Using Authentic Materials in the Language Classroom A Webquest for Teachers Ruth Taylor Debbie Candy

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Contents

Introduction Task Process

page 3

.. page 4 . Page 5 .. page 6 . page 8 . page 10

Step 1 Step 2 Step 3

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

Timing: The task will take up part of three sessions with a significant amount of homework. Step 1 Step 2 Step 3.1/3.2 Step 3.2 Step 3.3 Step 3.4 Step 4 Step 5 30 60 minutes at home before session A. 60 minutes in session A. 30 minutes in session A and 90 -120 minutes at home. 90 minutes preparation in session B (workshop) 90 minutes in session C. During session C 15 minutes at home bring to session D 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 order they 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 types of authentic materials. Step 2 2.1 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 a sample activity. Present Your presentation and sample activity. Complete - A Most Important Findings sheet.

3.3 3.4

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. 3. 5. 7. 9. Newspapers 2. 4. 6. 8. 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 your ideas from others. 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: 1.3

Group List:

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Step 2 2.1 Finding out about the positive and negative aspects of using authentic 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 navigate elsewhere!

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.com www.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 rate each statement. From 1 strongly agree to 4 strongly disagree. The Presentation: Agree 1 2 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 appropriate Presentation: I was clear, audible and had good articulation I maintained good posture and eye contact I was confident in my delivery Use of resources the resources were of good quality and fit for purpose the technology was used well Creativity: I used my imagination in the content or presentation Authentic material activity the activity was interesting and appropriate My goal for the next presentation is: Disagree 3 4

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Group Work: Agree 1 2 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. Disagree 3 4

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 5 Names: _________________________________ 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 counterfeit or 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 authentic object. 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 any way newspapers, menus, radio broadcasts, television programs, websites, etc. Types of authentic materials: o Video / DVD o Television o Newspapers, magazines, brochures o Radio and recordings o Leaflets, posters, instruction manuals, telephone books, menus, maps o Books, dictionaries, storybooks, comics o Original letters, post cards o Realia any real objects brought into the classroom o The world outside the classroom: shop, library, museum, art gallery o Theatre, telephone, talks, cinema o 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 materials in 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. They make 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 display boards 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: Timing: To prepare a presentation of the groups work using PowerPoint 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 group feedback 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: Timing:

To develop a constructively critical approach to presentation and group work. 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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May contain incorrect language Can be motivating to students as it is real English Widely available May be culturally biased May meet students needs more Cultural input May expect too much world/local background knowledge of reader or teacher Can be time-consuming to prepare activities Can become outdated quickly May contain vocabulary that is infrequent or irrrelvant

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