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TT WQ Debbie&Ruth

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    November 2006 - 1 -

    Using Authentic Materials

    in the

    Language Classroom

    A Webquest for Teachers

    Ruth Taylor

    Debbie Candy

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    Contents

    Introduction page 3

    Task .. page 4

    Process . Page 5

    Step 1 .. page 6

    Step 2 . page 8Step 3 . page 10

    Self Evaluation

    Step 4 . page 13

    Group Evaluation

    Step 5 . page 15

    Trainer Material . page 17

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    Introduction

    Here are some key words that you need to understand before you can do thequest on authentic materials.

    Search online for a definition of the following items and write their

    definition in the box. Then check your ideas with the group and the tutor.

    Authentic

    Semi-authentic

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    Task

    You are part of a Cert TEFLA group.

    A teacher has been off sick quite a lot and the class is falling behind with

    the coursework. The Director of Studies for the course is worried so he/she

    asks you to plan a lesson with the intention of you presenting the lesson if

    the teacher is off sick again. The lesson is about using authentic materials

    in the classroom.

    He/she doesnt want you to use the book as it may duplicate her/his planning.

    The tasks involve individual, small group and whole group work. To complete

    the Webquest you will need to produce the following pieces of work:

    o A list of the positive and negative aspects of using authentic materialso A sample activity using authentic materials.o A PowerPoint presentation of tasks one and two.o A Most Important Ideas sheet.o A selfevaluationo

    A peerevaluation

    Timing:

    The task will take up part of three sessions with a significant amount of

    homework.

    Step 1 - 30 60 minutes at home before session A.

    Step 2 - 60 minutes in session A.

    Step 3.1/3.2 - 30 minutes in session A and 90 -120 minutes at home.

    Step 3.2 - 90 minutes preparation in session B (workshop)

    Step 3.3 - 90 minutes in session C.

    Step 3.4 - During session C

    Step 4 - 15 minutes at home bring to session D

    Step 5 - 15 minutes at home bring to session D

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    Process

    There are five steps to the task and you should follow them in the orderthey are presented below:

    Step 1

    1.1 Research Definition and list of Authentic materials for the language

    classroom.

    1.2 Produce A class definition of Authentic materials and list of typesof authentic materials.

    Step 22.1 Research positive and negative aspects of using authentic materials.2.2 Produce - A negotiated list of positive and negative aspects when

    using authentic materials in the language classroom.

    Step 3

    3.1 Research - A given type of authentic materials.

    3.2

    Produce A Power Point presentation of your findings including asample activity.

    3.3 Present Your presentation and sample activity.

    3.4 Complete - A Most Important Findings sheet.

    Step 4

    4.1 Complete - A self-evaluation sheet.Step 5

    5.1 Complete - A peer-evaluation sheet.

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    Step 1

    1.1 Finding out about Authentic Materials for use in the language

    classroom.Look at some of the following web pages that contain information about

    authentic materials:

    http://eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&_pageLabel=RecordDetails&ERICExtSearch_SearchV

    alue_0=ED391389&ERICExtSearch_SearchType_0=eric_accno&objectId=0900000b80135b6e

    http://www.finchpark.com/courses/glossary.htm

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

    http://iteslj.org/Techniques/Kelly-Authentic

    http://www.teachingstylesonline.com/teaching_functional_english_through_authentic_materials.html

    http://ijl.cgpublisher.com/diary/2

    http://www3.telus.net/linguisticsissues/authenticmaterials.html

    http://www.okm.gov.hu/doc/upload/200506/quick_resource_sheet38.htm

    Quick sheet 38

    http://www.midtesol.org/articles/art5HeidiWright.htm

    As you read the pages note down your own definition of authentic materials.

    At the same time complete the list of different types of authentic

    materials. You have 20 minutes to complete this task.Your definition:

    Types of authentic materials:

    1. Newspapers 2.

    3. 4.

    5. 6.

    7. 8.

    9. 10.

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    1.2 Post your definition and list of types of authentic materials onto

    the course WEbCT webboard. Look at the other postings and add to them

    rather than create a new list. Use a different colour font to distinguish yourideas from others.

    1.3 Create a group definition. In your next class session you will come

    together as a group and

    create the definitive definition using all these ideas. Write your group

    definition below.

    Group definition:

    Group List:

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    Step 2

    2.1 Finding out about the positive and negative aspects of usingauthentic materials in the language classroom.

    Look back at the websites above but this time note down any positive or

    negative aspects of teaching using authentic material in the table below. You

    have 30 minutes to do this.

    Your List:

    Positive aspects Negative aspects

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    Now share your answers with the group. Agree a set of positive and

    negative points and note them down in the table below.

    Negotiated List:

    Positive aspects Negative aspects

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    Step 3

    3.1 Research a given type of authentic material

    Find a partner to work with.

