Teach English in Dapu Linchang - Meizhou Shi

Unit 14 takes a look at the selection of the course books and the related materials, as well as their use in the lessons. It is a common and good practice for teachers to add extra materials to the course syllabus to address the students? needs and get them more involved in the lessons. The materials can be authentic or created: the first one consist of all what a person might find in an English speaking country, while the second is created by the teacher to match the students? interests and improvement points. If an authentic material can look like more ?real? and catch students? attention more, they might be hard to beginners; created materials are for sure more suitable with the class level, but don?t allow the students to apply the language in the ?real? world. Having or not a course book presents advantages and disadvantages. My personal opinion is that a long-term continued learning path needs a good book as well as daily integrations from the teacher?s material. My opinion lies in the fact that a book helps students and often their parents to follow what has been done and is being done as well as cover teachers can rely on it quite well. On the other hand, sticking too much to the mere book programme can make lessons predictable, less stimulating and original. Generally, course books lack very interesting games, so their addition becomes necessary. As general tips unit 14 suggests to omit, replace, supplement and/or adapt the course book?s content to match expected results and goals of the lessons. Finally, in choosing a course book, different factors must be taken into account - especially when working in a poorer or developing country: price, availability, design, methodology, skills, syllabus, topic, teacher?s guide and extra material.