4 Using Materials
During your course you will probably be introduced to a great variety of materials specially designed for EFL . You will also become aware of how much authentic material there is that can be used in the language classroom . TP is a time when you can begin to explore these materials and build up knowledge of what is available . This information gives an overview of the most commonly used types of materials in the English language classroom under two headings : Published materials and authentic materials .
Published materials Course books
In fact , the course book often comprises a set of materials : Student ’ s or pupil ’ s book ( to be used in class ), student ’ s or pupil ’ s workbook , ( often useful for supplementary classwork , individual work or homework ), cassettes ( or use in class or at home ), teacher ’ s book and sometimes even a video .
What are the advantages of using a course book ? Using a good course book has many advantages : It is what most teachers do and what many students expect .
It provides security for teachers and students and although time may be needed to evaluate and adapt a book it is less time-consuming than designing a syllabus and creating materials from scratch . So , it takes some of the preparation load off teachers .
It provides a syllabus which is graded roughly to the level suitable for the students .
It normally provides variety and a balanced diet of language work : Grammar , vocabulary , pronunciation , skills work ; it may contain study skills and learner development activities .
It gives continuity and progression . It is professionally produced with visuals , cassettes , etc . What are the disadvantages ? When using a course book there are many pitfalls to be wary of :
It is not always easy to find a course book that will suit the needs and interests of all the students in your group both in terms of the language syllabus and the topics of the texts . You may have to compromise and use a course book that suits most of your student ’ s most of the time .
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