Where would you like to see yourself 12 months from now, in terms of being a materials writer?

Where would you like to see yourself 12 months from now, in terms of being a materials writer?

I'd like to be working in an international project, developing materials for kids or teens... or even adults, since I've never had anything published for this public. In order to achieve this goal, I intend to get in touch again with some contacts I have in Mexico and in the UK!

For people starting out as creating content as a TESOL instructor, I guess would advise them to do 3 things:

For people starting out as creating content as a TESOL instructor, I guess would advise them to do 3 things:

1. Try to learn about your students' interests and try to incorporate them into the content you create. Most people normally don't trust people who aren't trying to relate to them.

2. With #1 in mind, you should incorporate your own interests into your classes. Even if it's a technical term or something you wrote your thesis on, I find students respect you when you enjoy what you teach.

3. I feel you need the mindset of a writer in order to be a good content creator. You should find inspiration in your life and constantly be reflecting on your materials and how you can make them more effective for your students. Even if it's just a funny story that you can help them better understand a concept, that's what language is all about: helping: shared experiences and understanding one another.

Where would you like to see yourself 12 months from now, in terms of being a materials writer?

Where would you like to see yourself 12 months from now, in terms of being a materials writer?
What a good question! It makes us think and plan our future!
First of all, I want to say THANK YOU to Katherine, Barbara, Steven, Gareth, my classmates and everybody that participated here!!! It was a real pleasure to be part of this group. I´ve learned a lot from all of you and I feel more confident in my material.
In a year from now, I´d love to be ready to publish some material for YL, using the method we use in our school exposing students to the language and taking the affective filter into account. I´d love to publish, give lectures and visit different places in the world, as someone else said. It´s a big dream... but if we don´t dream, we can´t make it happen!! Have a wonderful time! Let´s keep in touch! Laura Perrotta from Argentina!

Here goes, the final assignment.

Here goes, the final assignment.. Assignment # 4. I used the idea of running dictation and modified it to review and internalize 2-word phrasal verbs. Phrasal verbs are very difficult for Pakistani learners, mainly because the feature is a rarely used one in Urdu. Since students have a tendency to 'translate' mentally from Urdu into English in order to gain accuracy, we as teachers, find that 'phrasal verbs' are hard to internalize. For example, instead of using 'switch on, turn on'' they will say "burn the lights' because in corresponds to Urdu phraseology. Taking this into consideration, ELT teachers in Pakistan have to compensate for such errors by iteration. Here is the game I used just recently with my class.

https://drive.google.com/drive/folders/1fFDNT0EoQZvueh7GeF1V6GT14EdjsyQR?usp=sharing

Hi people!

Hi people!! I´m late but still here!! This is my assignment 3. Hope you find it useful! I´d love to read your comments! Hugs! Laura
https://docs.google.com/document/d/13WpSWB9_0epasXPAfyh51vg0npOnDPtapp19UQXgFok/edit?usp=sharing

WEEK 2 Assignment

WEEK 2 Assignment

In my long career as a teacher I’ve always enjoyed the fascinating faces of the youngest of students when they realise that they can identify words they know, in texts that seem far beyond their understanding.

The following technique occured to me when I noticed that some very beginner students used to open books they found in the classroom, such as higher level students’ books, readers and even newspapers and magazines and try to spot words they already knew.

What an inspiration for me! I certainly adopted it in my teaching and we’ve always enjoyed it since it’s a boost of motivation for students to study more and a magic time for the teacher to observe the children’s mind making marvellous correllations in order to find meaning in L2.

I’d like to mention that the lower the level of the students, the better. And if you really want to enjoy the procedure, try it with very young children who feel free to express their enthusiasm!

Note: I wish I knew about the profiler earlier! It would have saved me hours of work! Now the teacher knows the vocabulary they can work with and can adapt the exercises and activities according to the level of their particular students.

Please feel free to comment. I'd most appreciate it.

https://docs.google.com/document/d/1MQbnpQbd8GK8g-vOwZxizNlVu8qRJzbIJsF3Cu7Io3Y/edit#

For the final week's assignment, I created a vocabulary review assignment for an intermediate/high intermediate...

For the final week's assignment, I created a vocabulary review assignment for an intermediate/high intermediate level English for Science class. The first part is a crossword puzzle that students can work on together to review definitions. The second part of the assignment is based on an activity a colleague showed me for vocabulary review. It involves having students creating a quiz (in this case, fill-in-the blank sentences) that another pair would answer. Students enjoy this because it forces them to think about how to use words correctly (both in creating and answering the questions). I walk around and help students with the creating of the quizzes. After we switch the papers and the other pair would answer, we project the answers on an overscreen projector, and we grade the students' answers as a class to see why and how the words are correct. https://docs.google.com/document/d/1mJEHtamtgwwv4XSVwM5QcLdeyoNXNLFvEz86MyVDO_4/edit?usp=sharing