I’ve just got back to work after attending the extremely successful 35th TESOL-Spain National Convention in Bilbao. From the various talks I went to, I gathered that some teachers and test writers are using coursebook materials to help them devise tests and examinations which are pegged to CEFR levels.
Nowadays, many courses claim (either directly or indirectly) to be compatible with the Common European Framework of Reference (CEFR). I'd always thought that there must be more to this than simply using the CEFR levels to situate a course.
Sometimes, you plan your lesson backwards. You find something you really want to use in class and so you plan your lesson around it, even though it doesn't really fit in with where you're up to on the curriculum. Maybe it's a song. Maybe it's a great text. Maybe a video clip off the internet, or some new technological innovation.
This is a short story which illustrates how too much extrinsic motivation can kill off intrinsic motivation. Bear this in mind when you try to get your students' attention with lines like, "Pay attention - this is in the exam!". If you do this, you may be killing off any intrinsic interest they might have had for the stuff you are asking them to pay attention to.
It's always interestingj to share ideas about how to approach presenting at conferences. I was thinking about the way I approach them myself, often unconsciously, and here are a list of DOs and DON'Ts which I came up with.
If you, the teacher, don't have your students' attention, they aren't going to learn anything from you. If that's what you want, here are some tips for you (If you DO want their attention, just reverse the tips!).
Imagine this. You're moving into a brand new flat. Everything is empty, just waiting for you to inhabit it in the way you please. Everything functions perfectly, from the plumbing to the electricity, from the gas to the phone line.