Welcome• Purpose the teachers will be able to know

different ways to use authentic materials.

Ussing and addapting Authentic Materials

Nunan and Miller (1995) define authentic materials as those which were notcreated or edited expressly for language learners. This means that most everyday objectsin the target language qualify as authentic materials.

Use Authentic Materials?

If asked why they rely heavily on course books for English language teaching, among a variety of other reasons, one that emerges is the seeming unsuitability of available authentic materials. Principal reasons cited for this “unsuitability” can include:

• Unsuitable material level• Too difficult• Too long or short• Use of grammar or language• Irrelevancy of themes• Not adapted for specific use• Not adapted to student learning styles

While these factors are certainly present and accountable, they need not prohibit the use of authentic materials in the English language learning classroom. Let’s briefly examine how authentic materials might be incorporated into an English language teaching curriculum or course of study.

Availability of Authentic Materials

Authentic, that is, materials produced primarily for the use of native speakers of the target language, are easily available from a number of sources for most of the world. Some more common sources include:

Cartoons

Projector

PCPortfolioProject

Books

Magazines

Radio

Internet

Newspapers

AudiomaterialLibraries

CDsDVDUSB

VideosCourse booksTeacher´s guide

TV

• Most of these sources are readily available even in remote or poor regions of the world. In more highly “developed” regions, they may all be potential sources of materials for the English language learning classroom.

Adapting Authentic Materials

Successfully utilizing a continuing series of authentic materials in your English language learning classroom is simply a matter of adapting those materials to suit the needs of your language learners. Some keys to successful adaptation of authentic materials include:

• converting them into workshop activities• adjusting the length of the materials• simplifying or explaining key language elements• converting authentic materials into a variety of exercise types.

• Selection of Materials (we strive to include materials which will be useful either directly in the classroom or as tools for the instructors to help them create their own materials and presentations).

• Organization of Materials(organizes its materials into several categories. You can search for materials quite simply just by language. For a more detailed search, we have arranged our materials by 'material type', 'level', and 'audience'.

• Under 'material', you can search for textbooks, grammars, dictionaries, readers, phrasebooks, etc. We include workbooks, teacher's manuals, games, flashcards, and more under the category 'supplementary materials'. We include, for instance, published bibliographies and language surveys under 'reference'.

• Under 'level' you can search for materials geared towards the proficiency of the learner. We generally follow the publisher's recommended level for each material).

• Learners benefit from listening materials spoken at “normal” conversational speed vs. English language learner directed listening materials which have been “altered” or “slowed” to enable “improved comprehension”. All well and good, but if the learners ever need to apply that learning and listening practice in a real-life situation – they’re lost. Why? Because – no – body – talks – like – this – in – real –life – in – any - language. (gasp!)

• 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 incalculable. Course books which are written and marketed for “use in all the world”, simply cannot hold up to this level of cultural knowledge and impact.

Module 8, Video This video segment shows places for making authentic materials accessible to students:(a) on the walls (calendars, posters); (b) in book carts; or (c) in content or skill area corners of theclassroom.Materials Activity A) Wall mapMagazinesPicturesStudents planned a trip to Washington, D.C. They put up a map of the trip route. They cut pictures of Washington, D.C. from magazines. Then they made posters showing what they planned to dothere. Intermediate Integrated skills

B) BrochuresMagazinesStudents found and collected pictures of their hometowns from magazines, brochures, and the Internet.Using the pictures, they wrote about their hometowns and then created a class poster for the wall,using the pictures and writing together. Intermediate Integrated skills.

C) MagazinesNewspapersPhotographsA “jobs” unit. Students cut out pictures and articles for a “World of Work” bulletin board. They made anotherbulletin board of work places they visited over a vacation break, using their own photographs, company brochures, and magazine pictures. Students also read about work and available jobs in community newspapers as extensive reading.High intermediate to Advanced Integrated skillsD) BiographiesPictures from books or theInternetStudents chose a famous person to read about. Then they found a picture of theperson and put it on a poster along with their own written biography of the person. Theposters were then put on the walls for other students to read. Intermediate to Advanced Integrated skills

1. Vocabulary lists to memorize on the board.2. Dolls used to learn in context.3. Learners bringing realia to school.4. Student projects housed in the school library.5. Project-based learning.6. Expensive items for bookmaking.7. Student work displayed on walls.8. Classroom connections to students’ experiences.

