Using Authentic Materials

Using authentic materials
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http://www.teachingenglish.org.uk/print/455
http://www.teachingenglish.org.uk/think/articles/using-authentic-materials
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By TE Editor
Created 19 Apr 2004 - 13:00
TeachingEnglish
Submitted by TE Editor on 19 April, 2004 - 13:00
Using authentic materials is one of the mainstays of an imaginative and motivating higher
level course, but rarely features at levels lower than intermediate. There are several reasons
for this, primarily a kind of fear that students will panic when faced with language that is
largely unfamiliar, and a feeling that to prevent this the language should be edited to the
students' level. This is an unnecessary fear, as using authentic materials can be rewarding
and stimulating for both teacher and students.
Sources
Aren't authentic materials too difficult?
An example
The question of levels
Dealing with unknown language
Conclusion
Sources
When people first think of authentic materials they usually assume that we are talking about
newspaper and magazine articles. However, the term can also encompass such things as
songs, web pages, radio & TV broadcasts, films, leaflets, flyers, posters, indeed anything
written in the target language and used unedited in the classroom.
The materials used, will of course, depend on the 'usual' factors:
topic
target language area
skills
students needs and interests
It's no good trying to get your students fascinated by a text on the latest art movie if they are
all fans of action films. You might as well save your time and energy and just use the text
book!
Aren't authentic materials too difficult?
Yes they are, but that's the point! Your text, written or recorded, is likely to be too hard, even,
08/06/2011 22:51
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in some cases, for advanced students. The trick, regardless of the text used, is not to edit
and grade the text, but to grade the task according to your students' abilities. This is for
three reasons: most importantly, it reflects the kind of situation your students may face in an
English-speaking environment, it saves you time and energy (more of an added bonus than
a reason) and lastly it encourages and motivates your students when they can 'conquer' a
real text.
An example
The same text could be used in a variety of different ways. Let us take a tourist information
leaflet. This kind of authentic material has the added advantage that it can be easily and
swiftly ordered for free and in multiple copies from tourist boards and agencies. This also
removes issues of copyright, which is a common problem of using authentic materials and
should be checked depending on your particular situation. (Some countries allow a small
number of copies to be made for educational purposes, but this can vary.)
With a little pre-teaching a low level class can use the leaflet to find out key
information, 'What is the telephone number for..?' or 'When is..?' and so on.
At higher levels the same text could be used together with similar or related texts to
form part of a research project (in this case, web sites, posters and similar leaflets
spring to mind).
The question of levels
Naturally certain texts will lend themselves more easily to certain levels.
At lower levels some possibilities include leaflets, timetables, menus, short headline type
reports, audio and video advertising, or short news broadcasts. The task should be simple
and relatively undemanding, and it is important to pre-teach key vocabulary so as to prevent
panic.
At more intermediate levels this list could be expanded to include longer articles, four or
five minute TV or radio news reports, a higher quantity of shorter items, or even whole TV
programmes, if your copyright agreements allow it. Again pre-teaching is important, although
your students should be able to deal with unknown vocabulary to some extent.
At higher levels it's a case of anything goes. At an advanced level students should have
some tactics for dealing with new vocabulary without panicking, but it's still useful to have a
few quick definitions to hand for some of the trickier stuff!
Dealing with unknown language
As can be seen, a key skill here is dealing with unknown language, in particular vocabulary.
It is hard to cover this topic here, as there are several methods, although one which seems
immediately appropriate is the skill of ignoring it, if they can complete the task without it!
Especially with lower levels, it needs to be emphasised that students do not have to
understand everything. I've found that students don't often believe you until you go through
a few tasks with them. Teaching them this skill, and developing their confidence at coping
with the unknown is an important element in their development as independent learners.
Conclusion
As can be seen, using authentic materials is a relatively easy and convenient way of
improving not only your students' general skills, but also their confidence in a real situation.
This is only a brief introduction to the ideas involved, but some of these ideas could easily be
expanded to form part of a motivating and effective course.
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If you have any suggestions or tips for using authentic materials in the class you would like
to share on this site, contact us.
Sam Shepherd, Teacher, New Zealand
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08/06/2011 22:51

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Published on TeachingEnglish | British Council | BBC (http://www.teachingenglish.org.uk)