    Look back at your list of types of authentic materials in task 1.1 and decide

    which specific type of authentic material you would like to research. It will

    be either reading or listening, which can include video, of course.

    a) Type of authentic materials

    Consider the following questions while researching the type of authentic

    materials.1. Can this type of materials be exploited for all levels of learners? Why

    (not)? How?

    2. Which learners, for example, teens, businessmen or EAP students, would

    it appeal to most? Why?

    3. Would this type of material date very quickly? Is this a problem?

    4. Would it be easy to exploit?

    b) A sample activity

    Consider the following questions when creating your sample activity.

    1. What level of learner is this suitable for?

    2. How suitable is this material (and activity) in terms of age and world

    experience?

    3. How relevant is this to the students?

    4. What are the learning outcomes of this activity? (In other words, what

    are the main and sub-aims of this activity?)

    5. What are the stages and task design of this activity?

    6. Does the teacher need to pre-teach any vocabulary or other language

    items before the students can do this activity successfully?

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    Here are some useful sites to start with but feel free to navigateelsewhere!

    Listening

    Arlyn Freeds ESL/EFL Listening Resources - www.eslhome.com/esl/listen

    www.soundportraits.org

    www.stories1st.org

    www.bbc.co.uk/videonation/

    Reading

    www.anorak.co.uk

    www.lonelyplanet.comwww.metro.co.uk - Weird is quite fun.

    www.bbc.co.uk

    3.2 Produce a PowerPoint Presentation of your findings

    As a group you will need to produce a short PowerPoint presentation to the

    class. The presentation should last no more than 10 minutes (and no less than

    5 minutes!).

    Your presentation should cover the main points brought up in task 3.1.

    You have one 90 minute session. TO PREPARE OR TO PRESENT?

    To help you with using PowerPoint, look at the following sites:

    www.electricteacher.com

    Go to PowerPoint and then tutorials.

    www.actden.com

    Go to software tutorials and then PowerPoint 98.

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    3.3 Present your findings

    3.4 Most Important Findings

    After listening to each others presentations work with

    someone from the other group and make a list of the most

    important findings.

    Most Important Findings

    Materials must be relevant to students world knowledge and interest.

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    Step 4

    4.1 Completing a self-evaluation sheet.

    In order to help you with this here is a questionnaire to complete Please rateeach statement. From 1 strongly agree to 4 strongly disagree.

    The Presentation:

    Agree Disagree

    1 2 3 4

    Content:

    the breadth and depth of content was sufficient. the content was clear. the class was engaged.Organisation and management:

    the timing and pace was correct I answered questions well stages were clear, there was a summary, middle and

    conclusion

    the presentation was coherent and appropriatePresentation:

    I was clear, audible and had good articulation I maintained good posture and eye contact I was confident in my deliveryUse of resources

    the resources were of good quality and fit forpurpose

    the technology was used wellCreativity:

    I used my imagination in the content or presentationAuthentic material activity the activity was interesting and appropriate

    My goal for the next presentation is:

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    Group Work:

    Agree Disagree1 2 3 4

    I asked questions for information or clarification

    I offered my opinion

    I listened to the other group members

    I commented on the ideas of other group members

    I encouraged others to participate

    I fulfilled my role in the group as assigned by my

    peers.

    What I liked and didnt like about working in this group was:

    My goal for the next group work is:

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    Step 5

    5.1 Completing a peer-evaluation sheet.

    In order to help your course mates to improve their research, presentation

    or teamwork skills please complete the following table mentioning what you

    believe their strengths and weaknesses to be.

    Group 1

    Names: _________________________________

    Strengths Action Points

    Group 2

    Names: _________________________________

    Strengths Action Points

    Group 3

    Names: _________________________________

    Strengths Action Points

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    Group 4

    Names: _________________________________

    Strengths Action Points

    Group 5Names: _________________________________

    Strengths Action Points

    Group 6

    Names: _________________________________

    Strengths Action Points

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    Trainers Notes

    Introduction

    Aim: To find a definition for authentic and semi-authentic in order to set

    the background context for the webquest.

    Possible information that might be included in a definition:

    Authentic

    o Conforming to fact and therefore worthy of trust, reliance, or belief.o Having a claimed and verifiable origin or authorship; not counterfeitor copied.o Coming from the real author, of original or firsthand authority.o Genuine not changed in any way.o Real: true to reality

    Semi-Authentic

    o Almost true to reality but adapted in some way.o

    Specially written or made in the style and format of the authenticobject.

    Step 1.1 Finding out about Authentic Materials for use in the language

    classroom.

    Aim: To define authentic materials and list types of authentic material in

    order to set a base for discussion.

    Timing 60 minutes individual work prior to Session A.

