Nile TESOL Conference

Games inside the Classroom

  • 1) Hot Seat Game

It is an outstanding activity for revising advanced vocabulary inside the classroom. First, the teacher splits the class into four or five groups and chooses one student from each team to sit on a chair. Then, the student who sits on the “Hot Seat” faces his or her colleagues and gives his or her back to the board. After that, the teacher writes one word only on the board. The student who sits on the hot seat, listens carefully to his or her colleagues to guess the intended word required. Fortunately, the first hot seat student to say the required word, wins a point for his or her team.

  • 2) Charades Game

It is a challenging game that enhances the students’ critical thinking. One student gives an attempt to act out each syllable of a word in order, while the rest of the students guess what he or she wants to deliver exactly. The current game is an act out activity without speaking at all. The teacher chooses the student who is able to guess more than three words. Finally, the winner has the opportunity to choose any of his or her colleagues.

  • 3) Collocation Race Game

It is a competitive game that helps most of the students inside the classroom to share in one activity. The teacher divides the students into two teams and the board into two halves as well. After that, the teacher chooses a representative from each and every group. Then, the teacher writes one half of a collocation to each area on the board. Each team helps his or her representative to compose as much collocations as they know. At the end, the teacher, checks the mistakes and announces the winning group.

  • 4) Fire Ball Game

It is an interesting game to revise collocations inside the classroom. First, the teacher chooses two of the students to stand in the center of the class. Then, the teacher distributes some scrambled paper to create non-harmful balls. Each student acts out one of the intended verbs. After that, the teacher shouts out a noun and the students are required to throw the ball on the correct verb, person. For example, Maria is (go) and Sam is (make) then the teacher shouts (homework) students are expected to throw the ball on Maria.

Done by : Ayten Adel – Dalia Ashraf -Radwa Emad- Yara Mohamed

Effective mobile learning : What teachers and students should do

By : Waleed Mandour Room : p020 at 11 a.m
It is so essential for teachers to cope with the 21st century technology and one important method of this new technology is
“ Mobile Learning” .It’s a 24/7 personalized learning process. However, achieving an effective delivery through adopting such method requires both the educator and the learner to know how the process should be carried out. This session aims at the following:

  • A brief overview about the ethics and standards of mobile learning.
  • Introducing mobile learning management systems.
  • Providing a list of the most useful apps to use.

One of the most useful apps is “Padlet” it’s used to enhance Students’ reading and writing skills.
“Padlet” is an online application that can be used to engage and enhance the learners’ skills , for example it’s used to teach students how to write effective thesis statement in academic essays. The teacher also can keep a log of students’ responses on tasks so that the instructor can provide feedback accordingly.

Creating an interactive classroom for young Language learners

The Agenda included:

What makes a successful interactive classroom?

How can you use student- centered learning strategies to develop (Oral language skills -Literacy skills)?

    • • Throughout discussing the importance of interaction and the importance of playing during the lecture to deliver the information.
    • • These skills help students to overcome obstacles in academic subjects.
    • • The importance of inquiry by using “Bloom’s Taxonomy” or “Show and Don’t tell” to bring more play and interaction into the classroom in a purposeful way.
    • • Setting interactive strategies for developing oral language skills and literacy skills

What kind of support for students and for teachers?

  • • Students need language supports, a safe environment for risk taking, teach problem solving strategies and behavior management.
  • • Teachers need “start small” with pairs, then small groups, then the whole class or start with one activity then multiple.

Final thoughts:
Interest – Motivation – Learning

  • Use students’ natural curiosity about their world.
  • What is important to them?
  • What do they wonder about?

