The role of authentic materials Content Introduction Chapter I authentic materials

USING ORIGINAL MATERIALS IN TEACHING TO TEACHING
While reading has different meanings for different people, for some it is an opportunity to recognize written words and for others to practice pronunciation and speaking. However, reading always has its purpose. This is something we do every day, it is an integral part of our daily lives, it is considered very simple and is something that everyone can usually do. The reason for reading depends in many ways on the purpose of reading. The use of original materials is discussed in the classroom, and the student benefits from learning the real language in a real context. Other aspects that are positive in the use of real materials are that they are highly motivated, give a sense of success when understood, and encourage further reading. They also reflect changes in language usage, there are different types of text, they are very versatile (they can be used in different ways to develop different skills) and can be used multiple times as well as updated. . Everything can be used as real material, but one of the most useful resources for developing reading is the Internet, where large amounts of different materials can be easily accessed. When one of the main reasons for using real materials in the classroom is outside the “safe”, managed language learning environment, the student encounters the real world and how it is used, not the artificial language in the classroom. The task of the teacher is not to deceive the language learner, but to inform him or her and give him or her the necessary skills to understand how the language is used. knowledge is not enough. Top-down processing is the opposite, where the global meaning of a text is obtained through “signs” in the text and a good schematic knowledge of the reader. This is often associated with a good reader who does not read literally, but reads quickly and effectively.
The most comprehensive description of the reading process is “... each component in the reading process can interact with any other component ... (Alderson 2000: 18)” are interactive models, both below combines elements of top and bottom models. Reading is an interactive process (conversation between writer reader, even if the writer is not present) and both processes are necessary for it to happen, top-down to predict meaning and bottom-up to verify it . Thus, both are complementary methods of text processing. Our knowledge and experience of the world around us also affects how we read or process a text, which is called schematic theory (Bartlett 1932). He works actively and constructively, our knowledge of the world is a continuous process, and after receiving new information he interprets it on the basis of what is already known. Good readers have an idea of ​​what is normal (linguistic and conceptual) and how the world works, so as they read, they use existing schemes and then replace them with any new information. They also have assumptions or predictions that are reinforced, challenged, or altered before reading. The scheme is also described as “... cognitive guidelines that allow the organization of information in long-term memory ...” (Widdowson 1983: 34). Often the writer assumes that the target reader has an appropriate scheme for reading the text and therefore ignores some facts or does not specify (approximately) but this writer and reader share the same relevant scheme if not, it causes problems. Reality, therefore, is not just the text itself, but the interaction between the reader and the text.
Chapter II. Working with real materials to teach reading Real materials are any text written by native English speakers by native English speakers. All texts used on this site are articles from The Economist magazine to supplement Intelligent Business materials. Why choose real materials? Let’s take a look at some of their advantages. 1 Real materials lead students to be in direct contact with the level of reality of business English. 2 Actual materials from periodicals are constantly updated and constantly updated. 3 Real material from a particular source, such as The Economist, works in consistent areas of language, so after a while, students who practice reading The Economist become experts in reading business publications in English. 4 Real Materials provides us with a source of modern materials that directly meet the business needs of English learners. Let’s look at them in order: Real materials lead students to be in direct contact with the level of reality of the English language. Real business English, i.e. the English that business people use to communicate with other business people - English that is not particularly easy for students - can be a great motivator. Constant exposure to real English, as it is used to talk about business, sets the end of the tunnel the goal for many students. "If I work with real business English and learn it, I will develop a tool that I can use in real life." Another important point here is that many of our students are already engaged in business, so they will have learned a certain amount of English used to run a real business. Real business can create a lot of value out of a marriage between English and the real business experience of our students. 2.1 Preparing Reading Materials Basic Principles Giving your students an article that is fun and satisfying to read is one thing, and giving them an article to read in class (even if it’s fun and interesting) is another. It is very difficult for them to understand that they face problems in every third word and lose confidence in English. Therefore, especially when you start us
ing real materials with them, you will need to be very patient and politely support them in the learning process. It is at this point that you need to make adjustments to cover your group’s level of understanding and vocabulary. Take a look at the value-added lessons and the first lesson with real materials. Making it fun for everyone If you get to know your groups, it will be easier for you to choose the most appropriate and relevant material - but of course, you can always ask your group to choose (people in your group can even accept it for)! But keep in mind that if you give your groups interesting things about the article, the interest or importance of the article may not be so great! Real Materials Preparation Program Allocate half an hour of preparation time for an article of 900-1200 words. Example of Article 1, during this time you can do the following: Cut The article and make sure the rest makes sense Cut the article (see Things to look out for when cutting articles) or cut the article where it is interesting throw, but not everything is said ... Cutting article Ma
