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mpiled in a fixed pattern or mddel from the very beginning to the end. They may not:uit quite well the students in di堆rent provinces or different regions. Thus, for a English language teacher who teaches}speaking, he should take his students and the give_i textbooks into consideration: On the one hand, it is necessary for him to make good use of the textbook. On the other卜 and, he may select some other materials as a supplementary for effective teaching. T}e} selection of the type of language materials is determined by a number of factors, but rr}ost importantly by the objective (Van Els et al, 1984: 222). As far as the objectives of补ral class are concerned, Richards and Rodgers hold the view that materials should fo呷mn. ative ahilities of interpretation, expression, and negotiation `the c}anhmunic .y一er}tandab 1e, relevant, and interesting exchange of information, rather than on the 、了钓产一.一一一一一一‘Chapter Four Creating Communicative E}rvfrorrment一一一一一一一27 presentation of grammatical from: ' iii) "different kinds of texts and different media, which the learner can use to develop their competence through a variety of activities and tasks." (qtd iri Nunan, 1991:213) The purpose of selecting extra materials is to serve the goals of oral class teaching. Therefore, in order to realize effectively and successfully the goal of oral class teaching, while selecting extra teaching materials, the teacher has to consider the following factors. First, the materials should be authentic. By authentic it means that "types of L2 input such as newspapers, maps, advertisements, cartoons, graphs, news broadcasts and weather forecast that have not been specially written for L2 learners" (Wedel&Liu Runqing, 1995: 291). Authentic materials prepare learners for the reality of the target language in use outside the classroom. Authentic materials are more interesting than texts which have been contrived to illustrate the usage of some features of target language, and students will fmd them more motivating than the contrived ones. And authentic materials are more likely to have acquisition-promoting content rather than linguistic from. Students exposed to authentic materials are supposed to acquire more authentic knowledge which is useful for the development of communicative competence. Meanwhile, authentic ; materials give students direct access to the culture and help them use the new language authentically themselves, to communicate meaning in meaningful situations rather than for demonstrating -knowledge of a grammar point or a lexical item. They provide "reliable information about the people whose language is being taught-and the society they live in" (Van Els et al, 1984: 222). Second, the materials should be teachable and learnable. In oral class, we always have to make do with a limited number of hours that can be spent on foreign language. To realise the objectives and contents of oral class, the selected materials should enable both teacher and students, within the amount of teaching time available, to carry out the communicative tasks described in the objectives as effectively as possible. 'Third, varieties of authentic materials are also important. Varieties of materials such as newspapers, advertisements, graphic and visual source, pictures, enable teacher to fulfill various communicative tasks needed. They motivate stude