LANGUAGE so that teachers can use them with no confusion

and with a minimum of preparation time.

Language is basically a system of communication where
sound or signs convey objects, actions and ideas. AUTHENTIC MATERIALS VS. ARTIFICIAL
MATERIALS
Language is primarily spoken not written. But the
development of the writing medium and later the printing A. Authentic Materials
system went a long way is the dissipation of knowledge and
without which humans would have remained in the dark - Any materials which is not designed for learning
about the ways of life and the thought processes of their and teaching purposes.
ancestors. (Magazines, Newspaper, TV broadcast, Recorded Voice
Language is the key to human lives. They can eliminate Tapes, etc.)
misunderstanding by using it as an instrument to transfer B. Artificial Materials
communication among people. Malinowski suggests,
language is "the necessary means of communion; it is the - Any materials which are designed and intended for
one indispensable instrument for creating the ties of the teaching and learning purposes. (Textbooks, CDs
moment without which unified social action is impossible." for listening, Modules, etc.)
Language can thus be said to be at the core of humanity.

Language is social by nature and thus inseparably connected

LANGUAGE LEARNING MATERIALS
with people who are its creators and users; it grows and
develops together with the development of society. - Anything which is used by teachers or learners to
facilitate the learning of a language.
Language is Universal. Which basically means it is used
across the globe. - Anything which is deliberately used to increase the
learners’ knowledge and/ or experience of the
Language is Dynamic. It faces changes from time to time.
language.
There were omissions, deletions, and even additions to it.

Language is conventional. It follows systems. No language

is established without rules guiding its production and MATERIALS DEVELOPMENT
structure.
- Anything which is done by writers, teachers or
Language is species’ specific. Language is identified and learners to provide sources of language input and to
assigned only to humans. It is what makes human different exploit those sources in ways which maximize the
from other creatures in the world. likelihood of intake.
Language is a systematized signs and symbols used in - The supplying of information about and/or
uniform style by a considerable community. experience of the language in ways designed to
promote language learning.
Language has register.
- Any attempts to measure the value of materials.
Language is culture- bound. Every form/ group in the
society uses specific language affixed to their identities For materials to be valuable, the learning points should
which is part of their cultural features. be potentially useful to the learners and that the learning
procedures should maximize the likelihood of the learners in
Language has duality. Language is represented through
learning what they want and need to learn.
phonology which is produced by the speaker and the other
one is semantics or meaning which is produced by the It is not necessarily enough that the learners enjoy
receiver. and value the materials.

CONCEPTS OF MATERIALS (BRIAN TOMLINSON) LANGUAGE TEACHING AND LEARNING

 The matters or substances from which something - Anything done by materials developers or teachers
can be made. to facilitate the learning of the language (teaching)
 Tools or apparatus for the performance of a given
task. - A conscious process which consists of the
committing to memory of information relevant to
(JAMES D. BROWN) what is being learnt.
 Any systematic description of the techniques and
exercises to be used in the classroom teaching.
 The key in developing sound materials is to ensure LEARNING MATERIALS 
that they are described and organized well enough
  Instructional Materials, also known teacher and student. They can provide a valuable routine.
as Teaching/Learning Materials (TLM), are any For instance, if you are a language arts teacher and you
collection of materials including animate and teach new vocabulary words every Tuesday, knowing that
inanimate objects and human and non-human you have a vocabulary game to provide the students with
resources that a teacher may use in teaching and practice regarding the new words will both take pressure off
learning situations to help achieve desired learning of you and provide important practice (and fun) for your
objectives. Instructional materials may aid a students.
student in concretizing a learning experience so as
to make learning more exciting, interesting and In addition to supporting learning more generally, learning
interactive. They are tools used in instructional materials can assist teachers in an important professional
activities, which include active learning and duty: the differentiation of instruction. Differentiation of
assessment. The term encompasses all the materials instruction is the tailoring of lessons and instruction to the
and physical means an instructor might use to different learning styles and capacities within your
implement instruction and facilitate students’ classroom. Learning materials such as worksheets, group
achievement of instructional objectives. activity instructions, games, or homework assignments all
allow you to modify assignments to best activate each
OBJECTIVES OF TEACHING-LEARNING individual student's learning style.
MATERIALS 
The learning materials are required for illiterates, semi-
1. To motivate learners literates and neo-literates, to help them to:

