Chapter 12: Teaching-Learning Materials (TLM) in the Language Classroom
📖 PSTET English Language - Paper I & II
🎯 Chapter Overview
Welcome to the chapter that brings your classroom to life! Teaching-Learning Materials (TLM) are the tools that transform teaching into learning. They bridge the gap between abstract concepts and concrete understanding, between teacher explanation and student comprehension. For language teachers, TLM is especially crucial—it provides the context, stimulation, and support that learners need to acquire a new language.
In this comprehensive chapter, you will learn:
✅ The role of the textbook: How to use it effectively as a resource, not as the only source
✅ Multimedia materials: Leveraging audio, video, and digital resources to enhance language learning
✅ The classroom as a multilingual resource: Harnessing students' home languages to teach English
✅ Developing low-cost/no-cost teaching aids: Creative, practical materials you can make yourself
💡 PSTET Connection: The syllabus explicitly includes "Teaching-Learning Materials: Text-books, multi-media materials, multi-lingual resource of the classroom" as a key topic . This chapter directly addresses these areas with practical classroom applications.
📘 12.1 The Role of the Textbook: How to Use It Effectively, Not as the Only Source
🔑 The Textbook: A Double-Edged Sword
The textbook is the most common teaching-learning material in Indian classrooms. It provides structure, content, and a sense of security for both teachers and students. However, an over-reliance on textbooks can limit learning rather than enhance it.
Advantages of Textbooks
| Advantage | Description |
|---|---|
| Structure and sequence | Provides a logical progression of content |
| Curriculum alignment | Designed to match official syllabus requirements |
| Time-saving | Ready-made lessons reduce preparation burden |
| Consistency | Ensures all students access same content |
| Resource for students | Students can review and study independently |
Limitations of Textbook-Only Teaching
| Limitation | Problem |
|---|---|
| One-size-fits-all | Cannot address diverse learning needs and paces |
| Decontextualized | May not connect to students' lives and experiences |
| Passive learning | Encourages rote memorization over active engagement |
| Outdated content | May not reflect current language use or topics |
| Teacher dependency | Discourages teacher creativity and responsiveness |
📌 PSTET Key Point: The syllabus emphasizes using the textbook effectively, not as the only source . This means textbooks are tools, not masters.
📋 Strategies for Effective Textbook Use
Strategy 1: The Textbook as a Springboard, Not a Script
| Approach | Instead of... | Do this... |
|---|---|---|
| Adapt, don't adopt | Following the book page by page | Select, modify, and supplement based on student needs |
| Personalize content | Using generic examples | Connect textbook themes to students' lives |
| Extend activities | Stopping at textbook exercises | Add discussions, projects, or creative tasks |
Example: If the textbook has a dialogue about "At the Restaurant," don't just have students read it aloud. Extend it: create a role-play where students order food, bring pictures of food, or discuss their favorite dishes.
Strategy 2: Integrate Textbook with Other Resources
| Resource Type | How to Integrate |
|---|---|
| Real objects | Bring real items mentioned in the textbook |
| Pictures | Supplement textbook images with more visuals |
| Stories | Find additional stories on similar themes |
| Student experiences | Connect textbook topics to students' lives |
Strategy 3: Use Textbook for Differentiated Instruction
| Student Need | Textbook Adaptation |
|---|---|
| Fast learners | Extension questions, creative projects, peer teaching |
| Slow learners | Focus on key points, provide additional practice, use visuals |
| Different learning styles | Vary how textbook content is accessed (read, discuss, act, draw) |
Strategy 4: Supplement with Authentic Materials
| Authentic Material | Why It's Valuable |
|---|---|
| Newspapers/magazines | Real-world language, current topics |
| Product labels | Everyday English, practical vocabulary |
| Signs and notices | Environmental print, functional language |
| Songs and poems | Engaging, memorable language patterns |
| Student writing | Relevant, motivating for peers |
Strategy 5: Encourage Critical Engagement with Textbooks
| Critical Question | Purpose |
|---|---|
| "Do you agree with this?" | Develop critical thinking |
| "How would you say this differently?" | Encourage creative language use |
| "Is this like your experience?" | Connect text to life |
| "What's missing from this lesson?" | Foster metacognition |
📝 Checklist: Using Your Textbook Effectively
| Question | ✓ |
|---|---|
| Have I reviewed the lesson to identify key learning objectives? | ☐ |
| Do I understand which parts are essential and which are supplementary? | ☐ |
| Have I considered how to connect this lesson to students' lives? | ☐ |
| What additional materials can I bring to supplement the textbook? | ☐ |
| How can I adapt this lesson for different learning levels? | ☐ |
| What opportunities for active learning can I add? | ☐ |
💡 Teacher's Note: A good teacher uses the textbook; a great teacher knows when to close the textbook and use the world outside.
