English Didactics

Unit 4
Materials and resources.
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Theme
SELECTION AND USE OF RESOURCES AND MATERIALS IN
THE ENGLISH LESSON.
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Objective: To analyze the different materials and resources

we can use in the process of planning for effective language
teaching in the English lesson.
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Food for thought!

  How to choose materials or resources when we are planning our
lessons?
 Do we (Teachers) know well how to select the material properly for
teaching any English skills in class?
 How do we make good use of resources, materials and aids in lesson
planning?
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SELECTION AND USE OF AIDS

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How do we select and use aids?

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Aids are the resources and equipment available to us in the classroom, as

well as the resources we can bring into the classroom.
They include cassette recorders, CD players, video recorders and
overhead projectors (i.e. equipment with a light in it that can make
images appear larger on a screen), visual aids (pictures that can help
learners understand), realia and the teacher himself/herself!
We select and use aids by thinking carefully about the main aims and the
subsidiary aims of the lesson, and then choosing the most appropriate
ones.
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KEY CONCEPTS
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All of these aids can be used for many different purposes.

Some examples of these purposes are:
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All of these aids can be used for many different purposes. Some
examples of these purposes are:
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All of these aids can be used for many different purposes.
Some examples of these purposes are:
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Other aids are: realia, flashcards (cards small enough to hold up one after
another with simple drawings or single words or phrases on them),
puppets (models of people or animals that you can move by putting your
hand inside them), charts (diagrams that show information) and the
teacher.

What different uses can you think of for these aids?

Here are some of the most important uses:
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Realia
Real objects that we can easily bring into the classroom can be
used to teach vocabulary, as prompts for practicing grammatical
structures or for building dialogues and narratives, for games
and quizzes. Realia also include real texts, such as menus,
timetables, leaflets, etc.
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Flashcards

Like realia, flashcards can be used for teaching individual

words or as prompts for practicing grammatical
structures.
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Puppets

Puppets are an excellent resource for teaching young learners.

For example, we can introduce new language in dialogues
between pairs of puppets (or between one puppet and the
teacher). Children can also make their own simple puppets.
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Charts
We can use posters and wallcharts (drawings or graphs that can be put
on the wall of a classroom) to display larger, more detailed pictures, or a
series of pictures telling a story or showing related objects in a lexical set.
A phonemic chart shows the phonemic symbols and the positions in the
mouth where the different sounds are made.
The teacher can point at the symbols to prompt learners to correct their
pronunciation. We can also use charts to display diagrams, prepared
drawings and tables of irregular verbs, or to build up a class dictionary.
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The teacher

The teacher can use hand gestures, facial expressions and mime
(actions which express meaning without words) to elicit
vocabulary items, clarify meaning and create contexts. We can
also build up a set of signals, such as finger correction, which
learners recognize as prompts to correct their own mistakes.
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 Aids that you can prepare in advance, like charts, flashcards and transparencies for
the overhead projector, will help you to make sure that lesson procedures match
your aims.
 Another advantage is that you can save such aids and reuse them in future lessons.
 Make sure that you check any equipment before the lesson.
 Use the counters on cassette recorders and video recorders to make a note of
where recordings begin so that you can find the place easily when you rewind.
 If you use computers or the language laboratory, advance preparation is essential.
You need to plan all your instructions very carefully, as well as the sequence of
activities for the lesson.
Exit Slip: K – W – L

 WHAT YOU KNOW
 WHAT YOU WANT TO KNOW
 WHAT YOU LEARNED