2. To develop the knowledge and skills among teachers 1. acquire skills to read with understanding and to write
simple words, sentences and paragraphs in their own mother
3. To help in longer retention of information. tongue and in their recognized national languages;
4. To facilitate holistic learning. 2. recognize and understand numbers and be able to do
5. To help in organizing classroom teaching. simple calculations required in everyday life;

6. To promote effective communication. 3. strive to continue learning, reinforcing and improving

their acquired literacy and numeracy skills;
7. To facilitate change in attitudes.
4. acquire new knowledge and skills and to apply them to
8. To apply in practical situations. improve their economic status;
9. To make learning pleasurable. 5. to learn new information helpful in improving quality of
life;
10. To concept formation
6. develop critical awareness to allow them to solve their
“The core of good teaching and learning process is the joy
problems rationally;
of being part of it.”
7. form rational and scientific abilities;

8. be directed towards values, desirable abilities and work

THE IMPORTANCE OF LEARNING MATERIALS IN
ethics;
TEACHING
9. be able to enjoy and be entertained through reading and
Teaching materials can support student learning and
writing.
increase student success. Ideally, the teaching materials will
be tailored to the content in which they're being used, to the Types of Learning Materials
students in whose class they are being used, and the teacher.
Teaching materials come in many shapes and sizes, but they Print Textbooks, pamphlets, handouts, study guides, manuals
all have in common the ability to support student learning.
Audio Cassettes, microphone, podcast
Learning materials are important because they can
significantly increase student achievement by supporting
Visual Charts, real objects, photographs, transparencies
student learning. For example, a worksheet may provide a
student with important opportunities to practice a new skill
Audiovisual Slides, tapes, films, filmstrips, television, video, multimedia
gained in class. This process aids in the learning process by
allowing the student to explore the knowledge
Electronic Interactive Computers, graphing calculators, tablets
independently as well as providing repetition. Learning
materials, regardless of what kind, all have some function in
student learning.
LEARNING RESOURCES MATERIALS
Learning materials can also add important structure to lesson
planning and the delivery of instruction. Particularly in Learning Resources Materials are materials that are used
lower grades, learning materials act as a guide for both the for teaching a course.
Below are definitions of the Material Types that can be list of items with a minimum of title metadata. A webpage
selected during the upload process for both the “Primary with a list of links is not a learning object repository.
Material Type” field and the “Secondary/Other Material
Type” field. 12. ONLINE COURSE: The organization and presentation
of course curriculum required to deliver a complete course
1. ANIMATION: Successive drawings that create an fully online.
illusion of movement when shown in sequence. The
animations visually and dynamically present concepts, 13. ONLINE COURSE MODULE: A component or
models, processes, and/or phenomena in space or time. section of a course curriculum that can be presented fully
Users can control their pace and movement through the online and independent from the complete course.
material typically, but they cannot determine and/or 14. OPEN JOURNAL – ARTICLE: A journal or article
influence the initial conditions or their outcomes/results. in a journal that is free of cost from the end user and has a
Animations typically do not contain real people, places or Creative Commons, public domain, or other acceptable use
things in movement. license agreement.
2. ASSESSMENT TOOL: Forms, templates, and 15. OPEN TEXTBOOK: An online textbook offered by its
technologies for measuring performance. author(s) with Creative Commons, public domain, or other
3. ASSIGNMENT: Activities or lesson plans designed to acceptable use license agreement allowing use of the ebook
enable students to learn skills and knowledge. at no additional cost.

