Exploring authentic materials

1. Exploring authentic materials By Tom Sarney

2. 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”

3. Types of authentic texts • Reading texts • Listening texts • Audio visual texts

4. 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

5. 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

6. 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to how language is, not how language “should be” • Promotes a deeper cultural understanding • The course book is outdated, irrelevant or very “dry” • It is a very creative process and gives the teacher professional confidence and a new lease of life in the class room

7. 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

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

9. Topics • The media • Education • Varieties of English • The cinema • The future • Politics • Gender issues • The UK

10. Feedback from students and teachers

16. How do we exploit texts……? • Consider the following…….….. The students The syllabus The text The task

17. Look at some ideas for exploiting texts using • pre tasks • during tasks • post tasks

18. 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)

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 • 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

20. Good sources of authentic texts • bbc.co.uk • youtube.com • podcast.org • ananova.com • empireonline.com