Authentic Materials
Universidad Autónoma de Chiriquí
Faculty of
Humanities
School of English
English 420
Formal Presentation Preparation Outline
Speaker’s Name: Moises De Gracia
Topic: Authentic
Material
Specific subject: Important points to consider when using Authentic Material.
Specific Purpose: To inform my audience about the usage of Authentic
Material and their importance in EFL classrooms.
Introduction
I.
Attention getter: Have you ever
felt exhausted from a language you are learning? Today, we will explore how
authentic material enhances language education.
II.
Thesis Statement: As future
teachers, we should analyze and focus on what authentic material is and how
students can improve their learning process by introducing this type of
material to a class.
III.
Preview on main points: In this presentation, I will share
information about the definitions, types, the role, advantages, disadvantages,
guidelines, assessments, activities, and examples of authentic materials in EFL
classrooms.
(Transition: I am going to start
by addressing the definitions of what authentic material is.)
Body
I.
According to Pearson Languages (2023), Authentic materials are any type of content that was not specifically
created for language teaching purposes. Here are tree definitions of authentic
material according to the following authors:
A.
One definition of authentic materials says
that their purpose is to communicate meaning and information and that they are
produced for real communication rather than to teach language (Thomas, 2014, as
cited in Teacher's Corner, May 2018).
B.
The “authentic” in authentic materials
simply means that the text, video, or audio material has not been created with
English language teaching in mind (Candelario, M. 2024).
C.
Materials can be classified as authentic
and non-authentic. According to Pachina, E (2020), Authentic materials are
resources commonly met in the everyday experiences of speakers of the language
you are learning While "Non-authentic material" refers to content
intentionally created for the purpose of easing teaching or learning.
(Transition: Now that we
know what an authentic material is, we are going to discover the four types of
authentic material.)
II.
According to Opp-Beckman and Klinghammer
(2006), there are distinct kinds of authentic materials: realia (objects),
printed texts (books, newspapers), different kinds of images (photographs,
posters), and multimedia materials (audio tapes, video tapes, CDs, DVDs,
computer-based programs) (p. 85).
A. According
to Camille Turner (2022), realia, which are authentic objects from real life
used in the classroom to teach specific concepts, can be both physical and
virtual, if they are items used in the real world rather than created
specifically for an ESL class.
B. Print
media includes types of media that are produced on physical materials such as
paper or other substrates, encompassing formats like magazines, newspapers,
books, and posters, plays a vital role in society due to its tangible nature.
It continues to offer unique advantages over digital media (Strikingly Blog,
2023).
C. Computer
Hope (2023) explains that an image, whether digital or still, presents visual
information in binary form, including drawings, photos, graphs, logos, or
frames from videos. These images can be electronically stored on any device.
For instance, they give an example of a photo of an Intel Pentium CPU taken
with a digital camera and then changed with text using photo editing software.
D. According
to SameekshaKhandelwal1712 (2023), multimedia involves digitally integrating
text, drawings, still and moving images (videos), graphics, audio, animation,
and other forms of media to express, store, communicate, and process
information.
(Transition: Now, we are
going to explain what the role of authentic materials in foreign language
teaching is.)
III.
According
to Umirova (2020), authentic materials play an essential role in education due
to their ability to provide learners with immersive experiences in the target
culture, exposure to real-life language use, and engagement with relevant
content. They offer learners opportunities to develop practical language
skills, cultural awareness, and critical thinking abilities by presenting
authentic language varieties and real-world contexts.
A. According
to Lewis Lansford (2014), authentic materials aid in preparing learners for
real-world communication, guiding them toward the language relevant to their
specific context, and motivating communication by making it more authentic.
(Transition: Next, we
move on to authentic materials’ advantages for teachers and students in foreign
language teaching.)
IV.
Advantages of authentic materials for
teachers and students:
A. According
to Ramadan, M (2022), authentic materials have distinct characteristics that
make them helpful for language teaching and learning. These characteristics
include:
1.
cost-effectiveness
2.
accessibility for
teachers
3.
availability to students
4.
Access to multimedia elements
such as sound and pictures, enhancing their appeal and effectiveness in
language education.
