460 likes | 1.49k Vues
Exploring authentic materials. By Tom Sarney. What exactly do we mean by authentic materials?. In EFL we mean…………. “Any unedited text which was originally designed for native speakers and not for use in the classroom with language learners”. Types of authentic texts Reading texts
E N D
Exploring authentic materials By Tom Sarney
What exactly do we mean by authentic materials? • In EFL we mean…………. • “Any unedited text which was originally designed for native speakers and not for use in the classroom with language learners”
Types of authentic texts • Reading texts • Listening texts • Audio visual texts
Examples of authentic texts • Newspapers • Magazines • Brochures/pamphlets/catalogues/menus • Internet articles • Literature • Reference books • Poetry • Advertisements • Movies • Radio and TV programmes • Songs • TV/radio advertisements
Why we’re reluctant to use them… • Too much preparation time • Too difficult for students and de-motivating if the task is inappropriate • Some texts are impossible to use with very low levels • Sometimes authentic material doesn’t provide a good enough “model” for language learners • Syllabus restrictions • Teachers lack necessary skills to exploit texts • Lack of access to resources
Why we love using them…… • Really motivating for the learner • Interesting, topical and relevant for your specific learners (excellent for EAP classes) • Empowers learners. Makes them feel more autonomous • Exposes learners to how language is, not how language “should be” • Promotes a deeper cultural understanding • The course book is outdated, irrelevant or very “dry” • It is a very creative process and gives the teacher professional confidence and a new lease of life in the class room
The context of British Council New Advanced • Aims and objectives of the course …….. • help bridge the gap between the class room and the “real world” The course is ……. • based on real needs and interests of the students • based on “can do” statements based on the ALTE framework
What is an advanced learner? • Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices
Topics • The media • Education • Varieties of English • The cinema • The future • Politics • Gender issues • The UK
How do we exploit texts……? • Consider the following…….….. The students The syllabus The text The task
Look at some ideas for exploiting texts using • pre tasks • during tasks • post tasks
Main task • How could you exploit these two pieces of material considering all the factors so far…. • A reading text • A listening text ( with a tape script)
Top tips for exploring authentic texts • Choose a text that the students would find interesting or one which fits in well with your syllabus • Read the text and think about how you could help them comprehend the text. You need to think about how native speakers would approach the text naturally • Notice language features within the text that you can focus on with your learners • Design activities • Do the lesson • Adapt and develop it • Start a bank of material that you can share with colleagues
Good sources of authentic texts • bbc.co.uk • youtube.com • podcast.org • ananova.com • empireonline.com