Selection and Use of Teaching Aids

Whiteboard / Blackboard

The whiteboard (or blackboard, in more traditional settings) is still the most versatile and reliable teaching aid in an ESL classroom. Despite the growth of digital technology, boards remain central because of their flexibility, visibility, and immediacy.

How teachers use them:

• Writing up new vocabulary, example sentences, and grammar explanations.
• Drawing diagrams, timelines, or mind maps to clarify meaning.
• Recording learner contributions during brainstorming or group feedback.
• Dividing the board into sections (e.g., left side for reference material such as vocabulary lists, centre for new teaching points, right side for learner work or corrections).

Example: In a lesson on the past simple vs. past continuous, the teacher writes learner-generated sentences (“I cooked dinner yesterday”) in one column and draws a timeline in another section, showing when each action took place.

Advantages:

• Always available, no technical problems.
• Allows quick response to learner needs.
• Can be reused in later stages of the lesson.

Limitations:

• Teacher’s handwriting may not always be clear.
• Limited space, which requires erasing and rewriting.
• Overuse may become monotonous without other aids.

Overhead Projector (OHP)

Although less common today, the OHP is still valuable in many contexts, especially where interactive whiteboards are unavailable. It allows teachers to project transparencies, which can include text, diagrams, or pictures.

How teachers use it:

• Preparing exercises in advance and projecting them onto a screen.
• Revealing information gradually by covering parts of the transparency.
• Building up material by layering transparencies (e.g., first a text, then highlighting key words, then adding comprehension questions).
• Displaying student work for whole-class feedback.

Example: In a reading comprehension lesson, the teacher projects a short text on the OHP. The comprehension questions are covered, and learners answer orally. The teacher then uncovers the questions one by one, discussing the answers as a group.

Advantages:

• Saves time in class (preparation can be done in advance).
• Information is visible to the entire class.
• Encourages interaction by controlling what learners see.

Limitations:

• Requires electricity and functioning equipment.
• Bulky compared to newer technologies.
• Preparation of transparencies can be time-consuming.

CD/DVD Player

Audio and video recordings expose learners to authentic models of English. CDs provide listening practice, while DVDs add a visual dimension, which makes language more comprehensible and engaging.

How teachers use them:

• Playing dialogues or stories for listening comprehension.
• Using video clips for prediction activities (watching without sound and guessing the dialogue).
• Pausing video to discuss gestures, expressions, or likely outcomes.
• Recording learners’ oral performance and replaying it for self-evaluation.

Example: In a travel English class, learners watch a scene from a travel documentary with the sound muted. They guess what the people are saying, then watch with sound and compare their predictions.

Advantages:

• Provides exposure to different accents and speaking speeds.
• Adds realism to classroom learning.
• Allows repetition for intensive listening.

Limitations:

• Technology may fail at crucial moments.
• Some learners may become passive if not guided with tasks.
• Requires careful selection of age-appropriate and level-appropriate material.

Computer / Interactive Whiteboard

Computers and interactive whiteboards bring multimedia and internet access into the classroom, offering learners opportunities for interactive learning.

How teachers use them:

• Accessing online dictionaries, grammar exercises, or news articles.
• Showing videos, images, and infographics to introduce new topics.
• Collaborative writing activities (e.g., drafting a story in a word processor as a group).
• Conducting online quizzes or polls in real time.
• Allowing learners to annotate directly on the interactive board.

Example: Learners in a writing class use a shared Google Doc projected on the board. They contribute sentences to a story, and the teacher highlights and edits them in real time.

Advantages:

• Access to authentic and up-to-date materials.
• Highly engaging and interactive.
• Appeals to digital-native learners.

Limitations:

• Requires strong technical skills from the teacher.
• Equipment may be expensive or unavailable in some schools.
• Technical difficulties can waste valuable lesson time.

Language Laboratory

A language lab is a dedicated room with headsets, microphones, and recording devices, allowing learners to practise listening and speaking in a focused environment.

