I have been teaching English since 2005 working with university level students and later with NGOs that provide continuous professional development courses for English teachers in Moldova. Since 2014 the majority of my students are online.

The participants will learn about my experience of organising a Public Speaking Club. I would like to share ideas about how storytelling helps to make a talk unforgettable and how it can be done through Pecha Kucha format with teenagers. I have been teaching English for almost 25 years, now I am working for a private language school. I enjoy teaching teenagers and including soft skills development in teaching English. I believe that English can be learned successfully only together with practicing soft skills. Public Speaking is such a skill that is becoming more and more important in the modern world.

In which situations groups of 3 students might work better than pairs? How to use this format to the fullest if there are only 3 students in your groups?

You will learn how to help students feel more engaged while doing writing tasks, including a creative task, a Russian State Exam task (writing for listening) and a 5-min end-of-the-class task.

I've been a teacher of English since 2005. I worked in a Pedagogical Institute, a Lyceum and then landed where I am right now - Interlingua Plus (a private language school in Syktyvkar). I work primarily with teenagers getting ready for their final exams in English, but I also prepare students of all ages for Cambridge exams (still!), and take great pleasure in teaching bits of writing and showing my students that it's every bit as cool as travelling (if only a quick ride outside your hometown).

I'd like to share the results of my experiment. I plan to write posts in various social networks 30 days in a row. I'll analyze the results of this challenge: is it important to write posts every day, how to motivate yourself, what you write about, what topics get more likes, etc.

I've been working as an English teacher for 7 years. I teach mostly pre-primary and primary students. As of 2021 I only teach online.

The participants will learn how giving your students an opportunity to create tasks for others may enhance their general progress, as well as prepare for exams.
I would like to talk about:
1) Creating tasks for peer-students (a for the teacher) while reading, listening, improving grammar/vocabulary skills;
2) Creating exam tasks as one of the approaches in exam preparationI'm an English and French teacher. Now I'm getting my Master's degree in teaching foreign languages. Being one of the authors of Skyteach blog, an English teacher at Herzen University, I'm interested in such topics as classroom management, lesson planning issues, new information technologies to enhance the effectiveness of the lesson.

Getting students to do homework, to work on their English outside of their hours in class with us, is sometimes hard. Even harder can be getting students to use English productively, in communicative situations outside of class. This session will suggest some ways I use chats like WhatsApp or Telegram to both recycle the language we have been working on in class, and interact communicatively while doing so. With added cat pictures and fun.

Director of Studies for Teacher Training at BKC-IH Moscow. I'm particularly interested in online teaching and online communication, and it's nice to be able to combine the two in this talk.

We often think of language being a gateway to a culture or vice versa, but these two elements are really one. I want to share with participants the idea that every item of language learning should be linked to a cultural or real-life context so that students immediately understand the real-life applications of what they study in lessons.

I'd like to talk about what being reflective in learning means and what advantages of reflective learning are. Also, I'd like to share some tips how to implement reflection in teaching. (YL, teens and adults)

Englsih teacher trainer and ELT blogger
C2, TKT, TESOL and Train the Trainer holder
I worked at a language school for 10 years and at university for 5 years, now I teach high levels and prepare for Cambridge exams online. Also, I do 1-to-1 consultations for teachers on methodology.

Students tend to refuse to write anything unless they are preparing for an exam or are the actual fans of writing. I’d love to share a sequence of lessons I do to make my learners think about the context, not about the difficulties they will have to face:)

I am a teacher-blogger, trainer of the trainers and (by a chance) a graphic designer.

M.ED, CELTA Pass A, TKT and IELTS Trainer

It's no secret that students, especially at higher levels, struggle with memorizing new vocabulary and grammar and putting them to use. In my speech, I will share a practical tip on how to enhance students' ability to retain the material they learn in class and effortlessly apply it in their speech no matter how difficult it is. It will also save teachers a lot of time spent on finding or designing exercises that don't seem to work anyway.

15+ years of teaching experience, including 4 years of international experience (China and the USA). Taught in all formats and at all levels (kindergarten through college and adults, offline as well as online). Have been an avid language learner myself (studied 7 languages overall, have a decent command of 2 of them besides English), which helps me view the language learning process from both sides. Currently work on my own teaching a self-designed course to advanced students.

In this talk, I will share the results of an experiment I ran with B2+ students to eliminate some of their fossilized errors. Together, we outlined the mistakes we wanted to get rid of and drew up a short-term plan. The plan incorporated teaching techniques that helped students notice their errors and take action to get rid of them. The practical elements and the principles used in the experiment correspond to the atomic habit strategies from the book "Atomic Habits" by James Clear. The talk will summarize the experiment and offer a guide for teachers who want to help their own students overcome fossilized errors in their classrooms. This presentation is not only based on theoretical principles but is also grounded in a real-life experiment that yielded concrete results. Attendees will leave with a better understanding of how to use atomic habit strategies to overcome fossilized errors in their classrooms and help their students achieve greater academic performance. Maybe the talk will also inspire the audience to extrapolate the idea of atomic habits strategies into other spheres of their classroom practices.I'm a self-employed English teacher working online. I hold CAE and IH Certificate in Advanced Methodology. I currently teach B2-C1 learners, most of whom are other teachers of English. General English and CAE Exam Prep classes are my most favourite to teach. I also run consultations for teachers and blog about English teaching on Instragram and YouTube.

