Topic

ELT Materials
and Resources

LEARNING OUTCOMES
By the end of this topic, you should be able to:

1.

Identify various types of ELT materials and resources;

2.

Select appropriate materials and resources for use in the

English language class;

3.

Produce simple materials and teaching aids;

4.

Plan suitable activities based on the materials selected or produced.

INTRODUCTION

Materials and resources are very important to English language teachers. If used
effectively, they are the best teaching aids which can help our pupils to
understand what we are teaching them more easily. Furthermore, lessons will be
more meaningful and definitely more interesting for the learners. In this topic,
you will be exposed to the various types of English language teaching (ELT)
materials and resources. Then we will look at how to select suitable teaching aids
and finally, how to exploit these materials so that teaching and learning will be
more enjoyable and effective.

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9.1

ELT MATERIALS AND RESOURCES

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TYPES OF MATERIALS AND RESOURCES

We live in a world of teaching resources. For example, the internet, the

newspaper, the school, the environment, the music industry, our homes are all
resources where we can obtain many materials for use in the language classroom.
They are all potential teaching aids, a teacher s tools of the trade, whose use can
be maximised if the teacher has the ability to integrate them in their lessons.
Imagine there is an empty tool box. If you have to fill it with teaching aids of
different types, what will you place inside this tool box?
Well, does your imaginary tool box of teaching aids contain similar aids to other
teachers? Let us look at Figure 9.1 to see what is in this tool box.

Figure 9.1: Tool box of teaching aids

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9.1.1

Print, Non-print and Electronic

ELT materials and resources can generally be grouped into three categories:


print

non-print

electronic

Print type teaching aids consist of all pictorial and non-pictorial texts that are
printed, while non-print aids include realia, that is, real objects, people, animals,
plants and three-dimensional aids such as puppets, models, etc. Finally, the
electronic category consists of all electrical and electronic aids and resources.
Now, try the following activity to get a clearer picture of the different types of
materials and resources available to help you in your teaching of English.

ACTIVITY 9.1
Study the teaching aids and resources in the teaching aids toolbox in
Figure 9.1 again. Categorise them under the following headings. Some
may belong to more than one category.
PRINT
 Newspapers

9.2

NON-PRINT
 Puppets

ELECTRONIC
 Audio cassettes

ROLE OF MATERIALS AND RESOURCES

Think back to your school or college days. Do you remember how you felt during
those lessons when your teacher/lecturer did not use any teaching aids and you
had to sit still and listen to her.
Now, think about a time when you enjoyed a lesson and found it very easy to
follow. Did your teacher/lecturer use any teaching aid then?

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Can a teacher stand in front of the class and deliver the lesson without any
teaching aid? Yes, he can. But, that does not mean that his pupils have
understood what he has taught or if they are listening to him attentively.
Children, and even adults, will feel bored if they are asked to just sit and listen
for long periods of time. This is where teaching aids play a role. How can
instructional materials help the teaching and learning process? All visual aids,
audio aids and audio-visual aids contribute to the learning process in the
following ways:
(a)

Break the monotony of listening solely to the teachers voice

(b)

Add variety to classroom activities

(c)

Help learners to focus their attention on what is being taught

(d)

Complement the teacher s verbal explanation

(e)

Help to speed up the process of understanding

(f)

Help to provide meaningful practise of language

Can you think of any other reasons why teachers should use teaching aids?

SELF-CHECK 8.1
Name the three categories of teaching aids and give three examples for
each.

9.3

MATERIAL SELECTION AND PRODUCTION

From the types of materials and resources, let us now proceed to look at certain
principles to guide our selection and how to produce simple but useful teaching
aids.

9.3.1

Principles of Material Selection

Consider the following example involving two teachers (Teacher A and Teacher
B): To teach the language of simple processes to primary school pupils:
(a)

Teacher A shows a picture of a sandwich and discusses how the sandwich

was made.

(b)

Teacher B brings the ingredients and demonstrates how sandwiches are

made.

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Now, whose teaching aids would be more effective? Why?

