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Exploring authentic materials By Tom Sarney Slide 2 What exactly do we mean by authentic materials? In EFL we mean. In EFL we mean. Any unedited text which was originally designed for native speakers and not for use in the classroom with language learners Any unedited text which was originally designed for native speakers and not for use in the classroom with language learners Slide 3 Types of authentic texts Reading texts Reading texts Listening texts Listening texts Audio visual texts Audio visual texts Slide 4 Examples of authentic texts Newspapers Newspapers Magazines Magazines Brochures/pamphlets/catalogues/menus Brochures/pamphlets/catalogues/menus Internet articles Internet articles Literature Literature Reference books Reference books Poetry Poetry Advertisements Advertisements Movies Movies Radio and TV programmes Radio and TV programmes Songs Songs TV/radio advertisements TV/radio advertisements Slide 5 Why were reluctant to use them Too much preparation time Too much preparation time Too difficult for students and de-motivating if the task is inappropriate Too difficult for students and de-motivating if the task is inappropriate Some texts are impossible to use with very low levels Some texts are impossible to use with very low levels Sometimes authentic material doesnt provide a good enough model for language learners Sometimes authentic material doesnt provide a good enough model for language learners Syllabus restrictions Syllabus restrictions Teachers lack necessary skills to exploit texts Teachers lack necessary skills to exploit texts Lack of access to resources Lack of access to resources Slide 6 Why we love using them Really motivating for the learner Really motivating for the learner Interesting, topical and relevant for your specific learners (excellent for EAP classes) Interesting, topical and relevant for your specific learners (excellent for EAP classes) Empowers learners. Makes them feel more autonomous Empowers learners. Makes them feel more autonomous Exposes learners to how language is, not how language should be Exposes learners to how language is, not how language should be Promotes a deeper cultural understanding Promotes a deeper cultural understanding The course book is outdated, irrelevant or very dry The course book is outdated, irrelevant or very dry It is a very creative process and gives the teacher professional confidence and a new lease of life in the class room It is a very creative process and gives the teacher professional confidence and a new lease of life in the class room Slide 7 The context of British Council New Advanced Aims and objectives of the course .. Aims and objectives of the course .. help bridge the gap between the class room and the real world 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 real needs and interests of the students based on can do statements based on the ALTE framework based on can do statements based on the ALTE framework Slide 8 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 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 Slide 9 Topics The media The media Education Education Varieties of English Varieties of English The cinema The cinema The future The future Politics Politics Gender issues Gender issues The UK The UK Slide 10 Feedback from students and teachers Slide 11 Slide 12 Slide 13 Slide 14 Slide 15 Slide 16 How do we exploit texts? Consider the following... Consider the following... The students The syllabus The text The task Slide 17 Look at some ideas for exploiting texts using Look at some ideas for exploiting texts using pre tasks pre tasks during tasks during tasks post tasks post tasks Slide 18 Main task How could you exploit these two pieces of material considering all the factors so far. How could you exploit these two pieces of material considering all the factors so far. A reading text A reading text A listening text ( with a tape script) A listening text ( with a tape script) Slide 19 Top tips for exploring authentic texts Choose a text that the students would find interesting or one which fits in well with your syllabus 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 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 Notice language features within the text that you can focus on with your learners Design activities Design activities Do the lesson Do the lesson Adapt and develop it Adapt and develop it Start a bank of material that you can share with colleagues Start a bank of material that you can share with colleagues Slide 20 Good sources of authentic texts Good sources of authentic texts bbc.co.uk bbc.co.uk youtube.com youtube.com podcast.org podcast.org ananova.com ananova.com empireonline.com empireonline.com

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