Living Up Listening
Nick Bilbrough
Time: 11:00 (45 minutes)
Location: Mary Cross Hall (American University in Cairo)

Nick Bilbrough, the teacher of drama and story-telling in second language learning, showed the importance of listening which cannot be overestimated , but it can be hard to keep learners motivated with comprehension based approach. He explored a range of motivating activities which use live listening material as the source of input instead. He emphasized the fact of we need listening in our classes where we can affect the students emotionally, not just listen and answer the questions. Students need to feel engaged to feel the real motivation in English. One of his most famous activities that he mostly used in his session was reciting stories for adults and children to boost the confidence massively. He showed that improving the listening skill needs the person to hear the language being used globally as a story. In addition to that, we need to notice and zoom in the language; by creating physical stories and acting it out, as he showed in his session. This means that he agrees with the fact of playing recorded materials, yet using our voices is another effective way. During the input session, Bilbrough recited around four different stories with their controlled practice exercises and group work activities, and while reciting one of them he used Arabic Language. He emphasized the fact of the interactivity; which is using the mother tongue when needed, during listening classes to simplify complex vocabulary items. The American psychologist Erik Sigma said that listening to oral information without too much visual stimulus is incredibly important for young people in the cognitive development; because what they are doing in their minds they are creating images and creating images in a person’s mind is central to learning and central to development. Like children who watch television all day long without hearing people talking are impoverished in a way. Near the end of the session, Bilbrough, mentioned that different intonations addressing the listeners deliver different messages; as the robotic with zero emotion and expressions, the more natural real like person speaking and the grabbing attention with sincere one. Finally, he mentioned some advantages of teacher talk as listening material; as lighting on materials and preparation where we do not need many materials we just need our voices to act it out. Other advantages mentioned were the adaptability, physicalisation, visual stimulus and interactivity.

Presented by: Dr. Youssra ElDeeb
Title: Going Interactive: What, Why and How
The workshop presents an explanation of “Interactive Teaching/Learning”, its different types, and essentiality in the 21st century classroom. It also provides an opportunity for educators to take part in a variety of interactive practices and experience their benefits for both teacher and learner. For further explanation, pair and group work are suitable for learners of all age groups. Classroom size doesn’t matter in setting pair and group work activities. Pair and group work contribute to language development and fluency more than reading aloud as there might be shy students who are afraid or get embarrassed to participate in front of the whole class. In addition, taking turns to answer questions individually doesn’t guarantee everyone’s involvement more than pair and group work. Also, over-domination from some learners could be considered as a disadvantage of pair and group work, but some of the students could help the teachers to explain and share their knowledge with the other students.

Attended by: Ahmed Abdel-Sabour
Romaisaa Hussein
Mai Adel

-Language assessments:
-A lecture by “pooja Sancheti”- Room CP39
The lecturer discussed the importance, principles, benchmarking and limitations of language assessments. Firstly, she highlighted that language assessment is the reflection on teachers ” to test what teachers teach”. The second point she discussed was the main language assessments principles (practicality-reliability-validity -effectivity), and how they should be. Practices in language assessments, teachers should combine between different types of assessments while students should provide a feedback. Benchmarking is also one of the main points that must be considered in assessments, comparing the tests and following an international framework are the main steps of benchmarking. The last point she discussed was the limitations, what makes you skip any of the previous mentioned points and advices. Firstly, when it isn’t fitting your course specifications. Secondly, when it eliminates creativity and at last when there is no scope for constructive feedback. At the end of the session she said that teachers should always aske themselves 5 questions (when-why-what-how-who) before making any assessments.

Why did you go to PUA for student exchange?

The chance to visit Africa, and more specific an Arab country with so much history as Egypt has, made the decision very easy. PUA offered the necessities and quality needed for my bachelor thesis to be conducted.

How long was the exchange period?

The exchange lasted 8 weeks in total.

How have you been chosen for the exchange?

Prof. Andrew Martin from KTH scouted for students to participate in a collaboration with PUA and KTH, me and my colleagues applied and were accepted.

What do you think are the differences between studying at PUA and KTH?

The difference is a more direct contact or line of communication in PUA compared to KTH. The relationships between pupils and professors are more personal than in KTH. Moreover, the learning is more of a practical character in PUA than in KTH, where the approach is often more theoretical and is conducted to bring discussion.