4. CASE STUDY: A narrative resource describing a 16. PHOTOGRAPHIC IMAGE – Instructional: Photos or
complex interaction of real life factors to help illustrate the images of real people, places or things that visually presents
impact and/or interactions of concepts and factors in depth. concepts, processes and/or phenomena that enable students
to learn skills or knowledge. These can be photographs,
5. COLLECTION: A meaningful organization of learning images, or stock photography.
resources such as web sites, documents, apps, etc. that
provides users an easier way to discover the materials. 17. PRESENTATION: Teaching materials (text and
multimedia) that are used to present curriculum and
6. DEVELOPMENT TOOL: Software development concepts to learners.
applications platforms for authoring technology-based
resources (e.g. web sites, learning objects, apps.). 18. QUIZ/TEST: Any assessment device intended to
evaluate the knowledge and/or skills of learners.
7. DRILL AND PRACTICE: Requires users to respond
repeatedly to questions or stimuli presented in a variety of 19. REFERENCE MATERIAL: Material with no specific
sequences. Users practice on their own, at their own pace, to instructional objectives and similar to that found in the
develop their ability to reliably perform and demonstrate the reference area of a library. Subject specific directories to
target knowledge and skills. other sites, texts, or general information are examples.

8. E-PORTFOLIO: A collection of electronic materials 20. SIMULATION: Approximates a real or imaginary

assembled and managed by a user. These may include text, experience where users’ actions affect the outcomes of tasks
electronic files, images, multimedia, blog entries, and links. they have to complete. Users determine and input initial
E-portfolios are both demonstrations of the user’s abilities conditions that generate output that is different from and
and platforms for self-expression, and, if they are online, changed by the initial conditions.
they can be maintained dynamically over time. An e- 21. SOCIAL NETWORKING TOOL: Websites and apps
portfolio can be seen as a type of learning record that that allows users to communicate with others connected in a
provides actual evidence of achievement. network of self-identified user groups for the purpose of
9. HYBRID/BLENDED COURSE: The organization and sharing information, calls for actions, and reactions.
presentation of course curriculum required to deliver a 22. SYLLABUS: A document or website that outlines the
complete course that blends online and face-to-face teaching requirements and expectations for completing a course of
and learning activities. study. Course Outlines would also be included in this.
10. ILLUSTRATION/GRAPHIC: Visual concepts, 23. TUTORIAL: Users navigate through a set of scaffolded
models, and/or processes (that are not photographic images) learning activities designed to meet stated learning
that visually present concepts, models, and/or processes that objectives, structured to impart specific concepts or skills,
enable students to learn skills or knowledge. These can be and organized sequentially to integrate conceptual
diagrams, illustrations, graphics or infographics in any file presentation, demonstration, practice and testing. Feedback
format including Photoshop, Illustrator and other similar file on learner performance is an essential component of a
types. tutorial.
11. LEARNING OBJECT REPOSITORY: A searchable 24. VIDEO – Instructional: A recording of moving visual
database of at least 100 online resources that is available on images that show real people, places and things that enable
the Internet and whose search result displays an ordered hit students to learn skills or knowledge.
25. WORKSHOP AND TRAINING MATERIAL: 8. The teacher is responsible for the initial generation of
Materials best used in a workshop setting for the purpose of energy in a lesson; good materials can then maintain and
profession even increase that energy.

26. INTERACTIVE LESSONS. Interactive Lessons 9. Learners only learn what they really need or want to
covering reading, basic math skills, and topics in science learn.
make learning more interactive. They can be used to present
new information and reinforce lessons taught in the 10. Learners often say that what they want is focused
classroom. language practice but they often seem to gain more
enjoyment and learning from activities which stimulate them
27. ENCYCLOPEDIA ACTIVITIES. By using to use the target language to say something they really want
Encyclopedia Activities, students will learn about history to say.
and government as they practice using the encyclopedia as a
research tool. 11. Learners think, say and learn more if they are given an
experience or text to respond to than if they are just asked
28. EXERCISES. Learning is more enjoyable with for their views, opinions and interests.
interactive exercises. The exercises have been carefully
developed to coincide with educational objectives, and are 12. The most important thing that learning materials have to
best used to reinforce concepts taught in the classroom. do is to help the learner to connect the learning experience
in the classroom to their own life outside the course.
29. MANIPULATIVES. An innovative way to strengthen
students' understanding of mathematics, manipulatives use 13. The most important result that learning materials can
the power of a computer to illustrate mathematical achieve is to engage the emotions of learners. Laughter, joy,
relationships and applications. These virtual learning excitement, sorrow and anger can promote learning.
environments require active student involvement. Neutrality, numbness, and nullity cannot.

