Authentic materials and resource types

Cambridge Veritas · Original TESOL self-study resources

Understand the idea

Coursebooks, readers, images, real objects and public texts provide different opportunities. Authentic materials offer communication from outside the classroom, but their length and cultural assumptions may need support. Select the task as carefully as the text.

What you will practise

• Explain the key idea in “Authentic materials and resource types” using a concrete example.
• Choose a teaching response that fits the learner and the purpose.
• Identify evidence you could collect to evaluate that response.

A closer look at the teaching

Authentic material can bring a useful audience and purpose into class, but it still needs thoughtful selection. Consider text length, layout and assumed knowledge, then set a manageable task. Learners may not need every unfamiliar detail to use a notice or menu successfully. Support the relevant demand rather than explain the entire source.

A teaching resource is useful when it helps these learners achieve this objective in these conditions. Evaluate content, layout, procedure and preparation demands together. Then decide what to keep, supplement, remove or replace. The decision should have a reason that can be checked after teaching. This turns materials use into a cycle of evaluation and adaptation rather than a choice between following a resource unchanged and discarding it altogether.

In the classroom

Before choosing an activity, identify what the learner needs to understand or communicate. Separate the language demand from other demands such as reading instructions, managing equipment or speaking to a large group.

A teaching sequence you can adapt

Use these stages as a starting point for this topic. Keep the language goal visible, and change the support when learner responses show a different need.

1. 01

   Define the learner need and select a small set of relevant evaluation criteria.

2. 02

   Try the resource from the learner’s perspective and identify barriers or unnecessary demands.

3. 03

   Adapt the smallest useful part while preserving or improving the communication goal.

4. 04

   Review learner responses after use and record a practical change for the next lesson.

A common mistake to avoid

When reviewing the activity, distinguish what you observed from what you inferred. Use the task outcome and a fresh example to decide whether another explanation, a different scaffold or more independent practice is needed.

Adapt it for your learners

Keep the intended outcome consistent when comparing responses. Record which support was available so you do not confuse a supported performance with the same task completed independently.

Try it, then compare.

Take a moment to make your own decision. Compare your reasoning with the example, then adapt it for a teaching context you know.

Your questions, answered.

Quick revision

• The key idea: Coursebooks, readers, images, real objects and public texts provide different opportunities.
• The context to remember: You use a real event notice to practise finding essential information.
• A useful next step: Choose a suitable task and one accessibility adaptation.

For your teaching portfolio: keep a brief plan, a note of what learners actually did and one change you would make next time. Use anonymous examples.

Sources and authorship

This module maps to the supplied syllabus PDF, Choosing and using teaching resources (4 pages). The study notes, examples, application tasks and self-checks on these pages are original Cambridge Veritas resources.

View the supplied PDF ↗ · Publication reference: source chapter

Written by Cambridge Veritas. Updated 10 November 2026.

Use these resources for preparation and reflection. Browser self-check results are for personal study and do not award a qualification or replace observed teaching practice.

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