|
|
|
|
|
|
|
|
|
Other than having a stressful time trying to find authentic material that used just the preterite (instead of both the preterite and imperfect), I have had an easy time using authentic material effectively in class. I generally tie my culture and grammar lessons together so many of the authentic readings are about history or culture. There have been a few positive and negative things I have noticed about using authentic materials this semester.
The biggest negative thing is that many of my students were initially upset at being taught this way instead of checking their books for the grammar rules like they are used to doing. I do let them reference the book, but only after we have co-constructed our grammar points together after reading authentic material. I had to start making their work on the authentic material count as daily grades on days where we use it to ensure that some of them were not just waiting for me to point out what we were doing elsewhere. The positives are that I have received good feedback from many of the students and I think this has helped out a lot of students who would otherwise not do well in my class to better learn the material. It also works out nicely as review material (we use the first few parts of the PACE model to reinforce the rules) and as assessment material as well. |