This document discusses various teaching and learning resources used in formal education contexts. It describes resources like textbooks, source books, libraries, language labs, and literary clubs. Textbooks provide materials for language learning according to curriculum standards and include exercises to develop communicative skills. Source books give teachers additional materials and flexibility beyond textbooks. Language labs allow students to practice speaking with recordings and develop pronunciation. Libraries provide resources and promote independent reading and learning. Literary clubs encourage discussion of literature in a relaxed environment to develop lifelong readers.

1. ONLINE ASSIGNMENT
Topic : Teaching and
Learning Resources in
Formal Context
Submitted by,
Saritha. S
B.Ed English Optional
Roll No : 11
GCTE , Thycaud
INTRODUCTION
Teaching Learning Resources are some sources provided to
support students independent study. The purpose of teaching and

2. learning resources to provide a basis for teaching experience for
students learning resources include not only text books, work books
and audio-visual teaching aids produced by the Education
Department or other organization, but also, web-based learning
materials, IT software, the Internet, libraries, language lab etc. All of
these should be drawn upon to help students to learn, broader their
learning experiences and meet different learning needs. It used
effectively, they will help students to construct knowledge for
themselves, and develop the learning strategies , skills, values and
attitudes they need, thus lying a solid foundation for lifelong
learning. Through this writing, points out the various teaching
learning resources in formal contexts.
Content

3. The various teahing-learning resources in formal context are,
Course book (text book), source book, library, language lab, literary
clubs etc.
1. Course Book (Text Book)
The course book is known as Intensive reader, also it is
intended for detailed study. It was called text book previously. The
course book should be in concord with the approach and context of
the curriculum designed for a particular subject, class and age group.
With regard to English it incorporates materials for English language
study according to the accepted approaches and principles. In the
absence of other materials and sources, the course book becomes a
prominent tool in the hands of the teacher as well as the learner.
Characteristics and qualities of a textbook
 It is helpful to teacher and the student to realize the prescribed
vocabulary and structures.
 The vocabulary and structures are selected and graded
according to the principles from easy to difficult from simple to
complex, to familiar to unfamiliar.
 It gives scope for revising earlier vocabulary and structures and
also to affirm passive vocabulary.
 It contains different language forms. Prose and poetry are
preferably in the ratio 2:1.
 The selected materials are interesting and value based.
 Functional aspects are given priority.
 There is a scope for sufficient exercises, with clear instructions
to promote communicative skills oral and written.
2. Source Book

4. The teacher’s source book serves as a hand book more
than in its conventional sense and it helps the teacher
providing him with additional materials and information. The
special feature of the book is that it gives enough freedom to
the teacher in the choice of methodology or even content not
conceded or suggested in the book. It also gives the teacher a
variety of situation, examples, exercises, tasks and activities to
be chosen from among the classroom use. The source book
contains nine parts- the introduction, functions in English,
competency statements, general guidelines, detailed analysis of
units, supplementary materials, evaluation, additional listing
materials and simple question paper. It gives, in general,
important instructions to the teacher and a variety of exercises
corresponding to the units in the course book.
3. Language Lab
Language lab is a very popular technical innovation.
Language lab affords opportunity for the students to hear the
language spoken by the native and to practice speaking the
language themselves. A language lab is a room containing such
equipment as audiotape records, video records and computers
that would help students learn a foreign language with or
without the help of a teacher.
The language lab is means for catching and tasting the
flavor of language straight. It consists of a console and a
number of cabins for the learners to interact with the teacher
and the programmes, at their own pace. The teacher at the
console monitors and guides the learners. The advent of
language labs has become a considerable boost to language
learning and teaching. The learners with the help of the
language lab get enough chances to correct the supra
segmental aspects of their language which cannot be focused

5. much inside the classroom. The language lab given the learner
immediate feedback about his own language and helps him
learn a lot by self learning and promotes participatory learning.
The learner as well as the teacher is able to create result in the
language competence at a surprising speed. The learners get
ample opportunity to expose themselves to the native
speakers, which ensures intelligibility of language at a global
level. In addition to these the learners are able to practice the
theoretical aspects of the language taught in classes arranged
in a language lab, which in turn makes language learning active
and pleasant.
4.Library for Learning English
Facilitating access to knowledge and information is
essential to the successful development of independent, life-
long learners. The school library plays a significant role in this.
Through the purposeful provision of a diverse reading and
reading resource collection, the school library provides
opportunities for students to take pleasure and make meaning
out of reading, and them to how learn how to deal confidently
and competently with the information available.
The core functions of a school library are, to provide a
resource centre where students and teachers read, share, learn
and grow through interacting systematically with the
information.
5. Literary Clubs
Literary clubs are the important teaching learning
resource conducting by schools. Each week children meet with
trained parents and teachers in the school. Co-operative
student groups are very essential for the literary club. The
school librarian must work closely with the classroom teachers
and tutors for the flexible movement of the club. Literary club

6. must build upon the school’s larger literary goals. This
programme is only partially successful if it produces children
who enjoy literary discussion. Equally importance is the
development of lifelong readers who love reading. Such
readers emerge from repeated, entranced interactions with
literature in a relaxed and pleasurable way. The final integrated
programme of a community of readers involves students,
parents, librarians and teachers continually engaged in literary
experiences. Through the literary club, the students learn more
about book, critical literary, critical thinking etc.
CONCLUSION
Schools are now required to deliver resource based curricula
which will prepare students for life-long learning. Such curricula
demands that teachers and students have access to resources
and programme that focus on the skills necessary to the
effective use of those resources. The teaching and learning
resources have some guidelines include any spoken, written or
visual text or activity used or conducted by schools, for
example text books, libraries, language lab etc.
REFERENCES
1. Jain R.K and Sharma C.K, Essentials of English Teaching.
Agra : Vinod Pustak Mandir.
2. Joanna, Baker & Heather westrup, The English Teacher’s
Hand book, New Delhi : Viva Books Pvt Ltd.