SEE or DON’T SEE?

Module 08, Authentic Materials

Answer Key: Module 08, Authentic Materials

• 1. DON’T SEE: Vocabulary lists to memorize on the board.

• 2. SEE: Dolls used to learn in context.• 3. SEE: Learners bringing realia to school.• 4. SEE: Student projects housed in the school library.• 5. SEE: Project-based learning.• 6. DON’T SEE: Expensive items for bookmaking.• 7. SEE: Student work displayed on walls.• 8. SEE: Classroom connections to students’

experiences.

A tv/radio in my secondary NewsdayEspacio noticioso que contiene la información más actual concerniente al Programa Ingés en Educación Básica. Sing sang songEsta sección consta de un tiempo musical y dispondremos de dos de ellos a lo largo de la emisión.Did you know…?Estas son notas informativas que se dan con el fin de incrementar los conocimientos de los estudiantes también en inglés.Little bagCápsulas que hablan sobre temas integrales para los alumnos, tanto de los contenidos de los libros de texto, como de su entorno social y su ecosistema. English in my schoolEste es el plato fuerte del programa, pues proyecta como se desarrollan las clases en las escuelas. Esta clase es resumida a 4 minutos de entretenidas dinámicas que muestran el desarrollo de contenidos de la materia.Guess what?Aquí, se lanzan tres pistas durante la emisión para que los alumnos en casa puedan resolver la adivinanzas y al final del programa se da la respuesta para que ellos la confirmen. En esta sección los alumnos pueden comunicarse por teléfono para dar sus respuestas.Talking withDurante esta sección se tratarán temas en general que conciernen a los estudiantes. Consta de una mesa redonda, una entrevista, una receta o alumnos con alguna actividad en espacial

1. Fold two pieces of paper into four columns.2. Open the folded paper.3. Put one sheet aside for later.4. Fold one sheet in half.5. Cut on the fold up to the first fold. Make two to three cuts.

6. Cut two strips out of the second sheet of paper by cutting on the folds.7. Weave the two strips.

8. Fold it into a “W”.9. Questions go on the outside.10. Pull the colors apart to put the answers on the inside.The Magic Book

Titanic 2”  

      Titanic 1 did not have enough lifeboats for the passengers.      Titanic 2 will have lots of lifeboats!      Every lifeboat will have 5 emergency supplies.      Write your choice of 5 emergency supplies for each lifeboat (“Me”).

•1.    We are the “Lifeboat design committee”.•2.    We will have a meeting to choose the 5 emergency items for the lifeboats.•3.    Who will be the chairperson?•4.    Who will take the minutes?   

The teacher will give you  four pictures.

Make a TV Ad from the pictures. OR:

Make your own TV Ad (your ideas).

Write the words below.

What is the Product?

What is the Slogan?

Use this page and the next page to make your own commercial.

Scene (words) Scene 2 (words)

Scene 3 (words) Scene 4 (words)

"Tell the Story." (Groups)

• What will I do in the Commercial?

• What is my role?

• What do I need to prepare?

• Use this page for making notes and collecting material for the Commercial.

                                                                                           

                                                                                

                                                                                       

       

Step 1 Using the video, you have seen a few examples and ideas from other teachers’ classes. Now, think about your own classes. How well do you know your students (or students of an age you are likely to teach)?• What are some general interests of students that age? Of the girls? Of the boys?• What are some likely individual interests of students in the group?• From what sources are they most likely to hear authentic use of English?• In what situations might they need to use English?

Step 2Design a lesson that includes the use of some authentic materials that you can fi nd locally and that you think will fi t with your answers in Step 1.

Step 3Share your plan with others. Explain what activities might be used with your materials. Get ideas and formative feedback.

Step 4Update your design, as needed. Try it with your class. If you are not teaching, ask the trainer or another experienced teacher for feedback