📺 12.2 Multimedia Materials: Using Audio, Video, and Digital Resources
🔑 Why Multimedia Matters
Multimedia materials engage multiple senses, cater to different learning styles, and bring authentic language into the classroom. In today's world, where children are surrounded by screens and sounds, multimedia can be a powerful ally in language teaching.
Benefits of Multimedia in Language Learning
| Benefit | Explanation |
|---|---|
| Authentic input | Exposes students to real-world language use |
| Contextualized language | Language is embedded in meaningful situations |
| Multi-sensory engagement | Appeals to visual, auditory, and kinesthetic learners |
| Motivation | Technology engages digital-native students |
| Flexibility | Can be paused, replayed, and adapted |
| Cultural exposure | Brings target language cultures into classroom |
🎵 Audio Resources
Types of Audio Materials
| Type | Examples | Language Focus |
|---|---|---|
| Songs | Children's rhymes, popular songs | Pronunciation, rhythm, vocabulary |
| Stories | Recorded narratives, audiobooks | Listening comprehension, intonation |
| Dialogues | Conversations between speakers | Functional language, natural speech |
| Announcements | Airport/train announcements | Listening for specific information |
| Interviews | Simple interviews with children/adults | Question forms, natural responses |
Classroom Activities with Audio
| Activity | Description | Example |
|---|---|---|
| Listen and draw | Students draw what they hear | "Draw a house with a red roof and a blue door." |
| Gap-fill | Students complete lyrics or text | Fill in missing words from a song |
| Listen and sequence | Arrange pictures in story order | Listen to a story and order picture cards |
| Sound effects story | Use sounds to stimulate story writing | Play sounds; students create a story |
| Action songs | Songs with accompanying actions | "Head, Shoulders, Knees and Toes" |
📽️ Video Resources
Types of Video Materials
| Type | Examples | Language Focus |
|---|---|---|
| Cartoons | Animated stories for children | Simple language, visual support |
| Educational clips | Short educational videos | Content-based language |
| Commercials | TV advertisements | Persuasive language, slogans |
| Short films | Narrative videos without dialogue | Inference, prediction, narration |
| Documentaries | Nature, children's documentaries | Informational language |
Classroom Activities with Video
| Activity | Description | Example |
|---|---|---|
| Silent viewing | Watch without sound; predict dialogue | Students guess what characters are saying |
| Sound only | Listen without picture; predict visuals | Students draw what they imagine |
| Freeze frame | Pause and discuss | "What's happening? What will happen next?" |
| Role-play | Act out scenes from video | Recreate a dialogue from a cartoon |
| Description | Describe characters, setting, actions | "Describe the main character's appearance." |
💻 Digital Resources
Types of Digital Resources
| Resource Type | Examples | Application |
|---|---|---|
| Educational apps | Language learning apps, quiz apps | Vocabulary practice, games |
| Online dictionaries | Picture dictionaries, bilingual dictionaries | Quick reference, pronunciation |
| Interactive websites | Stories, games, activities | Self-paced learning |
| QR codes | Links to audio/video | Access additional materials |
| Presentations | PowerPoint, Google Slides | Visual support for lessons |
Low-Tech Options for Limited Digital Access
Not all schools have reliable technology. Here are alternatives:
| Challenge | Solution |
|---|---|
| No projector | Use your mobile phone to show videos to small groups |
| No internet | Download materials at home; use offline apps |
| Limited devices | Station-based learning with rotation |
| No electricity | Battery-powered speakers, pre-charged devices |
📋 Principles for Effective Multimedia Use
| Principle | Explanation |
|---|---|
| Purpose first | Choose media for learning goals, not entertainment |
| Prepare students | Pre-teach vocabulary; set listening/viewing tasks |
| Active viewing | Give tasks to complete while watching/listening |
| Follow up | Extend with discussion, writing, or creative activities |
| Keep it short | Short clips are more effective than long videos |
| Check accessibility | Ensure all students can see/hear clearly |
💡 Teacher's Note: Multimedia is a tool, not a substitute for teaching. The most expensive video is useless without thoughtful integration into your lesson.
