The Certified Workshops give hands-on practice on a certain skill and are related to the theme of the conference. These workshops run for one hour and forty-five minutes each and participants get a certificate of attendance for every workshop they attend. Participants need to register and pay to attend any of these workshops. In order to provide equal opportunities for all the conference participants to benefit from these workshops, we only sell the tickets during the days of conference on a first come, first served basis. There is usually a very high demand for these workshops and therefore tickets often sell out early during the first day.

 

Registration for the Certified Workshops:

• To register for a Certified Workshop you must be registered for the 10^th ELT Conference.
• Registration for the Certified Workshops will only be open on-site on 21 and 22 April on a first come, first served basis until the tickets are sold out. Look for the Workshop Registration stall in the registration area, Exhibition Hall, first floor.
• Before you buy a ticket for yourself, check the timetable for the workshops so you don't buy tickets for two workshops that are concurrent.
• Tickets for the Certified Workshops will be available in the conference registration area until they are sold out.
• Each workshop costs RO 5.

 

 List of the Certified Workshops

Title	Selecting and integrating online listening materials
Abstract	Utilizing materials freely available on the Web, language teachers can build core and supplementary lessons, and learners can increase their listening proficiency, improve their language base, and expand their cultural understanding in ways not previously possible. The presenter introduces participants to the types and sources of listening materials available online and provides them with guidelines and experiences in selecting appropriate materials for their classes. Examples of novel techniques and procedures for using the materials from the presenter’s advanced listening and vocabulary development course are demonstrated, discussed, and practiced. The workshop is recommended for instructors teaching at intermediate and advanced levels.
Presenter	Dr. Philip Hubbard
Bio	Philip Hubbard is Senior Lecturer in Linguistics and Director of English for Foreign Students at Stanford University (USA). A professional in computer-assisted language learning (CALL) for over 25 years, he has published in the areas of software development and evaluation, technology and listening, teacher education, learner training, CALL research, and CALL theory. He serves on the editorial boards of four major CALL journals and recently edited the four-volume series Computer Assisted Language Learning: Critical Concepts in Linguistics (Routledge, 2009).
Schedule	Wednesday 12:15 to 2:00.

 

Title	Effective Pronunciation with Stress and Intonation Activities
Abstract	Non-native English speakers frequently struggle with proficiency in English pronunciation. While exercises with phonemes (e.g., [p], [b]) are useful, needs remain for more lasting changes in non-native speakers’ speech, especially in the most salient features of stress and intonation. This Best Practices workshop, a simulated, hands-on EFL classroom, uses engaging techniques (e.g., role-playing, poetry, jokes, games, guided intonation practice) that cultivate long-term changes in English stress and intonation, which the presenters have succeeded in effecting in the speech of their students of widely varying first languages. Participants will practice all the activities they can immediately use with their students.
Presenter	Dr. Kathy Ewing and Ms Chanella Cubbins
Bio	Dr. Kathy Ewing (Linguistics, TESL, and Education degrees from the University of Washington, Seattle, USA) studied Speech and Hearing Sciences in her doctoral research on pronunciation. She has taught all levels of English skills to individuals from throughout the world. She is in her fifth year of teaching at Sultan Qaboos University. Dr. Kathy has presented at numerous conferences including TESOL International, TESOL Arabia, and CamTESOL (Cambodia TESOL), and she has just had a co-written chapter published in the TESOL International 2009 Classroom Practice Series, Authenticity in the Language Classroom and Beyond:  Adult Learners. Chanella Cubbins has a bachelor’s degree in English Communication and a Masters in English Literature from Rani Durgavati University, India. For the past eight years, she has taught English to university-level students as well as to students aged 5 to 18. Currently in Oman, she teaches a wide variety of EFL skills to multi-national Arab students. Her areas of interest and expertise include speech and pronunciation as well as creative writing. Presently at Arab Open University in Muscat, Ms. Chanella is a course coordinator, curriculum developer, and teacher. Her presentations include workshops and presentations at TESOL Arabia and CamTESOL (Cambodia TESOL).
Schedule	Wednesday 01:15 to 3:00.

