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This unit is taking into consideration the material available for use in the classroom and how do teachers put it into the lesson planning. There are authentic and non-authentic materials that are available for teachers. Authentic texts (either written or spoken) are those which are designed for native speakers: they are real texts designed not for language students, but for the speakers of the language in question. Any English newspaper is composed of what we would call authentic English, and so is an English radio program. An English advertisement is an example of authentic English, so is a chapter from a book on teaching methodology written by Englishman for English-speaking readers. The use of English authentic materials will enable the EFL learners to understand the language as the native speakers of English use it.A non-authentic text, is one that has been written especially for language students.Usually the non-authentic material does not have the characteristics of real-life language. It typically consists of the linguistic items that aim to teach or advance learners? knowledge about the language. When all the materials have been collected the teachers should start planning their lesson. A lesson plan is giving teachers a guideline of what students need to learn and how it will be done effectively during the class time. Before planning the lesson, first we need to identify the learning objectives for the class meeting. Then, we can design appropriate learning activities and develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates these three key components: Objectives for student learning Teaching/learning activities Strategies to check student understanding There are many reasons why English teachers choose to use ESL course books in the classroom. Sometimes it is based on our impressions and expectations of what teaching materials should look like. Other reasons might be that the course books are visually appealing, easy for the teacher to prepare, and the activities fits well into the timetable. The course books have a clearly identified set of achievement objectives which include what the learners are expected to be able to do and what to expect next. These ready-made syllabi contain carefully planned and balanced selection of language content that can be easily followed by teachers and students,there is a consistency in the topics and genres in the four skills area (listening, speaking, reading, and writing). But, there are also some disadvantages when using a book in the classroom.First, most course books contain a lot of activities where students do \"questions and answers\
