Post on 20-Mar-2017
Elena Merino
Embracing Authenticity
Not a copy
Genuine
Real
“The Real
Deal”
“The Genuine Article”
Of undisputed
origin
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intended for native speakers, not second-language learners
Authentic material:
B1+ ?
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CULTURE
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“Ambiguity tolerance”
Ambiguity Tolerance
Raise awareness
Create a risk-friendly atmosphere
Promote speculation
Credit: Steve Oakes
“Good learners learn to live with uncertainty and
develop strategies for making sense of the target language without wanting
to understand every word”
Rubin and Thompson
Ambiguity Tolerance
Create a risk-friendly atmosphere
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Dealing with unknown
vocabulary
To preteach or not to preteach?
Ignore it!
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Teaching ideas
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Can you work it out from the context?
Last week I went for a walk
and saw a Gadwall.
It was standing on a rock.
It flew away.
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I found him affable, yet they had told me he was unfriendly
Is there a contrasting statement?
Work with cognates
Der Film hat ein gutes Argument
What’s the root?
antidisestablishmentarianism
Ambiguity Tolerance
Promote speculation
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What can you see?
What do these pictures represent?
What do the pictures have in common?
Ambiguity Tolerance
Promote speculation with vocabulary support
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Personalize the topic
25 Speak Out l 16/04/15
I’m very good at dancing
Ambiguity Tolerance
Raise awareness
2700.00-1.15
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What level would you use the video at for
A) enjoyment and broader understanding?
B) understanding most of the language?
CEFR GSE
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“Andy’s feeling nervous that not many people will turn up. But, he didn’t need to worry: nearly 20,000 people are here on the streets of Dunblane…”
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Deadspot listening
1.15-1.25
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• Work in pairs
• Student A watches the video (on mute) and provides a running commentary to Student B who is facing the other way. Student A tells a lie.
• After the video, Student B spots the lie!
…with a twist
2.18-2.48
back to back
Watch intently, speak clearly
Full concentration required to complete the task
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Can I do this activity at lower
levels?
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• Choose a section where the action changes more slowly (or put the video in slow motion!)
• Allow the student who is speaking to see the section once prior to describing it.
• Students do a summary as opposed to a running commentary.
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Teaching ideas for post-tasks
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tagxedo.com
worlde.net
Use Word Clouds
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Did the students hear the words in context?
Make a lexical set: tennis / sport
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Can you rearrange the sentences?
Similar to Padlet…
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What can I do with higher levels?
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Jimmy FallonJonathan Ross
Oprah Winfrey Graham Norton
80 Can follow films employing a considerable degree of slang and idiomatic usage
83 Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts
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Yeah we did an advert that started in the UK and it was during a programme called X Factor that we have and erm yeah it just came on. And it was just like a black screen with white writing just with the lyrics of a bit of the first verse of Hello and then it ended with three dots as in to be continued and erm I mean I was watching it, I like X Factor, so we were watching it and I just like shit myself, like absolutely lost the plot when it came on and I got really excited as if it wasn’t me as well and then afterwards I’m very new to like being on social media and afterwards I was like tried to check twitter but I didn’t have a twitter account, so I just saw what was on there if you’re not on there.
Conclusion (I)
Videos…
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1) Hold our students attention
2) Offer paralinguistic characteristics aid comprehension
3) Students are subjected to ‘real’ English.
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Conclusion (II)
When working with authentic materials…
• Promote speculation• Raise awareness• Create a risk-friendly
atmosphere
Need more ideas?
www.pearsonelt.es (Events & Teacher Training)
http://eltlearningjourneys.com/