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…)
Another ‘how to become a materials writer’ article has popped up – Kirsten Holt’s article for ETPro offers some more good advice for budding writers. Every time I read one of these posts I’m itching to chip in. I really want to help others get into materials writing. My advice is always the same:
It’s easier than you think.
As with most things, it requires effort at first (unless you’re lucky!).
There is something missing from lots of the advice already out there.
It’s been quite a good year on the writing front. Balancing writing with full-time teaching is tough, but the rewards are great! It’s only three weeks until our xmas holidays so I’m calling this the end of my writing year. Here were my highs and lows.
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.
I don’t know what the trends are. No facts here. Just my opinion. I’m interested – do you agree/disagree/take offence/think these are pointlessly general statements/etc? Please comment!
Key markets for most publishers seem to be China, Mexico, Turkey and Brazil.
In most cases, print still rules…
… apart from in China, where everyone is obsessed with adapting coursebooks for a ‘virtual market’.
Primary publishers don’t seem to fully trust a CLIL-based approach (to be highly profitable, I mean). They like to cater for more traditional (grammar/typical vocab) approaches in their range too, and the success of CLIL-based resources hinges on teacher training, which may mean more investment for publishers.
Wait. Just thinking more about that last point… (more…)
This is a completely imaginary conversation. No characters in the convo are based on real people – I’m just bored and imagining conversations I might have with editors…
Editor: We need to get all the listening texts finalised by early next week, as we’ll be in the studio on Wednesday and Thursday.
Me: Okay. Two full days in the studio. Sounds busy. I guess there’s a lot to record.
Editor: Yeah. It’s always a rigmarole booking studio time, making sure everything is ready and all that. Luckily, the two voice actors we used for the previous levels were both available again, so that saves some hassle.