Topic and Objectives of the Lesson
Teaching aids are only effective if they help us to achieve the objectives of the
lesson. And of course, they have to be relevant to the topic we are teaching.
Therefore, any material that we select should help our learners to understand
what we are teaching. For example, if the objective of our lesson is to teach the
pupils to give simple directions, then a chart with diagrams and phrases such as
turn right and turn left would be appropriate.
(a)

Interest Value
Boredom can affect the learners motivation to focus on the lesson. Thus in
your selection of materials, questions such as, Will this interest my
pupils? are important. Boys and girls have different interests, as do young
and older learners. For young learners, materials should contain
illustrations and preferably be more colourful.

(b)

Learners Level of Proficiency

It is necessary to check the language used in materials, especially authentic
ones such as newspaper articles, before deciding to use them in your class.
Ask yourself questions like Will my pupils understand the vocabulary
used?or Are the language structures too complex?

(c)

Learners Maturity
The content of the materials should be suited to the maturity level of the
learners. For example, the concept of the greenhouse effect would
probably be too difficult for lower primary pupils to understand and
materials on social problems would be more suitable for secondary school
students than primary ones.

(d)

Learners Prior Knowledge

Learners prior knowledge, in other words, what they already know,
should serve as a take-off point in your teaching and also their learning. If
prior knowledge is not considered, the material may be too difficult in
terms of language or concepts and learning will not take place. In addition,
learners will become frustrated and demotivated. A simple example: if your
young pupils are only familiar with script writing, they will face problems
if you give them materials written in cursive or some fanciful font.

(e)

Suitability of Cultural Content

As teachers, we have to be sensitive to the learners cultural background,
and if we decide to use materials that may cause some moral conflict, give
special thought to how we are going to present it. For example, showing

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pictures of scantily dressed girls or using texts that discuss cohabitation

may go against the cultural values of our learners and this could lead to
complaints from the school and parents. Although we do not mean to
promote the wrong values, sometimes our intentions are misunderstood.
The question then is to ask: is there alternative material available? How do
we handle sensitive issues that could arise?
(f)

Practicality
The criterion of practicality concerns questions such as: are you going to
spend hours drawing and painting a beautiful picture of an aeroplane when
you can easily find a picture of one? Bringing an aeroplane to class would
be ideal but, again, would it be practical or possible? For instance, to teach
processes, you decide to demonstrate how to cook curry. It will definitely
interest your pupils but will there be enough time to set up a stove and
cook during the English lesson? Will safety be an issue?

(g)

Availability and Cost

The availability and cost of the materials you decide to use with your pupils
also needs to be considered. If you plan to use the LCD projector, radio,
television or even some charts from the school resource room for your
lesson, make arrangements to ensure that they are available for use at the
required time. Some teaching aids such as software programs and
electronic aids can be costly. Does your school have them? If not, can you
get permission to purchase them? If you wish to use some class readers, are
they available in the school library or can your pupils afford to buy them?

Selecting CALL software programs

Schools today are equipped with computer laboratories, and computer-assisted
language learning (CALL) is often incorporated into English lessons. Thus as
teachers, you would have to select suitable software programs for your class use.
Besides the considerations above, here is a checklist you can use to guide your
selection:
(a)

Is it user-friendly?

(b)

Am I using it as a main or supplementary activity?

(c)

Does it replace me as the teacher?

(d)

Does it interest and motivate learners in terms of its content, layout and
design?

(e)

Can it cater to different levels of ability?

(f)

Does it use British English or American English?

(g)

Does it give immediate feedback to learners?

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(h)

Are there any language errors?

(i)

Is there a record-keeping feature to keep track of learners progress or

performance?

These are only some of the questions that you should ask when selecting CALL
software programs. Other questions must also be considered according to the
classes and content you are teaching. There are now many types of software
available, and many websites on the internet are solely dedicated to providing all
kinds of English ideas and exercises to suit all levels of students for free.
Resources are indeed literally at the teachers fingertips.

SELF-CHECK 9.2
State five criteria for selecting materials and resources for ELT.

