Embracing Authenticity, by Michael Brand - Madrid, Spain
-
Upload
pearson-spain-and-portugal -
Category
Education
-
view
309 -
download
4
Transcript of Embracing Authenticity, by Michael Brand - Madrid, Spain
Michael Brand
23 April 2016
Embracing Authenticity
2
Of undisputed origin
Not a copy
Genuine
Real
“The Real Deal”
“The Genuine Article”
3
intended for native speakers, not second-language learners
Authentic material:
4
B1+ ?
5
“Ambiguity tolerance”
6
Dealing with unknown vocabulary
To preteach or not to preteach?
Can you work it out from the context?
Is there a contrasting statement?
What’s the root?
It flew away.
Last week I went for a walk and saw a Gadwall.It was standing on a rock..
I found him affable, yet they had told me he was unfriendly
Ignore it!
antidisestablishmentarianism
7
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
8
This is authentic material, so it’s hard
You don’t need to understand all of it
Shall I play it again?
Wow, that was difficult wasn’t it?
If you don’t know a word, look it up!
Create a risk-friendly atmosphere
I think you’ll enjoy this
What DID you understand?
What strategies can you use?
9
Raise awareness
Situational discussions
Two elementary level English students have recently arrived in England with their host families. Someone invites them to the theatre.
No thanks, I won’t understand anything
Great, what time do we leave?
10
Promote speculation
Materials choice: can students relate to it?
Questions with more than one correct answer
It’s a _________ day here in Madrid, with a __________ breeze.
So you found a good restaurant in La Latina, ____________ do you want to go?
This curry is too ______________ to eat.
hot when how strong how cool why
11
Promoting speculation whilst offering vocabulary support
12
13
What is it? What
does it show?
Why are some words bigger than others?
How do I make one?
Why are the big words useful?
14
What can we do with a wordcloud?
15
Which words do you know?
Explain / Define / Put it in a sentence
Find 5 verbs / nouns
Find the words: where you play tennis, an opposite, a synonym
Personalise the topic
Are there any more (big) words you don’t know?
Find links between words: predict content
Can you find the ______ sound?
Promote speculation: What’s the video about? Why?
16
Post task: students have heard the words in context
17
18
What level would you use the video at for
A) enjoyment and broader understanding?
B) understanding most of the language?
A1A2A2+ B1B1+B2C1C2
19
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…
20
Deadspot listening
21
Work in pairs
One student watches the video (on mute) and provides a running commentary to their parter who is facing the other way. They tell a lie.
Spot their lie!
Watch intently, speak clearly
Full concentration required to complete the task
with a twist
22
Back to back (+lie)At lower levels you could:
Choose a section where the action changes more slowly (or put the video in slow motion!)
Allow the pupil who is speaking to see the section once prior to describing it
Pupils do a summary as opposed to a running commentary
25
Thank you!
Any questions ?
[email protected]: http://eltlearningjourneys.com/http://product.pearsonelt.com/speakout2e/