Did PUA staff, professors, researcher and others that you met been helpful and easy to communicate, discuss and cooperate

They have been excellent in supporting all causes, the communication line is very clear and everyone, including students, are very generous and show great hospitality. Our Egyptian colleagues, whom we collaborate with, have excellent knowledge in their field and are easy to discuss with.

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Why did you go to (KTH Royal Institute of Technology) for staff exchange?

The main objectives of this mobility are:
- Explore the master program in Electrical Engineering in KTH.
- Investigate the availability of joint undergraduate projects submission.
- Acquire new teaching and learning skills from KTH.
- Reinforcement the cooperation between KTH and PUA.

How long was the exchange period?

A month.

How have you been chosen to this visit?

Through a presentation in front of the vice president and the international relations coordinator of PUA University. The presentation includes my goals to this grant of the Erasmus+ staff mobility program and this is done after the submission of the motivation letter and my CV to them.

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Why did you go to the School of Pharmacy, University of Eastern Finland for staff exchange?

I consider the visit to the School of Pharmacy, UEF, as a lifetime experience that I believe it is a milestone in my career. It is a significant opportunity to discover innovative and different teaching and research techniques as well as to explore new foreign culture that is definitely motivational and very inspirational to my career

How long was the exchange period?

The exchange period was 8 days

How have you been chosen to this visit?

The journey started after my motivation letter was selected by Prof. Dr. Maged ElGhazouly, Dean of the Faculty of Pharmacy and Drug Manufacturing. I was one of 5 lecturers who were chosen to present their motivations to contribute in such exchange program in front of Prof. Dr. Mahmoud Mohey ElDin, President of Pharos University in Alexandria and Prof. Dr. Nourhan Fanaky, Vice President for Education and Students Affairs.

How do studies and researches at School of Pharmacy, University of Eastern Finland differ in comparison to your previous experience?

I think they are different in the time and resources available for their research. In addition, most of them are working as a multidisciplinary team which collaborate together for successful publications

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Why did you go to KTH for staff exchange?

To gain more experience about teaching methods, to get introduced to a new culture, to widen my professional network, to know more about the curriculum of the courses in the KTH and compare it to ours in PUA. My main mission was about the BIM courses to transfer the way of teaching and to know all the courses that are taught in the KTH as PUA is starting to teach this new technology.

How long was the exchange period?

It was one month.

How have you been chosen to this visit?

I have been chosen through a process that started by a call to all the staff members for whoever wants to submit a motivation letter to be chosen. Then there was an interview with the faculty of engineering dean and head of departments. Then there was an interview with the head of international relations and the representatives of university’s president.

How do studies and researches at KTH differ in comparison to your previous experience?

It differs a lot as the number of years for the university education at the KTH are 3 for bachelor degree and most of the students there continue post graduate studies for 2 years to complete their master’s degree. One of the great differences is that all the master or PhD thesis are concerned with the industry to solve problems or to renovate the technology of construction.

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Why did you go to (Royal Institue of Technology KTH) for staff exchange?

My trip was part of a grant of the Erasmus+ Staff Mobility Program. The main purpose of the trip was to adopt new teaching methods, interactive learning methods and assessment methods. In addition, visit the laboratories and workshops. Another personal purpose was to network with people interested in the field of my PhD research and exchange knowledge with them.

How long was the exchange period?

The exchange period was for 10 days.

How have you been chosen to this visit?

I applied for it at the PUA. The application included a motivation letter, my CV and a valid IELTS certificate. Then I have done a presentation on the purpose of my application to this visit. The attendees of the presentation were the Vice President of the PUA and the International Relations Coordinator at the PUA.

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Why did you go to (KTH)for staff exchange?

I went there as a part of ICM program among the agreement between KTH and PUA

How long was the exchange period?

10 days

How do studies and researches at (KTH) differ in comparison to your previous experience?

There educaltional system consists of 3-years program BSc and 2 years Msc. The computer and electrical engineering are merged in one schoo;

Did (KTH) staff, professors, researcher and others that you met been helpful and easy to communicate, discuss and cooperate

Yes,

Could you describe a regular day as a student or teacher at (KTH)?

