This post is related to my last post about using (or having to use) a textbook, but trying to incorporate more authentic resources. So, below are some ideas for what to do with authentic resources. These may be obvious to many (and I shared some of these in my last post), but I thought I would share them again in a little more detail.
What is an Authentic Resource (#authres)?
- Authentic Resources can be a variety of media, but what defines them are that they are things that are created by native speakers for native speaker.
Why use Authentic Resources (#authres)?
- Engagement ---> Students will be much more engaged and interested.
- Variety ---> Commercials, PSAs, tweets, websites, songs, music videos
- Out of the box ---> The language that students hear/see is not "in the box" of whatever unit they are studying. They will learn new words related to what they are learning.
- Real language, Insecurity, and Confidence ---> At first, students will feel insecure because they will not understand a lot. Also, they won't know what to expect. But, after doing several scaffolded activities with the authentic resource, students will feel confident that they can understand real Spanish.
- Tell students that they will not understand everything. Reassure them that that is ok. This is not history class and they might feel like things are a little "foggy." Tell them that that feeling is what learning a new language is like sometimes.
- Tell students to listen/look for words that they know and try to get basic meaning from those words.
- Use the authentic resource many times.
- Commercials can be watched 8 times and you have only spent 4-5 minutes watching the video.
- Songs and music videos can be used once a day over a long period of time.
- Repeat Authentic Resources in various levles.
- Do a variety of activities with the authentic resource
- Have students watch first. Tell them not to worry about listening to what is being said. Ask them to be prepared to say some things that they saw or describe what people are doing in the video. This is a great thing to do at any level. By focusing on watching the video, they are not worried about hearing what it being said, but they are actually listening (but without being stressed).
- After they have seen the video a couple times, ask them to listen and then share some of the words that they heard. Repeat this activity.
- Do a cloze activity. Before starting the activity, have students read the script. Have students listen two times before sharing the answers. By now, they will have seen the commercial/video 4 times, so this will be easier.
- Prepare some discussion questions about what is actually being said in the commercial and what it is for.
- At the end, ask students to share or write down a new word (or words) that they learned.
- Finally, have students read the script aloud with a partner. If you tell them to mimic the voice from the commercial, they will not worry so much. Also, because they have heard the audio 6-8 times, they will probably be pronouncing the words correctly without thinking about it. This can actually be a really fun (and funny) activity that students will enjoy.
- This Google Doc is a great place to find commercials. I have used Ctrl F to find specific theme-related vocabulary words to make my searching easier.
- And, of course, Zachary Jones has some amazing activities with commerials. And many of these ideas came from me attending his excellent Authentic Resources session at the MaFLA conference this past fall.
- Cristina Zimmerman (@CristinaZimmer4) shared this commercial activity on Twitter this morning.
- And here are two more for Spanish 3 that I shared on my last post:
- Wksht: Sumate a bomberos (de Argentina - note the voseo)