authenticity in materials development and task design (chapter 7)

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Authenticity in Materials Development and Task Design

(Chapter 7)

Fay Chen 陳慧琴National Cheng Kung University

September 14, 2014

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Chapter outlineparts Sections Sub-sections

1 Introduction

2 Using authentic materials

2.1 Ongoing debate2.2 Sources for authentic texts2.3 Selecting text2.4 Writing and adapting materials

3 Designing authentic tasks

3.1 Disciplinary patterns3.2 Learner autonomy and skill transfer3.3 Technology-based learning3.4 Collaborative learning and peer assessment3.5 Examples of subject-related tasks

4 Conclusion

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Authentic materials defined

Taken from target situations such as learners’ subject classrooms or workplaces.

“a stretch of real language, produced by a real speaker or writer for a real audience and designed to convey a real message of some sort” (Morrow, 1977, p.13).

produced in order to communicate, not to teach (Tomlinson, 2012).

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Authentic tasks defined

Mueller (2012) believes that a task to be performed in the language classroom can still be authentic if

Students construct their own responses rather than select from one of the answer options, and

The task replicates meaningful tasks found in the real world.

Authentic tasks allow

students to use language in a more natural environment

teachers to assess learners’ ability to perform the task.

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On going debate

Pros Cons

Relevancy Not graded

Familiarity Difficult vocabulary

Motivating Longer articles

Teacher’s background

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A case study: Teacher F’s classes

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Teacher F

English majors

Freshman English

(3 hours)

Business English

(3 hours)

Non-English majors 2nd

year

English for Economics(2 hours)

English for Engineering(2 hours*2)

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Freshman English

Business English

English for Economics

English for Engineering

English majors English majors Non-majors Non-major

TextbookEAP skills

Textbook Reading: business content

TextbookReading: economics content

TextbookReading: engineering content

UCB Sociology 1(Listening, presenting,Discussion)

UCB Econ 1Yale Financial markets(Listening, presenting,Discussion)

Khan AcademyUCB Econ 1TED contemp issues

TED Ed videosUCB Search EnginesBBC/ Discovery/TED

Contemporary issuesPopular cultureCritical thinking

BBC business newsThe Economics appCase studies

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Examples of authentic materials

Name Discriptions

1. Khan Academy Easier content, basic concept (Chinese)

2. TED Education Short videos, with quizzes, suppl, discussion (Chinese)

3. Harvard business cases Brief and long cases, difficult but essential for business SS

4. UC Berkeley Sociology 1 Lectures

Real content, classroom & specialist content

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An example of authentic materials: Khan Academy

Income statement, balance sheet, renting vs buying a house

Chinese and English subtitles available

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An example of authentic materials: TED Education

Chinese subtitle available, multiple choice questions, additional resources, discussion questions

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Some interesting TED_ED titles

1. Why aren’t we use only solar power? (4:43)

2. Pixar_The math behind the movies (7:34)

3. Under the hood: The chemistry of cars (4:34)

4. A brief history of video games (4:46)

5. What is the World Wide Web? (3:55)

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An example of authentic materials: Harvard Business Cases

Brief and full-length cases available

Lots of charts and tables

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Harvard Business School Cases

NTU Library Reference section (intro to the use of case studies) http://

tul.blog.ntu.edu.tw/archives/2361

Harvard Business Publishing for Educators (for teachers to

browse/download cases and teaching notes)

Agent in Taiwan 哈佛商學院各案發行中心 (國立政治大學商學院 ):

for students to order. Cost US$3 per copy.

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Some interesting titles

1. The fashion channel (2007)

2. Dallas Cowboys: Financing a New Stadium (2003)

3. Hong Kong Disneyland: Where is the magic (2007)

4. Promoting healthcare tourism in India (2007)

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An example of authentic materials: Academic lectures

A teaching plan

UC BERKELEYSOCIOLOGY 1LECTURE 1

A teaching plan (or student presentation)

https://www.youtube.com/watch?v=XPAcVFErEVg

SOC1 LEC1 OVERVIEW1. 00:00 to 4:00 general course info (use of computer)

2. 4:00 to 8:00 Definition: the study of sociology and examples

3. 8:00 to 12:00 requirements and note taking (keep up the first 6 wks)

4. 12:00 to 16:00 Durkheim’s study on suicide

5. 17:00 to 20:00 Findings: types of suicide

6. 20:00 to 35:20 Implications: social vs objective truth

7. 35:20 to 38:00 grading for the class (do all the work!!)