B. In
fact, using authentic materials in EFL classes has more advantages, and
teachers who decide to use these materials should realize these advantages and
exploit them to improve their language teaching and their students’ language
learning (Ramadan, 2022). These advantages include:
1.
Minimizing the level of
hesitation among the learners.
2.
Providing students with
situational language.
3.
Exposing learners to real-life
situations.
4.
Developing students’
social language skills.
5.
Developing students’
ability to learn and interpret the topic they learn.
6.
Enhancing the learners’
critical thinking.
7.
Developing creativity
among the learners and the teachers
8.
Enhancing students’
ability of explanation and conversation.
9.
Producing a sense of
achievement among the learners.
10.
Increasing students’
motivation of learning the language.
(Transition: In addition,
there are also disadvantages for teachers and students.)
V.
Despite all the advantages of authentic
materials, there are disadvantages to them:
A. Lansford,
L (2014), presented disadvantages of authentic materials in the EFL classroom
for teachers:
1.
Unfamiliar Language
2.
Messy Real-World Context
3.
Idiosyncratic Usage
4.
Copyright Issues
5.
Materials Adaptation
B. Ramadan
(2022), presented disadvantages for students:
1.
They become outdated (e.g.,
the news).
2.
They are sometimes too
culturally prejudiced.
3.
The vocabulary used in
them may not be useful for the learners’ immediate use.
(Transition: Moving
forward, let us explore guidelines for preparing authentic materials.)
VI.
When selecting authentic materials,
teachers should carefully consider important guidelines.
A. For
authentic materials to be effective, teachers must learn how to choose them,
how to adapt them as needed, and then how to use them for authentic-like
activities in the classroom (Opp-Beckman & Klinghammer, 2006). For example,
bringing in a globe to talk about geography, bringing in menus to discuss
restaurants and food, and bringing in sports equipment to discuss sports.
B. According
to Opp-Beckman & Klinghammer (2006). Guidelines for choosing authentic
materials are:
1.
The materials are right
for the learner age group in terms of interest and level of language ability.
2.
The materials have
examples of the point of the lesson, illustrating authentic use of the language
points.
3.
The materials are in a
style of English learners are most likely to hear and use. For example,
listening texts can include any of the various forms of native speaker English
and/or examples of native and non-native English that are likely to be used in
the learners’ environment.
4.
Materials are available
locally, on the Internet, or have been collected by the teacher.
5.
The materials are of excellent
quality, whether print, sound, pictures, or other graphics.
6.
The materials can be used
in the classroom for authentic-like tasks or activities.
(Transition: To continue,
I am going to provide assessments for authentic materials.)
VII.
Criteria for authentic material assessment:
1.
The material is contextualized.
2.
The material is skill
oriented.
3.
The material stimulates
interaction and is generative in terms of language.
4.
The material encourages
learners to develop learning skills and strategies.
5.
The material allows for a
focus on form as well as function.
6.
The material is authentic.
7.
The material is attractive.
8.
The material has right
instructions.
9.
The material is flexible.
(Transition: Now, we will
discuss what are activities we can use in the EFL
Classroom.)
VIII.
Activities we can use from authentic
material in the EFL Classroom are:
A. Activities
using realia. Two ideas for using authentic materials in language learning
include utilizing restaurant menus and incorporating songs with English lyrics
(Pearson Languages, 2023).
1.
For restaurant menus,
teachers can introduce learners to common dishes in English-speaking countries,
allowing them to practice ordering meals with confidence. By using local
restaurant menus, students engage in activities such as guessing dishes, writing
orders, and practicing spoken English with role-plays. Additionally, students
can calculate bills and add tips to simulate real restaurant experiences.
2.
Similarly, songs with
English lyrics provide opportunities for listening and pronunciation practice,
as well as vocabulary acquisition. Students can select their favorite songs,
analyze lyrics for useful language, and even take part in activities like
filling in missing lyrics. These activities enhance various language skills and
can be incorporated into diverse types of lesson plans.
B. Activities
using print texts.
Word Counting and Clapping.
Children count the number of words in a sentence or text and clap their hands
for each word they count.
Shared Reading. An
adult reads a book aloud while children follow along, often with opportunities
for interaction, such as predicting what happens next or discussing the story.
