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Course books continue to play a significant role in EFL teaching and learning by providing useful ready-made material to both teachers and students. However, inappropriate use of course books may de-skill teachers and tire students.
Authentic materials are even more relevant for students who have the aim of going to the country itself. If they are to function in the foreign society they will have to get accustomed to all the trivial reading items that they will encounter every day. So if the students actually need to be able to communicate and interact socially in the target language environment, authentic materials seem an essential preparation for their task. Being able to cope with an English train timetable, to tell if they have the right ticket, to know which notices are important and addressed to them and which are not, all these are vital to their communicative purpose.
There are a number of advantages for using authentic materials in the language classroom. Learners are exposed to ‘real’ language in context, which helps learners to develop a broader language base. Exposure to authentic materials helps language learners to keep informed about what is happening in the world. These materials also help learners to understand that there is a community of language users who use the language outside of the classroom; which promotes language learning and helps to introduce the learners to the target culture.
Authentic materials are different from the usual formal learning materials in that they may be more relevant, visually stimulating and target different learning styles. As a result, these materials can make lessons more interesting, motivating and memorable for learners.
Authentic materials can be used to develop a range of language skills and strategies, including vocabulary and grammar, speaking, reading, writing, listening and critical thinking skills. One of the greatest advantages of authentic materials is that they are relatively inexpensive and readily available.
Teacher’s book must be comprehensive enough to be a help to the teacher. This book should provide all the recorded material, summaries of the aims and new teaching points of each lesson, a summary of all audio and visual materials required, suggestions for the conduct of the lesson and examples of how the teaching points can be developed.
Students’ book must include textbooks, manuals, supplementary readers, dictionaries, programmed materials for classroom use.
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