Things to look out for when cutting articles (These comments refer to an economist's article about the U.S. government suing the U.S. tobacco industry. See full article) Capitalization: When a company or organization is named for the first time, it is often followed by comes a set of letters. A later article states: "The first of these forces was a legal agreement between GlaxoSmithKline (GSK) ... and New York State." So, if you cut out the first link about the company, when you first mention it in the cut version of the article, you will need to enter the full name and initials of the company here "GlaxoSmithKline (GSK)". Names of people: The first person mentioned in the article is named with a first name, last name, and a brief description: "Democrat Congressman Henry Waxman from California pointed out ..." In the article, he appears as Mr. Waxman. : "Alan Goldhammer, another PhRMA spokesman, claims Mr. Waxman relied on preliminary data." If you cut out the first note about this person, be sure to indicate his or her full name when you first mention that person. Read for yourself: Check the cut article yourself again to make sure it makes sense and that something doesn’t seem to be missing.
2.2 Using real materials with classes How long should such an article last? It really depends on how you use it. On average, as a rule, if students want to read and discuss it during a 60-90 minute lesson, then a convenient length can be from half to one and a half A4 sheets of 12 dots. If the article is longer (see sample article 1), shorten it (see truncated article) or simply work with the first half of it (see truncated article). If your students are familiar with the content of the abbreviated article, they may be “connected” enough to read the full article for their homework - and there are, of course, a number of subsequent actions that can be taken. How much time should I spend writing an article? Since you have intermediate students and The Economist is the source of the original material, you really need some preparation. The question is, how much of this preparation can your students do, and how much preparation do you need? Look for lessons that require little or no preparation to prepare materials for students. Otherwise, take half an hour to prepare for an article of 900-1200 words. Remember, you can use the same drug more often with multiple groups! How can you interact with this material? Here's "What are my students' requirements for this course?" This may be a more useful question, as it often leads to the types of interactions you need. Here are a few examples: Presenting and discussing a proposal at a meeting. Entrepreneurs often have to present ideas at meetings. Typically, the presenter informs himself of the proposal and submits it for discussion. This person is also able to clarify things and answer questions. Typically, in a language school setting, such a meeting could be about choosing a diversification project, for example and perhaps three or four such proposals could be presented and discussed. For each presenter, another article on his or her specialty may be selected (or selected). Of course, they need to be prepared, so give them time to do it or put it on homework. Tell your students to take back the article (s) before the meeting - then they will have to express themselves in their own words. Your students practice verbal summaries and explanations at the meeting - and you can tell them they need to explain themselves so clearly that even a financial manager can understand! (Of course, financial managers need to explain themselves so clearly that even an engineer / advertising manager can understand!) They also practice asking and answering questions. The change is to give one article to two students or a group of two students. They should then look for all the evidence in the article in favor of the offer and all the evidence in the article against the offer and combine that with their knowledge of the world. At the meeting, they present their arguments and discuss whether to accept the offer. Preparation of written report. A number of businesses need to write a report. Typically, the purpose of a report in a business is to help managers make informed decisions, so you can evaluate the effectiveness of the report to see if all the necessary information is available or a decision can be made (often yes). or not) on the basis of such a report. In preparing the report, students can review one or more articles on the same topic and combine it with their knowledge of business and the world, to consider the advantages and disadvantages of adopting a particular course of action. Once these reports are organized (using a trainer), they can be distributed and read and used as a basis for decision making in groups. By the way, people who often have to write reports have to write minutes of such meetings. Reading, Understanding and Discussing Business Texts and Learning Dictionary Most entrepreneurs need to be able to read, understand and better understand information by reading about business in English. You can help them by making lessons based on real materials a regular feature of your course and writing down the dictionaries and phrases they have learned and reworking them in tests and subsequent lessons. And, of course, many business people want to feel free when they speak English. In this case, the less specialized, discussion-based lessons listed below will be helpful. What specialties does your group have? Are they “technical”? Then, before you start the article, show them the technical parts and force them to explain - and don’t stop explaining until everyone (including you) understands! Are they bankers? Then explain financial issues to them! Are they lawyers? Are they a doctor? If there is only one “technician” in your group, a banker, a lawyer, or a doctor, show them the relevant part of this article in advance and give them time to think about it before preparing the rest of the group!
Preparing Your Materials Basic Principles It is one thing to give your readers an article that is interesting and satisfying to read, and it is quite another to give them an article to read in class (even if it is interesting and relevant), i.e. it is very difficult to understand that there are so-called problems and loss of confidence in English.
Therefore, especially when you start using real materials with them, you will need to be very patient and politely support them in the learning process. It is at this point that you need to make adjustments to cover your group’s level of understanding and vocabulary. Take a look at the value-added lessons and the first lesson with real materials.