How teachers use it:

• Learners record dialogues and listen back to improve pronunciation.
• Individual feedback can be given while others continue practising.
• Teachers monitor learners’ speech and give targeted advice.
• Students can work at their own pace, especially in self-access centres.

Example: Learners practise intonation in questions. They record “Are you coming?” and compare it with a model provided in the lab software.

Advantages:

• Individualised practice opportunities.
• Learners can self-monitor and notice errors.
• Reduces embarrassment as learners practise privately.

Limitations:

• High cost of equipment and maintenance.
• Learners may find labs intimidating or isolating.
• Requires teacher training to use effectively.

Flashcards

Flashcards are small, portable, and versatile. They can show pictures, words, or phrases, and are suitable for all age groups.

How teachers use them:

• Introducing new vocabulary with pictures.
• Prompting sentence building (“I’d like an apple”).
• Playing games such as memory match or charades.
• Quick checks of learner understanding.

Example: In a food vocabulary lesson, learners draw a flashcard and make a polite request: “I’d like some rice, please.”

Advantages:

• Simple and reusable.
• Encourages learner participation.
• Can be adapted for all levels.

Limitations:

• Limited to small amounts of information.
• Preparation can take time (unless bought commercially).

Charts and Posters

Charts and posters display visual or written information that learners can refer to throughout the lesson or even the course.

How teachers use them:

• Displaying a phonemic chart for pronunciation practice.
• Hanging a poster with irregular verbs for quick reference.
• Showing a diagram of a process (e.g., the water cycle in a CLIL lesson).
• Using a series of pictures to tell a story.

Example: In a beginner lesson on body parts, the teacher uses a large wall chart of the human body. Learners practise sentences: “She has got brown hair” or “He has got blue eyes.”

Advantages:

• Permanent reference during lessons.
• Supports visual learners.
• Saves board space.

Limitations:

• Takes time to prepare or purchase.
• Can clutter the classroom if overused.

Puppets

Puppets are especially effective for young learners, as they add fun and motivation.

How teachers use them:

• Acting out dialogues (e.g., buying ice cream at a shop).
• Demonstrating language mistakes for learners to correct.
• Encouraging shy learners to participate through role play.

Example: A puppet deliberately says, “He go to school yesterday.” Learners correct it to “He went to school yesterday.”

Advantages:

• Engages children and lowers anxiety.
• Adds variety and creativity.
• Encourages learners to create their own dialogues.

Limitations:

Requires confidence and performance skills from the teacher.

May be seen as childish by older learners.

Realia refers to authentic objects brought into the classroom, which make language learning more relevant and memorable.

Examples: menus, bus tickets, maps, coins, clothes, food packaging, brochures.

How teachers use them:

• Teaching vocabulary (e.g., names of fruits with real fruit).
• Role plays (ordering food in a café with menus).
• Grammar practice (comparatives using clothes: “This shirt is cheaper than that one”).
• Games and quizzes (matching items with their names).

Example: In a lesson on travel, the teacher brings in a train ticket. Learners practise asking and answering: “Where is this ticket to?” “How much does it cost?”

Advantages:

• Authentic and relatable.
• Easy to find and inexpensive.
• Appeals to kinesthetic learners who learn by handling objects.

Limitations:

• Some items may be impractical to bring (e.g., large objects).
• Cultural relevance may vary (menus or timetables from one country may confuse learners elsewhere).

The teacher is perhaps the most important teaching aid. Teachers use their body, face, and voice to create meaning and context without relying on equipment.

How teachers use themselves as aids:

• Gestures and mime: Acting out actions like “running” or “sleeping” instead of translating.
• Facial expressions: Showing emotions (happy, sad, surprised) for learners to describe.
• Finger correction: Pointing to fingers to indicate missing words or incorrect verb forms.
• Signals: Establishing classroom cues, such as raising a hand for silence or tapping the ear to encourage listening.

Example: Instead of saying “Use the past tense!”, the teacher gestures backward over their shoulder, creating a physical link to the idea of “past.”

