What do students do with well-designed materials?

"Teacher this is wonderful, but I do not know where to start" is what many EFL teachers have heard or perceived form their learners when they end up totally puzzled up at their teachers' materials. Having created well-intended and according-to-the-students-needs materials is just half way in the learning process. The other side of the coin is making these materials alive.
The first step for students to take advantage of their teachers' adapted, created or adopted exercises is on the instructors' abilities to foresee further outcomes while teaching. Experienced professors have this skill of predicting how students will react towards materials. Planning should come hand to hand with the teaching practice per se. Therefore the role of instructions enclosed in those tasks or exercises becomes more and more essential. There are times when teachers will find a sort of manual or teachers' notes which, indeed, guide them step by step on how to develop that given activity. Once the how-to-apply part is clear, teachers must be analytical enough to determine if the materials have any implications into the class population they will be developing them with. Here is when teachers have to see BEYOND the beautiful materials they bring into the classroom; some of these concerns can be derived from these thoughts: "Is this going to offend any of my students?, Is any of my pupils going to find either too hard or too easy?, Do I need to provide more support so that my students can understand lexical items, structures or cultural aspects that these materials include?"
Also, professors must be aware that working with materials is another way to enhance cognitive development. Students need to given the chance of activating previous knowledge that makes assimilation attainable, acquiring new input that will turn into intake—hopefully, and discovering new language or socio-affective skills that will help in their daily life.
Materials are not to be used for teaching purposes only. They also create habits, rise learning expectations and promote critical thinking in students. The so-what question must be avoided in the learners' minds. Through the use of materials, teachers get students to self-invest in their learning.