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: Thanks so much for this work. You’ve clearly put a lot of effort into it.
Editor: There are just a few amendments. The activity where we asked for a Cambridge PET style speaking task… actually, we meant KET. The client has decided that odd number lessons should be KET, not PET, so sorry for telling you that so late…
Editor: And there are the dialogues… Although they previously said that the dialogues could be 300 words, the client has now decided they should be 200 words.
Shout out to Jen Dobson, who has written the course ‘Getting Started with Early Childhood English Teaching’ on Language Fuel.
The new global product for teens from the British Council, Secondary Plus, will be rolled out here in Thailand in May. Project-based approach, academic/exam skills add-ons. Looks pretty polished for a first version. It’s already being used in Europe. I’ve had a sneaky peak. Thumbs up. Info here. Disclaimer – had a bit part to play in these, that’s it. (more…)
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.