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The presentation of this unit was quite clear and easily understandable, except for the part about Speech Act Theory. I'm still not sure as to how placing certain speech patterns into one of the four levels can help a student learn English. Granted that there are words and phrases which, when translated directly, don't quite make sense or can sound at odds to what one means. But, using the example given, why would it matter if the question he asked was illocutionary or perlocutionary when it only had to do with cultural differences?The unit give great pros and cons to using authentic versus created materials for the student course. While authentic materials reduce the work load of teachers having to prepare and make all the materials, it's important to realize the the course book may have been selected prior to my teaching assignment and may not be for the level of learners, may have out dated reference points and can become boring and predictable if used as the only resource. It is then very important that a mix of authentic and created course work be used.
