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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
contras...
7
Ambiguity
Tolerance
Raise
awareness
Create a risk-
friendly
atmosphere
Promote
speculation
Credit: Steve Oakes
“Good lea...
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 dif...
9
Raise
awareness
Situational discussions
Two elementary level English
students have recently arrived
in England with thei...
10
Promote
speculation
Materials choice:
can students relate
to it?
Questions with
more than one
correct answer
It’s a ___...
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
te...
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...
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 o...
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 t...
22
Back to back (+lie)
At lower levels you could:
Choose a section where the action changes more slowly (or put
the video ...
25
Thank you!
Any questions ?
Michael.brand@pearson.com
Blog: http://eltlearningjourneys.com/
http://product.pearsonelt.co...
Embracing Authenticity, by Michael Brand - Madrid, Spain
Embracing Authenticity, by Michael Brand - Madrid, Spain
Embracing Authenticity, by Michael Brand - Madrid, Spain
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Embracing Authenticity, by Michael Brand - Madrid, Spain

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Embracing Authenticity, by Michael Brand at Pearson Morning for Teachers at Adult Learner Centres - Madrid, Spain

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Embracing Authenticity, by Michael Brand - Madrid, Spain

  1. 1. Michael Brand 23 April 2016 Embracing Authenticity
  2. 2. 2 Of undisputed origin Not a copy Genuine Real “The Real Deal” “The Genuine Article”
  3. 3. 3 intended for native speakers, not second-language learners Authentic material:
  4. 4. 4 B1+ ?
  5. 5. 5 “Ambiguity tolerance”
  6. 6. 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. 7. 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. 8. 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. 9. 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. 10. 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. 11. 11 Promoting speculation whilst offering vocabulary support
  12. 12. 12
  13. 13. 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. 14. 14 What can we do with a wordcloud?
  15. 15. 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. 16. 16 Post task: students have heard the words in context
  17. 17. 17
  18. 18. 18 What level would you use the video at for A) enjoyment and broader understanding? B) understanding most of the language? A1 A2 A2+ B1 B1+ B2 C1 C2
  19. 19. 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. 20. 20 Deadspot listening
  21. 21. 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. 22. 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
  23. 23. 25 Thank you! Any questions ? Michael.brand@pearson.com Blog: http://eltlearningjourneys.com/ http://product.pearsonelt.com/speakout2e/

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