C. Activities
using images.
Object to Picture Matching. Children
match physical objects to corresponding pictures.
Photo Event Ordering. Children
are given a series of photos depicting events and must arrange them in the
correct order.
Photo Puzzle. A
photo is divided into pieces, and children must reassemble it to form the
complete image.
Guess the Picture. A
picture is partially covered or revealed gradually, and children guess what it
is as more of the image is shown.
D. Activities
using multimedia.
Listening Games. Activities
where children listen carefully and respond to instructions or sounds, such as
Simon Says or musical chairs.
Listen to Songs. Children
listen to and often sing along with songs.
Short video Stories. Children
watch short video stories, often animated or with live-action narration.
(Transition: As the last
point of this presentation, we have these examples of authentic materials.)
IX. Examples
of authentic materials:
A. English
language classroom resources are commonly accessible without charge and are
easily found online or in select community settings (Thomas, 2014, as cited in
Teacher's Corner, 2018). Here are instances:
1.
TV shows, news segments,
documentaries, movie clips and trailers, online videos, and commercials
2.
Radio broadcasts, songs,
and podcasts
3.
Photographs, artwork,
signs, postcards, maps, and advertisements
4.
Magazines, letters and
emails, news articles, brochures, websites, blogs, and social media posts
5.
Recipes, food labels, bus
and train schedules, menus, and price tags and product descriptions
Conclusion
• Recognize
the value of authentic materials.
• Explore
definitions, types, advantages, and examples.
• Understand
how they enhance linguistic ability and cultural awareness.
• Commit
to incorporating them into teaching for meaningful language learning.
• Together,
we can empower them to communicate effectively in diverse real-life contexts.
REFERENCES
Candelario,
M. (2024). How to use authentic materials in English language teaching.
Preply Blog. https://preply.com/en/blog/tut-res-how-to-use-authentic-materials-in-english-language-teaching/
Computer
Hope. (2023). Image. https://www.computerhope.com/jargon/i/image.htm
Lansford,
L. (2014). Authentic Materials in the Classroom: Advantages. Cambridge
University Press ELT Blog. https://www.cambridge.org/elt/blog/2014/05/16/authentic-materials-classroom-advantages/
-
:~:text=To%20sum%20up%20the%20advantages%2C%20my%20teaching%20colleagues,to%20communicate%2C%20because%20they%20help%20make%20communication%20%E2%80%98real%E2%80%99.
Opp-Beckman,
L., & Klinghammer, S. J. (2006). Shaping the Way We Teach English:
Successful Practices Around the World. [PDF]. https://bpb-us-e1.wpmucdn.com/blogs.uoregon.edu/dist/d/14812/files/2017/07/shaping_manual_aug2006-pbntm2.pdf
Pachina,
E. (2020, May 27). Authentic and non-authentic materials: Their strengths
and weaknesses. TEFL Blog. https://www.teflcourse.net/blog/authentic-and-non-authentic-materials-their-strengths-and-weaknesses-ittt-tefl-blog/
Pearson
Languages. (2023). Using Real-World Materials to Teach English. Pearson
Language Community Blog. https://www.pearson.com/languages/community/blogs/2023/02/using-real-world-materials-to-teach-english.html
Ramadan,
M. (2022). 20 Advantages of Authentic Materials Every EFL Teacher Must
Realize and Exploit. ELT Guide. https://elttguide.com/20-advantages-of-authentic-materials-every-efl-teacher-must-realize-and-exploit/
SameekshaKhandelwal1712.
(2023). What is Multimedia? GeeksforGeeks. https://www.geeksforgeeks.org/what-is-multimedia/
Strikingly
Blog. (2023). Print Media vs. Digital Media: Which One is Better? https://www.strikingly.com/blog/posts/print-media-vs-digital-media-which-one-is-better
Teacher's
corner. (n.d.). Teaching with authentic materials. US English. https://americanenglish.state.gov/resources/teachers-corner-teaching-authentic-materials
Turner,
C. (2022). Using realia in the ESL classroom. BridgeTEFL Blog. https://bridge.edu/tefl/blog/use-realia-esl-classroom/
Umirova,
D. (2020). Authenticity and Authentic Materials: History and Present. European
Journal of Research and Reflection in Educational Sciences, 8(10), Part II.
