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Authentic materials should only be used with advanced-level classes.

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Authentic texts can be used for teaching grammar and vocabulary.

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To be able to use authentic texts in class, teachers should pre-teach every word in the text.

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Using authentic materials can encourage students to read and listen to English for pleasure within and beyond the classroom.

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To overcome the challenges of using authentic materials in class, teachers should edit the text rather than grade the task.

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To deal with the challenges of cultural content when using authentic materials, teachers should use international material and discuss students’ culture together with the target culture.

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 Teachers should select the authentic materials that can cater for their students’ needs and are relevant to the aims of the lesson and the course.

Select the supplementary material or teaching aid that matches the following description. 

This set of supplementary materials is usually offered with the coursebook. It includes plenty of resources, flashcards, question banks, media library, worksheets along with ideas for activities and games.

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Any reading or listening material which has not been designed for language teaching purposes.

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An online platform that usually has a variety of resources, activities, audios, videos, online games, quizzes, vocabulary flashcards and worksheets.

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Real objects which can be brought into the classroom to ensure instant understanding.

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Teaching aids that can be used to clarify the meaning of new vocabulary, to set the context for introducing new language or to start up a conversation.

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When using a coursebook to introduce a new language item, teachers need to make sure that the lead-in or introductory activities can effectively set the context of the lesson and get students interested in the topic of the class.

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To adapt the course book lead-in activities, the teacher can replace them with a drawing on the board, a photo or a number of photos, a video, a story or a quotation.

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Teachers should not change the order of activities in a coursebook.

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Some coursebooks start with freer practice activities which can be difficult for the students. So, the teacher may decide to change the order of the coursebook activities.

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Teachers must cover all the activities included in the coursebook even if they run out of time.

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When adapting coursebook activities, teachers may decide to shorten an activity, set it as homework or discard it altogether.

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All reading and listening activities in coursebooks include a section for pre-teaching vocabulary.

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 If the coursebook instructions to do a certain activity or play a game are complicated, the teacher should simplify them and grade the language appropriately to match students’ proficiency level.

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After deciding which parts of the coursebook are essential and which ones are optional, teachers can supplement the essential parts with external activities.

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As the structure and layout of coursebook units is similar, students may get bored especially if using the same series for different proficiency levels.

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Building a course entirely on one coursebook will make it one dimensional.

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Coursebooks act as a reference and a progress record for both students and teachers.

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Coursebooks are usually supplemented with question banks that can be used in developing quizzes and assessments.

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Coursebooks cannot precisely cater for students’ preferences, interests or language level.

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Coursebooks, especially those supplemented with a learning management system (LMS), help teachers in tracking student progress.

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Dependence on a coursebook may discourage teachers from trying new activities or experimenting with different teaching approaches and strategies.

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Extra activities are provided in workbooks or online resources for students to do on their own.

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 On paper, a speaking activity may seem to take 10 minutes, but in reality, students may take longer to understand the task, discuss the topic or present it to class.

Decide whether the following statement is an advantage or a disadvantage of using coursebooks in language classes.

Students feel more confident when they have a coursebook rather than a random selection of materials.

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Teachers may also depend entirely on the coursebook and exert no efforts in planning their lessons appropriately to achieve their goals and cater for their learners’ needs.

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Teachers should stick to the coursebook activities when teaching a reading or a listening text. They should not add any extra activities.

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The coursebook is clearly structured, includes a variety of activities for practice, revision and assessment.

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The language and activities are often graded to match the learners’ proficiency level.

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The materials are visually appealing as they are colorful, well presented and include many images.

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The teacher’s book includes a description of all activities in addition to answer keys and extra practice ideas, so it saves the time that teachers consume in preparation.

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The units are built around specific themes or topics which easily build the context for teaching language skills and systems.

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Abiding by a specific coursebook and having to get through certain units can be restricting.