LANGUAGE MATERIALS

• Visual Materials- include both two-dimensional graphics such as maps, and three dimensional objects such as globes. They are in effect anything visual you wish to introduce into the process of education.
• Charts- can be used to attract student’s interest, to provide information in a visually structured form or to summarize data
• Time Chart – presents data in ordinary sequence.
• Tree/Stream Chart – depicts development, growth and change by beginning a single source (trunk) that spreads out into many branches.
• Flow/Organizational Chart – shows the functional relationships within an organization.
• Comparison and Contrast – tells a summarized story by a simple device of showing two or more sets of data in columnar form.
• Diagrammatic Chart – shows students outputs of what and how much have they learned from their lessons. (e.g. after students have read about parts of the molecule have them draw the molecule and label the parts)
• Graphs - is a flat picture, which employs dots, lines, or pictures to visualize numerical and statistical data to show statistics or relationship.
• Graphs - it represents quantitative data for analysis, interpretation and comparison.›
• Circle Graph/Pie graph – are used to show relationships of parts to the whole.
• Bar graphs – are used to compare thoughts.
• Line graphs – are used to show change over a period of time.
• Pictograph – are used to show dramatic changes when great accuracy of detail is not important.
• Area graph – shows the coverage boundary of certain site or location
• Pictures - can create an atmosphere or provide more information on a topic.
• Posters - are form of eye-catching graphics, which are designed to convey a message quickly.
• Cartoons - re drawings with exaggerated features or symbols, which provide humor or satire.
• Flash Cards - A piece of cardboard displaying a picture or a word.
• Globes - Are especially helpful in showing the relationship of the world to their bodies in the universe, the reasons for change of seasons, and the significance of altitude and longitude.
• Maps - can be used in any class where the following topics are under discussion:

  Location -distance

  Climate - political divisions

  Products - populations

  Direction - time differences

  Altitude   -     man’s relationship to his environment
• Visual aids - These appeal to sight. They include the blackboard, posters, charts, displays, models, pictures, etc.
• Auditory aids – These types of instructional aids appeal to learner’s sense of hearing. These include radio and many types of audio recording.
• Audio-visual Aids – appeal to both hearing and seeing. They include sound motion pictures, slides on sound and television.
• Stimulation devices – these are the actual representation of the real objects or process, but reduced in size. They include devices built to stimulate the action or function of the real device. The purpose is to develop the “feel” of the actual functioning of the real objects.
• Types of instructional materials

  • Textbook
  • Workbook/Skillbook
  • Teacher's Book/ Teacher's Manual/ Teacher's Guide
  • Work Text
  • Module and Self-learning kit (SLK)
  • Reference Book
  • Multimedia Instructional materials
• Factors affecting materials preparation

  • The curriculum, syllabus and learning competencies
  • Learners' learning styles, aptitudes, proficiency
  • Pedagogical principles held by the teachers
  • Societal demands
• Contextual factors


  • Learner factors – age, interests, level of proficiency in English, aptitude, mother tongue, academic and educational level, attitudes in learning, motivation, reasons for learning, preferred learning styles, and personality
  • Setting – role of English in the country; role of English in the school; management and administration; resources available; support personnel; the number of pupils; time available for the program; physical environment; the socio-cultural environment; types of tests to be used; and procedures for monitoring an evaluating
• Factors to consider in writing IMs

  • Understanding
  • Structuring/Clarifying
  • Sequencing
  • Balancing
  • Explaining
  • Pacing
  • Reviewing
  • Elaborating
  • Transfer of Learning
• Understanding 


  Requires matching the materials to the learner’s abilities and prior knowledge.
• Structuring/clarifying 


  involves organizing the material so that it is clear to the students. Directions, objectives, and main ideas are stated clearly. Internal and final summaries cover the content.
• Sequencing

  refers to the arrangements of materials to provide for continuous and cumulative learning where complex concepts are taken only after prerequisites skills and concepts have been mastered.
• Balancing


  materials require establishing vertical and horizontal balance or relationships.
• Vertical Relationship 


  refers to a building of content and experiences in the lesson, unit and course level
• Horizontal Relationship 


  a multidisciplinary and unified view of different subjects; for example the content of the social studies course is related to English and science.
• Explaining

  refers to the way headings, terms, illustrations, and summary exercises are integrated with the content.
• Pacing


  refers to how much and how quickly the lessons in the textbooks are presented.
• Pacing


  refers to how much and how quickly the lessons in the textbooks are presented.
• Reviewing

  refers to the extent to which the materials allows students to link new ideas to old concepts in the form of a review.
• Elaborating

  ensures that students learn better through a variety of ways.
• Transfer of learning

  may be done in a number of ways. Transfer of learning maybe concept-related, inquiry-related, learner or utilization-related.