Assignment C, Part 2.2
Essay on using authentic materials and internet
a) The value of using authentic materials in foreign language teaching
It can be challenging for a teacher to motivate students to learn and capture and maintain interest. One way
of doing so is to supplement the coursebook with authentic materials. Authentic materials assist students in
the proper and natural use of cohesive devices, such as discourse markers, pronouns and articles (TEFL
Academy, cohesive skills). Furthermore, authentic material transports the student from the workbook and
into the real world (TEFL Academy, authentic materials). This allows students to closer approximate their
own writing and speaking styles to that of native speakers.
There are numerous advantages to using authentic text in a classroom. Reading and listening to
authentic texts can give learners a sense of achievement and is an excellent way to expose learners to real-
world English (TEFL Academy, some reading materials for different levels). Students thus build up a
preparedness to what they will encounter day to day. Authentic texts have also been held to have a high
interest value due to their perceived relevance to the world in which they live (Oguz & Bahar, 2008).
Authentic materials go beyond what most coursebooks can impart; not only do students learn vocabulary
and grammar, but valuable cultural insights and practical application of learned knowledge (Oguz & Bahar,
2008). Authentic materials have advantages for the teacher as well; from saving time in the creation of
activities to the almost guaranteed correctness of the content in reputable sources.
b) Reasons for the selection of this text and the 12 vocabulary items
When teaching proficient users, it is important to keep in mind that reading becomes more purposeful;
learners understand the text, engage in meaning creation and can fully process most information (TEFL
Academy, stages of reading development). The chosen text contains a great deal of broad and rich
vocabulary and topics which learners may not previously have been exposed to, improving not only reading
but also skills of political rhetoric, critical reflection and cultural awareness. The text further caters to the
needs of the entire student demographic by covering neutral facts, having excellent syntax and a
conversational tone.
The vocabulary selection focuses on certain key terms in British politics, such as “the NHS” and
“House of Commons,” which will enable students to hold their own in political debates with British citizens.
Other vocabulary, such as “veritable” and “discordantly,” is aimed at improving students’ written proficiency
through using sophisticated terminology.
The reason I have chosen to omit certain parts has to do firstly with cultural differences. Some
pieces are politically charged which may cause friction in the class. The last two paragraphs are proliferated
with names (which students are unlikely to remember in any event) and a conclusion which I would prefer
Essay on using authentic materials and internet
a) The value of using authentic materials in foreign language teaching
It can be challenging for a teacher to motivate students to learn and capture and maintain interest. One way
of doing so is to supplement the coursebook with authentic materials. Authentic materials assist students in
the proper and natural use of cohesive devices, such as discourse markers, pronouns and articles (TEFL
Academy, cohesive skills). Furthermore, authentic material transports the student from the workbook and
into the real world (TEFL Academy, authentic materials). This allows students to closer approximate their
own writing and speaking styles to that of native speakers.
There are numerous advantages to using authentic text in a classroom. Reading and listening to
authentic texts can give learners a sense of achievement and is an excellent way to expose learners to real-
world English (TEFL Academy, some reading materials for different levels). Students thus build up a
preparedness to what they will encounter day to day. Authentic texts have also been held to have a high
interest value due to their perceived relevance to the world in which they live (Oguz & Bahar, 2008).
Authentic materials go beyond what most coursebooks can impart; not only do students learn vocabulary
and grammar, but valuable cultural insights and practical application of learned knowledge (Oguz & Bahar,
2008). Authentic materials have advantages for the teacher as well; from saving time in the creation of
activities to the almost guaranteed correctness of the content in reputable sources.
b) Reasons for the selection of this text and the 12 vocabulary items
When teaching proficient users, it is important to keep in mind that reading becomes more purposeful;
learners understand the text, engage in meaning creation and can fully process most information (TEFL
Academy, stages of reading development). The chosen text contains a great deal of broad and rich
vocabulary and topics which learners may not previously have been exposed to, improving not only reading
but also skills of political rhetoric, critical reflection and cultural awareness. The text further caters to the
needs of the entire student demographic by covering neutral facts, having excellent syntax and a
conversational tone.
The vocabulary selection focuses on certain key terms in British politics, such as “the NHS” and
“House of Commons,” which will enable students to hold their own in political debates with British citizens.
Other vocabulary, such as “veritable” and “discordantly,” is aimed at improving students’ written proficiency
through using sophisticated terminology.
The reason I have chosen to omit certain parts has to do firstly with cultural differences. Some
pieces are politically charged which may cause friction in the class. The last two paragraphs are proliferated
with names (which students are unlikely to remember in any event) and a conclusion which I would prefer