9.3.2

Producing Simple Teaching Aids

Although we can use realia or real objects as teaching aids, they are not always
suitable for our lessons. In this section, we will look at how to produce some
simple teaching aids that are very useful to the teacher in primary school.
(a)

Flashcards
Besides the blackboard, flashcards are one of the most widely used visual
teaching aids in primary school. They are easy to make because all you
need to do is stick a picture or word (or phrase), or both, on a piece of
manila card. The pictures can be drawn or cut out from magazines.
Flashcards are usually used to teach new vocabulary. You can also use
them for revision or remedial work. What you do is hold up the flashcards
as the new word is presented to the class and if you wish, you may also
stick them on the blackboard with blu-tac. Remember that the pictures and
the words written on the cards should be big enough to be seen by the
whole class. For young children, use script writing or a font that they are
accustomed to. Avoid fanciful fonts. Figure 9.2 illustrates two sample
flashcards.

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front of card

W 193

back of card

Eating
Figure 9.2: Sample flashcards

You can store flashcards according to categories such as topics (Home,

School, Environment, etc.) or word classes (nouns, verbs, adjectives, etc).
Systematic storage of these cards allows you to locate them easily when you
need them.
(b)

The Pocket Chart

The pocket chart consists of a piece of stiff cardboard or mounting board on
which pockets have been fixed. These pockets are for holding letter, word
or phrase cards and picture cards. The pocket chart allows you to display
flashcards for a longer period of time. It can also be used for sequencing
activities such as rearranging words to form sentences or rearranging letters
to form words.
There are several designs for the pocket chart. Here is one of them:
Accordion-type Pocket Chart
This pocket chart is easily stored and carried around as it can be folded like
an accordion (Figure 9.3). Alternatively, it can also be left hanging in the
class. It is made up of 68 pieces of oblong stiff cardboard/mounting board
(74 cm u 10 cm) each with pockets for slotting in the word cards. To make
the pockets, cut clear thick plastic strips measuring 72cm u 4 cm and stick
them onto the cardboard pieces with strong masking tape or staples.
Finally, the oblong pieces are joined together using key rings.

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Figure 9.3: An accordion-type pocket chart

The pocket chart can be used for many activities at sound, word and phrase
levels, such as rearranging letters to form words, matching synonyms/
antonyms, matching words with same initial sounds, word families and
sequencing words to form sentences. Some examples are illustrated in
Figure 9.4.

Figure 9.4: Activities using the pocket chart

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(c)

ELT MATERIALS AND RESOURCES

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Word or Sentence Strips

These are variations of the traditional substitution table and can be used to
practise word and sentence building skills (Figure 9.5). They are very
suitable for lower primary pupils. Words or sentences are formed by
sliding a strip along a list of words or letters. The pupils can then copy
down the words or sentences they make in their exercise books.

Figure 9.5: Sliding sentence strips and word-building strips

(d)

Vocabulary Wheels
Vocabulary wheels can be used to practise and expand vocabulary in an
interesting manner. Some vocabulary wheels are known as sentence wheels
as they are circular substitution tables and can be used by students working
on their own, in pairs or in groups. Here are some vocabulary wheels
(Figure 9.6) from Noor Azlina Yunus & Gaudart (1996: 105).

Figure 9.6: A variety of vocabulary wheels

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To make a vocabulary wheel, you need 23 sheets of cardboard, a geometric

compass for drawing circles, a black marker pen for writing, and some
T-pins. Here is how you make Vocabulary Wheel a which allows practice
in making sentences, e.g., Joni ran under the bridge (Figure 9.7).
(i)

To make Vocabulary Wheel a:



Cut three different sized circles from the cardboard.

On each circle is a part of a sentence.

Circle 1 (smallest): pronouns/proper nouns  Ali, Lina, We,

They, You, etc.

Circle 2 (medium): inflected/uninflected verbs  climbs, swims,

ran, slept, ate, etc

Circle 3 (biggest):

prepositional phrases  up the tree, under the

bridge, in the river,etc.

Fix the three circles together with a T-pin. The smallest circle is on
top.

Ensure that the circle can spin easily in both directions.

Figure 9.7: Making vocabulary wheel a

(e)

Puppets
There are various types of puppets, some which are very easy to make and
some which require more time and effort. The puppets you can make
include:
glove puppets

stick puppets

paper bag puppets

shadow puppets

finger puppets

sock puppets

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Here are some of the puppets and how to make them from Noor Azlina
Yunus and Gaudart (1996) (Figure 9.8).

