Just a few things this time. I’m out the loop at the moment, enjoying my teaching too much!
Facebook groups for writers
There are a lot of Facebook groups for ELT writers these days. If you would like to share a link to your group then please let me know (or do so yourself in the comments). I don’t know which groups are open to new members/restricted/etc.
Congrats to all ELTons winners, which you can find here.
ELT Footprint – probably the most odds-on victory since the awards started I’d imagine.
Taking nothing away from winners past/present with this comment: I think there are aspects of the ELTons nomination process that could be tightened – BC please get in touch if you’d like to hear my suggestions 🙂
This is a lesson based around authentic texts from the eHarmony website. It is aimed at adult pre-intermediate level plus, but these texts are full of rich language so it would ideally suit intermediate level students.
· Share personal experiences and attitudes towards online dating
· Identify key features of an online dating profile
· Create a short online dating profile for yourself or a friend
· Evaluate the effectiveness of other online profiles (more…)
There are inspection copies out for C21 from Garnet Education. If I manage to get a copy I’ll review it. There’s an uber-positive review on their site about it, which was published in the EL Gazette.
Every publisher seems to be marketing books as developing ‘21st Century Skills’ these days. I’ve just googled a list of core ‘21st Century Skills’… eeek. I’m a crap leader, fairly unproductive, sometimes inflexible and not that creative. Send me the book Garnet, I can learn from it…
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…
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 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…)
According to Tomlinson (2013:12-15), ‘it is generally accepted that [Second Language Acquisition] is facilitated by:
a rich and meaningful exposure to language in use
affective and cognitive engagement
making use of mental resources typically used in L1 communication
noticing how the L2 is used
giving opportunities for contextualised and purposeful communication in the L2
being encouraged to interact
being allowed to focus on meaning’
Plus, Tomlinson cites research that suggests language learning is facilitated by motivation, having individual needs catered for, making use of non-linguistic communication and being relaxed (among other things). (more…)