🗣️ 12.3 The Classroom as a Multilingual Resource: Leveraging Home Languages to Teach English
🔑 The Reality of Multilingual Classrooms
In Punjab, as in most of India, your classroom will be multilingual. Students may speak Punjabi, Hindi, or other languages at home. Traditional approaches viewed this as a problem—a source of interference. Modern pedagogy sees it as a resource—a foundation to build upon .
Shifting Perspectives: Deficit to Asset
| Old View (Deficit) | New View (Asset) |
|---|---|
| Home language interferes with English | Home language supports English learning |
| Students should use only English in class | All languages are resources |
| Multilingualism is a problem | Multilingualism is an advantage |
| Ignore or suppress L1 | Leverage L1 strategically |
🌉 The Benefits of Leveraging Home Languages
| Benefit | Explanation |
|---|---|
| Cognitive foundation | Concepts learned in L1 transfer to L2 |
| Affective support | Using L1 reduces anxiety, builds confidence |
| Metalinguistic awareness | Comparing languages develops language awareness |
| Inclusive classroom | All languages valued; students feel respected |
| Faster progress | Building on known accelerates learning of new |
📝 Practical Strategies for Leveraging Multilingualism
Strategy 1: Use L1 for Initial Concept Development
| Approach | Example |
|---|---|
| Discuss topic in home language first | Before reading about "rainy season," discuss in Punjabi what students know about rain |
| Brainstorm in L1, produce in L2 | Generate ideas in home language; write in English |
| Explain complex concepts in L1 | For difficult grammar, explain rule in students' home language |
Strategy 2: Compare and Contrast Languages
| Activity | Purpose |
|---|---|
| Compare word order in Punjabi and English | Develop understanding of sentence structure |
| Identify cognates (similar words) | Build vocabulary through language connections |
| Discuss idioms in different languages | Explore cultural aspects of language |
| Translate short texts | Develop precision and language awareness |
Strategy 3: Bilingual and Multilingual Materials
| Material Type | Example |
|---|---|
| Bilingual word walls | English word with Punjabi translation |
| Dual-language books | Stories in both languages side by side |
| Multilingual signs | Classroom labels in English, Punjabi, Hindi |
| Student-created bilingual dictionaries | Learners add words in languages they know |
Strategy 4: Language Detective Activities
| Activity | Description |
|---|---|
| Compare proverbs | Find equivalent proverbs in different languages |
| Explore word origins | Trace English words borrowed from other languages |
| Sound patterns | Compare sounds in different languages |
| Language journals | Students note language connections they discover |
Strategy 5: Create a Language-Rich Environment
| Idea | Implementation |
|---|---|
| "Language of the Week" | Celebrate different languages spoken in class |
| Multilingual storytelling | Students tell stories using their home languages |
| Cultural sharing | Students teach classmates words from their language |
| Respect all languages | Establish classroom norms that value linguistic diversity |
📊 Sample Activity: Comparing Greetings
| Language | Greeting | Response | Time of Use |
|---|---|---|---|
| English | Hello / Good morning | Hello / Good morning | Any time / Morning |
| Punjabi | Sat Sri Akal | Sat Sri Akal | Any time |
| Hindi | Namaste | Namaste | Any time |
Discussion Questions:
What similarities do you notice?
