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This unit covered information regarding course books and the difference between authentic and created materials. The text defined authentic materials as items that students would encounter in daily life that would either involve reading or hearing the English language in a natural context, such as menus, newspapers, brochures, or even songs. Created materials would be defined as activities designed by the teacher to get students working and thinking in English but in a way that the teacher can adapt and pinpoint to not only the language level of the students but the specific vocabulary being covered. When the unit moved on to covering course books, it began with a very informative list of what materials course books usually consist of, allowing me to see what tools are useful to have as a teacher and as a student. The part that listed the advantages and disadvantages of using course books either too heavily or too leniently was one area where I feel I learned the most in this lesson. It gave me a fuller awareness of how using a course book can influence the students' interest, excitement over the topics, and feelings of confidence in their progression and the teacher's authority on the subject matter. The issue of where to supplement material and how often to do so is one opportunity that allows for the teacher to be more creative and therefore more engaged with the material, rather than always relying on the students to creatively engage with their work. Therefore, the short segment that highlighted the four options (omit, replace, supplement, adapt) for working with a course book taught me that keeping these four different solutions in mind not only allows for more flexibility in the classroom but also leads to the teacher and students being actively and creatively involved with the progression of the language.
