tt wq debbie&ruth
TRANSCRIPT
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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