MATEFL Presentation and Workshop Proposals

All MATEFL presentations/workshops are automatically accepted as approved CPD hours by the ELT Council in terms of the number of CPD hours required for the renewal of an EFL Teaching Permit in Malta. All proposals for MATEFL presentations/workshops are internally vetted by MATEFL prior to selection.

If you would like to submit a proposal for a Presentation/Workshop, please adhere to the following guidelines (NB, there is an example proposal after this first section):

1 Blurb.

For publicity purposes (mailshot, poster and advert), we need a brief outline containing enough information for a teacher to be able to choose whether this session will be of interest to them. Maximum 60 words.

For MATEFL internal vetting, please submit the following

2 Abstract

This should contain an outline describing the use/purpose/need/interest of the presentation / workshop and more or less what the content covers

3 Procedure:

This should contain an outline of how the mainstages of the session will be sequenced and what they will cover.

We strongly recommend that at least part of the Presentation/Workshop involves participant interaction

4 Outcome(s):

What will participants take away from the session? This does not need to be expressed in so-called 'action verbs’ but should contain a minimum of two items that participants will be able to do or use or which they will become more aware of and possibly more comfortable and confident in.

Although these outcomes do not need to be immediately transferable to the ELT classroom context, we strongly recommend that clear connections are made between the content of the presentation/workshop and ELT classroom implications.


5 Name(s) of presenter(s)

below is an example proposal.



Speaking for lower levels                                                    


There are plenty of speaking activities for middle and higher levels but what about lower levels? In this session you’ll go away with some tips for boosting your lower level (elementary upwards) learners’ confidence and effectiveness when speaking as well as a hatful of fun, engaging activities you can take straight into class.


Most ‘speaking’ activities for lower levels tend to be little more than ‘listen and repeat’ drills or camouflaged oral grammar practice activities. Even though they possess only limited vocabulary, learners need opportunities and help to say something different – something they haven’t heard their teacher say and which is original and spontaneous – as they lay the foundations for developing their fluency skills. Such spontaneity, however, needs to be carefully scaffolded and also require practice of micro-skills (such as pronunciation, intonation and conversation fillers). This session will present some suggestions for boosting learners’ confidence when speaking and will showcase a series of practical, engaging activities and techniques – some borrowed from drama techniques – that participants can take directly into their classrooms and which also serve as templates for constructing similar activities of their own. Many of the ideas and techniques have been learnt from and/or inspired by the work of Ken Wilson, Antonia Clare and colleagues from Malta and around the world. Some are my own.


The session will start by demonstrating one or two effective speaking activities for lower learners. We will then analyse what we mean by speaking fluency, list  some obstacles to fluency at lower levels and then examine some common features of these activities, features which need to be present in most speaking fluency exercises, especially for lower-level learners. We will then showcase several other fluency activities which incorporate some or all of the features listed earlier and which also serve as templates for activities which participants can use to design their own activities. Some exercises are adapted from drama improvisation techniques.


Participants will take away a collection of ready-made activities to use in class to help develop their lower-level learners’ speaking fluency. These will also serve as templates for participants to create their own activities, adapted to the classes and contexts they teach in. Participants will also have developed a greater understanding of features that contribute to effective tasks when developing fluency at lower levels.

Alan Marsh