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CLOVERLEAF Cambridge English Conference

Vážené kolegyně, vážení kolegové,

Dovoluji si vás pozvat na každoroční Cloverleaf Konferenci, která se bude konat 5.října, 2019 v Ostravě, Zábřehu. Na konferenci se vám mimo jiné představí Matthew Siegal, Malcolm Collen, Daniela Clarke, Martin Jelínek, Radka Malá, Vlaďka Skopcová, Renáta Kondělková, Barbora Krpcová, Zuzana Pohlová.

Registrace je spuštěna, doufáme, že se k nám v hojném počtu připojíte a nenecháte si ujít příležitost nechat se inspirovat našimi skvělými přednášejícími.

Další informace budou zaslány na váš email nebo je naleznete na

S přání hezkého dne,

Gabriela Martinásková

za tým Cloverleaf Konference


Dear colleagues,

I´d like to invite you to the annual Cloverleaf Conference which will  take place on 5th October, 2019 in Ostrava, Zábřeh. Our presenters  include Daniela Clarke, Malcolm Collen, Martin Jelínek, Radka Malá, Matthew Siegal, Vlaďka Skopcová, Renáta Kondělková, Barbora Krpcová, Zuzana Pohlová.

The registration is open, we hope that many of you will join us and won´t miss the opportunity to get inspired by our great speakers.

More information will be sent to your email boxes or you can find more on

Best wishes, 

Gabriela Martinásková

on behalf of the Cloverleaf Conference team


Matthew Siegal (CUP + Cambridge Assessment English) has been teaching English since 2009 and has worked as a teacher in schools, businesses and universities in Poland, Laos and the UK. Matthew has worked with Cambridge English Language Assessment, from 2015, as a consultant and speaker in Northern and Central Europe in countries, such as Poland, The Czech Republic, Austria and Ukraine.  He is also the Course Director of a summer language school in the United Kingdom which was awarded the status 'Centre of Excellence'. Matthew has worked as a Senior Teacher and Teacher Trainer at International House. He has delivered training sessions to teaching professionals from a range of institutions and who deal with students from a variety of countries and backgrounds. Matthew is a native speaker of English who was born and grew up in the North West of England (UK) but he is in fact, through his parents, half Scottish and half American.

Malcolm Collen first set foot in Ostrava in 1994 and has been teaching English there ever since, apart from a two-year interlude teaching in his native UK at the turn of the millennium. He has taught a wide cross section of the Ostrava populace, from young learners to business leaders, and at all levels from complete beginners to the highly proficient. Additionally, he has been a speaking examiner for Cambridge Assessment English since 2002 and a team leader for the same organisation since 2011. He currently has approximately 70 speaking examiners under his wing.

Martin Jelínek (Macmillan) has over 15 years’ experience in ELT as a teacher, teacher trainer, academic manager, and educational consultant in Europe and Central America. Martin’s main specialisation is in secondary and adult language teaching where he focuses on teaching and learning innovation, communication and presentation skills. Besides running his own business, Martin is also an active Cambridge Oral Examiner. He is listed with Macmillan Education as a freelance Teacher Trainer and regularly delivers talks/workshops at venues at home and internationally.

Daniela Clarke (ILC) is a teacher, teacher trainer and ELT writer.  She has been involved in ELT for over 20 years, mainly in the UK and the Czech Republic. Her teaching experience ranges from young learners to adults of all language levels and competences, and her teacher training experience covers training on the Trinity Cert TESOL and Exam Assessors Courses. Daniela currently works as a teacher trainer and an ELT consultant, and presents regularly at ELT conferences in Central and Eastern Europe. She is especially interested in the theory of learning, motivational teaching strategies and tactile learning.

Radka Malá (Pearson) has been teaching foreign languages for over ten years, gaining experience in a wide range of classes for special purposes and with all age groups. She now specialises in teaching professional English to adults and utilising her lifelong passion: technology and video in the classroom. As a teacher trainer and conference speaker, she follows the same principles as a language teacher; activate your students, make the session meaningful and have fun! She is also the author of additional material in the Lifestyle and Next Move series of textbooks. Radka’s educational background includes a Master’s degree in English and Italian from Charles University, Prague.