 

Title	Content and Language Proficiency for Omani Teachers: SIOP
Abstract	There has been tendency among researchers and practitioners to adopt natural approach in teaching English to speakers of other languages (TESOL).  Natural approach is one of the means of language teaching that results in students who can communicate with native speakers. Real communication is the basis of class activities that produces students who can function in communicative situation with native-like competence of that language, English   This workshop introduces significance of basic language and content competence of English teachers as well as confidence. Sheltered instruction Observation Protocol (SIOP). SIOP is introduced as an approach for teaching content to ELLs in strategic ways that make the essential academic concepts comprehensible while promoting the students’ English language development.
Presenter	Dr. Kim Song
Bio	Dr. Kim Song is Associate Professor in Division of Teaching and Learning, College of Education, University of Missouri – St. Louis. She is Director of Teaching English to Speakers of Other Languages (TESOL) Program at University of Missouri – St. Louis. Her research Areas include TESOL Methodology for non-native speaking teachers, Sheltered Instructional Observation Protocol (SIOP) in content and language competence development, Instructional cycle, Reflective assessment using video analysis, visual literacy, urban teachers’ beliefs, and reflective electronic portfolio.
Schedule	Thursday, 10:00 to 11:45

 

 

Title	EndNote cite while you write program
Abstract	Endnote is a Software package that allows you to store and organise your references. It also allows you to transfer references into a MS Word document and automatically creates a bibliography. You can search online databases and retrieve additional references to your library. You can cite while you write in order to prevent yourself from going over the struggle of arranging you bibliography at the end and Endnote will do everything for you. All you have to do is key in whaterver information you have available about the source or the reference and Endnote will put it in the required format whether APA or any other output style you like. You can also specify whether the reference is a journal, magazine, book, article…and so on and Endnote will put the information you enter (or transfer from online) in the format of your choice. Referencing is never easier
Presenter	Mr. Rashid Al Maamari
Bio
Schedule	Thursday, 10:00 to 11:45

 

 

Title	Doing action research in your teaching context!
Abstract	This workshop complements and extends the presentation, “The teacher as researcher in ELT research”. It is intended for teachers who want to try out action research in their teaching situation, and to discuss with other colleagues teaching issues or ‘puzzles’ they are facing in this situation. The workshop will encourage participants to clarify a research focus or question, identify some practical strategies they will try out in their classrooms to address their ‘puzzles’, and decide on ways t they can document and describe their findings. The workshop will also consider the role of critical reflection in the action research process.
Presenter	Dr. Anne Burns
Bio	Anne Burns is a Chair Professor and former Dean in the Department of Linguistics, Macquarie University, Sydney where she teaches on postgraduate programs and supervises PhD students in applied linguistics. She has published numerous books, including Collaborative Action Research for English Language Teachers (Cambridge, 1999), Doing Action Research in English Language Teaching (Routledge, 2010), and The Cambridge Guide to Second Language Teacher Education (with Professor Jack Richards). Two other books with Jack Richards are in preparation, The Cambridge Guide to Pedagogy and Practice and Tips for Teaching Listening (Pearson Longman.
Schedule	Thursday, 1:15 to 3:00.

 

 

Title	Choosing to Write with Moodle
Abstract	Participant will learn to set up Choice Activities, Forums and Database Activities. Choices are simple to set up in Moodle.  The choice activity is also a versatile student-centered tool for more equitable course management. Forums are the backbone of Moodle and can be used to encourage both fluency and accuracy. Databases are sophisticated tools which allow teachers to structure a writing task very precisely, leaving the student room to express themselves while acquiring specific language skills.  Student use specific formats and structures in a framework which leads to a very professional looking output of which the students can be proud.
Presenter	Mr. James Scully and Mr Steve Williams
Bio	Steve Williams has been an English teacher since 1987 and has worked in a number of countries such as Sudan, Indonesia, Pakistan, Poland and Jordan.  He has a Master’s degree in ELT and Educational Technology from Manchester University.  He is particularly interested in using Moodle to enhance autonomous learning.
Schedule	Thursday, 1:15 to 3:00.