Advantages:

• Always available, no equipment needed.
• Helps maintain classroom atmosphere.
• Encourages learners to deduce meaning, supporting communicative teaching.

Limitations:

• Can be tiring for the teacher.
• May not always be clear without reinforcement.
• Needs consistency so learners understand signals.

The main aim is the overall purpose of the lesson. Every lesson has a central learning outcome — such as practising listening for gist, developing fluency in speaking, or learning new vocabulary. The chosen aid should directly support this aim.

• If the aim is listening for gist: An authentic audio recording (such as a podcast or radio clip) is more effective than a written script. Learners get the experience of processing spoken English in real time.
• If the aim is vocabulary development: Realia or flashcards can provide visual and tactile input, helping learners remember new words.
• If the aim is writing: A computer with a word processor allows collaborative drafting, editing, and re-drafting.

Example: A teacher wants learners to practise listening for gist by understanding a news headline. Instead of handing out a written transcript, the teacher plays a short radio clip twice and asks students to identify the main event. The chosen aid (audio recording) directly matches the main aim (listening comprehension).

Subsidiary aims are the smaller goals that support the main aim. They may involve developing related skills or revising language already taught. Choosing the right teaching aid can make these supporting skills easier to practise.

• In a speaking-focused lesson: Learners may need vocabulary support. Flashcards, word banks on the board, or posters can provide prompts.
• In a grammar-focused lesson: A timeline drawn on the board or a chart can help learners visualise tense use.
• In a writing-focused lesson: Dictionaries (online or paper) may be introduced to encourage learner autonomy.

Example: A teacher’s main aim is to improve speaking fluency through role play in a restaurant. The subsidiary aim is vocabulary recall. To support this, the teacher uses realia such as menus and cutlery to provide concrete prompts. The main aim (fluency) is achieved more smoothly because the subsidiary aim (vocabulary support) is addressed with suitable aids.

Every activity in a lesson has its own stage aim — the immediate purpose for that part of the lesson. A teaching aid that is suitable for one stage may not work at another.

• Presentation stage (introducing new language): Use realia, flashcards, or visuals to make meaning clear.
• Practice stage (controlled activities): Use cue cards, substitution drills, or OHP transparencies to guide practice.
• Production stage (freer activities): Use authentic materials, DVDs, or role play props to create realistic communication.

Example: In a lesson on travel vocabulary:

• Presentation stage: The teacher introduces words with real train tickets and travel brochures.
• Practice stage: Learners complete a matching activity on the OHP, linking travel words to definitions.
• Production stage: Learners role play buying a train ticket at a station using the realia introduced earlier.

The teaching aids are selected carefully for each stage, ensuring smooth progression from input to practice to output.

Even the best teaching aid will fail if it does not suit the context. Teachers must always evaluate practical and learner-related conditions before deciding.

Age of Learners

• Young learners: Respond well to puppets, flashcards, songs, and realia. These keep them active and engaged.
• Teenagers: Prefer visuals, DVDs, and interactive technology. Puppets might feel childish, but role plays with realia are motivating.
• Adults: Value authenticity. Menus, brochures, and internet resources make lessons practical and relevant.

Class Size

• Large classes: Require aids visible to everyone. Whiteboards, projectors, and large posters are effective.
• Small classes: Allow for more hands-on activities. Flashcards, realia, and small-group role plays work well.

Resources Available

• Well-equipped schools: Teachers can use OHPs, interactive whiteboards, language labs, and computer-based activities.
• Limited-resource contexts: Teachers may rely on boards, hand-drawn visuals, mime, and easily collected realia.

Example of adaptation: In a school without electricity, a teacher cannot use DVDs or projectors. Instead, they use a set of realia (e.g., clothing items) to teach adjectives like “long”, “short”, “expensive”, “cheap”. The aim is still met, but the aid is adapted to the context.

Context:
A group of beginner learners is learning vocabulary for fruits. The teacher wants them to practise both naming items and making simple preference statements.