Renáta Kondělková has been involved with ESL teaching and methodology for over 20 years. She has taught English to kindergarten children, primary and secondary school students as well as adults.  Over the past two years, she has been specializing in writing texts at CEFR levels A1 to B1 for English magazines Jump and Drive. 

Sabina Pazderová (Oxford University Press) is a teacher and teacher trainer living and working in Olomouc. She is Assistant Professor at the Department of English and American Studies at Palacký University, where she is responsible for methodology classes. Outside the department, she also works as a freelance teacher. She has been giving workshops and seminars for teachers of English and working as a Cambridge PET/FCE/CAE examiner since 1995.

Vlaďka Skopcová (Macmillan) has over 15 years’ experience of teaching both young learners and adults in a range of situations. Having completed her CELTA and DELTA, she started working as a DOS and a TEFL trainer. Vlaďka currently divides her time between teaching and teacher training. She has been working for Macmillan Education since 2014.

Barbora Krpcová has been in ELT for over 20 years. She has also worked as a Cambridge speaking examiner for the British Council for more than 10 years. She is still passionate about teaching English and developing new ideas and materials. The highlights of her career are methodology seminars where she can share her experience. Barbora believes that it is our attitude that makes a difference – not only in class but also in life.

Zuzana Pohlová studied English and Mathematics at the University of Ostrava. After graduation, she started to work as a teacher of English. Her responsibilities included the teaching of English at all levels, advising the students on study materials and planning the programme of courses. She also worked as a senior teacher, which involved other teachers classroom observations and subsequent consultation and evaluation of their work as well as preparation of workshops on methodology and learning styles. Now Zuzana works as a methodological consultant for Ventures Books.


Session abstracts

How to assess your student's writing and how to make them better writers (B2) (plenary talk), 9:00-10:00 London

Matthew Siegal (CUP + Cambridge Assessment English) 

Writing is a time consuming skill for both students and teachers. One of the issues I had when I started teaching was how to give my students an accurate assessment of their writing skills. In this talk, we will look at how to use the Cambridge Assessment Scale for writing in order to give your students a better indication as to their level of writing and what they need to develop. During this session I will also highlight some ways to make your students better writers and we will look at some "fun" writing tasks. 


How to get your students speaking at B2 level, 10.15-11.15 London

Matthew Siegal (CUP+ Cambridge Assessment English)  

Getting students to talk in class can, at times, be an uphill battle. Every student acknowledges the importance of speaking, but they are often extremely reluctant to work on this skill in class. These sessions will examine the skill of speaking, why some students appear to be 'blocked' when it comes to communicating verbally and look at methods we can use to get our students to talk more. We will also discuss the speaking part of exams: how to accurately assess our students, what skills are being tested and how to make speaking exam practice relevant, interesting and a little bit more realistic. 


Take a free kick into vocabulary, 10.15-11.15 New York

Barbora Krpcová

What does teaching English have to do with football? Actually, it is quite a lot and if you join this practical session, you will find out. It is going to be a lively match whose aim will be to try out simple and ready-to-use activities that focus on vocabulary and word lists. The players can range from young learners to teens, or even adults. So put on your teaching boots and don't miss the kick-off!


Energising Teens with Games, Music and Video (Target audience: secondary, teenagers),10.15-11.15 Washington

Daniela Clarke (ILC)

Have you run out of ways to keep your teenage learners focused, motivated and excited about learning? Come and get some new ideas for using games, music and video in the classroom. You will walk away with flexible activities up your sleeve that require little or no preparation, and can be integrated into day-to-day coursebook lessons.


Mediation: What? Why? And how can I teach it?, 11.30-12.30 London

Martin Jelínek (Macmillan)

Expect to hear the word ‘mediation’ a lot in the near future. The CEFR has recently added descriptors for this area of communication. So teachers need to know what it is, why it matters and how you can teach it. Or maybe you already teach the skills needed without knowing it. By the end of this talk you should have a clear idea of what mediation is and how it reflects real-life communication. With examples from Macmillan’s new general English course, Language Hub, we will look at a range of activities – some familiar, some new – that you can use to develop the mediation skills of your own students.