Tense markers are a good thing to teach if we prepare student for a test.
In real life first comes an idea, then a verb expressing this idea and only after that a time expression (if it is needed at all)
So, if we prepare students for life, we need to teach them how to distinguish between ideas and not to look for "right now" in a ready-made sentence with gaps.
I will share a few ideas how to do it.

I am a qualified linguist and translator. Passed my CAE in 2016 and TKT (1-3 modules and YL) in 2018
I've been teaching over 10 years so far and developed a course of English for copywriters.
Now I specialise in teaching adults online in specific areas (IT, logistics, marketing, coaching, project management and ERP). I am also a teacher trainer and a recruiter for a language school. As my extra professional practice I teach a practical translation course and a grammar course to university students.

What magazines to use in class with adults/young learners
Where to find English magazines
How to integrate magazines in your class
Examples of online activities based on magazine content

How to use google websites to teach clothes (Zara web page), furniture (IKEA), food (Lidl), etc. Google pictures, maps and many more.

Our talk is based on the book 'Becoming fluent. How cognitive science can help adults learn a foreign language' by R.Roberts and R.Kruez.
The participants will learn about pragmatics. We will share that it consists of three parts - cooperation, culture and mentality, and figurative language. We will share what 4 maxims of cooperation are, what high- and low-context cultures are and why it's important to take them into account while learning and teaching a language to adults. We will also share why it is important to expose lower-levels to devices of figurative language. We will talk about how using pragmatics results in using a language more effectively, better understanding the target language culture and conveying complex meanings more naturally.

Bachelor in Linguistics, CELTA, TTT graduate
I've been teaching English to teenagers and adults since 2015.

Our talk is based on the book 'Becoming fluent. How cognitive science can help adults learn a foreign language' by R.Roberts and R.Kruez.
The participants will learn about pragmatics. We will share that it consists of three parts - cooperation, culture and mentality, and figurative language. We will share what 4 maxims of cooperation are, what high- and low-context cultures are and why it's important to take them into account while learning and teaching a language to adults. We will also share why it is important to expose lower-levels to devices of figurative language. We will talk about how using pragmatics results in using a language more effectively, better understanding the target language culture and conveying complex meanings more naturally.

I'd like to share an idea that students emotions and mood at the beginning of the lesson are very important. It's better to spend some time and create the mood, e.g. come down your students or wake them up or help them focus, than to follow your lesson plan. The point is that if don't pay attention to students' emotions you won't be able to teach them anything, they will be unmotivated or not engaged and the lesson outcome won't be as good as you planned it to be. There are special low-preparation activities that can help you a lot in creating a special mood at the beginning of your lesson. - I have been working as a teacher of English for more than 20 years. I work with teens and adults. At the moment I am a teacher trainer for the Teachers for Russia project in the Siberian Region. And she is responsible for CPD programs at the Trendy English Games community.

My conference concept is still all focused on mindfulness and this time sharing how to deepen relationships. Sharing an idea to enhance both classroom and life in a particular area linked to interactions in our everyday life.

Neurolanguage coach, coachee focussed approach, holistically helping learners to achieve their linguistic dreams.
Unwavering Mindfulness lover, full presence, love life to the full.

I noticed a big difference between teaching methods. Many school teachers suffer from a lack of up-to-date information

I have taught at secondary school for more than 30 years. In 2021 I quit working and took retirement. Since then I have become a freelancer and have been teaching English online

Failure can be an invaluable boost to your growth rather than a bad thing you should try your hardest to avoid. The key is to know how to approach it. From the talk, you will learn three techniques that will help you to take every failure in your stride and make the most of it.

I'm currently working with adults (groups and individuals) online. I used to be a high school teacher and, surprisingly, I miss working with teens offline a lot.

There is an assumption in language teaching that high quality lessons always results in student satisfaction. Teacher training courses tend to focus on improving teaching quality while academic managers talk of student retention with little consideration as to whether those students retained are in fact satisfied. Drawing on research in the more general field of customer satisfaction I aim to demonstrate that satisfaction results from a more complex set of circumstances than simply high quality teaching. Further, by understanding the way that students process satisfaction judgements, we can more effectively influence our students' satisfaction, most likely resulting in higher retention and more new students.

I am the Director of Studies of a private language school and a freelance CELTA trainer. I've been teaching for over a decade in 4 different countries and hold a Delta. I am also a blogger and youtuber on ELT matters.

I'd love to share my experience (20 years plus) of communication with students (online and face-to-face, in groups and individually) and discuss how teachers can make students feel more relaxed at the classes, reducing or completely taking the stress out of the classroom. Is it important for both teachers and students, and in what ways?

I've been teaching English for 23 years, online and offline. Now I work as a private teacher for adults, mostly online, but I used to work with teenagers and students of the Faculty of Foreigh Languages, too. I also work in the language school "LinguaDruziya" in Tomsk. I have three TKT certificates (band 4, didn't do the Young Learners 'cause I don't work with them). Prepared for CPE, but haven't taken it yet due to the change of situation in the country.

I’m a freelance teacher with 13 years of experience. My main focus currently is teaching higher levels and IELTS preparation (I myself hold IELTS 8.5, CPE Grade A). I’m also a passionate reader and put my love of reading into running speaking and reading clubs. For the last 5 years I’ve been working fully online while using a minimum of online resources.

Julia is a language coach, a creative English teacher and consultant, who believes that sharing is caring and loves conferences so much that she is both a speaker and an organizer. Julia’s education (MSU, TKT, CELTA, language and life coaching) and experience (14 years of teaching adults 121) allow her to help her students and fellow teachers live their best lives.