How to write effective ELT Materials
An open notebook, with pen, pot plant, pair of glasses, coffee mug and laptop: the start of a new project.
Practical and ideas for teachers, writers, and publishers.
Every teacher knows the power of good materials. The right worksheet, task or unit can ensure engaged students who are learning. Poor materials can leave learners frustrated and teachers stressed. Writing ELT materials is a craft.
Whether you’re a teacher designing resources for your own class (Do it!), a writer working on a course book, or a publisher managing projects, this guide will help you to create effective, engaging and learner-centred materials. Or to use my tag line, materials that make classrooms sparkle!
In this post, I want to share:
· The qualities of great ELT materials
· Who writes materials – and how you can too!
· How to adapt your writing for different learners (kids, teens, adults, exam students)
· My step-by-step writing process
· Some challenges and how to overcome them
· Some examples, checklists and ideas you can apply right now!
What makes great English language teaching material?
“The physical appearance and production of materials is important both for motivation and for classroom effectiveness.”
— Jolly,D and Bolitho, R in Materials Development in Language Teaching (1998) Ed Tomlinson, B., Cambridge University Press
A million-dollar question, right? Maybe a good idea is to think about a great course you’ve used. I’m not going to list any here but we’ve all used some really amazing courses. What was so brilliant about them?
Firstly, I’d say the visual design of the page. We do judge a book by its cover! Personally, I love materials that are clean, not too much on the page, and with clear objectives. I particularly like it if the objectives for the lesson are actually written out on the page.
Also, I want the materials to be learner-centred and of the right level. For example, I don’t want to be pre-teaching a ton of extra vocabulary. I want students to be challenged but scaffolded at the same time. Tasks should be meaningful, have a relevant context for the student and reflect how the language is used today. For example, simple asking for directions is outdated but if your phone’s dead and you’re lost, then you probably will need to ask for directions! Throughout a unit, activities and tasks should practice all the skills and their subskills.
Materials need to be flexible, inclusive and adaptable. All learners should be able to relate to the pictures, the text, the activities. The materials need to represent all learners and they should work in the context they are destined for.
Tip: If you’re unsure whether something is “clear,” test it on a colleague or even a non-teacher friend. If they hesitate, your learners will too.
Who Writes the Coursebooks? (Behind the Scenes)
I used to imagine course book authors lived on sun-soaked Greek island (based on nothing other than my fanciful imagination!) and far removed from the realities of the classroom. Or maybe I just hoped that living on a Greek island would be in my future!
These days coursebooks are written by teams of freelancers, editors, designers and salespeople. Deadlines are tight , and many people will give their opinion on each unit. Teachers guides and the wrap around materials are rarely written by the coursebook authors. The final product will reflect the latest pedagogy, market needs (that’s a big influencer), page limits and design restrictions.
Tip: Don’t feel guilty about adapting the coursebook. Designed for global markets, your tweaks will make them work in your classroom.
Who are you writing for?
No longer are children being taught with adult materials. There is a plethora of ELT materials tailored to their specific audience. Here are some characteristics of a few groups.
Young learners
These materials need to be visually engaging, short and interactive, and the key ingredient fun which means different things to different people. Personally, I think that the fun element is something the teacher introduces but what materials can do is provide that opportunity either through some examples or suggested activities. A balance of repetition and new language through movement, songs, games, and introductions that spark curiosity is a formula that never fails. Compare these activities: which would your young learner class rather do?
Activity 1
Look at the pictures. Say the animal names with your partner.
Activity 2
You are zookeepers! The animals are out of their cages! Work with your partner, name them and put them back.
Teen learners
The teenage years can span seven or more years, with each learner at a slightly different stage of development. Teens are a group, but each group is made up of individuals. They are not all the same, and they are on different parts on the road to becoming an adult. At times, it may seem that they are actually on completely different roads. Typically, behaviour is a problem in these years. At one moment, the teenage class is enthusiastic about the activity, and the next moment, they are bored and lethargic. How on earth does the ELT materials writer navigate that? Topics that teens can relate to can be a good place to start for this age group, for example friendship, identity, trends, challenges. And a reason for the activity. Compare these two activities: which would your teen class rather do?
Activity 1
Ask and answer questions with your partner about their weekend.
Activity 2
You’re both influencers on a podcast. Interview each other about your weekend and decide who has had the busiest weekend.
Adult Learners
This group brings so much to the classroom in terms of life experience, anxiety and motivation. So, the materials we write need to be respectful, relevant and practical. I feel that for this group more than any other group, tasks really need to reflect genuine life situations so workplace, travel, family, and other real-life backdrops. Compare these two activities.
Activity 1
Act out the roleplay about ordering food in a restaurant.
