adapting materials

The 8 stages of teaching my own materials

I sat down to plan a General English class for our adult learners to the other day. I say plan, more like adapt. We have an in-house set of lessons so there’s already a plan in place, but the lesson needs tweaking to suit the learners. Anyway, I opened up my lesson schedule and there it was – ‘Lesson 93 – English around the World’. Just another lesson for other teachers, but really significant for me. It was the first time ever I’d taught published materials that I’d actually wrote!

I’m teaching my own materials week in, week out. Sometimes a coursebook or other materials are dry so I either just adapt them or scrap them and write something else. Most of my colleagues do the same, it’s standard procedure. I’m happy to share the resources I make with other teachers, if they turn out to be any good that is! But this time it’s different. I was actually paid to write these materials, they are formally published as part of a regional syllabus across 15 countries, and teachers across the region are using them daily.

My first thought – pride. It’s so cool. It’s a real sense of achievement to see something you wrote looking all organised on a handout. It’s funny to read teachers notes with your inner voice and remember the actual voice who wrote it was you…! Sure, it’s also a bit of an ego boost I guess, but that happens.

My second thought – relief. Phew! It’s Lesson 93! It’s one of the 50 or so lessons I wrote that I was fairly pleased with.

Third – confusion. Man, what are all these documents?! There’s like a handout and teachers notes, that’s standard, plus a few cut-ups. Then there’s a sort of jigsaw reading task, a running dictation, some more cut ups or something. Blimey. I went overboard for sure. A lot of this must be optional. I better read my own notes. (more…)


How I plan with coursebooks

Coursebooks. Arrgh.

I write and read so many rants about them. Global coursebooks are too ‘catch-all’, they’re not aligned with what we know about second language acquisition, they’re a straightjacket, the images promote certain ideals, the content is too diluted, etc.

Like them or not, many teachers are bound to using a coursebook. Maybe a syllabus is coursebook-driven, the school demand it, the expectation from parents is that they’ve shelled out for the book so it must be completed cover-to-cover. Whatever. It happens. I can rant about it on my blog until the cows come home, but at the end of the day I’ve got to find a way to use it.

My school mostly use their own in-house materials, but we have a coursebook-driven syllabus for the teens (well, until next year). Here’s an example of some of the steps I go through when planning from the book. These are meant for less-experienced teachers. They are representative of my classroom practice but I can’t guarantee they’ll be effective (!). Every class is different.

Here we go. I have a copy of Beyond A2+ (Macmillan). I’m opening it at random… and we got…


For my teens? COME ON! Can I start again? No? Right. Ok… (more…)