30. STUDY GUIDES. Study guides are designed to Activity #1

supplement school instruction. It enables revision and Directions: Answer each question briefly.
practice, and provide an extension of classroom learning.
1. Why is learners’ motivation important in LLMD?

2. How can teachers create authentic learning

THEORIES ARTICULATED FROM TEACHERS’ situations using LMs?
PRACTICE IN LANGUAGE LEARNING
MATERIALS: 3. How would you include your students in the
planning and preparation of your learning
1. Language learners succeed best if learning is positive, materials?
relaxed, and enjoyable experience.

2. Language teachers tend to teach most successfully if they

enjoy their role and if they can gain some enjoyment ADDITIONAL INSIGHTS
themselves from the materials they are using.
(Teaching and Learning Principles)
3. Learning materials lose credibility for learners if they
THE LEARNERS
suspect that the teacher does not value them.
Learners are simply the individuals who are engaged in
4. Each learner is different from all the others in a class in
the learning process. They are the most important
terms of his/her personality, motivation, attitudes, aptitude,
elements of the teaching and learning process. Learners
prior experience, interest, needs, wants, and preferred
possess the following natural characteristics:
learning style.

5. Each learner varies from day to day in terms of  age,

motivation, attitude, mood, perceived needs and wants,  maturity,
enthusiasm, d energy.
 grade level,
6. There are superficial cultural differences between
learners from different countries (and these differences need  health,
to be respected and catered for) but there are also strong
universal determinants of successful language teaching and  abilities,
learning.
 family background,
7. Successful language learning in a classroom (especially
 experiences and motivation,
in large classes) depends on the generation and maintenance
of high levels of energy.  culture and values,
  attitudes and traditions which influence the
teaching- learning process to a very large extent.

HOW DO HUMAN BEINGS LEARN?

There are many ways in order for an individual to learn

concepts, facts, and other ideas that may affect one’s beliefs.
The following are few of the many ways for humans to learn
and gain knowledge.

1. TRIAL AND ERROR: attempts at meeting the situation

in various ways until the correct response is found more or
less accidentally.

2. LEARNING BY CONDITIONING: Changing the

meaning of the situation by associating it with some past
experiences of new stimuli that bought about satisfaction or FACTORS THAT AFFECT LEARNING
dissatisfaction to the learner through the agency of
repetition. 1. INTELLECTUAL FACTOR

3. LEARNING BY OBSERVATION AND IMITATION:  refers to intellectual level of the child.

Observation is the process which directs the attention to 2. LEARNING FACTORS
those elements considered worthy of mental record and
reproduction. It is the chief means of acquiring information.  lack of mastery of what has been taught, faulty
Imitation is the tendency to repeat the observed action of methods of study, narrow experimental
others. background.

4. INSIGHT: Learner understands the situation as a whole 3. PHYSICAL FACTOR

before reacting to it.  health, physical development, nutrition, visual,
defects.
5. LEARNING BY MOTIVATIONS: This is closely
related to the law of readiness where learning is conditioned 4. EMOTIONAL AND SOCIAL FACTORS
by the child’s readiness to learn. Motivation may include
praises, rewards, punishments, threat, competition, rivalry  the kind of student- teacher relationship
 the social interaction of relationships among
THE TEACHING PROCESS student.
 the relationship among all the members of the
Teaching means the understanding and guiding of school
children as individuals and as groups. A successful teaching  Physical characteristics of the classroom, class size,
is teaching that brings about effective learning for authentic previous experiences of the learners, social
results. This means that “quality learning depends on the readiness, relative emphasis on cooperation vs.
quality of teaching”. Teaching means to organize the competition, students’ attitude towards teachers.
situations and activities in which learning will be as
meaningful and understandable as possible. Teaching
includes mastery of the subject matter, organization of 5. TEACHER’S PERSONALITY:
subject matter for instruction, management of teaching
 The supreme value of a teacher is not on the regular
situations, and mastery of teaching methods and techniques.
performance of routine duties, but in his/ her power
It must be guided by the spirit of service. to lead and inspire his/ her students through the
influence of his moral personality & examples.