    Possible definitions of authentic materials:

    o Materials used in the target culture for actual communicative needs.They should enable the learner to hear, read, and produce language as

    it is used in the target culture.

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    o Pieces of language from the "real world" which is not graded in anyway newspapers, menus, radio broadcasts, television programs,

    websites, etc.

    Types of authentic materials:

    o Video / DVDo Televisiono Newspapers, magazines, brochureso Radio and recordingso Leaflets, posters, instruction manuals, telephone books, menus, mapso Books, dictionaries, storybooks, comicso Original letters, post cardso Realia any real objects brought into the classroomo The world outside the classroom: shop, library, museum, art galleryo Theatre, telephone, talks, cinemao Songs, rhymes and poems.

    Step 2 Finding out about the positive and negative aspects of using

    authentic materials in the language classroom

    Aim: To consider positive and negative aspects of using authentic materialsin preparation for the following task.

    Timing: Session A

    30 minutes individual websurfing (positive and negative aspects)

    15 minutes small groupwork (negotiated list)

    15 minutes small groupwork discussion of aspects

    Positive and Negative Aspects of Authentic Materials

    A)

    Individual work

    30 minutes

    Remind trainees of the websites they used for task 1.1. Tell trainees that

    they should quickly scan the websites for information on the positive and

    negative aspects of teaching using authentic materials.

    B)

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    Small groupwork

    15 minutes (approx)

    Trainees now compare and discuss their notes in their small groups. Theymake a negotiated list. The list is to be displayed on either on a flipchart, or

    on a display board in the training room. Make sure to place the flipcharts or

    display boards around the room so that trainees can circulate in the next

    stage.

    C)

    Small groupwork / pairwork

    15 minutes (approx)

    Trainees compare and discuss each others negotiated lists (placed on displayboards or flipcharts around the room).

    D) Whole group feedback brief oral feedback

    Step 3

    3.1 Research a given type of authentic material and develop an activity

    from it.

    Aims: To research a specific type of authentic material and to develop an

    activity from it.

    Timing: Session A

    30 minutes in session A (part a)

    60-120 minutes out of class time

    Type of Authentic Materials and Developing an Activity

    A) Type of Authentic Materials

    Pairwork

    30 minutes (approx)

    Trainees should go back to the list of authentic materials they made in task

    1.1. and consider them with regard to the initial four questions. Trainees

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    should be encouraged to discuss all the types of authentic materials before

    the second part of the task (developing a sample activity) is given.

    B) Developing an Activity

    Pairwork

    60-120 minutes outside of class time

    Trainees should make a decision as to the type of authentic materials they

    wish to exploit and develop an activity for. For the activity they need to

    consider the second set of questions from 1-6.

    3.2 Produce a PowerPoint Presentation of your Findings

    Aim: To prepare a presentation of the groups work using PowerPoint

    Timing: Session B

    90 minutes

    Workshop session

    A) Small groupwork

    Using the groups used for the negotiated list in task 1.1 will give a sense of

    continuity.Trainees need to prepare a short PowerPoint presentation of their work. A

    couple of sites have been given to them to help with preparing the

    presentation. In each groups presentation, there will be a small number of

    activities devised by each pair and perhaps a number of types of authentic

    materials exploited.

    3.3 Present your Findings

    Aim: To present their findings and activities

    Timing: 10 minutes per group

    Small groupwork to whole group

    Trainees present their findings to each other using their PowerPoint

    presentation.

    3.4 Most Important Findings

    Aim: To consolidate and extend information from task 3.3

    Timing: 10-15 minutes

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    Pairwork

    Trainees discuss their ideas with a partner from another group. Whole groupfeedback can follow.

    Step 4 (optional) Self-Evaluation

    Aim: To develop a reflective approach to teaching and learning

    Timing: 15-20 minutes (approx)

    Individual

    Students evaluate their own performance. The activity can be done at home.

    Trainees should bring it to session D.

    Step 5

    Aim: To develop a constructively critical approach to presentation

    and group work.

    Timing: 15-20 minutes (approx)

    Individual

    Students evaluate their peers performance. The activity can be done at

    home. Trainees should bring it to session D.

    Step 6

    Pairwork / small groupwork

    In session D trainees can use their self evaluation and peer-evaluation sheet

    as a basis for discussion.

    Possible Answers

    Task 2.1 Positive and negative aspects of using authentic materials in the

    language classroom

    Positive aspects Negative aspects

    Up-to-date

    Can be immediate

    May contain difficult language

    (structures, vocabulary)

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    Can be motivating to students as it is

    real English

    Widely available

    May meet students needs more

    Cultural input

    May contain incorrect language

    May contain vocabulary that isinfrequent or irrrelvant

    May be culturally biased

    May expect too much world/local

    background knowledge of reader or

    teacher

    Can be time-consuming to prepareactivities

    Can become outdated quickly


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