John Hughes has co-authored a number of titles for OUP including three levels in the Business Result series, Successful Meetings, and Successful Presentations. He will be giving a practical workshop on how to write materials at the upcoming BESIG conference in Bonn on 15th November. This is the first of two blog posts in which John explores three key areas which he believes underpin effective materials writing.
If you want to write your own EFL materials, where do you begin? Let’s start with a question: What do most established EFL materials writers have in common? First of all, they’ve all taught for a number of years and they are fairly confident about what will and won’t work in the classroom. Secondly, throughout their teaching career, they have always loved creating their own materials. Thirdly, most materials writers that I know have also spent time working as teacher trainers. In fact, I personally believe some kind of teacher training experience should be a requirement for all materials writers; it’s only by working with and observing other teachers that you can really understand how to write materials for use by other teachers.
Finally, I think that all effective materials writers understand – either knowingly or unknowingly – how to write materials that are at the correct level, aimed at the appropriate context, and organised into a series of stages which flow to form a cohesive and complete lesson. In this first of two blog posts, I’ll look at level in more detail.
When we talk about the level of the material, we are usually referring to whether you can use it with an elementary, intermediate or advanced student. So knowing how to write for different levels requires that you have experience of teaching at lots of different levels. In addition to that, there are some tools that can help you. For example, if you are writing or adapting a text for reading materials then you can assess the level of the text with a tool like the Oxford Text Checker. By putting the text into the text checker it will show you which words are not within the top 2000 or 3000 keywords of English. As a result, you can decide how to adapt the level of the text and which vocabulary could be taught as new.
As well as considering the language level, materials writers also need to think about the cognitive level of the students; for example, writing materials for young learners is quite different to writing for adults. Also, there’s the danger that when we write materials for students with a low language level, we write materials which treat the students as if they have low intelligence. Even materials for elementary levels must still be intrinsically interesting, and motivating; in other words, if you are writing for grown-up adults, then the material should feel ‘grown-up’.
Level in materials writing also refers to the level of an exercise or task. In other words, the exercise or task itself must be achievable. So if you ask students to fill the gaps in a conversation while listening but there are too many gaps, it becomes impossible – regardless of their language level. Similarly, if you write a speaking practice task which requires more than three sentences of instructions, then the task is probably overly complex for use by the teacher and students.
So level is a key part of writing EFL materials, and in my next post we’ll look at how it links in with the skills of writing materials with context and flow.
© John Hughes ELT Ltd 2014. Unauthorized use and/or duplication of this material without express and written permission from this blog’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to the authors with appropriate and specific direction to the original content.