Ingliz tili va adabiyoti” kafedrasi mudiri

CONTENTS
INTRODUCTION....………………………………………………………..……4
CHAPTER I. FORMATION OF AUTHENTIC MATERIALS IN FOREIGN LANGUAGE TEACHING.
1.1. Theoretical development of the use of authentic materials in foreign language teaching…………………………………… .…………..………………………....7
1.2. The differences between authentic and non-authentic materials in English teaching………………………………………………….....……………………...11
1.3.Types of authentic materials in English language teaching...……….…………………………...........................................................14
CHAPTER II. METHODOLOGICAL APPROACH TO THE USAGE OF AUTHENTIC MATERIALS IN ENGLISH CLASSES.
2.1. Effectiveness of the using authentic materials in foreign language teaching...…………….…………………………………………………………....17
2.2 Strategies and techniques in implementing authentic materials to the foreign language classes……………………….…………………………………..……...24
2.3 Benefits of teaching ESL with Authentic English Materials…………..…..….29
CONCLUSION ......…………………………………...……………….….……..35
REFERENCE……………………………………………………………….…...37


INTRODUCTION
Using authentic materials is one of the mainstays of an imaginative and motivating higher level course, but rarely features at levels lower than intermediate.
There are several reasons for this, primarily a kind of fear that students will panic when faced with language that is largely unfamiliar, and a feeling that to prevent this the language should be edited to the students' level. This is an unnecessary fear, as using authentic materials can be rewarding and stimulating for both teacher and students.
Tоpicаlity оf the theme: In addition to researching real materials, this study also provides examples of teaching using it in the classroom. It also helps the students to understand the topic quickly.
The аim: It is to show students a more creative way of imparting knowledge in addition to the same teaching system.
Teaching with authentic materials has been a hot topic in the English teaching industry for quite some time. With the dawn of easy and widespread internet access, students are exposed to a large number of authentic English texts and resources online. Many of our learners now also work in multi-cultural and multi-national companies or study abroad. These contexts create the need for students to be able to understand a variety of authentic English sources. In this series, onestopenglish will show you how to help your students develop the skills needed to understand and react to authentic texts.
In foreign language teaching, good, well-designed textbooks provide a lot of advantages: They follow a clear structure which usually adheres to CEF criteria or some other curriculum standard, they often present an attractive format which engages students and makes learning easier, and many textbooks also supply vocabulary glossaries or grammar sections for easy reference. And yet, there are still a lot of times when teachers (and the students themselves!) will want to diverge from the clear structure that a textbook provides in order to make learning even more interesting, effective and long-lasting. Using authentic language materials is a brilliant way to make the language come alive for students. 
Using authentic reading texts and other authentic materials can enrich the language learning experience immensely. This article discusses several approaches which teachers can apply in using authentic materials in the target language. 
Real-life materials in the target language can be used to supplement structures and vocabulary which have been presented in the curricula and textbooks with the aim of achieving an enhanced, synergistic learning effect. Such materials might include articles and other literature, videos, podcasts, songs, menus, etc., which address topics that have already been covered by textbooks. 
Authentic language materials are simply texts, audio and video that have been designed for native language speakers. 
Unlike traditional materials that have been created especially for second language learners, they aren’t structured in a special way and they don’t use specific grammar or vocabulary because they assume that the reader can understand the language used to a native level. 
Using them provides a whole host of advantages:
1. They bring creativity to the classroom
As we mentioned earlier, they allow language teachers to become more creative in the materials they use in the classroom, bring the language to life and inspire and motivate their students. 
2. They help the student develop a relationship with the language
Using these real-life language materials can also help your ESL student to form a meaningful connection with the language and relate better to the content, supporting the entire learning experience. 

3. 
   They expose the student to real-world English usage
   

Authentic materials help students bridge the gap between the classroom and the outside world. Many students enroll in school to learn or improve a language-related task, such as helping a child with homework or speaking English at work. Others enroll because they have personal long-term goals that involve education, such as becoming an engineer or business owner. In working with new students, teachers need to identify why students have come to class. When teachers know learners’ motivations, they can target instruction to meet those goals. A key way to help learners reach their goals is to use authentic, goal-directed materials.