Training teachers to be writers IATEFL 2014 eltteacher2writer.co.uk

How to register IATEFL 2014

Who are we? IATEFL 2014

Publishers registered to use the database IATEFL 2014

British Council CPD Framework StageDescription 1 StartingTrainee teacher of ESOL on an initial training course / Not yet qualified ESOL teacher / Volunteer ESOL tutor / School teacher moving into ESOL sector 2 Newly qualified - Qualified ESOL teacher in the first or second year of practice - Recently trained EFL or school teacher with no experience within ESOL contexts 3 Developing- Experienced EFL or school teacher without experience within ESOL contexts - ESOL teacher beyond the newly-qualified stage, who needs to consolidate subject knowledge and teaching skills; and deepen 4 Proficient- Experienced ESOL teacher with evidence of further training and all-round competence, active in keeping up-to-date professionally - May have wider responsibilities, e.g. curriculum management and enrolment and assessment 5 Advanced- Highly experienced ESOL teacher who is capable of advising other teachers on the quality of their teaching - Often has wider responsibilities and a specialist role, e.g. mentoring other teachers, working as an external examiner 6 Specialist- Sector expert who advises on policy and practice, experienced teacher trainer - Likely to have specialisms, e.g. management, materials writing, early literacy and methodology IATEFL 2014

Non-ELT w riting courses Journalism Fiction Poetry Travel writing Food writing Historical fiction Children’s books Biography Non-fiction Self-help IATEFL 2014

Guess the course! Genre 1 Pitching to publishers and the joys of freelancing Shooting on location (or borrowing a photogenic kitchen) Working with stylists, props and home economists Recipe writing for professionals A practical guide to the right lighting, lens and camera Genre 2 Cutting through spin and cultivating sources Secret tools for using the internet for in-depth research Interviewing under fire: How to make contacts, and get them to speak in difficult circumstances Unlocking freedom of information laws in Britain and abroad How to unearth stories - and prove them on television IATEFL 2014

GENRE: ELT Core skills Market-specific Component-specific IATEFL 2014

CORE MARKET COMPONENT

Task 1: How ELT publishing works 1 Publishing companies decide what type of materials they are going to publish years in advance. 2 The best way to get published is to write a complete manuscript and send it to an ELT publisher. 3 It is essential to have a Linguistics degree or DELTA if you want to become a writer. 4 Publishing companies invest heavily in market research and use the results to inform the materials they publish. 5 It doesn’t matter if a writer delivers a manuscript after the deadline – there’s always room built into schedules to accommodate this. IATEFL 2014

What makes a good rubric? IATEFL 2014

Rubrics checklist Make sure that the language of the rubric is less complicated than the language that is being presented or practised. Stick to a small set of words for your rubrics. Use the same rubric for all activities of the same type. If an activity can only be explained with a very long rubric, it’s probably the wrong activity. Stage the parts of the rubric very carefully. Think hard about which parts of the rubric should come before the main body of the exercise, and which should come after. Remember, too, that’s it’s sometimes a good idea to break an activity down into two or more activities. IATEFL 2014

Rubrics IATEFL In a recent survey, Finland and South Korea came top of the list of the best schools in the world. Compare the photos. Talk about: the classrooms the students the atmosphere 2 Describe the people in the photo. Example: A is tall. B has got blue eyes. 3a What makes a good party? In pairs, put the ideas below in order of importance. decoration food and drink furniture lighting music people a theme 3b What is the best or worst party you’ve ever been to? Tell your partner. 4 Write a profile of a company you know well. Use the profile above as a model.

Examples of good rubrics Rubrics that come before the main body of the exercise: Match the words in the box to the definitions. Complete the sentences with a word from the box. Label the picture with the words in the box. Match the pictures with the words in the box. Look at XXX. Match the words in bold to the definitions below. Match the words from column A with words from column B. Replace the words in italics with a word from the box. Choose the correct words to complete the sentences. Complete the sentences with the correct word. Complete the words by putting vowels (a, e, i, o, u) in the spaces. Put the words in the box into three groups. Put the text in the correct order. Complete the sentences in column A with a phrase from column B. Rubrics that come after the main body of the exercise: Use a dictionary to check your answers. Listen to the recording to check your answers. Work in pairs. Compare your answers to exercise 0. Work in pairs. Ask and answer the questions in exercise 0. Work in pairs. Do you agree or disagree with the sentences in exercise 0? Change the sentences in exercise 0 so that they are true for you. IATEFL 2014

What makes a good story for a graded reader? IATEFL 2014

Which is the better story? Here are two possible story ideas: 1 A previously powerful, elderly king retires from office. He trusts two of his three daughters, because they sound convincing. The daughters strip him of all his authority and degrade him. 2 A previously powerful, elderly king retires from office. He goes to live with his eldest daughter and her husband, and lives out his days playing with his grandchildren. IATEFL 2014

Graded reader checklist THE SKILLS OF WRITING Language and story Drama and premise High stakes Conflict and choice Action Characters Dialogue IATEFL 2014

What is a critical thinking activity? A discussion activity that asks you if you agree or disagree with something A pure comprehension activity, such as labelling statements as true or false, according to the text Identifying facts in a text and organising them into a table or putting them into a certain order Discussing the literal meaning of words or phrases IATEFL 2014 NOT 

General comprehension vs critical thinking General comprehension Ask comprehension questions to identify the ideas presented Ask questions about the meanings of certain items of vocabulary Ask students to discuss if they agree with the ideas presented Get students to do a role play based on the topic Critical thinking Ask why the author presents these ideas Ask why the author chooses certain items of vocabulary Ask if the author supports his/her ideas with accurate, relevant and fair evidence Ask students what an alternative, reasonable position could be IATEFL 2014

Critical thinking activity types Identifying the writer’s/speaker’s aims and whether they were achieved Identifying the main argument and sub-arguments Evaluating whether the evidence provided supports these arguments Understanding the assumptions behind an argument Separating fact from opinion Inferring meaning Analysing how the organisation of a text affects its impact Recognizing different language techniques Comparing ideas in a piece of discourse Identifying what is missing or is superfluous IATEFL 2014

Task 4: Critical thinking 1 Often a final paragraph gives a conclusion. Is that the function of the final paragraph in this text? Or does it have another function? 2 The author argues that money is a poor motivator. Do you agree with her? Tell your partner. 3 Look at these statements and say if they are true or false according to the text. 4 The author gives a detailed description of how a Camera Obscura works. Does he do this a) to explain how the results are achieved? b) so you can make one yourself? or c) to compare it with a modern camera? 5 Read the article and write down the events before, during and after the fire in the correct order. IATEFL 2014

Writer’s toolkit: style sheet IATEFL 2014

Writer’s toolkit: template IATEFL 2014

Writer’s toolkit: permissions grid IATEFL 2014

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