using authentic materials short - roger aguirre final

Presented by ROGER AGUIRRE LÓPEZ

LA LIBERTAD

Using authentic materials to learn and teach English

Discussion

What are authentic materials in English Language Teaching (ELT)?

Materials that were carefully prepared for English language teaching

Real world resources that were adapted to teach English

Real things that were not designed for teaching purposes

All of the above


QUICKPOLL

Which of the following are authentic materials?

English dictionaries, grammar books, graded readers

Newspapers, recipes, films, novels

English Course CD ROMs, pronunciation manuals

None of the above


QUICKPOLL

What are authentic materials in English Language

Teaching (ELT)?


Materials which are designed for

native speakers; they are real

text; designed not for language

students, but for the speakers of

the language.

Materials which are

prepared for native

speakers and not designed

to be used for teaching

purposes.

All materials which are designed

for native speakers, and not

prepared for pedagogical

purposes.

Hammer (2011) Martinez (2002)


Teaching (ELT)?


Tick the authentic materials.


Teaching (ELT)?


Check your answers.

What are the advantages of using Authentic

Materials (AM)?


Real language:

They expose learners to real language.

Natural model: They expose rich language input, to become better readers / listeners.

Motivation:

They have a positive effect on learners’ motivation.

Culture: They provide authentic cultural information.

Needs and interests:

They are more related to learners' needs.

Creative teaching:

They support a more creative approach to teaching.

What benefits can teachers get from using

authentic materials?


TEACHER

L

E

A

R

N

I

N

G

• language skills

• linguistic knowledge

• intercultural understanding

• our approach to teaching

Authentic

materials improve

T

E

A

C

H

I

N

G

Authentic materials provide us with great opportunities to learn

ourselves, and then we can use them to teach English.

What benefits can learners get from using



Authentic

materials improve

grammar

vocabulary

pronunciation

learner


Authentic Materials help us to:

Bridge the gap between the classroom and the outside world

Enhance grammar knowledge

Boost vocabulary

Improve pronunciation

Improve intercultural understanding

Have a more creative approach to teaching

What benefits can you get from using AM as a

teacher and a student?

Are there any disadvantages of using



Authentic materials:

• can frustrate weak learners, they lack the required skills and vocabulary

• contain difficult vocabulary and complex language structures and need more effort to be explained

• can add a burden on teachers as they have to make them appropriate for

their learners

• may be too culturally biased

• contain too many structures which are mixed, causing lower levels have a

hard time decoding the texts


How can we deal with possible disadvantages of

using authentic materials?

Choose your material carefully considering learners’ age and level

Select engaging topics according to learners’ interests

Plan activities that provide necessary pedagogical support

Grade the task based on learners’ level

Consider including different types of tasks and types of input

1

2

3

4

5

TASKS

RECEPTIVE

Listening Listening for gist

Listening for specific

information

Reading skimming, scanning, looking

at text organization,

paraphrasing, topic

sentences

PRODUCTIVE

Speaking discussion on issues arising

from the text, roleplay based on the scenario

Writing using the article as a model, responding in

writing

LANGUAGE

- Grammar

- Vocabulary

- Pronunciation

- Discourse

analysis


When or at which level can we use authentic

materials?


• We can suggest using them from the very beginning at any level,

BUT we need to bear in mind our learners’ level or they can

discourage them from learning.

• We can use AM with only if they are used in the classroom in the

same context that they were designed for in the real world, a text

can only be authentic in the context for which it was originally

written.

.

What types of authentic materials can we use?


Typ

es

of a

uth

en

tic

m

ate

ria

ls

Printed materials newspapers, magazines, fliers, books, restaurant menus, recipes, manuals,

food labels, TV guides, comics

Auditory materials radio news, songs, phone messages,

podcasts

Visual materials posters, street signs, postcards

Audio visual materials

films, commercial advertisements, documentaries, music video clips, television programs, video tutorials

Online materials websites, blogs, social networking

sites, games, etc.

Using authentic materials to learn and teach English Im

po

rta

nt

fac

tors

in

ch

oo

sin

g

au

the

ntic

re

ad

ing

ma

teria

l 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?

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?

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?

Presentation

Does it “look” authentic?

Is it “attractive”?

Does it grab the student’s attention?

Does it make him want to read more?

Factors in choosing authentic reading materials

Berardo (2006)

Samples of authentic materials


Printed

Magazine articles Restaurant menus



SONGS auditory

Artist: Bruno Mars

Song: When I was your man

Level: Pre intermediate

Language focus: Regrets:

should have

Same bed but it feels just a little bit bigger now

Our song on the radio but it don't sound the same

When our friends talk about you, all it does is just

tear me down

'Cause my heart breaks a little when I hear your

name

It all just sounds like oooooh…

Mmm, too young, too dumb to realize

That I should've bought you flowers

And held your hand

Should've gave you all my hours

When I had the chance

Take you to every party

'Cause all you wanted to do was dance

Now my baby's dancing

But she's dancing with another man



auditory

Artist: Ottawan

Song: D.I.S.C.O

Level: Beginner

Language focus: The alphabet,

adjectives for personality

D.I.S.C.O.

D.I.S.C.O.

D.I.S.C.O.

