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How to Use Authentic Materials in Language Teaching

How to Use Authentic Materials in Language Teaching

Reasons for Using a UK Weather Forecast Audio for B2 Level

Lesson type:listening

Material Time duration: 1’05

Rationale:

The material is relevant to real life. Harmer (1998, p. 108) emphasizes the importance of exposing students to different varieties of spoken English and accents. The speaker in the weather forecast has a slight British accent, providing students with an opportunity to become familiar with regional variations in pronunciation. She uses a mix of formal and informal language structures, allowing students to understand how different registers are used naturally in communication. Additionally, the speaker speaks at a normal pace, which helps students get used to the speed at which native speakers typically talk. Harmer (1998, p. 110) also states that listening materials should be realistic. The context of the weather is closely related to learners’ everyday experiences, making the material meaningful and engaging for students, as they can relate it to their own lives.

The difficulty level of the material is appropriate, as the main vocabulary used is already familiar to B2 learners, helping them feel confident when approaching the listening task. More challenging terms, such as specific terminology related to meteorology, can be pre-taught to ensure comprehension. The complexity of individual sentences—some of which are longer and contain multiple clauses—provides a reasonable challenge that is difficult, but achievable (Scrivener, 2005, p. 256). According to Scrivener (2005, p. 255), listening materials should not exceed 2 minutes in length, as longer materials can be overwhelming and lead to a loss of focus. The listening duration of 1 minute and 5 seconds ensures that students can maintain concentration throughout the activity without feeling fatigued.

Outline of the Stages and Reasons

Lead-in 5min

  • Stage description
    • Teacher shows a map of the UK and asks students to discuss the following question: " What is the typical weather in Britain in autumn and winter?"
    • Students share thought in the Whole class.
  • Rationale
    • According to Harmer (1998, p. 112), principle 2 states that preparation is vital: teachers should “do their best to engage students with the topic and the task so that they really want to listen” (Harmer, 1998, p. 112). The question “What is the typical weather in Britain in autumn and winter?” can guide students to discuss and share their existing knowledge about the weather in the UK, preparing them for the upcoming content.

Pre-teach vocabulary 10min

  • Stage description
    • Students complete a matching activity where they match expressions with their definitions.
    • After completing the task individually, students check their answers in groups.
    • Teacher monitors the activity, identifying any challenging expressions for students.
    • Teacher addresses these challenging expressions using CCQs to clarify meaning.
    • Teacher leads the class in pronouncing each expression, using CCQs and IPA notation to teach pronunciation.
    • Please see the practice in the appendices 3.Task1.
  • Rationale
    • According to Harmer (1998, p. 112), Principle 2: Preparation is vital. This step can help resolve blocking words, further indicating that the topic is related to weather, helping students prepare and reduce pressure.

Listening for Gist 10min

  • Stage description
    • Teacher shows the activity and informs students that they will listen to a weather forecast for the UK and select the appropriate main idea.
    • Teacher plays the audio, and students complete the task individually.
    • Students then check their answers in groups.
    • Teacher checks the answers with the entire class.
    • Please see the practice in the appendices 3 Task2.
  • Rationale
    • Harmer (1998, p. 111) states that, due to the continuous nature of listening materials, “students should be encouraged to listen for general understanding first rather than immediately trying to pick out details.” Therefore, a listen for gist activity is provided before listening for details here.
    • According to Harmer (1998, p. 112), Principle 5 emphasizes that different listening stages require different tasks, with the initial listening task being straightforward and broad. Therefore, I designed a gist task that requires students to focus on the main idea of the text. The activity is presented in a multiple-choice format, which provides students with options, thereby reducing the complexity of the task while maintaining their engagement with the listening material. This approach makes the task achievable, gives students a sense of achievement, and prepares them for more detailed tasks.

