Authentic texts

for Language Learning + Assessment

stages 4 – 6

Presented by Karly Lazarou

Saturday School of Community Languages

Learning Intention of Today's Session

✘ Revise the importance and potential that authentic texts offer our students in our everyday language teaching and learning

✘ Demonstrate ways in which authentic texts can be used effectively within learning tasks and as assessment tasks

✘ Explore 'new' authentic texts that are accessibeto our students through the internet and the variety of language activities we can design around these.

2

“Texts or materials produced for

‘real-life’ purposes and contexts as opposed to being

created specifically for learning tasks or language

practice.(NESA 2018)

3

“The major advantage of using authentic materials and mass media in the foreign

language classroom is that they contain current language on all topics imaginableand provide constant reinforcement of grammatical forms learned in the classroom.

In addition to containing traditional vocabulary learned in the early stages of language instruction, they may contain neologismsas well as extensive vocabulary

for sports, politics and other topical areas... there is nothing artificial or contrivedabout foreign media, they have been created for consumers and residents in

authentic settings not for foreign language teachers or students.

(Berwald 1987)

4

Authentic Texts can be...

✘ Songs✘ Articles✘ Poetry✘ Advertisements (print + television)✘ Websites✘ Podcasts, videos, filmsRealia✘ Tickets✘ Catalogues✘ Brochures✘ Packaging✘ Receipts 5

Click to add text

4 A's Model for selecting authentic texts

Authentic✘Prepared by and for language users not language learners

✘Created solely for the use of target language speakers for pleasure or information

Accessible✘Appropriate for students age and proficiency

level

✘At an appropriate level of rigor or challenge

✘Rich in visual support, cognates and known words

✘Linked to prior knowledge

Appealing

✘Connected to real life

✘ Interesting to students

✘Attention grabbing, novel, humourous

✘Techbased

Aligned✘Matched to learning targets

✘Opportunities to practice interpretive skills

✘Springboards for interpersonal and presentational tasks

✘Examples of vocabulary, language structure and culture in context

✘Sources of comprehensible input

6

“Authentic texts are not superior to language-

teaching texts, but rather serve a different purpose in language learning […] The rich

language found in authentic materials provides a source of input language learners need for

acquisition. (ACTFL 2018)

7

Why authentic texts for stage 4 – 6?

Technology provides new opportunities for live interaction with the language that embraces student-centred learning pedagogies

✓ Develop a sense of purpose and validity in students’ language learning

✓ Reward and motivate students to view and apply their newly acquired vocabulary, phrase or grammar in a functional, everyday context

✓ Engage students with current and relevant texts that are authentic examples of idiomatic expressions and intercultural perspectives

✓ Prepare for exposure to language outside the classroom and develop inferencing skills

8

Stage 2

9

Stage 5

Accessing + Responding Task: Aegean Airlines

11

10 MARK SECTION

✘ Who is the young boy writing to? (1 mark - comprehension)

✘ How is the enthusiasm and excitement of the young boy established? (3 marks - analysis)

✘ What can be inferred about the relationship the young boy has with this grandparents? (3 marks - Synthesis)

✘ Identify the slogan that is promoted and the tone this establishes to persuade the audience. (3 marks - comprehension + analysis)

12

Accessing + Responding Task: Cosmote 4g Network

13

Accessing + Responding Task

✘ Identify the service or main message of this advertisement? (comprehension)

✘ Identify the target audience of the advertisement and justify your response. (analysis)

✘ Identify the cultural stereotype that is referred to in this text and explain how it is presented. (analysis)

✘ What does the phrase "έχωβγάλει ένα δράκο στη μάπα" mean? (comprehension)

✘ Looking at the setting, tone, protagonist and product advertised, draw similarities between the lifestyles and interests of youth of Australia and Greece. Draw on specific evidence to support your answer. (synthesis + intercultural understanding)

14

Print Advertisements + Language Activities

15

Print Advertisements + Language Activities

16

Systems of Language Activities

✘ Identify the persuasive language in these advertisements. Which words are most engaging or powerful?

✘ Write down all the verbs that are in the imperative form in these advertisements.

✘ Explain the cultural significance of each advertisement to its mid 20th century time period and if the same values still apply to Greek society in the 21st century?