Steps:

1. The teacher brings a basket of real fruit (apple, banana, orange, mango).
2. Learners pass the items around the class.
3. As each learner holds an item, they practise saying: “This is an apple.”
4. The teacher models preference language: “I like bananas.” Learners then take turns saying what they like.
5. For practice, the teacher asks questions: “Do you like oranges?” Learners answer with “Yes, I do” or “No, I don’t.”
6. The class ends with a quick game: learners close their eyes, the teacher hides a fruit, and learners guess which one is missing.

Why it works:

• Realia makes abstract vocabulary tangible.
• Handling the objects engages kinesthetic learners.
• The activity builds from controlled naming practice to freer expression of likes and dislikes.

Teaching Aid Highlighted: Realia (fruit basket).

Context:
Intermediate learners are preparing to write about holidays. The teacher wants to activate their prior knowledge and gather ideas before moving into writing.

Steps:

1. The board is divided into three sections: Places, Activities, Feelings.
2. Learners work in groups of four to brainstorm ideas.
   • Group A writes on the “Places” section (e.g., beach, mountains, city).
   • Group B writes on the “Activities” section (e.g., swimming, sightseeing, shopping).
   • Group C writes on the “Feelings” section (e.g., exciting, relaxing, boring).
3. After 10 minutes, the teacher reviews the board with the whole class, adding corrections and extra ideas.
4. Learners then use the collected ideas to draft short paragraphs about their holidays.

Why it works:

• The board organizes learner contributions visually.
• Group ownership of different sections ensures participation.
• Learners see connections between words, helping them prepare for writing.

Teaching Aid Highlighted: Whiteboard.

Context:
Upper-intermediate learners are working on listening for inference and prediction skills. The teacher uses a news clip.

Steps:

1. The teacher explains the task: “You will first watch the clip without sound. Try to guess what is happening.”
2. Learners watch a one-minute clip from a news programme (e.g., people in a flooded street, officials giving a press statement).
3. In pairs, learners discuss their predictions: “I think this is about a flood” or “Maybe they are protesting.”
4. The clip is played again with sound. Learners listen and check how accurate their predictions were.
5. The teacher pauses the clip at key points to highlight body language, tone of voice, and key words.
6. As a follow-up, learners summarise the story in two or three sentences.

Why it works:

• Watching without sound focuses learners on visual cues.
• Prediction tasks make listening active rather than passive.
• Comparing predictions with the actual content develops inference skills.

Teaching Aid Highlighted: DVD player / video clip.

Context:
A primary class (ages 7–8) is practising functional language for buying food. The aim is to make the lesson fun, memorable, and interactive.

Steps:

1. The teacher introduces two puppets: one as the shopkeeper, one as the customer.
2. The puppets role-play:
   • Puppet 1: “Can I have an ice cream, please?”
   • Puppet 2: “Yes, here you are.”
   • Puppet 1: “Thank you.”
3. Learners laugh and watch attentively, then repeat the dialogue after the puppets.
4. Learners are put in pairs and practise the same dialogue using flashcards of food items.
5. Volunteers act out their role play for the class, sometimes with the puppets.

Why it works:

• Puppets lower anxiety and encourage even shy children to participate.
• The role play is simple, repetitive, and interactive.
• Learners transfer the language from puppets to their own dialogues.

Teaching Aid Highlighted: Puppets.

Context:
Pre-intermediate adult learners often confuse the sounds /iː/ (sheep) and /ɪ/ (ship). The teacher uses a phonemic chart to make the difference clear.

Steps:

1. The teacher displays the phonemic chart on the board or as a poster.
2. The teacher points to /iː/ and models the sound. Learners repeat.
3. The teacher then points to /ɪ/ and models the sound, followed by repetition.
4. Minimal pairs are introduced: “sheep–ship,” “leave–live,” “beach–bit.”
5. Learners practise in pairs, saying one word while their partner guesses which symbol it matches.
6. The class ends with a short game: learners listen to words said by the teacher and raise a card with the correct symbol.