Activity 2
You and a colleague are on a business trip to an unfamiliar country. You need to order dinner for your team, but the restaurant doesn’t have an English menu. Create a dialogue to check the menu.
Exam classes
These classes are often teens and are focussed on results, and or at least their parents and carers are. These students may be highly motivated and overwhelmed/ stressed at the same time. Materials for these classes need to balance new language items, exam practice and exam techniques in approximately equal measure! Not at all easy! Compare these two activities:
Activity 1
Look at the photos. Compare and contrast them with your partner.
Activity 2
Look at the photos. Which situation would be harder for a teenager moving to a new city. Talk to your partner and try to use a range of vocabulary and linking expressions.
Tip: Ask yourself: What does this group need most right now – confidence, fluency, accuracy, exam technique, a revision game?
A step by-step ELT Writing process
1 I look at the scope and sequence. This document is usually an enormous excel sheet with multiple tabs, colours and columns! But it details everything to be included in the book/unit/page. Basically, it’s the ingredients – and you can’t miss any out! In other words, by looking at this, I can see what the learning objectives are – so what the learners should know by the end. I’m a big believer in looking at the destination before the route!
2 Next I design the task sequence building a logical progression from input to output. Varying task types keeps everyone engaged.
3 I write the student version first. Instructions (or the rubrics) have to be short, simple and comprehensible to the group. Always write the answers to your activities as you go along too!
4 Draft the teacher’s notes, and add notes on what to do, timing and some variations.
5 Check. Can a teacher with a class of 20 really teach this in 45 mins-50mins? I reflect on my own experience and I often go through the motions of how I would teach.
6 Leave it. If possible, I like to leave work to marinate overnight. In the morning, or even, ideally a couple of days later. I revise the work and make any necessary changes.
Tip: Read your instructions aloud or use the read aloud feature in word. It helps with revisions.
Common ELT materials writing challenges (and solutions)
To be honest, for me the hardest part is the beginning. A colleague once commented that starting a new project was like getting into a (manual) car and being unfamiliar with the gear stick. I agree and the start of a new project can feel like you are constantly crunching the gears!
Knowing how much to fit on a page is an art. I love it when a publisher provides a clear template – which also helps with styling the manuscript e.g. answers in pink. If you write too many activities, will be cut or end up in ‘overmatter’ which may or may not ever see the light of day again.
Level and age appropriate are obviously key. If you’ve been in the classroom recently, you’ll probably be pretty confident about the language level. But if you haven’t and you haven’t written for this level either recently or ever, find some level appropriate material to read and familiarise yourself with the language at that level. Writing texts and activities that are either too hard or too easy simply gives editors more to do, and they already have enough to do!
Writing an activity…just because! Well, no, all activities have to have a clear learning aim and relate to the final task if the course has a task-based instruction methodology embedded into it. And remember the timings, the flow and the transitions – the move from one activity to another.
Tip: When you’re planning your writing, build in revision space from the beginning. No one ever wrote a perfect first draft.
Tools and resources
With the world at our fingertips, no one is working in isolation. Here are some tools I use all the time.
CEFR descriptors – invaluable for accurate level checking
Readability tools – sites like TextInspector and Vocabkitchen
Checklists – Does it fit the timing? Is it really engaging? Are the instructions clear? I love a checklist!
Feedback loops – ask colleagues to try out your work in their class
Tip: Keep a personal toolkit of all your goto websites, templates and checklists so that you don’t have to reinvent the wheel each time.
Writing ELT materials is a combo of craft, science, experience. It’s always a journey and by the end you’re cruising along in 5th gear! I always feel quite sad at the end, as by now I’m in the swing of the writing brief, the team and I feel comfortable! Reflecting on what I’ve learned is always good as usually it’s lots especially when I’ve been working with an insightful editor!
Effective ELT materials don’t just fill pages – they make classrooms sparkle, help develop teachers and allow learning to happen. With the right tools and guidance, anyone can learn to write them and I hope this post has given you some inspiration to develop your own ELT materials.
How I can help
If you’re looking for someone to help you create ELT materials that are practical, informed by real experience as a real teacher. I’d love to help you!
I work with global and local publishers, schools and individuals to design high-quality materials and content for English language teachers. I write full coursebooks and teachers guides (which I love!) assessment materials, online modules and bespoke classroom materials. (also love!)
With over 30 years’ experience, and constantly being back in the classroom, I understand clearly what teachers need, what learners respond to , and what makes materials work in a real classroom.
Drop me an email or slide into my DMs - I’d love to hear from you.
If you’re curious about the kind of materials I create, click below and it’ll take to a page with a complete lesson and teacher’s notes.