Workshop Presenter Profiles

Charles Goodger


Charles Goodger is the founder and creative power behind FunSongs Education.

Teachers, parents and children have sung and performed his ear-worm language-learning action songs all over the world. In April 2020 the world famous Italian singer Al Bano recorded a Charles Goodger song about the beauties of Latvia “Terra d’ambra e di emozioni”.

As well as writing music-based materials for FunSongs Education and other educational publishers, Charles has indefinite tenure as a teacher-trainer and language expert at Bologna University where he runs seminars for would-be primary school teachers of English.

A moderately proficient pianist and guitarist, he speaks French, Spanish and Italian fluently and German and Latvian not so well.


Using music and mime to accelerate language learning Charles will show teachers how to present and teach new language (vocabulary, intelligible pronunciation and grammar) through the medium of specially written language-learning action songs.

Through direct interaction with the audience, Charles will give teachers a feel for the method and demonstrate how teachers can create and adapt their own teaching modules to their classroom needs. Charles will focus on what you can do with your class once it has learnt an action song by heart through the use of dedicated study material designed to help students use the new words and language chunks for their own communicative needs.

Finally he will show everyone how to download and stream free material from his websites and channels.


Chris Walklett


I am an ELT/EAP teacher/teacher trainer who also lectures post-war British History at one of the UK's leading universities, my fields of interest include societal and cultural change. In both this and elsewhere, using music, songs & song lyrics in the classroom are my passions and I am convinced of the learning potential inherent in songs, be it language, or otherwise. I am a TedX talker on the subject and the author of the Teaching Tracks series of books which unlock the language learning potential inherent in songs and their lyrics.  


How to exploit what songs & song lyrics have to offer

This workshop is entitled Exploitation… but it’s not about the zero-hours contracts and dodgy terms & conditions that dominate the teaching profession, rather it is about looking at what can be done with the resource of songs & song lyrics and how we can exploit all that this resource has to offer, not only for our students benefit but also our own.

This resource it seems often goes unused due to various fears and other reasons, or is used poorly or formulaically (e.g. gap-fill). The question is how can we get ourselves out of the rut that we seem to have got ourselves stuck in? The answer, this session will aim to convince you, is to let the song be your guide. That by spending a little time, thought and effort we can make of the most of the myriad of uses offered by this resource.

This session will also consider whether, and if so how, this resource can be used for the online classes that are likely to dominate much of our future teaching.


Ken Paterson


Ken Paterson is a freelance writer of grammar practice materials. His most recent publications include two online courses for teachers, Spoken Grammar: a Guide for English Language Teachers and Teaching Grammar for Business Essays, and a practice book for students, the Oxford Grammar for EAP. He has also given talks and workshops at IATEFL, TESOL Spain and for the British Council. His specialist interests are spoken and academic grammar. In 2018, he published his first novel, The Story of the Cloth. Before going freelance, Ken had a twenty-year career at the University of Westminster, where he was director of English language teaching, and taught on a variety of programmes, including EFL, a BA in English Language, and MAs in TESOL and Translation.

Grammar or Grammars?

Grammar is grammar, isn’t it? Perhaps not. In this workshop we’ll explore, through short reflective activities, how our ideas about language and language teaching shape the grammar syllabuses that we follow. We’ll begin by looking at an example of a standard grammar syllabus, and consider the assumptions that it makes. Then we’ll examine the kind of English that students might actually want to produce in two areas – conversation and academic writing – and see how this language might result in a different type of syllabus. Issues that we’ll consider during the workshop include the different requirements of written and spoken English, and the role that grammar practice books and exams play in the grammar that we teach. And, finally, if you have time, please take a look at a novel in English, and try to find three grammatical structures that a student might find particularly useful on a creative writing course!    


Larissa Albano


Larissa founded Larissa’s Language Studio in 2011 and she created Spice Up Your English Class, a series of workshops aimed at students and teachers. Larissa has been creating EFL materials and games for more than ten years. She is creative and energetic and she is able to turn everything she sees into an educational game, even a fly swatter and an ice-cream stick! Her ELT blogger and her British Council award-winning blog is read by teachers from all over the world.

How to use the PICRAT matrix to Spice Up Your Online Class

In these unprecedented times all teachers, even the most reluctant ones to use technology, have been obliged to teach remotely. Technology has replaced traditional teaching practice, but what about the students? Are they passive subjects sitting at the other side of the screen? In this workshop participants will be shown how the PICRAT matrix, a combination of the PIC (passive, interactive, creative) and RAT (replace, amplify, and transform) models, can transform learners from bored audience to interactive and creative doers.


