Purpose the teachers will be able to know different ways to use authentic materials.

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Welcome

• Purpose the teachers will be able to know
  different ways to use authentic materials.

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Ussing and addapting Authentic Materials
Nunan and Miller (1995) define authentic
materials as those which were not created or
edited expressly for language learners. This
means that most everyday objects in the target
language qualify as authentic materials.
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Use Authentic Materials?

• If asked why they rely heavily on course books
  for English language teaching, among a variety of
  other reasons, one that emerges is the seeming
  unsuitability of available authentic materials.
  Principal reasons cited for this unsuitability
  can include Unsuitable material level Too
  difficult Too long or short Use of grammar or
  language Irrelevancy of themes Not adapted
  for specific use Not adapted to student
  learning styles
• While these factors are certainly present and
  accountable, they need not prohibit the use of
  authentic materials in the English language
  learning classroom. Lets briefly examine how
  authentic materials might be incorporated into an
  English language teaching curriculum or course of
  study.

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Availability of Authentic Materials

• Authentic, that is, materials produced primarily
  for the use of native speakers of the target
  language, are easily available from a number of
  sources for most of the world. Some more common
  sources include

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Cartoons
Internet
Videos
Course books Teachers guide
Radio
Authentic materials
TV
Libraries
Audiomaterial
Books
CDs DVD USB
Newspapers
Magazines
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• Most of these sources are readily available even
  in remote or poor regions of the world. In more
  highly developed regions, they may all be
  potential sources of materials for the English
  language learning classroom.

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Adapting Authentic Materials

• Successfully utilizing a continuing series of
  authentic materials in your English language
  learning classroom is simply a matter of adapting
  those materials to suit the needs of your
  language learners. Some keys to successful
  adaptation of authentic materials include
  converting them into workshop activities
  adjusting the length of the materials
  simplifying or explaining key language elements
  converting authentic materials into a variety of
  exercise types.

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• Selection of Materials (we strive to include
  materials which will be useful either directly in
  the classroom or as tools for the instructors to
  help them create their own materials and
  presentations).
• Organization of Materials(organizes its materials
  into several categories. You can search for
  materials quite simply just by language. For a
  more detailed search, we have arranged our
  materials by 'material type', 'level', and
  'audience'.
• Under 'material', you can search for textbooks,
  grammars, dictionaries, readers, phrasebooks,
  etc. We include workbooks, teacher's manuals,
  games, flashcards, and more under the category
  'supplementary materials'. We include, for
  instance, published bibliographies and language
  surveys under 'reference'.
• Under 'level' you can search for materials geared
  towards the proficiency of the learner. We
  generally follow the publisher's recommended
  level for each material).

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• Learners benefit from listening materials spoken
  at normal conversational speed vs. English
  language learner directed listening materials
  which have been altered or slowed to enable
  improved comprehension. All well and good, but
  if the learners ever need to apply that learning
  and listening practice in a real-life situation
  theyre lost. Why? Because no body talks
  like this in real life in any -
  language. (gasp!)

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• Authentic language videos, CDs, newscasts and
  radio programs can provide invaluable insight
  into current events and cultural aspects of
  English-speaking countries for language teachers
  and learners in other parts of the world.
• A benefit of recorded material is the ability to
  be able to rewind and repeat it as many times as
  necessary in order to effect increased levels of
  listening comprehension.
• The impact of the imagery provided in these
  clips is incalculable. Course books which are
  written and marketed for use in all the world,
  simply cannot hold up to this level of cultural
  knowledge and impact.

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Module 8, Video This video segment shows places
for making authentic materials accessible to
students (a) on the walls (calendars, posters)
(b) in book carts or (c) in content or skill
area corners of the classroom. Materials Activity
A) Wall map Magazines Pictures Students planned
a trip to Washington, D.C. They put up a map of
the trip route. They cut pictures of Washington,
D.C. from magazines. Then they made posters
showing what they planned to do there.
Intermediate Integrated skills B)
Brochures Magazines Students found and collected
pictures of their hometowns from magazines,
brochures, and the Internet. Using the pictures,
they wrote about their hometowns and then created
a class poster for the wall, using the pictures
and writing together. Intermediate Integrated
skills. C) Magazines Newspapers Photographs A
jobs unit. Students cut out pictures and
articles for a World of Work bulletin board.
They made another bulletin board of work places
they visited over a vacation break, using their
own photographs, company brochures, and magazine
pictures. Students also read about work and
available jobs in community newspapers as
extensive reading. High intermediate to Advanced
Integrated skills D) Biographies Pictures from
books or the Internet Students chose a famous
person to read about. Then they found a picture
of the person and put it on a poster along with
their own written biography of the person.
The posters were then put on the walls for other
students to read. Intermediate to Advanced
Integrated skills
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SEE or DONT SEE? Module 08, Authentic Materials
1. Vocabulary lists to memorize on the board. 2.
Dolls used to learn in context. 3. Learners
bringing realia to school. 4. Student projects
housed in the school library. 5. Project-based
learning. 6. Expensive items for bookmaking. 7.
Student work displayed on walls. 8. Classroom
connections to students experiences.
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Answer Key Module 08, Authentic Materials