ISSN 2056-5852. [PDF]. https://idpublications.org/wp-content/uploads/2020/10/Full-Paper-AUTHENTICITY-AND-AUTHENTIC-MATERIALS-HISTORY-AND-PRESENT.pdf
Lesson from the book Passages 1: Second Edition
The authentic material:
Authentic Material Title: How’s Your Self Efficacy
Objective: To learn and understand gerunds and infinitives while improve vocabulary regarding describing yourself to others.
Instructions: Have the student complete the following activities in order to learn about self-description.
Activity 1: Read the following words and check those attributes that fit you more.
1. ___ I am confident talking to native speakers of English
2. ___ Starting to do my homework is hard for me
3. ___ I am nervous when presenting in front of my classmates
4. ___ Paying attention in class is hard for me
5. ___ Studying is easy for me
Activity 2: Read the following text and write down the correct gerund of infinitive verbs on the provided spaces.
The Secret Ingredient for Successful Personal Change
Self-efficacy is (believe) _______ we have the capacity to do what we say we will do – feeling able (to make) ______ the change. Based on the ground-breaking research of Albert Bandura (1997), when we believe we are capable of (succeed) ___________ — (begin)_________ and (maintain ) ___________ a behavior—we’re more likely (to work) ________ toward and (to achieve ) ________ our goals. According to Bandura, when our sense of personal efficacy is higher, we may be more firmly committed to (achieve) _________ the challenges and goals we set. Strategies such as (observe) ________ others as role models, (visualize) ____________ ourselves taking action and (achieve) __________ success, and (talk) ________ about our wins can promote momentum toward mastery.
Activity 3: Look up the words written in Activity 2 and write a sentence with them.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1. Copy of the lesson selected from the coursebook. Unit #4, page 34 Lesson A “In the morning”
2. Copy of the Authentic material.
Kylie Jenner Mornings Routine
Typically Kylie likes to start her day early. She’s up at 5:50 a.m., ready to face the world. However, Kylie doesn’t have a set wake-up schedule. If she’s sleeping with her daughter Stormi, she’s usually up a lot later, around 8 a.m.
Kylie enjoys a warm room in the evening and morning, so she leaves her electric fireplace overnight. After waking, she’ll go for a shower or take a bath, depending on her mood.
After toweling off, Kylie starts her morning makeup routine. Unlike most women, Kylie doesn’t do her makeup in the bathroom; she has a dedicated “make up room” filled with her favorite cosmetics.
Once her face is ready, she heads downstairs for breakfast. Kylie starts her morning with a double-shot Americano with frothed almond milk.
In the past, Kylie wasn’t a breakfast fan. However, while she was dating rapper Tyga, she started to gain a taste for a morning meal. After the relationship ended, Kylie kept up her breakfast routine, and she typically had eggs, rice, and sausage for breakfast.
While she’s enjoying breakfast, Kylie reads through her text messages from friends and family. She’ll also browse her DMs on Instagram and check her feed.
She says she doesn’t pay attention to negative comments, as most of them are from people trying to get attention to drive their social media follower numbers higher.
Instead, she takes a positive approach to her social accounts and only posts positive content.
As the owner and CEO of Kylie Cosmetics, the social media superstar is always keen to see what people say about her billion-dollar makeup line. She’ll watch some reviews of her product by users on YouTube and think about innovations she can make with her brand.
After breakfast, Kylie has her morning meeting with her Kylie Cosmetics team. The meetings vary depending on whether the company’s planning on launching a new product or an advertising campaign.
3. Authentic material title: Kylie Jenner, a day in the life.
https://finty.com/us/daily-routines/kylie-jenner/
Objective: For students to learn the use of simple present statement and how to use it in daily life routine.
Activity #1:
Objective:Recognize sentences in the simple present tense in the paragraph.
Instructions: Read the Kylie Jenner morning routine and underline each sentence in the present simple and highlight all the verbs in the present.
Kylie Jenner Mornings Routine
Typically Kylie likes to start her day early. She’s up at 5:50 a.m., ready to face the world. However, Kylie doesn’t have a set wake-up schedule. If she’s sleeping with her daughter Stormi, she’s usually up a lot later, around 8 a.m.
