Abstract
The use of authentic materials is important in teaching EFL students due to its real life English language usage. For this reason, this article discusses the way how to use TV commercials as an authentic materials in teaching one of the skills in English, that is listening. This article serves several materials, activities, and steps of how we implement the usage of TV commercials as authentic materials to improve listening ablity of the students. These materials, activities and steps is aimed to encourage and to give the real life usage of English, so the students can implement it in their daily communication abroad. These strategies was collected through several articles reading and experts in EFL teaching. It is known that both EFL teachers and students have much to gain from TV commercials. TV commercials have visual, verbal and written images, interesting vocabulary and cultural features, and help students to improve their listening skills and to speak English in a more natural way. 
 Keywords: TV commercials, authentic materials, teaching listening
Highlights
Television commercials are fun, persuasive, and memorable acts of communication that can capture the attention of language learners and can be used to stimulate them to think critically about deeper linguistic and cultural meanings
When selecting commercials for class use, it is important to view them with an eye toward several major concerns, which include the elements of language that the teacher wishes to focus on, the interests of the students, and the critical thinking skills that fit the commercial
English as a second language (ESL) teachers in higher education must help their students learn to listen with discrimination; in addition to understanding a message, students must learn to evaluate what they hear
Summary
Television commercials are fun, persuasive, and memorable acts of communication that can capture the attention of language learners and can be used to stimulate them to think critically about deeper linguistic and cultural meanings. On the other hand, they only listen to the commercial, they can verify predictions about the type of product (this may not be possible if the product is not clearly described or defined), the type of target market, and words, phrases or sentences they expected to hear. If they listen to the commercial message, but they see only a part of the screen, they can still discuss their predictions in groups or with the whole class about what they hear and maybe what they see. The commercial can be played one more time for all students to confirm their interpretations
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