TOPIC 1: TEACHING AND LEARNING MATERIALS FOR THE CLASSROOM

1.0 Introduction
Learning resources exist in many formats. Each format provides access to
information to meet learners’ various needs and learning styles. Resources are
sources of input for language learning – that is, instances of language which
present the learner with material to develop learning. They are many ways of
exposing learners to different modalities of language use; spoken, written,
technologically mediated; to different registers; and to input beyond that provided by
the teacher.

1.1 Types of Material and Resources

One of the major sources of materials for school pupils is textbook. Textbooks
provide you with several advantages in the classroom:
 Textbooks are especially helpful for beginning teachers. The material to be
covered and the design of each lesson are carefully spelled out in detail.
 Textbooks provide organized units of work. A textbook gives you all the plans
and lessons you need to cover a topic in some detail.
 A textbook series provides you with a balanced, chronological presentation of
information.
 Textbooks are a detailed sequence of teaching procedures that tell you what
to do and when to do it. There are no surprises—everything is carefully
spelled out.
 Textbooks provide administrators and teachers with a complete program. The
series is typically based on the latest research and teaching strategies.
 Good textbooks are excellent teaching aids. They're a resource for both
teachers and students.

1.2 Other types of Teaching Learning Materials:

1. Resource centre
2. Language games
3. Language lab
4. NITE (Newspaper in Teaching English)
5. Blackboard Sketches
6. Use of Radios, T.V. for teaching English
7. Internet for Teaching English
8. Use of ICT for Teaching English

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1.3 Purpose of the Teaching and Learning Materials
1. Resources are sources of input for language learning – that is,
instances of language which present the learner with material to develop
learning. They are a way of exposing learners to different modalities of
language use; spoken, written, technologically mediated; to different registers;
and to input beyond that provided by the teacher. Traditionally, the main
resource for input has been the textbook, and this may be supplemented by
authentic texts from a range of sources: written texts, video or audio texts,
music, multimedia, etc.
2. Resources may also be used as ways of promoting output, either
spoken or written. Such resources form a starting point for language use
and may be linguistic or non-linguistic in form to prompt discussion,
description, etc. Such resources include oral or written texts, artefacts,
games, websites, etc. More recently, there have been a number of new
technological resources which provide opportunities for both input and output
by permitting interaction.
3. Resources can also be used to provide scaffolding for learning. Such
resources may provide models to guide learners’ language use. These may
be exemplars of a particular spoken or written text type, or they may be
frameworks for developing a text which provide partial structures to speaking
or writing.
4. Resources used as input can become resources for scaffolding either
through modification or through different ways of using the text to focus
beyond surface elements of grammar and vocabulary.
5. Resources can be used to stimulate reflection. This is different from
using a text simply to generate language use in that the latter may be
descriptive or narrative while reflective work is deeper and introspective.
Again, such resources do not need to be different from the resources used for
input. It is rather a case of using resources differently by developing questions
and activities around them to stimulate deeper thought, affective response
and analysis of feelings, conclusions and interpretations.
6. There is not a neat mapping between purposes and resources. Rather
resources can be used in multiple ways. The key is to have resources which
open up multiple possible uses and allow for flexibility and creativity in
teaching and learning. The process of resourcing language learning involves
much more than selecting the resource. Effective teaching involves being a
critical user of all resources and using resources flexibly to enhance learning
opportunities. Any resource is only an instance of possible representations of
language, culture and learning and there will always be other possibilities not
found in the particular resource.

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1.4 The advantages and disadvantages of using Teaching and Learning Materials for
ELT classroom.

Jack C Richards in his official website provided some information on the

advantages and disadvantages on using instructional materials in teaching ESL.
“In deciding on teaching materials there are a number of options:
 Choosing a suitable published course.
 Adapting a published course to match the needs of the course.
 Using teacher-made materials and authentic materials as the basis for the
course.
There are a number of advantages to using institutionally derived or teacher
derived materials for a course:
 Relevance: Materials can be produced that are directly relevant to students’
and institutional needs and that reflect local content, issues, and concerns.
Develop expertise: Developing materials can help develop expertise among
staff, giving them a greater understanding of the characteristics of effective
materials.
 Reputation: Institutionally prepared materials may enhance the reputation of
the institution by demonstrating its commitment to providing materials
specifically for its students.
 Flexibility: Materials produced within the institution can be revised or adapted
as needed, giving them greater flexibility than a commercial course book.

However there are also potential disadvantages:

 Cost: Quality materials take time to produce and adequate staff time as well
as resources need to be allocated.
 Quality: Teacher-made materials will not normally have the same standard of
design and production as commercial materials and hence may not present
the same image as commercial materials.
 Training: To prepare teachers for materials writing projects, adequate training
is necessary. Materials writing is a specialized skill and not all teachers area
capable of writing good materials.”

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 Online resources require educators to ensure that children and students
are afforded the same appropriate freedoms, guidance and protection as
relate to other teaching and learning materials. There are risks for users of
online services. These include:
• exposure to inappropriate material of a sexual or violent nature.
• encountering e-mail or bulletin board messages that are harassing or
demeaning.
• while online, providing information or arranging an encounter that could
risk the person’s safety. In a few cases, paedophiles have used online
services and bulletin boards to gain a child’s confidence and then
arrange a face-to-face meeting.

1.5 Strengths and Weaknesses of Teaching Materials

WEAKNESS
The textbook is designed
as a the sole source of
information.
Textbook is old or
outdated.
Textbook questions tend
to be low level or fact-
based.
Textbook doesn't take
students' background
knowledge into account.
Reading level of the
textbook is too difficult.
The textbook has all the
answer to all the
questions.
STUDENT DIFFICULTY WAYS OF
OVERCOMING
PROBLEM
Students only see one
perspective on a concept
or issue.
Information shared with
students is not current or
relevant.
Students assume that
learning is simply a
collection of facts and
figures.
Teacher does not tailor
lessons to the specific
attributes and interests of
students.
Students cannot read or
understand important
concepts.
Students tend to see
learning as an
accumulation of correct
answers.