TESOL 2015 Helping Teachers to Choose and Adapt Reading and Listening Materials: Ten things teachers need to know by Carol Lethaby

1. HelpingTeachers to Choose and Adapt
Reading and Listening Materials:
Ten things teachers need to know
C
Carol Lethaby
The New School
UC Berkeley Extension
clethaby@clethaby.com
clethaby.com

4. English ID 1 – Seligson, Lethaby and Gontow Richmond
Publishing 2014

6. English ID 1 – Seligson, Lethaby and Gontow Richmond
Publishing 2014

7. Just Right Upper Intermediate (Second Edition) – Harmer
and Lethaby Cengage Learning 2015

8. From: Lethaby, C. Acevedo, A and J Harmer (2015) Just Right Elementary (Second Edition) Cengage Learning

11. Find an authentic text and adapt it for a group of students to use for intensive
reading practice.Write a rationale for why you chose the text, who it's adapted
for and how you adapted it. (750 words)
Include the original and your adaptation as appendices.The adaptation can be a
pseudo-authentic text or an adapted-authentic text.
It should be of this approximate length depending on the level of student it is
intended for.
Approximate text lengths to aim for:
Beginner - 50 -100 words
High beginner / pre-intermediate - 100 - 200 words
Intermediate - 200 - 300 words
Upper Intermediate - 300 - 450 words
Advanced - 450 -600 words
You do NOT need to design activities to accompany the text.

16. http://bcove.me/5p6grdyb

21. From: Lethaby, C. Acevedo, A and J Harmer (2015) Just Right Elementary (Second Edition) Cengage Learning

22. From: Lethaby, C. Acevedo, A and J Harmer (2015) Just Right Pre-Intermediate (Second Edition) Cengage

29. From: Harmer, J., Acevedo, A and C Lethaby (2007) Just
Right Pre-Intermediate Marshall Cavendish

32. From: Harmer, J., Acevedo, A and C Lethaby (2007) Just
Right Pre-Intermediate Marshall Cavendish

34. Lesson Plan Assignment
You are going to design a lesson based around a listening passage or reading comprehension text.
Cover page
The first page must be completed in as much detail as possible. Consider carefully who the students are, why they are learning English, what
their problems may be.
The lesson plan
1. Warm-up – Pre-reading / listening
Here you will have your pre-reading / listening activities:
Remember these activities should help learners into the text.
2. While-reading / listening
Here you will give the students tasks to do as they read / listen to the text.
First reading / listening– focus on gist questions and things that learners can answer from a first time reading / listening.
(include the text and all materials you will use with learners (worksheets etc) as appendices to your lesson plan)
Second reading / listening – focus on looking for a deeper level of comprehension / more language work / vocabulary work.
Remember that if the students are working on listening comprehension, the tasks you set must be different than for a reading text.
3. Post-reading / listening
This is the follow-up stage where you help the student to make the text their own / personalize, relate it to them in some way. Use this stage to
do communicative speaking and / or writing

36. HelpingTeachers to Choose and Adapt
Reading and Listening Materials
Carol Lethaby
The New School University
UC Berkeley Extension
clethaby@clethaby.com
clethaby.com