✘ Research 3 of your own Greek advertisements using the interentand make a list of 10 emotive adjectives or adverbs that appeal to the consumer.

17

Composing Activities

Task 1

In groups of 2 choose one of the following products to advertise:

- cleaning product

- coffee product

- cake mix

Write the script for a television commercial that highlights the ease and convenience of using this product. Use the imperative form at least 5 times.

Perform your advertisement to the class and remember to use emphasis and tone!

Task 2

Write and record a 45 second radio advertisement for the following product:

Ensure you have one example of the imperative and one rhetorical question. You will have 10 minute to prepare your response. You may write 5 dot points to prompt your response.

18

Realia: Brochures

Stage 6 Continuers:Reading andResponding Part A + B TaskOR Stage 5 Students with abackground in Modern Greek

19

20

Reading & Responding Part A Questions

✘ Explain the meaning of the tile <<Ζήτωη μόδα!>>✘ How much of today's unwanted fabrics can be used?✘ Identify H&M's main goal in pursuing this project.✘ Explain the offer that H&M proposes to each person that participates.✘ Identify the process that the clothing undergoes after being donated.✘ Explain the 4 options that awaits each piece of clothing that is received

by H&M. ✘ How does H&M benefit from this project?

21

Reading & Responding Part B

You have picked up this pamphlet whilst shopping for new clothes in a Greek youth clothing store titled H&M and are very impressed with the initiative. Write an email to your friend informing them of this new H&M

project and invite them to participate with you. Explain how the project works and draw on specific points within the text.

22

Realia: Catalogues

23

Lesson Warm Up: Running Dictation

Original Text eg.Catalogue on one side of the room

24

Student 2 listens and writes the description and teachers checks at the end for errors.

Student 1 selects an item from catalogue and reads description. Runs back and forth between the text and student 2 to deliver information

✘ Youth issues: Technology and AlcoholWebsites can be used as stimulus for students to translate, class discussion, analysis or to re-create using their own language.

25

Websites

✘ Accessing + Responding + Interacting

✘ Application of language skills to real-life contexts

✘ Language based ICT skills eg. Using Greek keyboard

✘ Current to the minute, task based, interactive short activities

✘ Excellent for formative assessment and applying a day’s learning

✘ Students submit screenshots as evidence of learning26

Shopping Homework Task: Contextualised Learning

It is the beginning of winter and you are in need of some new clothes for a class excursion to Thessaloniki.Search through the site mango.gr and purchase the following items for the excursion:- jeans - walking shoes- 2 jumpers - 1 coat- a belt or a scarf or a bag

27

Websites

28

29

Students take a screen shot to show their completed

task

30

✘ Shopping activititiesare versatile and rewarding for students to apply their learning to a real and functional context

✘ Quick learning activitythat is rewarding

✘ Can be adapted for a variety of units

31

✘ Travel unit: teacher provides travel itinerary for a number of destinations in Greece. Students must find appropriate accomodation on trivago.gr according to time and place and take a screen shot of their "booking" ensuring they meet the requirements of the itinerary

32

✘ Entertainment unit: Students use session times on village cinemas.gr site to organise a time and location to see film and "book" a session. Students may write a dialogue to go with this.

33

✘ School Unit: students are preparing to go back to school. Teacher provides a shopping list of school items and books. Students navigate around the site, "purchase" items they need and screen short their shopping cart.

34

Using public.gr for using authentic texts in reading passages.- excellent categorisation of texts for age, level and topic. All books have a preview of the first chapter to download for use in reading activities and assessments.

35

✘ Picture books can be used as excellent classroom stimulus for writing responses, analysis or class discussion

36

LIDL Weekly Shopping Catalogues

✘ Uploaded onto the site every week

✘ Excellent for short activities or quizzes where students must find and write the price of each item.

37

✘ Shopping Unit:reading and responding activities where students locate and explain all the special offers at the supermarket and explain the persuasive elements of the catalogue.

38

✘ Quick classroom shopping quiz game:

Teacher calls out a product and students must respond with the price.

39

Place your

screenshot here

✘ With travel and technology bringing

Greece closer than ever before teaching

Greek with authentic texts has never been

easier

✘ Collect items, take photos, search the web.

Ask students who travel to collect items

of interest

✘ Bring Everyday Greece into your

classroom!

40