• 1. DONT SEE Vocabulary lists to memorize on the
  board.
• 2. SEE Dolls used to learn in context.
• 3. SEE Learners bringing realia to school.
• 4. SEE Student projects housed in the school
  library.
• 5. SEE Project-based learning.
• 6. DONT SEE Expensive items for bookmaking.
• 7. SEE Student work displayed on walls.
• 8. SEE Classroom connections to students
  experiences.

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A tv/radio in my secondary
  Newsday Espacio noticioso que contiene la
información más actual concerniente al Programa
Ingés en Educación Básica. Sing sang song Esta
sección consta de un tiempo musical y
dispondremos de dos de ellos a lo largo de la
emisión. Did you know? Estas son notas
informativas que se dan con el fin de incrementar
los conocimientos de los estudiantes también en
inglés. Little bag Cápsulas que hablan sobre
temas integrales para los alumnos, tanto de los
contenidos de los libros de texto, como de su
entorno social y su ecosistema.  English in my
school Este es el plato fuerte del programa, pues
proyecta como se desarrollan las clases en las
escuelas. Esta clase es resumida a 4 minutos de
entretenidas dinámicas que muestran el desarrollo
de contenidos de la materia. Guess what? Aquí, se
lanzan tres pistas durante la emisión para que
los alumnos en casa puedan resolver la
adivinanzas y al final del programa se da la
respuesta para que ellos la confirmen. En esta
sección los alumnos pueden comunicarse por
teléfono para dar sus respuestas. Talking
with Durante esta sección se tratarán temas en
general que conciernen a los estudiantes. Consta
de una mesa redonda, una entrevista, una receta o
alumnos con alguna actividad en espacial
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1. Fold two pieces of paper into four columns. 2.
Open the folded paper. 3. Put one sheet aside for
later. 4. Fold one sheet in half. 5. Cut on the
fold up to the first fold. Make two to three
cuts. 6. Cut two strips out of the second sheet
of paper by cutting on the folds. 7. Weave the
two strips. 8. Fold it into a W. 9. Questions
go on the outside. 10. Pull the colors apart to
put the answers on the inside. The Magic Book
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Titanic 2
 

• 1.    We are the Lifeboat design committee.
• 2.    We will have a meeting to choose the 5
  emergency items for the lifeboats.
• 3.    Who will be the chairperson?
• 4.    Who will take the minutes?
•  
•  
•  

• l      Titanic 1 did not have enough lifeboats
  for the passengers.
• l      Titanic 2 will have lots of lifeboats!
• l      Every lifeboat will have 5 emergency
  supplies.
• l      Write your choice of 5 emergency supplies
  for each lifeboat (Me).

                                         
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• 1.    We are the Lifeboat design committee.
• 2.    We will have a meeting to choose the 5
  emergency items for the lifeboats.
• 3.    Who will be the chairperson?
• 4.    Who will take the minutes?
•  
•  
•  

• l      Titanic 1 did not have enough lifeboats
  for the passengers.
• l      Titanic 2 will have lots of lifeboats!
• l      Every lifeboat will have 5 emergency
  supplies.
• l      Write your choice of 5 emergency supplies
  for each lifeboat (Me).

Titanic 2
 


                                         
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"Tell the Story." (Groups)
The teacher will give you  four pictures. Make a
TV Ad from the pictures. OR Make your own TV Ad
(your ideas). Write the words below. What is
the Product? What is the Slogan? Use this page
and the next page to make your own commercial.

Scene (words) Scene 2 (words)
Scene 3 (words) Scene 4 (words)
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My Role"


What will I do in the Commercial? What is my role? What do I need to prepare? Use this page for making notes and collecting material for the Commercial.

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Step 1 Using the video, you have seen a few
examples and ideas from other teachers classes.
Now, think about your own classes. How well do
you know your students (or students of an age you
are likely to teach)? What are some general
interests of students that age? Of the girls? Of
the boys? What are some likely individual
interests of students in the group? From what
sources are they most likely to hear authentic
use of English? In what situations might they
need to use English? Step 2 Design a lesson that
includes the use of some authentic materials that
you can fi nd locally and that you think will fi
t with your answers in Step 1. Step 3 Share your
plan with others. Explain what activities might
be used with your materials. Get ideas and
formative feedback. Step 4 Update your design,
as needed. Try it with your class. If you are not
teaching, ask the trainer or another experienced
teacher for feedback