THE TEACHING PROCESS

6. ENVIRONMENTAL FACTORS:
 The classroom, textbooks, equipment, school
supplies, instructional materials, etc. affect
individual learning.

THE PRINCIPLES OF LEARNING

1. Learning is an experience which occurs inside the learner
and is activated by the learner. The process of learning is
primarily controlled by the learner not the teacher.
-People learn what they want to learn, they see what they *textbooks
want to see, and hear what they want to hear.
*textbooks with supplementary material
-Very little learning takes place without personal
involvement and meaning on the part of the learner. *Non- academic materials

-It is wise to engage learners in an activity that is connected *demonstration

to their life experiences. *field experiences
2. Learning is discovery of the personal meaning and 2. Principle of focus
relevance of ideas.
-Instruction must be organized about a focus or direction,
-Students more readily internalize and implement concepts following these scales of application, and where focus is
and ideas which are relevant to their needs and problems. established by:
-It is necessary that the teacher relates lesson to the needs a. Page assignment in textbook
and problems of the learners.
b. Announced topic together with page or chapter
3. Learning is a consequence of experience. references.
- If EXPERIENCE is the best teacher, the teacher should c. Broad concept or problem to be solved or a skill to be
make use of EXPERIENTIAL LEARNING strategy. acquired to carry on understanding.
4. Learning is cooperative and collaborative. 3. Principle of Socialization
-Cooperation fosters learning Instructions depend upon the social setting in which it is
-Two heads are better than one done, with scales of application and where the social
patterns are characterized by:
-Teacher should make use of cooperative and collaborative
approaches because this will teach students to live and learn a. Submission
interdependently. b. Contribution
5. Learning is evolutionary. c. Cooperation
- behavioral changes require time and patience 4. Principle of Individualization
- change takes time Instruction must progress in terms of the learners’ own
6. Learning is sometimes a painful process. purposes, aptitudes, abilities, and experimental procedures.
Individualization may be done through:
-behavioral change often calls for giving up the old and
comfortable ways of believing, thinking and valuing. a. Differential performance in uniform task

-It is necessary for the teachers to make students realize that b. Homogenous grouping
learning is a difficult task which is accompanied by ample of c. Control plan
sacrifices, inconveniences and discomfort.
d. Individual instruction
7. One of the richest resources for learning is the learner
himself. e. Individual undertaking, stemming from and contributing
to the joint undertaking of the group learners
-Each student is a reservoir of experiences, ideas, feelings
and attitude which comprise a rich vein of material for 5. Principle of sequence
problem solving and learning.
Instruction depends on effective ordering of a series of
-As a teacher you must bring about ideas among learners. learning tasks who moves from:
8. The process of learning is emotional as well as a. Meaningless to emergence of meaning
intellectual.
b. Immediate to remote
- Learning is maximized when the feelings and thoughts of
the learners are working harmoniously. c. Concrete to symbolic
Sequence comes through:

PRINCIPLES UNDERLYING EFFECTIVE a. Logical succession of blocks of contents

INSTRUCTION
b. Knitting learning, lessons, course together by
1. Principle of Context introduction, previews, pretests, reviews

