Texts have been found in language classrooms for quite some time. There are many reasons for educators using texts. First of all, they use text messages as a linguistic objects. Second, they use texts as vehicle for information. And going back reason, they use text messages as a springboard for creation. So texts in language teaching have played the top role in terminology learning and coaching.

The most effective text messages in learning process are genuine materials. Leaning British through real materials can make the learners feel like the are in the a real language situations. The atmosphere of the classrooms are alive. Research studies on the utilization of genuine materials reveal which it can promote the students’ inspiration, positive attitude, participation and interest on the subject.

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There are several sorts of authentic materials that are audio, visual, printed materials and multimedia system materials. The multimedia system materials are involved audio, video and visual presentations. Many of these materials are applied for interacting specific dispatches in real situations.

Authentic music materials :

1. Music, media and other sound materials available on the internet

2. TV development including movies, commercials, quiz shows, cartoons, media and weather

3. Radio including advertisings, music and sales pitches

4. Taped or eavesdropped conversations, such as one-sided mobile phone conversations

5. Meetings, talks

6. Announcements in international airports and stores

7. Skillfully audio-taped short reports and novels

Authentic visible materials :

Images and graphs on the internet


painting and drawings, children’s artwork

wordless block signs

pictures from magazines, postcards, wordless picture books



coins and currency



Halloween masks and other vacation decorations

Authentic printed materials :

web based branded materials available on the internet

newspapers including articles, films reviews and adverts, astrology columns, sports studies, obituary columns, advice columns, labeled ads

reports, obituary columns, advice columns, classified ads

lyrics to song

restaurant menus

street signs

food product brands such as cereal boxes, candy wrappers

tourist information brochures

university catalogs

telephone books


magazines including TV guides, comic literature, catalogs

greeting credit cards, letters

grocery coupons and flyer

pins or t-shirt with messages

bus schedules

mail including expenses, absent children flyers and rubbish mail

flyers, posters, billboards

school notices

forms including leases, taxes forms, applications, medical history forms

Authentic multimedia system materials :

TV, Video programs of various kinds

podcasting on the internet

we based mostly programes involving multi-media use

There are conditions for educators to consider for choosing the genuine materials for school room use. Firstly, the eye of the students, the professor has to ensure that the chosen materials suit the age, interest and track record of the students. Second of all, the purpose of language learning, instructors must consider the information in the chosen materials are of value to the learners. Thirdly, the ethnic appropriateness, some materials are produced based on the native loudspeakers, the learners may not familiar with the culture of the contexts. Thus, the teachers should carefully choose the appropriate second terms contexts. Fourthly, the words level, the band of students will vary levels like novice, intermediate or advanced students. because the authentic materials aren’t made to fit the learning purposes therefore the educators must choose the kind of comprehensible type which is just a little difficult in order to sustain their motivation. Lastly, the quality of the materials may be concerned. The chosen texts must have the quality of the text company and the correct picture use. In the same time, the teachers must attentively look for errors and spelling mistakes of the text messages.


Using traditional materials have great benefits or advantages, specially for the second words learners of English. A large number of evidences of clinical tests have revealed a variety of advantages. First of all, the learners will expose to a variety of natural language. Next, the truth and the meaningful interactive are brought into class room. Then, there’s a connection between the classroom and the outside world. The coaching and assessment give attention to the 4 skills that your facts of dialect are not included. Moreover, the top objective is not a memorization for the examination but also for the communicative proposes. For the next reason, the genuine text messages can help the educators accessing the ready, available, attractive and inexpensive resources of the text messages as well as bring the variety to the class activities. So, the students have opportunities to apply the skills learnt in the class in the exterior world when they meet them in the true situations.


Using the traditional materials likewise have some problems. Some types of materials can include difficult dialect and abnormal vocabulary items which aren’t being found in the daily life basis. These varieties of problems cause a burden to the teachers. So to resolve the issues, the professors should carefully select the authentic materials utilizing the above mentioned conditions. For instance, the notices, bottled labels and reservation forms are used for the low level learners. Whereas, the advanced levels need more technical materials.


Thornbury stated that ” language always happens as words and not as isolated words and phrases” Therefore, the foundation of foreign language teaching is controlling text messages for both written and oral. A couple of three acronyms which may have been used to spell it out texts

TALO : Text as a linguistic thing – A TALO content material can be used for dialect work, specifically sentence structure or vocabulary.

TALO text messages :

are written especially with a pedagogical goal in mind

could be authentic texts the tutor has chosen because they contain a lot of types of a specific feature of terms,

could be traditional texts ” designed” to contain or emphasize certain features of language.

TAVI : Text as a car for information

A TAVI text message has some other focus. Information within the written text is seen as more important than the vocabulary. Students should comprehend the overall interpretation of a word rather than ( or at least before ) the finer points of details,

TAVI texts :

can be chosen because they are motivating,

these texts are mainly authentic and predicated on communicative way.

TASP : Content material as a Stimulus for Production

A TASP means using text messages as a springboard for another task – usually a reading or writing job. TASP techniques also fit well with communicative procedure.

TASP type activities could be :

doing a job play on the written text,

discussing issues raised by the written text,

having a issue about the things of view presented in the texts,

writing an identical content material about something the students know about

writing a reply to the text

( Verster 2005 ): TALO, TAVI, TASP.

