Ingliz tili va adabiyoti” kafedrasi mudiri

1.3. Types of authentic materials in English language teaching
Newspaper or magazine articles 
Starting with the basics, newspaper or magazine articles are fairly easy to work with in the online classroom. The length and complexity of the authentic texts you select will depend on your class objectives, your students’ interests, and their level of proficiency. You can select headlines, clips, or full articles for your class. 
If you are unsure if an authentic text is suitable, or if you are worried the vocabulary is too difficult for your students, copy and paste it into Text Inspector. This free tool grades the level of the text, aligning vocabulary to the CEFR. It also helps you pick out difficult words for pre-teaching activities. 
In general, it’s best to choose shorter, less complex texts for lower level learners. Articles with clear images or illustrations can also help provide context and improve understanding too. 
Non-controversial recent news topics are great because students will very often be familiar with the story and have their own opinion. This can lead to interesting discussions in class and lots of language learning opportunities. ²
Just like an ELT coursebook text, you can use pre-reading activities to cover complex or new vocabulary. You can include all the regular prediction activities to help students think critically, comprehension exercises, quizzes, ordering activities, role-plays, etc.
For starters, a simple news article headline or article can turn into:

1. 
   A prediction activity: After reading the headline, ask students to predict what happened next.
   
2. 
   A research and writing activity: Have students research the story and write their own blog post.
   
3. 
   A debate: Give students roles and have them prepare an argument based on the content. 
   
4. 
   A grammar transformation activity: Have students rewrite the headline using different tenses or in the passive voice, for example. 
   

Social media posts have a big advantage over newspaper articles in that they’re very short. This makes them easier to work with in an online classroom environment.
However, be aware that social media is frontier territory. That means you never know what you are going to find online. So it’s important not to let your students loose on social media sites during class (especially if you are teaching teens or young learners). 
Instead, select your social media posts ahead of time. It’s usually a safe bet to choose tweets and content from brand accounts. This type of content is not often controversial in nature. You can screenshot them or simply copy and paste the text into a shared document. 
You are only limited by your students’ language learning goals. For example:
Vocabulary challenge: For lower level learners, students can look up unfamiliar words or paraphrase the tweet you have given them.
Change the tone: Students can adapt the register of the tweets, making them more informal or formal.
Practice answering: They can draft replies to the tweets (agreeing, disagreeing, or asking a follow-up question. 
Become a researcher: You could ask students to verify or fact check the tweet – encouraging online research, further reading and vocabulary building in class.
First of all, you should bear in mind that the videos themselves do not have to be a source of vocabulary. You can show stunts, dances, funny or entertaining content – guilt free. Just make sure that your activities are language centered. Here are some activities:
Describe a dance: Have students watch a dance and describe how a person moved using verbs you have previously studied. For example, “They raised their arms, spun around, fell to the ground, shook their hips…”
What happens next: Play half of a video and have students predict what happens next.Become a superfan: Have your students write a comment as if they were a super fan of the TikToker in the video.

CHAPTER II. METHODOLOGICAL APPROACH TO THE USAGE OF AUTHENTIC MATERIALS IN ENGLISH CLASSES.