-learning depends largely on the setting particularly c. Organized in terms of readiness

including the use of materials in which the process goes on
d. Organized in terms of lines of emerging meanings
with scales of application:
6. Principle of Evaluation
Learning is heightened by a valid and discriminating - general language content that match students’
appraisal of all its aspects, following these scales of needs.
application: - situational needs; availability and cultural
appropriateness
a. Evaluation or direct results only
b. Evaluation related to objectives and processes b. Goals and objectives:
- degree of appropriateness or matching the school
c. Evaluation on total learning process and results curriculum and syllabus.
- organization of contents

c. Content:
BASIC PRINCIPLES IN LLMD
-consistent with techniques used in the school
- Materials should achieve impact.
program
The materials should spark learners’ curiosity, interest, and
-consistent with exercises used in the program
attention. Impact can be achieved through novelty, variety,
attractive presentation, and appealing content. 4. Physical Characteristics;
- Materials should help learners to feel at ease. a. layout:
- Materials should help learners develop confidence. - spacing, pictures and texts (qualities & quantities)
(whatever is being taught should be perceived by learners b. Organization
as significant and useful.) c. Editorial qualities : accuracy, consistency, clarity
and practicality
- Materials should require and facilitate learner self-
investment. - content is accurate and edited well
(Learners must be ready to acquire the points being taught.) -directions are clear and easy to follow
- Materials should expose the learners to language in -examples are clear
authentic use.
d. Material quality:
(The learners’ attention should be drawn to linguistic -paper, binding, tear- out pages
features of the input.)
5. Logistical Characteristics:
- Materials should provide the learners with
opportunities to use the target language to achieve - price, auxiliary parts (audiovisual aids, workbook,
communicative purposes. software, unit tests) availability

- Materials should take into account that the positive 6. teachability:

effects of instruction are usually delayed.
- Answer key, annotations, reviews, and acceptability among
- Materials should take into account that learners teachers
differ in learning styles.
- Materials should take into account that learners
differ in affective attitudes. DEVELOPING A MATERIAL

- Materials should permit a silent period at the  Developing materials can be done only if all efforts
beginning of instruction. to adopt materials for the purposes of teaching
those objectives fail to uncover suitable materials.
- Materials should maximize learning potentials by
encouraging intellectual, aesthetic and emotional  Teachers need to pay attention to needs assessment,
involvement which stimulates both right and left goals and objectives, and tests which describe a
brain activities. program.

- Materials should not rely too much on controlled  Materials can be developed that will create the best
practice. possible match between materials and the
curriculum in question.
- Materials should provide opportunities for outcome
feedback.  Pay attention to approach, types of syllabus,
techniques and tasks.

CHECKLIST FOR ADOPTING TEXTBOOKS

TYPES OF SYLLABUS
1. author’s credentials/ records such as education and
experience.  Structural: organized around grammatical
2. Publisher’s reputation structures
3. Curriculum alignment:
a. needs:
  Situational: organized around various settings in
which the learners are likely to use the language.
KEYPOINTS
 Topical: organized around the themes or topics,
such as health, food, clothing, etc.  TLMs can be found locally and are, therefore,
cheap.
 Functional: organized round communicative
functions, such as identifying, reporting,  TLMs are usually easy to carry and execute.
correcting,, describing, etc.  TLMs should be simple and adaptable to the local
 Notional: organized around conceptual categories, situations and conditions.
such as duration, quantity, location, etc.  TLMs should help everyone in the class to
 Skill: organized around skills such as listening for participate actively.
specific information, etc.  TLMs should be manipulable
 Activity- based: organized based on activities.  TLMs should be usable, attractive, durable.

UNIT ANALYSIS TYPES OF TEACHING AND LEARNING

 The situation in which the foreign language will be MATERIALS
used, including the topics that will be dealt with.  Maps
 The language activities in which the learners will - TV and Videos
engage.
 Charts
 The language functions that the learner will fulfill.
- Slide Projectors
 The general notions that the learners will be able to
handle.  Diagrams
Blackboard/ Chalkboard
 The language forms that the learners will be able to
use when the course is completed.  Books

 The degree of the skill with which the learner will - Flip charts
be able to perform.
 Other teacher and non- teacher made materials used
in the process.
TEACHING MATERIAL

 Teaching materials are the aids used by the STRATEGIES FOR EFFECTIVE USE OF TLMS
facilitators to help them in facilitating their lesson
effectively.  Teaching becomes interesting when the learners
use reasonably sized teaching aids which can be
 These are the aids used by the learners to help them seen easily by the trainees.
lean effectively.
 Nobody in the learning group strain their eyes to
 These can be bought or made easily by both the see what has been written on the board or other
teacher and the learner. TLMs.

