Hello

Hello,

this is this is my week 4 assignment. I created this worksheet keeping in mind a group of B2-level learners I used to teach. Their age was 26-30 (about the same as mine) and they were close friends before they started having English lessons.

https://drive.google.com/file/d/1KNAZc4aCCrCIWWZTr5J6zn8IrI4FV7zk/view?usp=sharing
https://drive.google.com/file/d/1KNAZc4aCCrCIWWZTr5J6zn8IrI4FV7zk/view?usp=sharing

Here's my assignment for week 3.

Here's my assignment for week 3. It is aimed at B1-level adult learners. Photos are used as the starting point and the worksheet is meant to be used in a classroom. All the photos I've used are labeled for non-commercial reuse.

https://drive.google.com/file/d/1R9tn117PPpSDy3uFcYP633-Q8Dt3PZXv/view?usp=sharing
https://drive.google.com/file/d/1R9tn117PPpSDy3uFcYP633-Q8Dt3PZXv/view?usp=sharing

My goal is to research more, learn more, get new ideas, become more creative and meet new interesting people.

My goal is to research more, learn more, get new ideas, become more creative and meet new interesting people. I really enjoy the material-writing journey so far and I want to keep enjoying it!

PS: Seeing myself having met the deadline for the project I'm doing right now, would also be desirable :-)

Keeping in mind the actual objective of every single task, activity or lesson is something I find very useful.

Keeping in mind the actual objective of every single task, activity or lesson is something I find very useful. I’ve often used (and created) materials which seem fresh but offer very limited learning outcomes. This usually results in consuming valuable classroom time to do something which is motivating and fun but does not offer much in terms of language learning. To sum up, my advice would be: “Don’t be innovative just to be innovative”.

Here's my project for week 2.

Here's my project for week 2. I used a blog post which I found in HuffPost as the base for a set of reading and speaking activities and also, vocabulary practice. These activities are intended for B1 adult learners and the text was graded to fit their level.

I used this text inspector: http://www.englishprofile.org/wordlists/text-inspector

And this is the source with the original text:
https://www.huffingtonpost.co.uk/entry/travelling-the-world-just-how-do-you-get-the-money_uk_5aba17aae4b054d118e6ace7?utm_source=polar&mvt=i&mvn=ab7010d4c71b483ab0766f71a96d0094&mvp=NA-HUFFPOSTUK-11237486&mvl=APage+-+Center+Column+-+Position+5


https://drive.google.com/file/d/1ij-DPEYnjiXeMjV4swfkTsWCwR4Z6I3W/view?usp=sharing

https://drive.google.com/file/d/1ij-DPEYnjiXeMjV4swfkTsWCwR4Z6I3W/view?usp=sharing

I also disagree with the statement.

I also disagree with the statement.

As the lingua franca, English is spoken by millions of non-native speakers and - in my opinion - when teaching for communication purposes, there is no use in exposing learners to English spoken only by native speakers.

Linguistic input that comes from a variety of “sources” offers a realistic view of the language used outside the classroom environment and prepares learners to comprehend and produce English in a better way. It can also be quite motivating.

However, I agree with Margarita on her point that English spoken by native speakers serves as a point of reference.

Hi everyone!

Hi everyone!
Here is my project. It focuses on imperative forms and it is intended for A2-level adult learners. I assumed that I was allowed to use all these logos, mottos and photos.

PS I first did it in Word and the size of some images changed when I uploaded it in google docs.

https://docs.google.com/document/d/1J845jVZ3slEDnjGobDReLobPyYz6OEmas8b3hXP5-2o/edit?usp=sharing

There are definitely lots of things to keep in mind when designing materials.

There are definitely lots of things to keep in mind when designing materials. I’ve read all your posts and I cannot say that I disagree with any of the opinions stated. There is absolutely no principle that I could see as more important than any other.

However, there two things I always try to pay attention to regarding principles:

1. Setting a clear aim and deciding which principles are to be followed strictly before I start creating a certain task or activity. Knowing in advance what I’m doing and why I’m doing it helps avoid getting overwhelmed by the designing process.

2. Striking a balance between principles. What I’ve noticed is that when designing materials there are always compromises that need to made. One example (of many) is when I need to “sacrifice” (textual or visual) context due to lack of space. If the reduction of context affects the purpose of what I’m doing, I need to “let go” and come up with a new idea. If it doesn’t, I know that I’ve “cut out” meaningful context (which is against the principle I generally follow), but what I created served my purpose in the best way possible.

PS I hope my post wasn’t off-topic… I really couldn’t decide which principle is more important for me :-)

Hi everyone!

Hi everyone!

I’m Andreas and I live in Thessaloniki, Greece. I’ve been teaching English as a foreign language since 2009 and I’ve taught Greek learners of various proficiency levels. In 2015, I started working as a full-time writer for Supercourse ELT Publishing.

I’ve studied English language and literature in Aristotle University, Thessaloniki. Also, I hold an MA in Applied Linguistics and, right now, I’m a third-year PHD student. My field of study is experimental and corpus linguistics.

For me, creating ELT materials is quite exciting. The reason for taking this course is to explore approaches in writing materials and learn as much as I can from Katherine Bilsborough’s experience. I’m really looking forward to it!