Nadezhda Ivanova

Using authentic material: leaflets

One of the practical aims of methodology is development of learner's perception of foreign speech under realistic conditions.

In perception process there is cultural cognitive, psychological and other aspects. Intercultural teaching implies a lot of aspects: linguistic, aesthetic, ethical problems. At intercultural education different stages are used. One of them is authenticity of teaching materials – course books, textbooks, the media, films,- a full conformity of teaching materials at all realia of other country. But using authentic material as leaflets, brochure, labels, etc. is not less exciting activity to do.

There are several challenges instructors deal with when they use authentic materials in the language classroom. One challenge is development of effective research skills required to manage the vast amount of information available in written, spoken, or multimedia format. The second challenge is the selection of material which can correspond to the objectives of a curriculum, a course, or even a single task. A third one is the implementation of materials and the subsequent demands of flexibility and adaptation of instruction that may not be confined to a traditional classroom setting^[1].

The work with fold-out leaflets helps to develop learner's imagination, speaking skills, mutual collaboration because it includes a lot of speaking activities – monologues, dialogues, polilogues, asking / answering questions. Finally, pupils get some great interactive experience. Leaflets give a great number of new useful words and expressions, interesting information of every sphere of life. It can be various kinds of advertising booklets, educational droplets of universities, schools, courses etc., travel leaflets and so on. Design of leaflets plays a great role for

rising motivation and interest of learners. Now we give an exemplary version of using leaflets at English lessons. We took a leaflet about London sights - "The

Original Tour London sightseeing" ( Appendix 1)

The leaflet should consist of a map of London with major attractive sights, bus routes, information about this tour in different languages, about sightseeing's, types of the attraction tickets, London events, conditions of carriage, statements from the press and people and other useful information. This leaflet can be used at course of English studies. A teacher should have several leaflets: one for two/ four. At first the teacher and learners should do a great preliminary work. Pupils must get familiar with London history, great people lived there, learn about history of wonderful sights. At home pupils should prepare some short interesting commentaries about great sights of London such as The London Dungeon, the British Museum, Big Ben, The Tower of London, Madame Tussaud’s Museum, Hyde Park, Speaker's Corner, Baker Street, Piccadilly Circus and others. The role play with this booklet may consist of several parts. 

The first part is "Visit a Travel agency". Learners make up a dialogue between a travel agent and a customer. The travel agent should tell the customer about " The Original Tour", give detailed information about price, meals, schedule of buses, period of tour and short description about types of tour. The customer should choose a type of tour and ask questions about arrangements and require additional information.

The second is "Guide and customers". The role play may be reproduced in pairs or in small groups of two. The first is guides; the second is travellers who should choose different types of tickets. There are six routes: 

•      departure from the station next to Madame Tussaud’s;

•      departure from Embankment Pier;

•      departure from Coventry Street;

•      departure from Victoria Station;

•      departure from Trafalgar Square;

•      departure from Park lane.

According to places of departs and following the routes of buses the guides should present their reports about sights. E.g. If customers want to depart from Park Lane the guides should say something about Hyde Park, Speaker's Corner, Big Ben, Pall Mall, St.James Palace, Ritz Hotel etc.

Learners should use lexis concerning themes: "Sightseeing", "Traveling", “Finding the way", "Holidays", " Meals". They must know such traditions as "The Changing of the Guard", "The Key Ceremony", "Swan Upping" etc., and, consequently, they should pronounce all proper names correctly. 

The third part is consolidation. The teacher may ask questions about information concerning bus routes, cruises, schedules, tickets etc. which is included in the leaflet. e.g.

•      What can you say about free river cruises? • What does "Point-to-Point" cruise mean?  

                      Or

•      What musicals can we see during our tour?

•      Can you tell which route each bus is on?

    Or

•      Could you tell the way to ….?

•      Can you direct me where the British Museum is, please?

Etc.

The teacher may succeed in promoting greater interest for studding the language using various kinds of leaflets. The use of leaflets must aim at developing pupil's initiative and creative power, on the one hand and for providing language surroundings making pupils use the language for their practical needs, on the other.

Bibliography

1.     A. Merino, M.P. Massi. Using the News in the classroom/ English Teaching Forum,36, 1998, pp. 16-20

2.     Cambridge teacher training and development/ Trainer's handbook/ Cambridge University Press.

3.     Clyne M. Inter-Cultural Communication at Work: Cultural Values in Discourse. Cambridge, 1994

4.     James W. Porcaro. Integrating authentic materials and language skills in English for Science and Technology Instruction. Forum № 39. 2001 pp. 30-34

5.     Upper intermediate studentbook English File/C.Oxenden

6.     Ken Hyland. Purpose and Strategy: teaching extensive reading skills pp.104- 109

7.     V. Dumitrescu. Authentic Materials // English Teaching Forum,38, 2000, pp. 2024

Appendix 1