From : www. vgtu. it

Texts – based activities presented in the course reserve ‘Information Technology’ are

marking the claims as true or wrong, completing the spaces in the claims, linking each couple of activities ( donating cause and result ) by a time clause, complementing the terms in desk A with the assertions in desk B, making a set of the key features of the center ( device ) students are reading about, complementing the reviews of the facilities with their titles, writing a short analysis of the phenomenon you have read about ( at least by list its good and bad points ), looking to guess this is of the given abbreviations, trying to paraphrase the assertions, linking each group of sentences to make one word ( corresponding to the explanations given in the written text ), doing the forms to record the main details of the situation described in the written text, employed in pairs, studying the diagram to describe how service works, placing the described situations in sequence, finding words or phrases in the stand which mean what’s given in the claims below.


From my experience as a professor, I have been instructing young learners, mainly in the Phatom 1-3 students. And I have used several sorts of traditional materials in my class. For example, I use British songs and nursery rhymes when I would like to provide new dialect to my students for promoting the determination and engagement in learning of my students. Then, I use many pictures to provide the new vocabulary to be able to promote a much better understanding of the meanings of the words. Sometimes, I have them read their advantageous books from the bookshelf, to allow them to choose whichever they like.

The types of my real materials are :

Five Little Speckled Frogs

Five 5 little speckled frogs,

Sitting on a hollow log,

Eating some most delightful bugs,

Yum, Yum.

One 1 frog jumped in the pool,

Where it was nice and cool,

Now there are four 4 speckled frogs,

Glub, glub.

Four 4 little speckled frogs,

Sitting on the hollow log,

Eating some most scrumptious bugs,

Yum, Yum.

One 1 frog jumped in the pool,

Where it was nice and cool,

Now there are three 3 speckled frogs,

Glub, glub.

Three 3 little speckled frogs,

Sitting on a hollow log,

Eating some most delightful bugs,

Yum, Yum.

One 1 frog jumped in the pool,

Where it was nice and cool,

Now there are two 2 speckled frogs,

Glub, glub.

Two 2 little speckled frogs,

Sitting on a hollow log,

Eating some most scrumptious bugs,

Yum, Yum.

One 1 frog jumped in the pool,

Where it was nice and cool,

Now there is certainly one 1 speckled frog,

Glub, glub.

One 1 little speckled frog,

Sitting on a hollow log,

Eating some most delicious bugs,

Yum, Yum.

One 1 frog jumped in the pool,

Where it was nice and cool,

Now there are no 0 speckled frogs,

Glub, glub.

From www. enchantedlearning. com

My students really enjoy it. So they like British dialect too. And I’ve another example :

Hark, Hark, The Canines Do Bark!

Hark, hark, the canines do bark!

The beggars are approaching to town!

Some in rags and some in tags,

And some in velvet dresses.

From www. enchantedlearning. com

One, Two, Three, Four, Five

One 1, two 2, three 3, four 4, five 5,

Once I captured a seafood alive.

Six 6, seven 7, eight 8, nine 9, ten 10,

But I let it go again.

Why performed I let it go?

Because it amount my finger so.

Which finger did it bite?

The baby upon the right.

From www. enchantedlearning. com

Aesop’s Fables : The Ant and the Grasshopper

In a field one summer’s day a Grasshopper was hopping about,

chirping and singing to its heart’s content. An Ant exceeded by,

bearing along with great toil an ear of corn he was taking to the


“Why not come and speak to me, ” said the Grasshopper,

“rather than toiling and moiling in that way?”

“I am helping to place up food for the winter, ” said the Ant,

“and recommend one to do the same. “

“Why bother about winter?” said the Grasshopper; we’ve got

plenty of food at the moment. ” But the Ant continued its way and

continued its toil. When the winter came the Grasshopper possessed no

food and found itself dying of appetite, while it noticed the ants

distributing every day corn and grain from the stores they had

collected in the summer. Then the Grasshopper knew:

It is most beneficial to get ready for the days of necessity.

The Ass and His Masters

AN ASS, belonging to an herb-seller who offered him inadequate food

and too much work made a petition to Jupiter to be released from

his present service and provided with another professional. Jupiter,

after caution him that he would repent his request, caused him to

be sold to a tile-maker. Soon afterwards, discovering that he had

heavier loads to carry and harder work in the brick-field, he

petitioned for another change of professional. Jupiter, informing him

that it would be the previous time that he could offer his demand,

ordained that he be sold to a tanner. The Ass discovered that he had

fallen into worse hands, and noting his master’s job,

said, groaning: “It could have been better for me to acquire been

either starved by the one, or even to have been overworked by the

other of my former masters, than to own been bought by my

present owner, who will even when i am dead tan my hide, and

make me beneficial to him. “

He that sees discontentment in a single place

is not likely to find joy in another

The Ass, the Fox, and the Lion

THE ASS and the Fox, having came into into partnership alongside one another for

their mutual cover, went out in to the forest to hunt. They

had not proceeded very good when they met a Lion. The Fox, seeing

imminent danger, contacted the Lion and guaranteed to contrive for

him the get of the Ass if the Lion would pledge his phrase not

to harm the Fox. Then, after assuring the Ass that he would not

be wounded, the Fox led him to a deep pit and organized that he

should fall into it. The Lion, seeing that the Ass was anchored,

immediately clutched the Fox, and attacked the Ass at his


*Never trust your enemy