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Course materials include the board, visual aids, worksheets, any media (CDs/DVDs/Videos), dictionaries and course books. Teachers should have a board plan to keep it organized. Using tables and columns, put up only the essential information. Print it clearly and wipe away the old information. Visual aids can be real objects or pictures or models. These are good because it reduces teacher talk time and elicits language from the students. It adds variety and discussion, while also helping aid memory. Worksheets can either be bought or made. If made, make sure they are durable so they will last. When using technology, make sure you know how it works, how long it goes, and that it is useful. Check the volume level and for all the equipment to be functional. Dictionaries can either be monolingual where the word and meaning are in the same language. They can also be bilingual were it is in one and the other. Dictionaries help with spelling, pronunciation, parts of speech, and context. They should not be overused in the classroom, but make good homework activities. Resource books come with a student's book which has information on the teaching point, a work book which has activities for the study phase, and a teacher's book which has activities for the activate phase. These books are usually quicker, the students expect it, and work well for inexperienced teachers. However, they can be boring if overused, they are not individualized and may not be liked by either the students or the teacher. When using them, create a balanced lesson where it is not used all of the time. You can omit certain parts, or replace with more suitable information. You can supplement with your own or adapt the given information. Make sure the material matches your students need and don't rely on it too heavily. Authentic materials are those that were not created to use in the classroom. They include menus, magazines, songs, and newspapers. Created ones include flash cards, pictures, and games.
