As Rachael says, comprehension questions have their place but they also have their limitations. Tasks that develop meaning-building skills, which you could use alongside/instead of comprehension questions, encourage learners to engage with a text in a deeper and more personalized way. They also give teachers a better insight into how their learners process information in a text. This can highlight learner strengths or areas for development, hence inform practice.
Part of my remit as the co-author of Startup Level 8 (Pearson) was to create the reading skills lessons for each unit. The publisher had prioritized these meaning-building tasks at higher levels (this was C1+). They still wanted comprehension questions, but meaning-building tasks were the main focus.
It’s been a whole month since I’ve punned in a published resource! Crazy.
Tyson Seburn has a put together a sample unit of an ELT LGBTQIA2 inclusive coursebook unit, based on a normalisation approach. He’s done a great job of producing his own materials – as well as the inclusive approach to content, the overall design and flow of the resource is nice too. This is well worth reading about and hopefully will gain more recognition from publishers. See here for more details.
Express Publishing have released an interesting (?) new title – Brain Friendly Grammar. It’s written by Rachel Paling, a proponent of ‘Neurolanguage Coaching’. I initially thought this approach related to NLP but I’ve been informed otherwise. Anyway, this is a supplementary resource for grammar coaching, to be used alongside traditional grammar books. You can find out more about the book here, although there are no samples provided ☹
Update: I’ve been offered the chance to review this book so watch this space…
April update has got a bit long, sorry. It’s mainly because of IATEFL and ELTONS.
There were some interesting talks related to materials writing. Equality, diversity and inclusion was certainly a theme.
Two interesting points from John Gray’s talk, Gender and sexuality in ELT…
Gray notes from his analysis of 10 top-selling ELT textbooks that there was ‘a blanket avoidance of any LGBT representation’
He promotes ‘… a collective effort on behalf of teachers, teacher trainers, materials writers, textbook reviewers, etc to come together to create learning environments that address gender and sexual diversity.’
Here is Brian Tomlinson’s recent webinar in written form: ‘What about principles for materials development?’ The session was delivered as part of the MaWSIG ‘What about…? Webinar series. It was full of take home points so this post is pretty long! (more…)
I always feel embarrassed when I speak up for coursebooks. I think I’m supposed to hate them. Everybody else seems to, so I guess that’s the right thing to do. According to Steve Brown’s latest post (well worth a read), even coursebook writers themselves are getting bold enough to criticise the practices of big publishers. Steve reckons that, in the grand scheme of things, such criticism is pointless. I say that the writers should keep doing it. The more they bite the hand that feeds, the more likely that publishers get annoyed and look for writers elsewhere. I’d love to get a message in my LinkedIn mailbox one day that reads: (more…)
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…)