What differences?
Why do different cultures have different greetings?
When might you use each greeting?
✅ Do's and Don'ts of Using Home Languages
| DO | DON'T |
|---|---|
| Allow students to use L1 for thinking and planning | Force students to use only English at all times |
| Use L1 to explain difficult concepts | Allow L1 to dominate all classroom interaction |
| Celebrate linguistic diversity | Treat L1 use as "cheating" |
| Build explicit connections between languages | Ignore the languages students bring |
| Create multilingual classroom resources | Assume all students have same language background |
💡 Teacher's Note: The goal is English proficiency, not English exclusivity. Students' home languages are bridges, not barriers.
🛠️ 12.4 Developing Low-Cost / No-Cost Teaching Aids
🔑 The Power of Low-Cost Materials
Great teaching doesn't require expensive resources. Some of the most effective teaching aids cost nothing—they come from your creativity and your students' environment. Low-cost materials are:
Accessible to all teachers, regardless of school resources
Sustainable —can be replaced or repaired easily
Contextual —drawn from students' immediate environment
Empowering —students can help create them
📦 Materials from Everyday Life
| Material | Source | Teaching Uses |
|---|---|---|
| Newspapers | Old newspapers | Reading practice, vocabulary hunting, current events |
| Magazines | Discarded magazines | Picture vocabulary, collages, descriptive writing |
| Cereal boxes | Packaging | Environmental print, product descriptions, design |
| Food labels | Packaging | Vocabulary, information reading, comparative language |
| Cloth scraps | Tailor shops | Story cloths, alphabet charts, display |
| Sticks and stones | Nature | Counting, letter formation, sorting activities |
| Bottle caps | Discarded bottles | Counters, letter markers, game pieces |
| Egg cartons | Kitchen waste | Sorting activities, counting, storage for small items |
| Shoeboxes | Packaging | Storage, dioramas, word banks, individual word boxes |
🎨 Teacher-Made Materials
1. Word Walls
| Aspect | Description |
|---|---|
| What it is | A display of key vocabulary words, often organized alphabetically or by theme |
| Materials needed | Chart paper, markers, tape |
| How to make | Write words on chart paper; add pictures if possible; display prominently |
| How to use | Refer to it during lessons; add words as they are learned; play word games |
2. Flashcards
| Aspect | Description |
|---|---|
| What it is | Cards with words, pictures, or both |
| Materials needed | Old cardboard, magazines, markers, scissors |
| How to make | Cut cardboard into uniform pieces; paste pictures; write words; laminate with tape |
| How to use | Vocabulary drills, matching games, sequencing, storytelling prompts |
3. Pocket Charts
| Aspect | Description |
|---|---|
| What it is | A chart with clear pockets for inserting word or picture cards |
| Materials needed | Chart paper, tape, transparency sheets or plastic folders |
| How to make | Attach strips of plastic to chart paper to create pockets |
| How to use | Sentence building, word sorting, daily messages |
4. Flannel Board
| Aspect | Description |
|---|---|
| What it is | A board covered with flannel where cutouts stick |
| Materials needed | Cardboard, flannel cloth, glue |
| How to make | Cover board with flannel; make cutouts with flannel backing |
| How to use | Storytelling, sequencing, vocabulary presentation |
5. Puppets
| Aspect | Description |
|---|---|
| What it is | Simple puppets for dialogues and stories |
| Materials needed | Old socks, cloth scraps, buttons, markers |
| How to make | Decorate socks or paper bags to create characters |
| How to use | Dialogues, role-plays, storytelling, shy students speak through puppets |
👨👩👧👦 Student-Made Materials
Involving students in creating materials increases ownership and learning.
