1. Published materials Authentic materials
Using materials
Published materials
Authentic materials

2. 1. Published materials Course books Skill books Readers
Reference books
Resource books
Video
CALL

3. Course books
The course book often comprises a set of materials: student’s book, student’s workbook, cassettes, teacher’s book.
Using a good course book has a number of advantages and disadvantages.
Every class is different and the success of a course book depends to a large extent on how well it is used by the teacher.

4. How can you make the best use of a course book?
Look at a range of course book that could be used with the group.
If possible, don’t use a course book immediately for the whole lesson.
When planning your lessons, think about which parts could be omitted, which could be used and which need supplementing with activities and materials from other sources.

5. How can you make the best use of a course book?
Think about how long your group will take t o complete tasks.
Explore ways in which the book could be ‘personalized’ to suit the needs and interests of the students.
Think about how activities and texts could be ‘brought to life’ through mime, actions, visuals and other aids.

6. Skill books
Skill books focus primarily on the language skills rather than specific areas of language.
Skill book are organized according to topic and so provide a clear vocabulary focus.
It is not always easy to assess the level of skills books.

7. Readers
These book are designed for the foreign language learner and are either specially written or adaptations of well-known novels and stories.
The language content is graded according to specified levels by restricting the vocabulary and grammatical structures used.
Readers are useful for practicing extensive reading skills.

8. Reference books (helping learners become more independent)
The most commonly used reference books are dictionaries and grammar books.
Other reference books include specialized reference books on particular aspects of the language.
A thesaurus or an encyclopedia.
Students need to be taught how to use them.

9. Resource book
There are books written for teachers that combine sections on a particular aspect of teaching methodology.
Teachers cam pick up ideas for lessons that they can use many time with different classes or adapt to suit particular groups.

10. Video
Videos can be used to introduce grammatical and functional structures and they are particularly useful if you want to practice listening and speaking.
Videos are relatively expensive and so there is a more limited choice than for books.

11. CALL Computer Assisted Language Learning
Reconstruct a text / To fill gaps with the correct word or match words and sentences / Games and simulations
Teachers can also make good use of word-processing programs to encourage writing activities.

12. 2. Authentic materials
Anything a native speaker of English would hear or read or use can be described as authentic.
The teacher should select the material carefully, with the needs and interests of the students in mind, and also decide what the students are to do with the material.

13. Why do we use authentic materials in the classroom?
For most Ss authentic materials are more interesting and motivating and they give Ss confidence when they understand them.
They provide examples of language as it is really used.
They encourages involvement and comparisons.
They lend themselves to authentic tasks.
The use of authentic materials can be effectively linked with ways of helping Ss be more independent learners.

14. Are there any drawbacks?
It takes time to find sth that fits in with the class’s programme of work and which is both interesting and accessible.
Exposure to ungraded language needs confidence-building.
You will have to consider carefully how to grade the task to suit your students.

15. THE END