Making it fun for everyone If you get to know your groups, it will be easier for you to choose the most appropriate and relevant material - but of course, you can always ask your group to choose (people in your group can even accept it). for)! But keep in mind that if you give your groups interesting things about the article, the interest or importance of the article may not be so great! Real Materials Preparation Program Allow half an hour to prepare an article of 900–1200 words. Example of Article 1, during this time you can do the following: Cut out the article, make sure the rest makes sense. Cut out the article (see to focus on cutting articles) or cut the article from a point of interest, but not everything is said . Cut article Things to look out for when cutting articles (These comments are about the Economist’s U.S. The government has sued the U.S. tobacco industry. See full article) Capitalization: When a company or organization is first named, it is often followed by a set of capital letters mentioned in the next section of the article: “The first of these forces is GlaxoSmithKline (GSK) ... and New York. -Legal Agreement between York State. So, if you cut out the first link about the company, when you first mention it in the cut version of the article, you will need to enter the full name and initials of the company - here "GlaxoSmithKline (GSK)". Names of people: The first person mentioned in the article is named with a first name, last name, and a brief description: "Democrat Congressman Henry Waxman from California pointed out ..." In the article, he appears as Mr. Waxman. : "Alan Goldhammer, another PhRMA spokesman, claims Mr. Waxman relied on preliminary data." If you cut out the first note about this person, be sure to indicate his or her full name when you first mention that person. Read it for yourself Check the truncated article again to make sure it makes sense and that something doesn’t seem to be missing. Prepare yourself Read the rest of the article, make sure you understand everything, and mark all the words and phrases. you do not understand See words I don't know. Look them up in a good English dictionary or use Google for neologisms, first enter "defin": a word you don't know, for example: escrow or define: "a phrase you don't know in reverse commas" for example: "double danger" determine. If that doesn't work, do a Google search for it without the "Detect:" feature. And if the article contains arithmetic. , check this too to make sure you understand. Arithmetic Preparing Vocabulary Now mark all the vocabulary students need to know (see Glossary and Phrases) Write this down in a file for that group so you can process it. in later lessons.
Now look for the following combinations: - standard quality horse combinations Quality horse combinations - standard verb object combinations Verb object combinations Write these in a file for the same group so you can process them in later lessons possible. Making changes - you can do it to cover the level If you force your readers to work on some aspects of understanding before they see the full article, the article will be more convenient. There are many different ways to open a section of an article and teach it in advance in the same process. Some points in the article. Good examples of this are: "Let's find out what you already know" (see lessons that require little or no preparation), "Before reading correctly or incorrectly" or "Matching half of the separated sentences" (see. Providing added value.) This, by the way, makes the article more interesting for everyone, because by gradually opening up part of the article, you force your readers to guess and open their appetites for the whole article.
At the same time! - to replace difficult vocabulary. Encouraging your students to work with the basic vocabulary in the article before they see it will also make it easier and more satisfying for them to read. Here are some good examples: work on basic vocabulary '(see lessons that require little or no preparation), "adapt words, phrases or phrases to definitions" or "focus on lexical area" (additional value) see the lessons you give). Asking Questions Often you can explain. , or focus on the difficult vocabulary in your reading comprehension questions. Keep in mind that you can ask specific questions to see if your students understand a particular idea, or you can ask broad questions with different possible answers for them to discuss. Here are some examples of specific questions (based on the cut article):
1 .What is a dead duck?
2. What does it mean to “cut the cord” in this article?
3. What other “convenient features” can a mobile phone have?
4. How does f ixed-mobile convergence give consumers the best of both worlds?
You can also ask the following questions:
5. How can integrated operators save money with mobile convergence? But be careful here! Your students will need to understand what “integrated operators” means to answer the question. But if their answer is "They can save money by merging network infrastructure and eliminating separate stationary and mobile units." i.e. a literal quote from an article that really answers the question - it doesn’t mean you understand any of the words in your answer! You will still need to ask them to explain what “merging” and “deleting” means. A broader question, for example: How does the organization of integrated operators change with stationary mobile convergence? ... makes your readers think more about the words in this part of the article. It is also important that your students practice asking questions themselves. So, exercises that force your students to ask questions are very valuable. Discussion Questions To create working discussions after reading real material, ask your students how the content of an article or an aspect of an article might affect their industry, company, or work. This is a great way to complete your lessons and enhance the relevance of these materials to your students ’personal lives. Some sample lessons Lessons that require little or no preparation Now let’s find out what you know. It’s always worth taking a few minutes to find out what your group knows about the topic of the article. Example 1 You may ask: - What are the differences between landline phones and mobile phones? - Have you heard of "stationary mobile convergence"? What's that? or what do you think it is? - How could this work? So you can introduce your group to some of the basic vocabulary and know its content in advance. Right or wrong? - before reading! This is another way to teach your group some basic vocabulary and know its content in advance. You will also learn a lot about what they already know by discussing with each other whether what you are saying is right or wrong. Some statements based on the cut article:
1 Nowadays, more people use mobile phones than landline phones.
2 Ten years from now, there will be no fixed phones left. 3. Many telecommunications companies are working together to develop a system called “stationary mobile convergence” that combines the advantages of mobile phones with landline phones.
4 The British telecom company is working with the German company T-Mobile to create a converged stationary mobile service.
5 .The telecommunications companies with fixed and mobile networks are not interested in convergence. 6 Mobile operator companies could save money by redirecting calls to landline networks. 7 Fixed mobile convergence is becoming more realistic as mobile phones have become very popular. 8 Seven companies are working together to create a mobile technology called Bluephone. What do we think the article gives us? Ask your class to discuss and write down some questions they believe the article will answer. Vocabulary Preparation Divide your class into groups and give each of them four or five lexical items to explore and explain to the rest of the class. It's always a good idea to include these elements in an article, but you'll need to change the sentences a bit to avoid creating too many new lexical items in one sentence. Your students can show that they understand these words and phrases by putting them into sentences. Here are some examples from the Cut-off article you can give to your class:
First Group