Figure 9.8: Various types of puppet

(i)

Sock Puppets
These are popular with children because of their huge mouths which
you can open and close with your fingers. They are made from old
socks fitted over the hand (Figure 9.9).

Instructions:


Slip a sock over your hand.

Pull in the toes of the sock and sew it to form the mouth.

Sew/glue on buttons or pieces of felt to form the eyes.

If you want ears, poke two fingers up just after the heel of the sock
and tie them up with rubber bands.

Remove your fingers and stuff the ears with paper.

Glue on wool or fur fabric for your puppets hair.

Figure 9.9: A sock puppet

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(ii)

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ELT MATERIALS AND RESOURCES

Stick Puppets
To make these puppets, you will need a round piece of card or a
paper plate, paint, a stick, a square piece of cloth, some ribbon and
wool.

Instructions:


Draw a face on a round piece of card or paper plate.

You can also cut a face from a magazine and glue it on a card.

Attach the face to a flat stick/bamboo.

Glue on hair using wool.

Make a dress for the puppet using a square piece of cloth.

Slip the dress up the stick and tie a ribbon around the neck.

(iii) Finger Puppets

Finger puppets are probably the easiest to make and require only the
minimum of materials such as a small piece of cloth (handkerchief or
scarf) and fine marker pens to draw the face.

ACTIVITY 9.2
Look at the finger puppets in Figure 9.11. Arent they easy to make?
Do you think children would enjoy using them to practise language?
Can you think of one activity you could use these puppets for?

Figure 9.11: Finger puppets from Coppock (2003:17) and Noor AzlinaYunus & Gaudart
(1996:120)

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For more ideas on material production, refer to:

Leela, Mohd. Ali & Thurgood, Graham (1991). Materials production and
adaptation: An integrated approach. Kuala Lumpur: Federal Publications.
Gaudart, Hyacinth (1997). Reaching out to learners: Creative ideas for teaching
English. Shah Alam: Fajar Bakti.

9.4

EXPLOITING MATERIALS AND RESOURCES

By now you would be aware of the various types of ELT materials and resources
and how to select suitable ones for your class, as well as how to make some
simple teaching aids. In this final section, we will look at how you can effectively
use the materials and resources selected by planning appropriate activities.
Remember that teaching aids can be incorporated into any stage of the lesson, not
just the presentation stage. They can be used to introduce a new teaching point,
consolidate learning as well as for remedial and enrichment work. In this section,
we will discuss and illustrate the use of pictures, newspapers and internet
resources in English language teaching.

9.4.1

Pictures

Pictures include photos, drawings and paintings, and are said to paint a
thousand words  and much more to a teacher. Well-chosen pictures or picture
series provide many opportunities for language practice and make learning fun
for your pupils. It is an effective way to introduce new vocabulary in primary
school. For example, many activities can be devised from a picture such as the
one in Figure 9.12.

Figure 9.12: Sample postcard picture

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Sample activities:
(a)

Prediction & Narrative Writing

In your groups, discuss what you think happened to the cat before and
after this picture was taken. Write a short story.

Alternative activity (advanced level): Imagine that you are the cat. Write a
short story to describe what happened to you.
(b)

Describing Photos (show and tell activities)

Most children enjoy talking about their families. Ask your pupils to bring a
photograph of a family event. In class, they exchange photographs and ask
one another WH-questions e.g. Who is this?, How old is he?, Where is
this place?, Whose birthday is it? You can vary the level of questioning
depending on the ability of your pupils.

Alternative activity (elementary level): Pupils bring a photo of a family

member and describe this person in a few sentences.
(c)

Completing Speech Bubbles

Comic strips provide many opportunities for practising conversational
language. The dialogue can be erased or speech bubbles added in and
pupils are then asked to fill in the speech bubbles with the appropriate
speech. For example: What are these two people saying to one another
(Figure 9.13)? Fill in the speech bubbles.

Figure 9.13: Comic strip from Kees World by C.W. Kee. The Star, 20 June 2006

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ACTIVITY 9.3
1.

Teacher A chooses the following picture to teach the topic Parts

of the body to his primary school pupils. Do you think it is
appropriate? Why?

2.

Fill in the blanks in the following sentences with one word each.
In selecting suitable pictures for your lesson, consider their
relevance to the lesson
and
. Be sensitive to the
learners
so as to avoid any moral conflict that may arise
due to the picture.

