1. CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER
CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER
CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER
CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER
CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER
CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER
CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER
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CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER
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CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER
CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER
CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER
CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER
CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER
CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISH TEACHER CAMBRIDGE ENGLISHTEACHER
This is to certify that
attended the online
professional development webinar:
Saul Nassé
Chief Executive
Cambridge English Language Assessment
Michael Peluse
Managing Director, ELT
Cambridge University Press
Certificate of Attendance
Cyril Joseph Rubio Mitra
In Our Own Write - Nick
Bilbrough
02 December 2015
The idea of scaffolding normally applies to spoken language
learning. Written work may also benefit from the same
principles. In this highly practical webinar Nick explored some
learner and learning-centred ways of organizing writing in the
classroom. He used short texts that are co-constructed
between learners and teacher to serve as memorable records
for reinforcing and reviewing developing language.
Nick Bilbrough is a teacher, teacher trainer and author - with
two books in the Cambridge Handbooks for Language
Teachers series.