Student : attend lectures and lab sessions Teacher : give lectures, participate in meetings related to research projects

What was the best part of your experience at (KTH)?

Meeting with master programs directors and advanced abs

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What made you chose PUA to study?

Being best authentic private university in Alexandria with highly qualified cooperative Teaching staff from professors to demonstrators is reason enough for anyone to join your University.

Why did you go to (University of Eastern Finland) for student exchange?

In my opinion, the university announced for scholarship was a great opportunity to discover their teaching methods and facilities whilst still student in PUA, as well as experience first-hand the European scandanavian culture.

How long was the exchange period?

About four months since 3rd/sept/2018 to 20th/dec/2018

How have you been chosen for the exchange?

By assessing applicant English proficiency, recommendation letter from my professors, motivation letter and interviews was also done to assess student social and academic background as well as their overall character.

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What made you chose PUA to study?

I choose Pharos University because it is one of the top 10 universities in the Republic of Egypt and its close relationship between other international universities, especially the Royal Institute of Technology (KTH)

Why did you go to (KTH) for student exchange?

To gain experience of travel without parents and self-reliance and to see the cultures of other countries

How long was the exchange period?

It was 3 months

How have you been chosen for the exchange?

I think because I worked hard to study architecture and got the highest grades and excelled at the University of Pharos

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What made you chose PUA to study?

Because of the excellent educational level offered by pharos university.

Why did you go to (KTH) for student exchange?

To gain a new experience and knew the difference between education in Egypt and abroad.

How long was the exchange period?

3 months

How have you been chosen for the exchange?

I was nominated by my department then I have passed the language test and an interview with university administration.

What do you think are the differences between studying at PUA and (KTH)?

The biggest difference is that students there depend on themselves a lot in the education.

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What made you chose PUA to study?

I choose Pharos University to study because I knew about the agreement dual bachelor degree from both KTH and PUA which gives international exposure. Also its one of the best University for the education perspectives.

Why did you go to KTH for student exchange?

To gain experience, knowledge. Also to explore different cultures and know the least technology and trend in architecture.

How long was the exchange period?

3 months

How have you been chosen for the exchange?

First I have been writing my CV and motivation letter. Second I have been through 2 interviews and English test.

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What made you chose PUA to study? 

 I choose Pharos University to study because it is one of the universities that help on producing good generations.

 Why did you go to (KTH) for student exchange?

To gain experience and knowledge from other countries that could help me in my future sake concerning the Architecture Engineering. 

How long was the exchange period? 

3 months 

How have you been chosen for the exchange? 

 By owning high grades, good communication skills and language.

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Why did you go to PUA for student exchange? 

  I heard about the transportation project from my teacher at KTH. I chose PUA for exhange to write my bachelor thesis.

How long was the exchange period?  

3 months. 

 How have you been chosen for the exchange?

By my teacher at KTH. 

What do you think are the differences between studying at PUA and (KTH)? 

  I have nit participated in any courses but otherwise, there are differences such as school rules, computer lab.

Did PUA staff, professors, researcher and others that you met been helpful and easy to communicate, discuss and cooperate.  

Yes, they have been helpful all the period and it was easy to communicate with them.  

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What made you chose PUA to study?

Because it is one of best universities in Alexandria.

Why did you go to KTH Royal Institute of Technology in Stockholm for student exchange?

It was a good chance to gain experience.

How long was the exchange period?

Three months.

How have you been chosen for the exchange?

I have been chosen by my professors.

What do you think are the differences between studying at PUA and KTH Royal Institute of Technology in Stockholm?

The students at KTH is more independent.

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What made you chose PUA to study?

As Pharos is one from the best universities in Egypt, it was recommended for me.

Why did you go to (KTH) for student exchange?

It was the best chance ever to learn a lot about everything, their way of studying, their work during their lectures and tutorial.

How long was the exchange period?

It was for 3 months.

How have you been chosen for the exchange?

I was able to get the highest grades so that I could get my professors' nomination and I worked hard on it

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