This document outlines a presentation about using authentic materials in world language curriculum. It defines authentic materials as texts created by native speakers for other native speakers. The presentation discusses the benefits of authentic materials for exposing students to real language and culture. It provides examples of audio and written authentic resources and strategies for selecting and scaffolding materials for different proficiency levels. Recommendations are made for integrating technology and authentic materials into world language instruction.
15. AUTHENTIC MATERIALS ARE...
• those designed for native speakers. They are real text
designed not for language students, but for the speakers of
the language in question. (Nunan)
• stretches of real language, produced by a real speaker or
writer for a real audience and designed to carry a real
message. (Harmer)
• “appropriate” and “quality” in terms of goals, objectives,
learner needs and interest and “natural” in terms of real life
and meaningful communication. (Rogers)
19. ACTFL.ORG GUIDELINES
EXAMPLE: Students listen to authentic audio clips featuring
native speakers describing an event, and can match the oral
description to a picture, or put pictures in the order of the
sequence of events as described.
EXAMPLE: Students read several authentic menus and identify
which would be appropriate for different people based on likes/
dislikes and special dietary needs.
EXAMPLE: Students browse the website of a current popular
magazine in a target language country.They identify the emotions
of the people in the photo based on their interpretation of visual
and linguistic cues and then discuss their findings with their
classmates.
20. AP EXAM OVERVIEW
Sec$on
I
(Interpre$ve
Communica$on)
Mul$ple-‐choice
(50%
of
total
score):
65
items
in
9
sets
4
reading
2
listening
and
reading
combined
3
listening
Sec$on
2
(Interpersonal
and
Presenta$onal
Communica$on)
Free-‐Response
(50%
of
total
score):
4
items
Interpersonal
Wri$ng
Presenta$onal
Wri$ng
Interpersonal
Speaking
Presenta$onal
Speaking
23. HOW THE AP EXAM
HAS CHANGED
Students
will
work
with
a
greater
variety
of
authen$c
materials,
both
print
and
audio,
reflec$ng
the
linguis$c
and
cultural
diversity
of
the
French-‐speaking
world.
Literary
and
journalis$c
texts
but
also
announcements,
adver$sements,
leRers,
maps
and
tables.
Scripted
dialogues
but
also
radio
interviews,
podcasts,
public
service
announcements,
brief
presenta$ons.
Criteria
for
selec$on
are
comprehensibility
(accent,
pace,
minimal
background
noise/overlap)
and
relevance
to
a
course
theme
and
to
a
topic
that
could
interest
students.
Materials
will
be
reasonably
chosen,
but
will
also
reflect
a
range
of
cultural
perspec$ves
and
linguis$c
features.
25. ADVANTAGES OF USING
AUTHENTIC MATERIALS
• students are exposed to real discourse / real language
• they keep students informed about real world issues
• many can be scaffolded for various levels
• they contain a wide variety of topics and language styles not
found in conventional teaching materials
• they showcase the culture of target language areas
• they interest and engage students
28. OUR CHALLENGE
• Finding the appropriate authentic materials
• Integrating them into our curriculum
• Providing access to these materials for our students
• Interacting with our students via technology
• Utilizing technology in our classrooms
33. BEST PRACTICES WHEN
USING MATERIALS
• Advanced Organizer - a pre-reading or pre-listening teaching
aide that prepares the students for what is to come
34. Tema curricular: La belleza y la estética
Introducción
Este texto trata de una obra de teatro para niños. El anuncio original fue publicado en marzo de
2011 en Nueva York, Estados Unidos.
¡TRAIGA A SUS NINOS A REPERTORIO ESPAñOL! MI BEBé ES UN HéROE
ESCRITA Y DIRIGIDA POR EDUARDO NAVAS
UNA PRODUCCIóN DEL TEATRO RODANTE INFANTIL SCARAMOUChES
PRESENTADA POR REPERTORIO ESPAñOL
UN ESPECTáCULO BILINGüE (INGLéS Y ESPAñOL)
Teatro Scaramouches, una excepcional compañía venezolana de teatro infantil, presenta una
original y divertida obra teatral con marionetas. El malvado y travieso Cuchiflín intenta llevarse
al bebé del Príncipe Azulito y la Princesa Perlita. Con la ayuda de los niños el bebé impide que
Cuchiflín se salga con la suya, convirtiendo al bebé y a los niños en héroes. Repleta de
colorido, risas y diversión, la obra capta la atención de los niños de principio a fin.
sábado 5 de febrero – 12 p.m. sábado 5 de marzo – 12 p.m. sábado 2 de abril – 12 p.m.
sábado 7 de mayo – 12 p.m. sábado 4 de junio – 12 p.m.
RESERVACIONES
INTERNET: WWW.REPERTORIO.ORG TELéFONO: 1.212.225.9999
35. BEST PRACTICES PART 2
ONGOING ASSESSMENT
• Formative Assessment on Ed’s site
36. BEST PRACTICES PART 3
FOR FRENCH II
Speakers:
Emotions:
Relationships among the speakers:
Type of listening:
Topic:
Why someone might listen to this:
Scaffolding authentic resources
A listening activity - French IV
42. SCAFFOLDING THIS AD
• NOVICE
• uncomplicated tasks / short utterances / brief descriptions
• INTERMEDIATE
• predictable, concrete topics / evidence of different time
frames, basic Q A on familiar topics
• ADVANCED
• sustained narration description, ease of expression
including opinions and observations
43. LA CHANSON - C’EST DU
LOURD
• Thème: La vie contemporaine
44. HELPFUL MUSIC LINKS
• Top 50 French songs
• Lengthy list of French songs linked to themes language
• Spanish song / video site linking language concepts to media
• 50 songs for learning Italian
50. L’INJUSTICE ACTIVITIES
• Novice
• simple descriptions of scenes, objects, actions
• Intermediate
• basic statements and questions about the video in variety
of time frames
• Advanced
• opinions/observations, apply to your life
51. L’INJUSTICE - 3 MODES OF
COMMUNICATION
• Presentational
• Interpretive
• Interpersonal
60. A MODEL OF A THEMED-
BASED UNIT FEATURING
AUTHENTIC MATERIALS
• Select a primary text / resource
• short story, article, abridged novel, film/video
• Enrich the unit with a variety of materials
• The result - a culturally rich, engaging unit
61. ED’S THEMED UNIT
• Themes - contemporary life, global challenges
• Primary source - George Simenon’s Maigret et le Clochard
• Supporting materials - informative websites, audio interviews,
music videos and lyrics, news videos, voicethreads, wordle,
statistics, maps, teacher created advanced organizer
• Let’s see how it works
62. IPADS FOR WORLD
LANGUAGE
• Numerous apps for all levels
• Immediacy of apps online access
• Grammar, news, listening reading comprehension
• Document sharing via Google Docs
63.
64.
65. LANGUAGE RESOURCES
• news sites
• international organizations
• national / tourism sites
• podcast sites
• govt
• assorted sites
100. MY CONTACT INFORMATION
• Google “Ed Weiss Haverford”
• Tab on left bottom “authentic materials”
• My email - edweiss@comcast.net
• Workshops on technology integration, WL curriculum building,
French resources, AP strategies, 3 modes of curriculum, using
Ipads in WL classes
