Merriam-Webster's online Collegiate Dictionary definition of materials is "something used for or made the object of study." As this unrestrictive definition implies, there is a limitless number of materials that can be used in a language classroom! You can use books, tapes, cds, videos, the Internet, worksheets, realia, etc… (Realia are real objects-if I am teaching the names of fruits and vegetables I bring in the actual fruits and vegetables).

When selecting materials, keep in mind the type of learning experience you want your students to have. If your objectives focus on listening and speaking, you should have materials that oblige your students to interact with each other in that way. Also, many books, tapes, and videos specifically geared toward TESOL have tests and other measures that can help you with assessment, and such features may save you time as you develop your own lessons.

Following are some links that may help guide your search for materials or give you additional ideas:
http://humanities.byu.edu/Linguistics/byuresources.html
http://humanities.byu.edu/elc/teacher/teachercorner.html
http://eleaston.com/
http://www.english-to-go.com/
http://www.daveseslcafe.com/

Keep in mind that it is not just what materials you use, but how you use them. One of my favorite examples of this principle is what one of my friends did with her class. Several students always seemed to dominate discussions and several never spoke. This caused an unspoken tension that left the class ill at ease. One day she brought in all of her kitchen utensils and handed them out. For the rest of that day, each student had a "microphone" (whisk, wooden spoon, potato masher, etc.), and only one microphone could be "turned on" at a time. All of the microphones had to be used before any of them were turned on a second time. It was lighthearted and fun, and solved her problem for the duration of the activity.

Your use of materials is limited only by your imagination!

Complete the exercise of your choice and email it to Dr. Strong-Krause at diane_strong-krause@byu.edu.

REFLECTION

• Carefully consider all the materials that you have available to you-include not only your own materials and those of your program, but also local and church libraries, the internet, and resources your students may have available to them. Make a list of these sources. Be as comprehensive as possible. Write a brief reaction to your own list.
• Ask your students to tell you about all the resources they have available to them to learn English. They may be surprised! Make a list and then write about ways they could exploit those materials.

DISCOVERY

• List the materials you are currently using with your class. Explain how you use them. Describe how you could use three predictable things in surprising, unexpected and unanticipated ways to augment and supplement what you are doing now.
• Review a book that is being used to teach your students. Include all of the following information:
  1. Bibliographic information.
  2. What is the intended purpose of the book and who is its intended audience?
  3. Describe the book's basic structure (organization, parts, etc.).
  4. Write about any techniques and procedures that teachers using the book are expected to employ.
  5. Describe any supplementary materials (teacher's manual, tapes, answer key, etc.).
  6. Critically evaluate (not just describe or praise) the key features of the book.

VISION

• In a volunteer environment, resources are often scarce. What types of materials are most practical for your situation in terms of time, energy and money? Describe how you can realistically incorporate varied, interesting, relevant, and appropriate materials into your lessons.
• Imagine that there will be budget cuts to the program with which you are volunteering. A third of the materials must be eliminated. What would you do? What factors would influence your decision?
  

diane_strong-krause@byu.edu