Joanna Watson discusses the value of using authentic materials in the classroom. Some examples of authentic materials include newspapers, magazines, timetables, maps, forms, road signs, menus, films, commercials and advertisements. While authentic materials may seem too difficult for students, Watson argues they should not be edited or graded but rather the tasks based on the materials should be graded according to the students' levels. This reflects real-world language use and encourages motivation as students feel they are conquering real texts. The document also discusses the distinction between language acquisition and learning, provides tourist information leaflets as an example of authentic materials, and suggests teachers reflect on how materials could activate students' background knowledge and be useful for further project work.

1. Using authentic materials
Joanna Watson
EAQUALS – Budapest
April 2014

2. Aims
• To identify a range of authentic
materials
• To explore the use of authentic
materials in the classroom for different
levels
• The value of using authentic materials

3. Authentic materials
• Newspapers
• Magazines
• News broadcasts –
audio/video
• Timetables
• Maps
• Forms
• Road signs
• Menus
• Films
• Commercials
• Adverts
• And…………

4. Too difficult?
Yes they are!
Don’t edit or grade the text
Grade the task according to level
This reflects the ‘real’ situation in the
language environment
Saves the teacher time
Encourages and motivates students –
they ‘conquer’ a real text!

5. Stephen Krashen
Distinction between acquisition and
learning
Acquisition – language we pick up
subconsciously
Learning – language we consciously study

6. Example
A tourist information leaflet
Advantages
free/multiple copies/no copyright
worries
Activate schemata
Are available in all languages therefore
can be used in any language classroom

7. Creating tasks
Remember
Don’t edit or grade the text
Grade the task according to the level
Appropriate level of challenge

8. Reflection
Ask yourself:
How many of these would access
schemata?
How many of these would be useful in
the real world?
How many of these could lead to
further project work?
How many of these might you try in your
own classes?