Kylie enjoys a warm room in the evening and morning, so she leaves her electric fireplace overnight. After waking, she’ll go for a shower or take a bath, depending on her mood.
After toweling off, Kylie starts her morning makeup routine. Unlike most women, Kylie doesn’t do her makeup in the bathroom; she has a dedicated “make up room” filled with her favorite cosmetics.
Once her face is ready, she heads downstairs for breakfast. Kylie starts her morning with a double-shot Americano with frothed almond milk.
In the past, Kylie wasn’t a breakfast fan. However, while she was dating rapper Tyga, she started to gain a taste for a morning meal. After the relationship ended, Kylie kept up her breakfast routine, and she typically had eggs, rice, and sausage for breakfast.
While she’s enjoying breakfast, Kylie reads through her text messages from friends and family. She’ll also browse her DMs on Instagram and check her feed.
She says she doesn’t pay attention to negative comments, as most of them are from people trying to get attention to drive their social media follower numbers higher.
Instead, she takes a positive approach to her social accounts and only posts positive content.
As the owner and CEO of Kylie Cosmetics, the social media superstar is always keen to see what people say about her billion-dollar makeup line. She’ll watch some reviews of her product by users on YouTube and think about innovations she can make with her brand.
After breakfast, Kylie has her morning meeting with her Kylie Cosmetics team. The meetings vary depending on whether the company’s planning on launching a new product or an advertising campaign.
Activity #2:
Objetive: Identify Kylie Jenners routine.
Instructions: Complete the chart by identifying the order of Kylie Jenner morning routine. Use the simple present tense writing complete sentences.
5:50am | She gets up at 5:50am in the morning. |
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Activity #3:
Objective: Identify the activities you do daily in the morning.
Instructions: After reading the Kylie Jenner morning routine, write five sentences in simple present about the things that you do every morning to prepare for the day.
1.___________________________________________________________________
2.___________________________________________________________________
3.___________________________________________________________________
4.___________________________________________________________________
5.___________________________________________________________________
Einar Perez Authentic Material
Title: Describing Personalities
Coursebook: Passages 1 Student's book - Second Edition
Unit 1 - Friends and Family
Lesson A - What kind of person are you?
Authentic Material
Link:https://www.believeinmind.com/self-growth/inspirational-stories-of-great-persona
Authentic Material Tittle: J. K. Rowling Personality.
● Objective: Provide students with a comprehensive foundation in using gerunds, and facilitating their ability to communicate and express themselves in both written and spoken language through describing personalities.
● Instructions: Read carefully the authentic material provided, then develop the following activities.
Activity #1
Objective: Identity gerunds in sentences and differentiate them from other verbs.
Instructions: Create a list of gerunds that you find in the text about J.K Rowling personality.
Activity #2:
Objective: To expand the vocabulary through searching and definitions of new terms.
Instructions: Read the text. Then, search and write all the words that are new for you. Finally, write the meaning of each word (use a dictionary).
Activity #3:
Objective: Apply their knowledge by writing sentences using gerunds effectively.
Instructions: Write three sentences about your personality including gerunds and noun clauses after be.
Moises De Gracia
Copy of the lesson selected from the coursebook:
Book Title: Touchstone Teacher’s Book
Unit: 12
Lesson: Countable and uncountable nouns
Authentic Material
Copy of the Authentic Material
Authentic Material Title: Sample Descriptive Essay on Favorite Food
Link:https://www.allbusinesstemplates.com/template/FP3ST/food-favorite-descriptive-essay-sample/
Authentic Material
Sample Descriptive Essay on Favorite Food
May 27, 2014
Today, there are many delicious foods easily available. I sometimes wonder how life was in the ancient past when they did not
have ease of access to food as we do today.
However, though I can find food of all kinds in our stores there are foods that stand out as my favorite.
I easily walk past the pizzas, the fluffy pasties, pies, and cream cakes. But when I sit in the restaurant and see the words
oxtail stew, with creamed spinach and potatoes I positively drool.
