USING AUTHENTIC MATERIALS IN ELT

BYMS THANALETCHUMY

A/P DURAISAMY

Authentic MaterialsAuthentic Materials• Any material which has not been specifically produced for the purpose of

language teaching (Nunan, 1999) • Language samples- both oral and written that reflect a naturalness of form,

and an appropriateness of cultural and situational content that would be found in the language as used by native speakers ( Villegas Rogers & Medley, 1988, p468)

• Examples of authentic materials are: a. Authentic listening materials b. Authentic visual materials c. Authentic printed materials d. Realia (real world objects)

Why use authentic materials? Why use authentic materials?

interesting, motivating and relevant.interesting, motivating and relevant.enable the learner to hear, read and produce enable the learner to hear, read and produce

language as it is used in the target culture.language as it is used in the target culture. - exposes learners to ‘how the language IS’- exposes learners to ‘how the language IS’bring creativity into classroom practicebring creativity into classroom practiceencourage and motivate students to encourage and motivate students to 'conquer''conquer' a real text a real text

Important Factors in Choosing Authentic Reading Materials

1. Suitability of Content Does the text interest the student? Is it relevant to the student’s needs? Does it represent the type of material that the student will use outside of the

classroom?2. Exploitability Can the text be exploited for teaching purposes? For what purpose should the text be exploited? What skills/strategies can be developed by exploiting the text?3. Readability Is the text too easy/difficult for the student? Is it structurally too demanding/complex? How much new vocabulary does it contain? Is it relevant?4. Presentation Does it “look” authentic? Is it “attractive”? Does it grab the student’s attention? Does it make him want to read more?

Basic parameters to consider when simplifying a text are:

-Linguistic simplicity : grammatical structures, lexical items and readability;

-Cognitive simplicity : age, interest of the learners;

-Psychological simplicity : does it follow traditional social norms?

How to adapt materialsHow to adapt materials

Adapting materials involves Adapting materials involves three three major major considerations:considerations:

i. adjusting the language level of the materialsi. adjusting the language level of the materialsii.ii. providing contextproviding contextiii.iii. making the students’ task clearmaking the students’ task clear

RationaleRationale

• Authentic language videos, CDs, newscasts and radio programs can provide invaluable insight into current events and cultural aspects of English-speaking countries for language teachers and learners in other parts of the world.

• A benefit of recorded material is the ability to be able to rewind and repeat it as many times as necessary in order to effect increased levels of listening comprehension.

• The impact of the imagery provided in these clips is enormous.

Dealing with unknown languageDealing with unknown language

• a key skill is to ignore the difficult vocabulary and complete the task

• Focus on developing students’ confidence at coping with the unknown independent learners.

Advantages of using authentic Advantages of using authentic materials in the classroommaterials in the classroom

• Students are exposed to real discourse - reflects real life language

• Give learners the confidence to grapple with a variety of text types

• Help students to keep abreast of current changes in the language use - intrinsic educational value

SAMPLE

TASKS

WANT ADS a. Beginners:

ask students to say which of the jobs they could qualify for

b. Intermediate students: write an application letter or C.V.

c. Advanced students: discuss who in the class could qualify for the job and why, re-write the ads or role-play job interviews.

TREASURE HUNTTREASURE HUNT

a. Students get a news or magazine article

and a sheet of paper with a series of

questions

b. they look for certain items: dates,

events, people involved, etc.

MENUSMENUS

• get students to involve in a role-play where one is a waiter/tress and 2-3 students are the customers

• provide them with the necessary functions and structures to carry out the task i.e. sentences such as:

        "What would you like?", "I'll have...", "Anything else?", and so on

ADS IN MAGAZINESADS IN MAGAZINES

• Teacher cuts out advertisements from magazines, and shows them to learners one by one to see if they can guess what product is being advertised.

• Students work in groups of 3-4 and get about 4 adverts. They are to imagine they are working for an advertising agency and compare the ads taking into account the texts and the photographs. Students are to decide which is the best and which is the worst

• they re-design the worst ad, including the text. Ads with short texts are used with basic students, whereas those containing more complex texts are used for intermediate or advanced students.

THE AGONY COLUMNTHE AGONY COLUMN

cut out four or five letters to the agony

column and paste on the cards Students work in pairs or groups of three

and match the beginnings with the corresponding endings of the letters, and

They match the corresponding answer to each letter.

TRAVEL BROCHURESTRAVEL BROCHURES

a. Students work in groups of 4-5.

b. They are given travel brochures of

interesting places. They are to design

a "phoney" brochure of an imaginary

place.

c. In it, they include a mixture of

characteristics of that place. e.g.you

can visit a theme park

Ideas on how to use the newspaper • 1.  Scanning for the main idea. The teacher asks a question and the

students scan the newspaper to be the first to get the answer.• 2.  Headline matching. Cut out headlines and articles. Glue on one page

and photocopy. Students have to read and match correctly.• 3.  The weather map. Put the prompt – “what’s the weather like in ….” on

the board. Students ask/answer using the map with their group/pair. You can do the same with the stock exchange, foreign exchange, sports scores and other parts of the paper.

• 4.  The advice column. Students read the question/letter and give their own advice. Later, read what Ann Landers or the advice columnist suggested.

• 5.  Comics. Read the comics. Cut out and whiteout. Students then write their own content into the bubbles.

• 6.  Debate. Read an editorial together on a “hot” issue. Divide the class into two and they form arguments and then debate their side.

• 7.  5ws.  Students read an article and have to answer the 5Ws and present for the class. A great way to introduce journalism and short article writing.

• 8.  Horoscopes. Students read each others’ horoscopes. Did they come true?

• 9.  The Classifieds.  List the items you want to buy. Students search for them and report back to you.  Another way is to give them a budget and have them find an apartment that is appropriate.

Ideas on how to use the Ideas on how to use the newspapernewspaper

1.  Scanning for main ideas1.  Scanning for main ideas 2. Matching  Headlines 2. Matching  Headlines 3.  Weather map3.  Weather map 4.  Advice Column4.  Advice Column5.  Comics 5.  Comics

6.  Debate 6.  Debate

7.  5ws 7.  5ws

8.  Classifieds8.  Classifieds

“It is not a text is understood because it is authentic but that it is

authentic because it is understood. … Everything the learner understands is

authentic for him.”

(Davies 1984: 192)