8. 38:00 to 42:00 Introduction: institutions of the modern society

9. 42:00 to 47:00 plagiarism at university (a CRIME!!)

Black: administrative info Blue: sociology content

TODAY’S PRESENTATION OUTLINE

DURKHEIM’S STUDY ON SUICIDEParts Names or

presenterTime

1. Key terms, findings and implications 3 min per person

2. Contemporary examples and counter examples

3. Academic vocabulary & vocabulary Sentence structures

4. References

5. Discussion questions

DURKHEIM’S STUDY (1897)

1. Durkheim’s study on suicide: a classic study

2. Subjects: Protestants/Catholics, men/women, married/unmarried

3. Findings: types of suicide

4. Implications: social integration and moral regulation

5. Criticisms (optional, references)

EXAMPLES & COUNTER EXAMPLES Suicide is a serious issue. It is a moral sin in the eye of the church. Suicide is considered self-murder. (Holt, 2011)

The first 24-hour helpline service for suicide prevention, Samaritans, began in 1953. (Holt, 2011)

Suicide rate is increasing in Taiwan (全國自殺防治中心 , 2013)

Counter example: homicide-suicide (BSA, 2009)

VOCABULARYAcademic vocab

a systematic study/approach (4:00)an attempt to (4:00)explain + causes/consequences (4:00)commit + suicide: the connotation of “commit” (BBC News)plagiarism (42:40)

Specialist vocab

social phenomena (4:00)egoistic suicide (17:00)institutions (38:10)social truth vs objective truth (31:00)

Collocation andSentences to learn

The social rules we live in regulate our aspiration.Protestants are more vulnerable because they rely too much on their own judgment (16:20)Catholics and Jews are protected against suicide because of their subjection to authority. (16:50)

REFERENCES Holt, Gerry (2011, Aug 3), When suicide was illegal, BBC News Magazine. Retrieved from http://www.bbc.co.uk/news/magazine-14374296

British Sociological Association (2009), Dyadic death: Homicide followed by suicide in Yorkshire and the Humber by Marilyn J. Gregory. Retrieved from http://www.slideshare.net/britsoc/dyadic-death-homicide-followed-by-suicide-in-yorkshire-and-the-humber-by-dr-marilyn-j-gregory

  全國自殺防治中心  (2013)第 11屆世界自殺防治日 -污名化：自殺防治的重大阻礙  Retrieved from http://www.tsos.org.tw/xms/

DISCUSSION QUESTIONS

1. Attempted suicide was a punishable crime until the 20th Century. Why has people’s view changed?

2. In addition to social factors, who are other risk factors related to suicide? (mental illness, drug abuse, economics)

3. How has Durkheim’s study on suicide change your view about yourself and this world?

(group discussion in class, or online comments at class website)

STUDY SKILL QUESTIONSDoes the NCKU Library have books written by Durkheim? If yes, what are they?

Are the Chinese translation of Durkheim’s books in the NCKU Library? If you, what are they?

Go to the NCKU Library website and find 2 journal magazines on sociology. Can you find American Sociology Association Journal, or American Journal of Sociology?

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1. Assign the lecture

2. Quiz b/4 class time (to ensure viewing)

3. Student presentation

4. Comprehens

ion: Q&A group

competition

5. Teaching vocab &

collocation

6. Listening: fill in the

blank

7. Extended activity: relates to

pop culture

8. Midterm/ final exam

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Curiosity comes firstEmbrace the messPractice reflection

From Ramsey Musallam: 3 rules to spark learningTED Talks Education (2013)

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Authenticity in Materials Development and

Task Design (Chapter 7)

Fay Chen 陳慧琴National Cheng Kung University

faychen@mail.ncku.edu.tw