| Material | How Students Make It | Learning Value |
|---|---|---|
| Personal dictionaries | Each student maintains a book of new words | Vocabulary ownership, reference tool |
| Class big books | Students contribute pages to a class story | Collaborative writing, pride |
| Alphabet charts | Students draw pictures for each letter | Letter-sound connections |
| Number books | Students create counting books | Number words, creativity |
| Word banks | Students collect words on a topic | Vocabulary building, categorization |
🃏 Games and Activities with Low-Cost Materials
Game 1: Memory Match
| Aspect | Description |
|---|---|
| Materials | Cardboard pieces, markers |
| Preparation | Create pairs: word-word, word-picture, picture-picture |
| How to play | Cards face down; students turn two; if they match, keep them |
| Language focus | Vocabulary recognition, memory |
Game 2: Word Bingo
| Aspect | Description |
|---|---|
| Materials | Paper, pencils, small markers (stones, bottle caps) |
| Preparation | Students draw grids and fill with words from current topic |
| How to play | Teacher calls definitions or pictures; students cover words |
| Language focus | Vocabulary, listening |
Game 3: Sentence Building Strips
| Aspect | Description |
|---|---|
| Materials | Cardboard strips, markers |
| Preparation | Write words on separate strips (nouns, verbs, adjectives, etc.) |
| How to play | Students arrange strips to form sentences |
| Language focus | Syntax, word order, sentence structure |
Game 4: Story Cubes
| Aspect | Description |
|---|---|
| Materials | Small cardboard boxes or cubes, pictures |
| Preparation | Paste pictures on each face of several cubes |
| How to play | Roll cubes; create a story incorporating the pictures |
| Language focus | Creative writing, speaking, narrative |
📊 Chart: Low-Cost Materials and Their Uses
| Material | Language Skill | Activity Idea |
|---|---|---|
| Old newspapers | Reading, vocabulary | Find and circle all past tense verbs |
| Magazines | Vocabulary, writing | Cut pictures; write descriptions |
| Bottle caps | Speaking, listening | Use as game pieces for board games |
| Shoeboxes | Writing | Create "word banks" for different topics |
| Cloth scraps | Speaking | Use as story cloths (tell stories with cloth pictures) |
| Egg cartons | Vocabulary | Sort words by sound, syllable, or category |
| Stones | Phonics | Paint letters on stones; use for spelling |
| Paper bags | Speaking | Fill with objects; students describe without looking |
📝 Principles for Creating Low-Cost Materials
| Principle | Explanation |
|---|---|
| Keep it simple | Simple materials are often most effective |
| Make it durable | Laminate with tape; use sturdy cardboard |
| Involve students | Students learn while creating |
| Be culturally appropriate | Use familiar images and contexts |
| Multi-purpose | Design materials that can be used in multiple ways |
| Local relevance | Use local objects, themes, and languages |
📝 Chapter Summary: Quick Reference Guide
🔑 Key Terms for PSTET
| Term | Definition |
|---|---|
| Teaching-Learning Materials (TLM) | Resources used to facilitate teaching and enhance learning |
| Textbook | A structured book aligned with curriculum; a resource, not the only source |
| Multimedia | Combination of audio, video, and digital materials |
| Multilingual Resource | Using students' home languages as a foundation for English learning |
| Low-cost/No-cost TLM | Teaching aids made from readily available, inexpensive or free materials |
📊 TLM Types at a Glance
| Type | Examples | Key Principle |
|---|---|---|
| Textbook | Prescribed English textbook | Use as springboard, not script |
| Multimedia | Songs, videos, apps | Purposeful integration, active engagement |
| Multilingual | Bilingual materials, language comparisons | Leverage L1 as resource, not barrier |
| Low-cost | Flashcards, word walls, recycled materials | Creativity over expense |
📚 Practice Questions
Multiple Choice Questions
Q1. The most effective way to use a textbook is to:
a) Follow it page by page without deviation
b) Use it as the only teaching resource
c) Adapt and supplement it based on student needs
d) Replace it completely with other materials
Answer: c) Adapt and supplement it based on student needs
Explanation: Textbooks should be used as a springboard, not a script. Effective teachers adapt and supplement based on their students' needs .