9.4.2

Newspapers

Questions that come to mind when considering the newspaper as a potential

resource for the teaching of English are: Why newspapers? Wouldnt it be too
difficult for primary school children?
Think about what you can find in the newspaper. Are there materials you can
use to teach primary school?
The newspaper is in fact a wonderful resource for teaching. It contains a variety
of both pictorial and non-pictorial texts that you can use in your lessons, such as
pictures, articles, advertisements, comic strips, TV programmes, and so on. The
newspaper is also cheap and easily available and contain material that would
expose learners to real-life language. The materials can be used to generate many
classroom activities for all levels of proficiency. The comic strip in the previous
section on Pictures is an example of the newspaper as a resource for practising
the language skills. Here are more sample activities.

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Sample activities:
(a)

Scavenger Hunt
This activity can be adapted to suit all levels of students. The newspapers
can be supplied by the teacher, school or students themselves. Students
work in groups and are given a list of items to look for in the newspapers.
They can either cut out whole pictures, words or phrases and paste them on
a piece of paper or cut out individual letters and paste them together to
form a word. It is a lot of fun as students compete in their groups to locate
the items stated in the scavenger hunt list. The following are two sample
lists (Figure 9.14):

Scavenger Hunt 1: Lower primary

(Skimming, scanning & spelling
practice)

Scavenger Hunt 2: Upper primary

(Skimming, scanning & grammar
practice)

Part A
1.
A picture of a man.
2.
A picture of a woman.
3.
A pair of eyes.
4.
A picture of a vehicle.

Part A
1.
A picture with more than 2 people.
2.
An advertisement on food.
3.
The name of a local town/city.
4.
The name of a foreign town/city.

Part B
5.
My favourite fruit is du _ _ _
_.
1.
My father is a _ _ _cher.
2.
I sl _ _ p at 10pm every night.
3.
I w _ _ e up at 6am every
morning.

Part B
1.
My father
(go) to Ipoh
yesterday.
2.
My parents
(be) both
teachers.
3.
Mina
(eat) the curry and
fell ill.
4.
She scored the
(good)
results in her class.

Figure 9.14: Sample scavenger hunt tasks

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(b)

ELT MATERIALS AND RESOURCES

W 203

Guided Writing
Lower primary (Year 3)

Fill in the blanks with information from the advertisement in Figure 9.15.
During the coming holidays, I would like to go to
. I hope I go for
days. It will cost my father
for each of us. I am looking
forward to see the famous tourist spots such as
and
in
.
Upper primary

Complete the dialogue.

A : Where would you like to go this holiday?
B :
A : Why?
B :
A : How many days is the tour?
B :
A : How much will it cost?
B :
** Advanced learners can be given less guidance and instructed to write
letters to talk about their holiday plans or to persuade their parents to take
them on a particular holiday. If dialogues are written, they can be roleplayed.

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Figure 9.15: Advertisement from The Star, 20 Jun 2006

(c)

Shopping List
Instructions to pupils:
You are going shopping for birthday presents for yourself and your family.
Look through the newspaper and cut out the presents you would buy if
you had a lot of money. State who the presents are for. A sample is
provided in Figure 9.16.
Note: This activity can be made more difficult by asking the pupils to
explain their choices either in written or verbal form.
Variations of this activity: You can also ask the class to do a collage of their
favourite past-times, holiday plans or likes and dislikes.

** For more ideas and hands-on experience on using newspapers in

education (NIE), look out for the annual NIE workshops organised by The
Star and New Straits Times in major cities in Malaysia.

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Figure 9.16: A sample of pupils work

The activities suggested in this section can be adapted to suit your pupils ability
and your lesson objectives. There are many more NIE (Newspaper in Education)
activities. Can you think of any other activities for using the newspaper in your
class?

SELF-CHECK 9.3
Give three reasons why the newspaper is a good resource for teaching
English.