The Road to Personalisation, 11.30-12.30  New York

Radka Malá (Pearson)

The terrible moment when your students just stare at you blankly and say, ‘I don’t know much about this topic.’ And that’s all they have to say in the lengthy discussion you were hoping for in your meticulously prepared lesson plan. In this webinar, we’ll have a look at some simple steps to truly personalise your lessons and let your students have a say in their learning process, whether they’re adults or teens. Because every class is different, every learner is unique and there’s more to personalisation than just Find Someone Who activities.


The Vocabulary Box (Target audience: upper primary (14+), secondary, exams), 11.30-12.30 Washington

Daniela Clarke (ILC)

In this practical session we will open a box full of ideas on teaching vocabulary. You will try out activities which help teenage learners effectively build up topical lexis, collocation, phrasal verbs, idioms and functional language, and examine ways to push learners from passive understanding to active use of vocabulary in their speaking and writing skills.


Be a Reading Star!, 13.00-13.00 London

Vlaďka Skopcová (Macmillan) 

This hands-on workshop is primarily suitable for lower-primary teachers who want to help their pupils become competent and enthusiastic readers. While introducing various practical activities, we will move from early reading stages to reading longer texts. As reading is a multiple-level skill, we will focus on understanding of the structure and organisation of texts, making sense of it and critical thinking activities encouraging children to give a personal response to the text. Last but not least, there will be a storytelling section included as well.


Let’s Make It Efficient, 13.00-14.00 Washington

Renáta Kondělková

Too difficult. Too boring. Too long… Let’s not complain about our teaching materials, but adjust them to our (and our students’) needs!

In my seminar, I’ll be sharing some of my favourite tricks to spice up teaching materials so that they are more attractive and more efficient. I will illustrate this with materials for students at elementary levels (A1 – A2).


Take advantage of Multiple Intelligences, 13.00 – 14.00, New York

Zuzana Pohlová

How smart are you? To most, that seems like an odd question. Everyone knows a person is either smart or not, right? If you are a believer in multiple intelligences, then you disagree with the idea that a person is either smart or not. The theory of multiple intelligences (MI) suggests that every person is talented in a certain way, which is also reflected in their learning style. The theory of MI can be used very well in the language teaching of primary school pupils. In this session I will show you practical examples of activities corresponding to different kinds of learning styles. The seminar is designed for lower primary schools teachers.


Telling Stories

Malcolm Collen 14.15-15.15, London

Sometimes at the end of long session your students just want to zone out and be entertained. They’ve had their fill of grammar, writing, reading, vocabulary and even speaking for the day. What better way to do this than by telling a story from your personal experience? At the very least it will help improve their listening skills, but how can we make it engaging, interesting and above all useful? This is the final session of the day, so just kick back and let me tell you a story…




classroom London

classroom New York

classroom Washington




Classroom LONDON: Plenary session – Matthew Siegal (Cambridge Assessment English)

How to assess your student’s writing and how to make them better writers


coffee break


Matthew Siegal (Cambridge)

How to get your students speaking at B2 level

Barbora Krpcová (OUP)

Take a free kick into vocabulary

Daniela Clarke (ILC)

Energizing Teens with Games, Music and Video


coffee break


Martin Jelínek (Macmillan) 

Mediation: What? Why? And how can I teach it?

Radka Malá (Pearson)

The road to personalisation

Daniela Clarke (ILC)

The Vocabulary Box


lunch break


Vlaďka Skopcová (Macmillan)

Be a reading star!

Zuzana Pohlová (Pearson)

Take advantage of Multiple Intelligences

Renáta Kondělková (JUMP)

Let´s make it efficient!


coffee break


Classroom LONDON: Plenary session – Malcolm Collen  (Cambridge Assessment English)

Telling Stories


classroom LONDON: RAFFLE



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