Listening for Detail 15min

  • Stage description
    • Students are provided with a weather map of the UK, which has missing weather information for specific regions.
    • The teacher introduces the map and explains the task requirements, demonstrating how to complete the map.
    • Students listen to the weather forecast again and fill in the missing information.
    • After listening, students check and discuss their answers in groups.
    • The teacher provides feedback to the whole class, and if necessary, replays specific parts of the listening to clarify.
    • Please see the practice in the appendices 3 Task3.
  • Rationale
    • “The most useful tasks are those that require students to listen in ways similar to how they would in real life (Jim Scrivener, p. 252).” This activity mimics how students process information from a weather forecast, focusing only on key details while viewing a map.
    • As Scrivener states (p. 252), it’s important not to overburden students. Therefore, this detailed listening task involves a map completion activity with options. The visual aid of the map supports comprehension, helps students anticipate the listening task, and reduces anxiety.
    • According to Scrivener (2005, p. 255), it is important to “play the recording a sufficient number of times,” and as Harmer (1998, p. 112) states in Principle 3, “Once will not be enough.” Providing students with multiple opportunities for repeated listening is essential for them to catch any details they may have missed. Therefore, I included a step to replay the recording during the answer-checking phase if needed. To balance class time and avoid fatigue, only specific parts of the recording will be replayed rather than the entire piece.

Post-listening discussion 20min

  • Stage description
    • Teacher tells the students that they are planning an outdoor activity one the approaching weekend. To make sure the plan goes smoothly, they need to discuss the weather and make the best choices based on the forecast.
    • Students talk in groups and teacher monitor
    • Delay feedback in the whole class
    • Please see the practice in the appendices 3 Task4.
  • Rationale
    • Designing a weekend outing is closely related to students’ daily lives and can effectively help them apply what they have learned in the classroom to real-world situations. According to Swain’s (1993) “Output Hypothesis,” students can identify gaps in their language knowledge through practical output exercises and continuously improve their language use during communication. Designing a weekend outing is a meaningful output helps students recognize their shortcomings and work on improving them.

References:

Harmer, J. (2008). How to teach English. Oxford University Press. Scrivener, J. (2005). Learning teaching. Oxford, UK: Macmillan. Swain, M. (1993). The output hypothesis: Just speaking and writing aren't enough. Canadian modern language review, 50(1), 158-164.

Appendices

https://www.youtube.com/watch?v=5kdK1TDpYxQ

2. Listening Text:

Hello, good morning. Well, we've got a mix of weather today—some sunny spells, showers, some cloudier skies with rain and drizzle. Also, some fine and settled conditions with some warm sunshine. If you want to know where that is, then keep listening.

But the reason why we've got this mixed bag of weather is that we've got high pressure to the south of the country, low pressure to the north, and we've got this cold front which is slowly edging its way towards the southeast of the country. And that's where we'll see that cloud and those longer spells of rain.

Down to the south, though, after quite a cold start, this is where we're going to see the best of the weather—plenty of sunny spells and feeling quite warm in the sunshine by the afternoon, perhaps just a bit more cloud compared to yesterday.

Those outbreaks of rain and drizzle are going to move their way into northern parts of Wales, northern parts of England, and it could be a touch heavy over any hilly areas.

And to the north, a day of sunny spells and showers, but some of these showers could be quite heavy at times with some hail, perhaps even the odd rumble of thunder.

3. Task/Handout

Task1: Match these words to the definitions

Answer:1.c) 2.a) 3.b 4.e) 5.d)

Task 2: Choose the most suitable main idea for the weather forecast:

  • a) How High- and Low-Pressure Systems Are Affecting UK Weather
  • b) A Day of Sunshine and Warm Weather Across the UK

Answer:a)

Task3: Listen again and choose the correct weather icons for the following areas on the map (one icon may be used more than once).

The weather in the south of the UK The weather in northern Wales and northern Scotland The weather in the north of the UK

Answer:

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Task 4:Planning a Weekend Outing

The weekend is approaching, please plan a weekend outing in groups. To make sure the plan goes smoothly, they need to discuss the weather and make the best choices based on the forecast.

Discussion Questions:

  • Where do you plan to go this weekend?
  • How’s the weather changing this weekend?
  • How will the weather affect your plans?
  • Based on your discussion, what is the final plan for the weekend outing?
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