 Learners must be able to handle TLMs themselves.

PURPOSES & IMPORTANCE OF TEACHING  There should be a variety/ wide range of TLMs.
MATERIALS
 Use Teaching and learning activities that lead to the
 Make lesson interesting achievement of the lesson objectives.
 Make learning easy  Make full use of TMS.
 Help learners remember lessons for long term  Adapt TLM to suit learner’s ability, background,
and situations.
 Help facilitators deliver their lesson successfully
and easily  Integrate two or more teaching approaches into the
design and use of TLMs
 Enable the facilitators express the intended
concepts of learning effectively  The learner should be able to decide which TLMs
to use for maximum learning.
 Help learners relate what is being taught to real life
situations  Every learning activity should have relevant TLMs.
 Researchers pointed out that people remember; IDENTIFYING RELEVANT TARGET GROUPS TO
MAKE TLMS
 10% of what is read
 Identifying the right users will help the facilitators
 20% of what is heard design TLMs that can make the learning process
easier and appropriate both for the learners and the
 30% of what is seen facilitators.
 50% of what is seen and heard  It is always important for the facilitators to have in
 80% of what is said and done mind a specific target group who will use the
TLMs.
 The more active the learner in hearing, seeing,
discussing, and performing activities to be learnt  Involve the identified target groups in planning and
the greater the learning. developing TLMs.

 Know the type of TLMs, the user, length of lesson

and the method to be used to deliver the lesson
IDENTIFYING RESOURCE REQUIRED FOR effectively.
MAKING TLMS

 Local resources are easily available and can also be

free or obtained at low cost. DEVELOPING TLMs

 School facilities and school resource centers are  Selecting a topic

good source of TLMs.  Making a plan
 There are 2 resources to support teaching and
 Designing TLMs
learning activities:
 Identifying available resources
 NON- PROJECTED MATERIALS

 Diagram: are usually intended to show relationship

between items and help explain processes. EVALUATION OF TLMS
 Chalkboard: useful for displaying lists as outlines  Assessment of TLMs may be done in brief
or may be used to communicate words, symbols, classroom conferences or discussion.
and drawings.
 Facilitators should gain confidence in their TLMs.
 Models: tangible simulations can be substitute for They should also accept comments from their
real items which are too big or small. colleagues.
 FUNCTIONS OF NON-PROJECTED  Use the materials in the actual teaching and
MATERIALS: learning sessions with an actual group of learners.
 Promote correlation information  Identify the needs for updating and revising the
TLMs.
 Assist organization of materials
CARE OF TEACHING AND LEARNING
 Meet teaching methods MATERIALS
 Help explain processes  Care is the precautionary measure taken before
something happens.
 PROJECTED MATERIALS
 Care for TLMs means looking after TLMs
 Overhead projector
properly.
 Slide and slide presentations
 Looking after TLMs could include the ff;
 LCD (Liquid-Crystal Display) Projector
 Covering of books
 Criteria for Selecting Appropriate TLMs
 Washing of hands before handling a book
 Setting- refers to the classroom or the teaching-
 Avoiding putting ink on books
learning environment
 Keeping TLMs after use
 Number of students
 Correct storage of TLMs
 Lesson objectives
 Keeping away TLMs from sources of water and
 Learner variables (reader and non reader)
other harmful substance
THE ROLE OF TLMS- CUNNINGSWORTH, 1995

 As source of presentation materials

 As source of activities for learner practice and

communicative interaction

 As reference source for learners on grammar,

vocabulary, pronunciation, etc.

 As source of motivation and stimulation of ideas

for classroom activities

 As support for less experienced teachers

 As learning support

ADVANTAGES OF COMMERCIAL TEXTBOOKS

 Provide structure for a program

 Help standardize instruction

 Maintain quality

 Provide a variety of learning resources

 Efficient sources

 Provide effective language models and input

 Provide training for teachers

 Visually appealing