1. CHALLENGING 6.

COMMUNICATIVE
The materials should be mentally engaging Materials are not only something used by
and require students to think about what the teacher at the front of the class to show
they are saying, not just mechanically their students, but they should also be
repeat pre-prepared phrases. This links manipulated by students and provide them
back to materials being communicative with a reason to speak or use the target
and meaningful. Some level of information language. Examples include exchanging
gaps should be created, which adds the information, playing a game which
element of curiosity. imitates real life conversations, etc.
2. GENERATIVE 7. MONITORABLE
In the coursebook students may have a It is important that it is possible to measure
limited number of opportunities to use the student success in order to provide
target language. Using flashcards or games appropriate feedback and support. Some
gives students the opportunity to generate materials aid this process more than others.
a lot of language, whereas if we use a
poster or a text to ask one of the students
to answer a question individually and then
we move on to written work, we have not
used our materials to generate lots of
language.
3. ACHIEVABLE
Good materials should provide students
with scaffolding to support their language
learning, facilitating recognition and then
production. They should be accompanied
by clear instructions for use and
demonstrations. The skills of the different
levels should be borne in mind as well.
4. MEMORABLE
The material is the opposite of boring, and
the difference of materials helps to make
our lessons and consequently the target
language for students to remember easier.
Any sort of visualization helps this process
as well.
5. MEANINGFUL
The material provides students with a clear
representation of the meaning of language,
presents language in a purposeful context,
and it even makes students use language
for anything that “makes sense”.