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9.4.3

Internet Resources

The internet is another good resource for teaching. There are many educational
websites, pictures, exercises, stories, poems, ideas and all other kinds of materials
that you can use in your language classroom. Multimedia presentations can also
be downloaded and shown during lessons to make learning and understanding
easier. Besides, the colourful and hi-tech presentations often motivate and
capture students attention.
In using internet resources for teaching, you have the option of either
downloading the materials and printing them for your pupils or allowing them
to access the internet to do exercises. The option you choose will depend on the
availability of computer and internet facilities in your school and of course, the
constraints of time and the computer skills of your learners.

SELF-CHECK 9.4
In addition to the criteria for the selection of materials we discussed
earlier, what other criteria would you apply in your selection of
materials from the internet? Why?

Next is a sample activity (Figure 9.17) utilising the resources on a website for
creating puzzles and quizzes at http://puzzlemaker.school.discovery.com.
(a)

Creating Puzzles
Level: Intermediate  advanced
For this activity, the pupils work in pairs or small groups to generate
puzzles online. Therefore, before the class, ensure that internet access is
available in the computer laboratory. Once the puzzle is generated, it can be
printed out and exchanged with another group who will then solve the
puzzle. The topic of the puzzle is usually determined by the teacher, for
example, Occupations, Vehicles, Antonyms, Synonyms or
Tenses. This activity can be used as an extension or consolidation work.

Alternative activity: The teacher creates the puzzles and prints them out for
the pupils to solve.

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Figure 9.17: Sample criss-cross puzzle created at http://puzzlemaker.school.

discovery.com

(b)

Unscrambling Phrases or Sentences

This is another ELT material that is available at http://puzzlemaker.school.
discovery.com (Figure 9.18).
The message to be unscrambled is keyed in by the pupils and after the
puzzle is generated, it can be printed out for them to exchange with other
groups. The teacher decides whether the message is to be a phrase or a
sentence. Idioms or proverbs can also be used as messages for more
advanced learners.

Alternative activity: Teacher keys in the message for the pupils to

unscramble. For pupils of lower proficiency, they may cut out the tiles and
rearrange them to form a phrase or sentence.

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Figure 9.18: Sample scrambled sentence created at http://puzzlemaker.school.

discovery.com

What levels of primary school are such puzzle-making activities suitable for?
How can you incorporate it into your lesson?
Here are some useful websites. Check them out to discover interesting materials
for your lessons.
Website

Description

http://www.eslcafe.com

Ideas for teaching & learning ESL, games,

exercises

http://www.englishclub.com

Games, quizzes, exercises, worksheet generator

http://www.englishlearner.com

Resources for teaching, interactive tests &

exercises

http://www.encarta.com

Resources for teachers, lots of pictures

http://a4esl.org

Vocabulary, grammar quizzes, puzzles

http://www.longman.com/teens/
teachers

Resources for teaching English

http:/www.onestopenglish.com

Ideas, lesson plans for teaching English

http://www.english-to-go.com

Lesson plans, interactive activities, resources

http://www.manythings.org

Games, quizzes, exercises for learning & eaching

http://www.english-zone.com

Ideas, exercises, games for teaching

http://www.1-language.com

Online resources, games, exercises

http://www.puzzlemaker.com

Puzzles for teachers to design for their students

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ACTIVITY 9.4
1.

State three criteria for selection of software programs for CALL.

2.

State three points to remember when making flashcards for use

with primary school children.

Study the picture series in Figure 9.19 and describe three

activities you would plan for your class:
1 activity for elementary, 1 for intermediate and 1 for advanced
level learners.

Figure 9.19: Pictures series from Noor Azlina Yunus & Gaudart (1966 : 74)

There are print, non-print and electronic materials and resources for teaching
English.

In selecting materials, check the suitability of their language and content to

see if they match the lesson objectives and the ability, maturity level and
cultural background of the learners and also, the interest value, availability,
practicality and cost of the teaching aids.

Effective use of the materials also includes planning suitable activities for the
learners.

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Audio aids

Language skills

Audio-visual aids

Sentence wheel

CALL

Visual aids

ELT resource

Chitravelu, N., Sithamparam, S., & Teh, S. C. (2002). ELT methodology:

Principles and practice. Shah Alam: Fajar Bakti.
Coppock, L. (1997). Puppet talk. Dunstable, UK: Belair Publications.
Noor Azlina Yunus, & Gaudart, H. (1996). Preparing & using visual aids for
English language teaching. Shah Alam: Fajar Bakti.