIES, UD LEARNING<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[22],"tags":[],"_links":{"self":[{"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/posts\/544"}],"collection":[{"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/comments?post=544"}],"version-history":[{"count":0,"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/posts\/544\/revisions"}],"wp:attachment":[{"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/media?parent=544"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/categories?post=544"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/khoaanhcn.ufl.udn.vn\/eng\/wp-json\/wp\/v2\/tags?post=544"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}