Q2. Which of the following is a benefit of using multimedia in language teaching?
a) It replaces the need for teacher explanation
b) It provides authentic language input in context
c) It is always entertaining for students
d) It requires no preparation
Answer: b) It provides authentic language input in context
Explanation: Multimedia exposes students to real-world language use in meaningful situations, which supports comprehension and learning.
Q3. The modern view of students' home languages in the English classroom is that they are:
a) A problem to be eliminated
b) A resource to be leveraged
c) Irrelevant to English learning
d) Only useful for social time
Answer: b) A resource to be leveraged
Explanation: Current pedagogy views multilingualism as an asset. Home languages provide a cognitive and linguistic foundation for learning English .
Q4. Which of the following is an example of a low-cost teaching aid?
a) A commercial language learning software
b) Flashcards made from recycled cardboard
c) A branded educational game
d) A tablet for every student
Answer: b) Flashcards made from recycled cardboard
Explanation: Low-cost materials use readily available, inexpensive items. Flashcards from recycled cardboard cost nothing but are highly effective.
Q5. When using video in the classroom, it is important to:
a) Show the entire video without interruption
b) Use only videos that are entertaining
c) Set a purpose and provide active viewing tasks
d) Assume students will understand without preparation
Answer: c) Set a purpose and provide active viewing tasks
Explanation: Effective video use requires pre-teaching, active viewing tasks, and follow-up activities to ensure learning, not just watching.
Short Answer Questions
Q6. Explain two strategies for using a textbook effectively rather than as the only source.
Suggested answer:
Adapt activities: Modify textbook exercises to make them more interactive. For example, turn a reading passage into a role-play or discussion.
Supplement with authentic materials: Add real-world materials like newspapers, songs, or student experiences that connect to textbook themes and make learning more relevant .
Q7. How can a teacher leverage students' home languages in an English classroom? Give two examples.
Suggested answer:
Concept development: Discuss a new topic in students' home language first to activate prior knowledge, then move to English. For example, discuss "family" in Punjabi before reading an English story about families.
Language comparison: Have students compare sentence structures in English and their home language to develop metalinguistic awareness. For example, compare word order in English and Punjabi sentences .
Q8. Describe three low-cost teaching aids you can make from recycled materials and how you would use them.
Suggested answer:
Flashcards from cereal boxes: Cut cardboard into cards; paste pictures from magazines on one side, write words on the other. Use for vocabulary drills and matching games.
Story cubes from small boxes: Cover small cardboard boxes with paper; paste different pictures on each face. Roll and have students create stories incorporating the pictures.
Word wall from chart paper: Write vocabulary words on chart paper with markers. Display prominently and refer to it during lessons for spelling and vocabulary reinforcement.
🌟 Final Words of Encouragement
Dear future teacher,
Teaching-Learning Materials are not just objects—they are extensions of your teaching self. A well-chosen picture, a thoughtfully designed flashcard, a song that catches students' imagination—these become tools that multiply your effectiveness.
Remember these key truths:
✅ The best TLM is not the most expensive—it's the one that works for your students
✅ Your students' languages are your greatest resource—use them
✅ The world around you is full of teaching materials—learn to see them
✅ Involve students in creating materials—they learn while they make
✅ Technology is a tool, not a teacher—you are still the most important resource
Your success mantra:
"I see materials everywhere—in textbooks, in technology, in my students' languages, in the world around us. I use them creatively, thoughtfully, and always with my students' learning in mind."
📖 Preview of Chapter 13
In Chapter 13, we'll explore Remedial Teaching—how to identify learning gaps, plan interventions, and support students who need extra help in language learning.
📘 Proceed to Chapter 13: Remedial Teaching
📚 References
PSTET Official Syllabus, Punjab School Education Board
BYJU'S Punjab TET Books and Syllabus
NCERT Position Paper on Teaching of English
Krashen, S. (1982). Principles and Practice in Second Language Acquisition
Tomlinson, B. (2011). Materials Development in Language Teaching