1. 
   Is a landline phone a dead duck?
   
2. 
   If you look at numbers and trends, you can conclude that.
   
3. 
   Mobile phones have many convenient features such as saving dozens of names and numbers, text messaging and other services.
   
4. 
   It is often difficult to get a strong mobile signal at home.
   

The second group :

1. 
   Calls are made through a small base station inside the house.
   

2. This hard network is connected to broadband internet.
3. The base station is actually similar to a normal cell phone base station.
4. When you enter your home, your phone will enter the house.
5. Calls made in this way are paid as landline calls.
Third group :

1. 
   If you leave the house while making a call, your call will be transferred to a normal mobile network without any problems.
   
2. 
   When a friend comes to visit, his phone will use your base station, but the payment for any calls will appear in his account.
   
3. 
   British Telecom (BT) is a telecommunications company operating as a fixed line operator in the United Kingdom.
   
4. 
   BT is one of the leading proponents of stationary mobile convergence.
   
5. 
   The attractiveness of this idea for fixed operators is obvious.
   

Use a wide range of questions. If you ask questions that can be answered in a variety of ways, your readers can discuss these questions using the entire article content and their own knowledge of the world to develop as many different answers as possible.
Here are a few examples: Extensive questions on the full sampleof Article 1. Is the landline phone a dead duck? Why? Why not? 2 How does “Fixed Mobile Convergence” work? 3 What are the opportunities for mobile convergence for fixed line operators? 4 What are “integrated operators” - and what are the advantages of stationary mobile convergence for them? 5 How will this change the telecommunications market? 6 How does this change users ’habits? 7 How to sell it? You can show such questions to your class before reading. They can then read the article and discuss the answers to the questions in groups (of course in English only) before presenting them to the rest of the group. Use broad questions with a cutting article. Ask your class the same questions before reading the cut-out article. Then ask your students to answer some or all of these questions. Then divide them into groups and force them to read an interrupting article to see how many more questions they can answer or part of the questions. (This article stops at an interesting point, so many business owners need to know in advance what will happen in the rest of the article!) After they have discussed their answers with the whole class, allow them to read the second half of the article. fill in the article and their answers in their groups. Use wide questions with jigsa reading (This example is for a group of 12 people. You will need to change this recipe slightly for groups of other sizes.) Give a copy of your broad questions to everyone in the class. Divide your class into groups of three to four. Divide the article into four roughly equal parts (in my split article example based on the truncated article, there is also a copy of the broad questions) and give each article section to each group of three. Then each group reads their part of the article and agrees on what it means. They then discuss how many broad questions or parts of them they can answer with their own part of the article. Then everyone in the three groups is given a number - one, two or three. All “one” becomes one group, all “two” becomes another group, and all “trinity” becomes another group - so four groups of three are now three groups of four. And each member of each new group read the other part of the article. Get back the different parts of the article now! Each group then explains the part of the article they have read to their group in their own words, and then each group agrees on the order in which the different parts of the article will be placed. After that, each group discusses all the answers to common questions. The representative of each group then presents their group answers to all the questions to the rest of the class.