Lhoussine Qasserras


Lhoussine Qasserras is a certified TESOL educator from ENS, Mohammed V University Rabat and teacher trainer at Tucoso Academy. He got two master degrees:
MBA (Master of business Administration from Cardiff Metropolitan University, UK)
TAFL ( Master of Teaching Arabic as a Foreign Language)
Lhoussine is the co-founder of Global Bus foundation and the event planner of Rabat International Conference on English Language Teaching. He has been teaching English for more than 14 years. He is an educator of Business English at CPGE Salmane El Farisi (College of Engineers). He has been training and coaching teachers, engineers as well as students in different countries such as Morocco, Tunisia, and Spain. As a writer, Lhoussine wrote a book for 12 grade students named “Bac Preparation”. His major interests are in TEFL/TESOL, quality education,

“Get Prepared for the Unknown”:

Engaging Activities for a Very First Contact with English Classes

“Get Prepared for the Unknown” workshop aims at providing teachers with top engaging activities that motivate and engage learners for their first contact. The first day of class always creates some nervousness, even for experienced instructors because first impressions can be long-lasting, and they are usually based on a thin slice of behavior. Before a teacher even starts teaching, his/her students will have already made some decisions about you, so it is important to understand how to think of bright ideas to get students fully engaged.

The workshop helps to accomplish your objectives so that you and your learners come away with the impression that the English class is off to a good start.

The activities such as “Couscous Game” and “Listen and Draw” are based on flexibility and variety since you may have mixed ability classes. They also aim to teach students the importance of the 21 st century skills which are creativity, collaboration, communication and cultural awareness.




Janet Golding, Academic Support Consultant, Language Qualifications

Janet has supported LanguageCert’s English language qualifications portfolio since July 2018.  She has worked in a wide variety of roles and in an extensive range of ELT settings in UK and overseas for over 30 years, including in FE and University departments, as well as in the private sector and as a consultant for various awarding bodies.

Why LanguageCert IESOL exams work for teachers and for candidates


An opportunity to hear about the benefits of our IESOL exams from 2 perspectives: an experienced interlocutor at one of our longstanding LanguageCert Test Centres and from the awarding body’s academic support consultant.   

Chantelle Walsh


Chantelle Walsh is a Teacher, Teacher Trainer and Academic manager of Victoria International House Ancona. She has been teaching a wide range of students of all ages and levels since 2000. She is a graduate in Irish Language and Literature from University College Dublin, and also holds the Higher Diploma in Education from Maynooth University, Ireland. Chantelle has trained teachers for many years in both primary and secondary state schools in Italy and has created and developed a number of workshops and materials in the area of English for Specific Purposes. Chantelle is a speaking examiner for Cambridge English and an interlocutor for Language Cert International exams. She is particularly interested in the inclusive classroom, finding the right learning paths for diverse groups of students, and engaging all individuals in the learning process.

Why LanguageCert IESOL exams work for teachers and for candidates


An opportunity to hear about the benefits of our IESOL exams from 2 perspectives: an experienced interlocutor at one of our longstanding LanguageCert Test Centres and from the awarding body’s academic support consultant.   

Lonny Gold


Lonny hated school with a passion… and went into education with a vengeance. Originally Canadian, Lonny runs exuberant language and teacher training seminars worldwide where he develops techniques to speed up learning by communicating directly with the unconscious mind. He has been at the core of Suggestopedia since 1978 and has written EFL curricula for audiences in America, Europe, the Middle East and China and worked there. Lonny’s ambition is to help create a new culture of communication where people inspire and nurture each other, thereby enabling humanity to transcend existing norms and lead more fulfilling lives.

The Anatomy of Respect:

To Heighten Teachers’ Perceptions and Fine-Tune their Sensitivity

Like most questions in life, everything hinges on our notion of borders. Where does a teacher’s role begin and end? Are teachers just specialists in their specialties? Or, to have a real impact, must we also be psychologists, artists, entertainers, musicians and strategic planners?

To my mind, teachers are responsible for almost everything that happens in class. Our job is to orchestrate success thereby raising learners’ self-esteem and increasing their confidence.

Helpful techniques are:

  • Ways of asking questions that connect learners to their Inner Selves

  • Invisible ways of correcting mistakes by honouring them

  • Creating an environment that favours an illusion of telepathy

This workshop will attempt to show how traditional teaching sets the borders between teachers and learners in the wrong place and that effective nurturing requires a more all-encompassing connection. Real respect involves turning the transfer of information into a transformative experience.



Marusya Price


Marusya Price has been an English teacher for over twenty years. She is also a blogger and resource creator. Currently, she provides English classes online and creates empowering teaching materials that promote positivity. After experiencing the benefits of living mindfully, Marusya completed a Mindfulness course for educators and boldly uses various mindful tools in her English lessons. She creates lesson plans with her own visualisations which help the students become more mindful and learn English successfully. Seeing the powerful effect that her mindful lessons have on her students, the teacher feels really passionate about bridging the gap between mindfulness and modern language teaching as well as sharing her experience with other inspiring teachers. You can find more information about her work at


Empowering Lesson Plans For Teachers - Inspirational English

Mindfulness in the Language Classroom

Mindfulness is a process which enables us to bring our awareness to the present moment. As learning can happen only when our mind and body are together, I believe that many mindfulness tools can be boldly embraced by language teachers in order to help students become more focused, compassionate and happy. In the 21st century, teachers should equip students with techniques which will show them how to practise deep listening, loving speech and interconnectedness. In my workshop, I am going to share my experience and illustrate mindfulness methods, such as games, songs and visualisations, that I have been using with my students in order to help them become better language learners.