She is disco

She is D, delirious

She is I, incredible

She is S, superficial

She is C, complicated

She is O, oh, oh

She is D, desirable

She is I, irresistible

She is S, super sexy

She is C, such a cute

She is O, oh, oh

SONGS


street signs leaflets posters

Visual


Film clips Documentaries Advertisements



Audio-visual

https://www.youtube.com/watch?v=HrrW3rO51ak

https://www.youtube.com/watch?v=XOkZlNLAuj0

https://www.youtube.com/watch?v=MzLEjzvygYE



Internet memes Online


Internet

Television

DVDs,

CDs

Books, Magazines

Newspapers

Where can you find authentic materials?

Where can you find authentic materials?


Internet, websites

http://lyricstraining.com/

http://www.bbc.com/

http://www.nationalgeographic.com/

https://www.theguardian.com/international

www.cnn.com/

http://www.nytimes.com/

http://www.bbcgoodfood.com/

http://www.usatoday.com/



http://www.bbc.com/

http://www.bbc.com/





http://www.cnn.com/

http://www.cnn.com/







Lesson plan - sample


Authentic Material: National Geographic Documentary “Diwali: Festival of Lights“ Source: YouTube https://www.youtube.com/watch?v=HrrW3rO51ak

Diwali - Festival of Lights





PHASES LEARNING ACTIVITIES

Before watching

• Students look at the picture and discuss the questions with a partner:

What is this? Where is it located? What do people celebrate in that country?

• Label the pictures with words from the chart.

• Complete sentences with the new vocabulary:

• Compare their answer with a partner and with the whole class.

While watching

• Check their answers with the information presented in the video documentary.

• Watch the video clip again to complete the chart with key information:

• Work in pairs to compare answers.

• Receive feedback from the teacher.

After watching

• Complete the summary of the video with appropriate words and phrases.

• Watch the documentary and read the subtitles in order to correct the paragraph.

• Read the script of the video and underline new phrases to check meaning and

pronunciation.

Celebration

name

where when What people

wear

What people

eat

What other activities

people do

Lesson topic Diwali: Festival of Lights

Level Intermediate

Skills listening for gist and specific information

Language focus Phrasal verbs

Resources Multimedia projector, laptop, speakers, handouts

Lesson plan

sample


Lesson topic

Level

Skills

Language focus

Resources

Lesson plan

template


Group work: Make a lesson based on an authentic material

PHASES LEARNING ACTIVITIES

Before

watching

• Introduce the topic

• Activate existing schemata

• Introduce the key vocabulary

• Show one or two guiding questions

While

watching

• Let students read the text silently, or listen or watch twice

• Encourage them to use skimming and scanning

• Encourage students to check their guesses

• Include specific and clear activities while they are reading, listening or watching

After

watching

• Grade a task to check comprehension

• Plan interesting activities according to students’ level and age

• Encourage learners to identify key phrases and chunks of language

• Promote pair work or group discussion before receiving feedback

• Build an excellent rapport with students

Using authentic materials

- CONCLUSIONS -


Using authentic materials exposes learners to the rich language input and enables

them to communicate with the outside world. Therefore, they will be able to cope

with genuine interaction in real life situations.

Authentic materials bring learners closer to the target culture because they give

authentic cultural information.

Regular classroom instructions with a course book should be accompanied by

using authentic materials since the very beginning.

Authentic materials can be used at lower levels only if they are carefully chosen

according to students’ abilities, and if necessary pedagogical support is given.

We should select materials with topics that are appealing to students, and where

culture content is also included.

Tasks should be graded considering students’ age and level.

Using authentic materials

- CONCLUSIONS -


“Using authentic materials will make

students feel that they are learning the

real language, and this will make the

learning process more enjoyable and

motivating.”


ROGER AGUIRRE LOPEZ

[email protected]


• Al Azri, Rashid Hamed and Al-Rashdi, Majid Hilal. (2014). The Effect of Using Authentic Materials In Teaching.

International Journal of Scientific & Technology Research, Volume 3, Issue 10. Available at:

http://www.ijstr.org/final-print/oct2014/The-Effect-Of-Using-Authentic-Materials-In-Teaching.pdf

• Berardo, S. A. (2006). The use of authentic materials in the teaching of reading. The reading Matrix, 6 (2), 60-

69. Available at: http://www.readingmatrix.com/articles/berardo/article.pdf

• Harmer, J. 1994. The Practice of English Language Teaching. London: Longman.

• Kilickaya, F. (2004). Authentic materials and culture content in EFL classrooms. The Internet ELT Journal, 10(7).

Available at: http://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html

• Martinez, A.G. (2002). Authentic materials: An overview. Free resources for teachers and students of English,

Karen's Linguistics Issues, 1-7.

• Nunan, D. (1999). Second Language Teaching and Learning. Boston: Heinle and Heinle Publishers.

• Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners, ELT Journal: English

Language Teachers Journal 51 (2) 144 – 156.

• Taylor, D. (1994). Inauthentic authenticity or authentic authenticity? TESL-EJ, 1(2). Retrieved from http://www-

writing.berkeley.edu/TESL-EJ/ej02/a.1.html

BIBLIOGRAPHY


















http://www.readingmatrix.com/articles/berardo/article.pdf

http://www.readingmatrix.com/articles/berardo/article.pdf

http://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html





using authentic materials short - roger aguirre final

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