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Authentic and non authentic materials
Materials are anything we bring with us to the classroom to aid us in the teaching process.
Examples - worksheets, communicative activity sheets, used for using language in more realistic situations, pictures and flashcards, drawings, charts, and other visual aids.
Tapes, recordings and other audio aids
Real objects - called realia
A whole range of other materials
Authentic - materials that have been produced for a real purpose and not classroom activity.
Non Authentic - produced by an educational company or individual teachers for specific purpose of being a teaching aid.
Advantages:
Authentic - they are real, realistic example for students to work from, esp from another country, for example an American magazine. They are less predictable than examples created for teaching purposes.
Advantages above are for students and teachers.
Non- Authentic - we should try to make materials as authentic as possible.
Before designing materials you should have a clear sense of the following:
What language they are trying to test or use : refers to the teaching point, this may be spoken or written vocabulary, written or spoken grammar point, a reading or listening activity.
ESA methodology - study phase activity will focus on individual teaching point that has been studied that day, in a very structured format. Activate phase tries to get the students to use their cumulative knowledge - having been given much less structure to work with.
How they are are going to be used in the classroom: refers to the actual mechanics of their use in the classroom
- how are you going to organize the students to complete the activities?
- Will you use pair work, small groups or large groups?
- How will you ensure that everyone is active, during the activity, during feedback?
- how will you monitor the activity to ensure the students are doing as expected?
- what will you do if the activity does not work?
- These points need to be looked at before you start the activity, as once you do it will be late.
How you are going to show how to use them: you cannot just give an activity sheet to students and expect them to complete it.
They have to know what to expect and to have seen a physical representation of the activity before they start.
Do not try to explain the activity, demonstrate it. Worksheet = do example.
Elicit - get the students to give you a correct answer from the group to check understanding and do all of this before any material is given out.
For longer communicative activities - show the group how it works, for example with a game, play it while others observe.
Always check understanding before you start by asking students what they are going to do.
Have in mind that the ‘do you understand’ question is redundant.
Does not tell you anything real about their understanding.
LESSON PLANNING:
Why create a lesson plan? It is a working document - you should be able to hand it in and have someone else do the lesson for you based on what you give them on the lesson plan.
Helps assist with the level of detail that is required.
Tells us what should happen throughout the lesson in a series of stages \
Historical document that can be used to show what the students have covered
These points should be considered at the start of the design process, creating the materials will be much easier and they will be more effective to use.