Ron Morrain


Put your Learner in the Driver’s Seat – Moving to Constructivism Learning

How can teachers move their learners to higher levels of thinking and to take responsibility for their own learning?

How can teachers move from traditional instructional approaches which are very teacher-centered to more student-driven approaches that create independent and self-directed learner?

What steps do I (as a teacher) need to take to get away from the coursebook and allow my learners to take over the classroom?

This webinar take participants on a step-by-step journey into the world of 21 st Century Constructivist Teaching and Learning.


Valentina Holubeva

How to Convert from Teacher-Driven to Learner-Centered Education

Learner-Centered Education (LCE) is a demand of time. LCE unleashes students’ incredible potential, which usually remains dormant within the traditional teacher-driven approach. However, teachers, who bear the responsibility for the outcome of their instruction, are often reluctant to delegate decision-making to learners. Learners also are not always prepared to assume responsibility for their studies. In LCE, the teacher has to deal with a high level uncertainty. Instead of detailed lesson planning, the teacher should keep an eye on the long-term goals and gently steers students towards success.

Thus, the introduction of LCE requires thoughtful preparation, different attitudes, interaction patterns, classroom activities, assessment, and better monitoring. This is what the workshop will demonstrate.

The interactive tasks, which are the quintessence of the presenter’s twenty-year practice of LCE, will allow the participants to feel the difference between these two approaches, avoid pitfalls and succeed in LCE.


Walton Burns


Walton Burns is the senior editor at Alphabet Publishing, an independent press specializing in creative ELT materials. He has 15 years of classroom experience as a teacher and teacher-trainer in the South Pacific, Central Asia, and his home country, the US. In addition, he is an award-winning materials writer. His clients have included Oxford University Press, Compass Publishing, and 2LTI Testing. He also has authored teacher activity books with Alphabet Publishing and Pro-Lingua. Wrangling with Adobe InDesign and enjoying his son take up most of his time.

Kinesthetic Grammar Activities: Grammar on the Go

Kinesthetic Activities are, at the most basic level, activities where students use gesture, motion, and activity to practice the language. They can take the form of a ball-toss, chain circle, tableau, or even a skit.

In this workshop, I will be by discussing the benefits of this method. Specifically, kinesthetic activities can lower the affective filter, make target language more salient and thus more memorable, and demonstrate nonverbal communication including body language and gesture. Grammar is placed in a concrete meaningful social context, helping students see how language functions as a communication tool.

For the majority of the time, participants will try several kinesthetic activities such as Pirate Island to practice articles, Adjective Clause interviews, and Giving Advice Alley to practice modal verbs. There will a lot of opportunities to discuss how these activities can be adapted or varied.

Participants will leave with a handout of activities.


Greg Wagstaff


Greg Wagstaff is a teacher trainer, academic manager and EFL video content creator based in Seville, Spain. Originally from Cambridge in England, he works as a freelance teacher trainer for both Cambridge University Press and Cambridge Assessment in Spain. He also works for the Cambridge University Press YouTube channel “Learn English with Cambridge”, scripting, editing and starring in videos for English language learners. Greg holds the Cambridge Delta and believes in blending new approaches and technology with traditional proven methods in the classroom, but that ultimately, simply being able to relate to our pupils is the most important element for learning to take place.

In his spare time, Greg is a sports fanatic (above all rugby and cricket) who also loves spending time with his dog Toby or improving his Spanish.

Developing thinking skills in learners

Those young students who are entering school this year will face a vastly different world come 2036 when they leave the education system and go into the world of work. It’s futile to predict what jobs will exist, so it has become more important than ever to develop those thinking skills they’ll need to adapt to any job. Our role as English teachers is that of teaching English but we should also be aware that in our wider role as educators, developing these thinking skills at the same time is something especially important too.

Session overview:

  1. The rise of importance of life skills in ELT

  2. Why we develop creative thinking skills and some practical examples

  3. Why we develop critical thinking skills and some practical examples


Jenny Chant


Jenny Chant is a DELTA-qualified EFL teacher and Cambridge Speaking Examiner. She has been teaching for 7 years in a variety of locations, among them Martinique and Colombia but currently resides in Seville, Spain. Jenny is half-Colombian, half-British, and she grew up in Somerset, England. 

Jenny believes in mixing traditional and modern methods to create a communicative, student-led learning environment. 

In her spare time, she likes to do creative arts such as painting and playing the ukulele. 
                                 Transitioning back to the physical classroom 

As we transition back to the physical classroom, what can we learn from teaching online? This workshop aims to show how we can use our online teaching practices in the physical classroom. 

Session overview: 

Learner autonomy 

  • Collaboration

  • Assigning roles in the classroom  

  • Flipped classroom 


  • Online games 

  • Google classroom 

  • Mobile phones 


  • Realia 

  • Choice