The Waitron places the crispy warm bread rolls beside me on a white plate. In front of me were yellow balls of butter. Next, she
placed in front of me a bowl of creamed spinach, dark green finely cut with the white cream and steam coming from it advertising
it was freshly cooked. I inhaled the warm aroma unique to spinach. Beside it was a bowl with smooth white mashed potato. Rich
creamy smooth and firm from the butter and milk that had
been beaten into it to add to its flavor and smooth texture.
Then came the bowl full of oxtail stew. Its rich dark brown color was set off by the white bowl it was in. The gravy was thick
and rich. I could smell the aroma of beef, garlic, and herbs and spices
drifting up from it into my nose. My mouth watered in anticipation.
Now I took the silver spoon and dipped it into the bowl of potato. It smoothly
penetrated the firm fluffy white mound.
I lifted the spoon and turned it over on my plate depositing a mound of potato. I repeated this 3 times. Then using another spoon
I scooped up spinach dripping white sauce and put it on the plate beside the potato. The dark green Spinach was hot, the white
Sauce melted and it contrasted with the creamy potato. Now after a second helping of spinach I took another larger spoon.
I dipped it into the rich brown stew and stirred it. Then I scooped up a chunky slice of oxtail. Several other pieces followed
that one onto my plate, the rich brown meat, contrasting with the dark green spinach and creamy white potato. The succulent
meat gleaming with a coating of rich gravy and the aroma of gravy, garlic spinach and potato blending in the steam rising
from my plate. I scooped up gravy from the bowl and trickled it over the white potato catching the scent of red wine.
I broke the roll and spread butter on it and I was ready to eat.
Now the decision was where to start, so I bit into the fresh crisp roll and tasted
its warm soft texture and the melting butter.
By then I had decided to sample the potato with gravy and the spinach.
The potato was smooth, with a taste of butter overpowered with the tangy gravy,
its garlic and hint of good red wine in it. The spinach was a good foil.
Smooth with its vegetable texture and plain white sauce it softened the taste of the gravy.
Then I used my fork and removed the succulent meat from the bone.
Its soft texture, fatty feeling in the mouth, the spice wine and garlic in the gravy
made it perfect. So I sat contented at my table eating as much as I could,
and more than I should of my favorite food.
Reference of the Authentic Material:
Bradshaw, L. (2014, 27 May). Sample Descriptive Essay on Favorite Food. Allbusiness Templates. https://www.allbusinesstemplates.com/template/FP3ST/food-favorite-descriptive-essay-sample/
Activity 1:
Objective: Identify and categorize food words as singular count nouns (S), plural count nouns (P), or non-count nouns
(NC) with the provided essay, enhancing vocabulary and reading comprehension skills.
Instructions:
Read the essay title “Favorite Food” by Lauren Bradshaw.
Underline all the food words you find.
Write above the underlined words as singular count nouns (S), plural count nouns (P), or non-count nouns (NC).
Activity 2:
Objective: Distinguish between singular and plural nouns for food words and correctly use the articles “a” and “an”.
Instructions:
Read the essay titled “Favorite Food” by Lauren Bradshaw.
Identify singular and plural food words.
Record your findings in the provide chart-
Using the chosen food words, write five sentences that correctly incorporate the articles “a” and “an”.
Example: “She wants a banana in her smoothie”
“Pedro likes eat an apple every day”
___________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Activity 3:
Objective: distinguish between countable and uncountable nouns, as well as correctly using the articles (a/an)
and quantifiers (how much/ how many/ a lot of) in context.
Instructions:
Read each sentence carefully to identify the nouns mentioned.
Choose the correct article (a/an/the) based on the noun and the context of the sentence.
Select the appropriate quantifier (how much/how many/ a lot of) based on whether the noun is countable
Ensure that singular and plural forms of countable nouns are used correctly.
Example:
The waiter placed crispy warm bread (roll / rolls) beside me on a white plate.
I lifted the spoon and turned it over on my plate depositing (a /an / the) mound of potato.
I dipped it into the rich brown (stew / stews) and stirred it.
(How many / How much) spinach was served in the creamed spinach dish?
Beside it was a bowl with smooth white mashed (potato/ potatoes).
(A lot of / many / much) foods are available in the stores, but which ones stood out as the author's favorite?
6.(How much / How many) oxtail stew the author describes in the essay?
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