Why it works:

• The chart gives learners a visual anchor for difficult sounds.
• Minimal pairs provide clear contrasts.
• Pair practice increases speaking opportunities.

Teaching Aid Highlighted: Phonemic chart.

• Learners enjoy lessons that are not limited to textbooks and teacher talk. A mixture of flashcards, realia, DVDs, and online resources keeps classes dynamic and prevents monotony.
• Motivation is particularly important for young learners, who respond strongly to colour, movement, and novelty.
• Example: Instead of only reading a text on food, the teacher brings in actual food packages and plays a short cooking video. The shift in activity type re-energizes the class.

• Learners process information in different ways. Some understand better when they see (visual learners), others when they hear (auditory learners), and others when they move or touch (kinesthetic learners).
• Teaching aids allow teachers to cater to these learning styles by offering input in varied modes.
• Example: When teaching directions, the teacher combines a map on the board (visual), oral instructions (auditory), and learners physically moving around the classroom (kinesthetic).

• Aids can help teachers organise lessons and maintain learner attention.
• Flashcards can provide quick prompts for drills, while the board can structure lessons by dividing information clearly.
• Example: In a large class, the teacher uses colour-coded flashcards to quickly form groups for role plays, avoiding long explanations and saving time.

• Using realia, DVDs, or online materials connects classroom learning to the outside world.
• Authentic materials show learners how English is actually used, not just simplified textbook language.
• Example: Learners practise ordering food with real menus from a local restaurant, preparing them for real-life communication.

• Many aids can be prepared once and reused multiple times, saving effort in the long run.
• Teachers often build a personal library of flashcards, posters, and recordings.
• Example: A set of laminated verb flashcards can be used across different classes and levels for years.

• Technical aids such as computers, projectors, or DVD players may fail at critical moments. Power cuts, weak internet connections, or broken equipment can disrupt lessons.
• Example: A teacher plans a listening activity using YouTube, but the internet connection drops. Without a backup (like a printed transcript), the activity fails.

• Some aids require considerable preparation. Creating flashcards, posters, or PowerPoint slides can be time-consuming, especially for new teachers.
• High-tech equipment like interactive whiteboards or language labs may be costly for schools to purchase and maintain.
• Example: Preparing a set of 50 flashcards for a vocabulary game may take an hour or more, which is not always practical for teachers with heavy workloads.

• Not all aids are appropriate in every teaching context. A DVD lesson may not work in a school without electricity; puppets may not engage adult learners; an OHP may be unusable in a classroom with strong sunlight.
• Example: A teacher brings a laptop to show a film clip, but the class of 40 learners cannot see the small screen. The aid fails because it does not match the context.

• Teachers may become dependent on aids, focusing more on the tool than the teaching aim.
• A flashy video or an impressive chart does not guarantee learning if it is not integrated into a meaningful activity.
• Example: A teacher shows a long movie clip but forgets to set a clear task. Learners enjoy the film but do not practise language skills effectively.

• In some contexts, learners may not all benefit equally. For instance, in large classes, only those sitting close to the board or screen may see clearly.
• Similarly, learners without access to technology outside the classroom may struggle with online-based aids.
• Example: In a school with limited resources, only half the learners have headphones in the language lab, leading to frustration.

Technical aids are useful only if they work when needed. Teachers should arrive early or take a moment before class to ensure that all equipment functions properly.

• Check sound quality on CD players, laptops, or speakers.
• Test projection on an OHP or interactive whiteboard to make sure images are visible from the back of the room.
• Verify internet connections if online materials will be used.

Example: Before a listening lesson, the teacher tests the audio track. They notice the volume is too low and adjust it. This prevents wasted class time and keeps learners engaged.

Tip in action: Create a short checklist for yourself (e.g., “Is the file open? Is the volume correct? Can learners at the back see the board?”).

Even with preparation, equipment can fail. A reliable teacher always has an alternative activity ready that achieves the same aim.

• If the DVD does not play, the teacher can read a transcript aloud or use a related reading passage.
• If the projector stops working, learners can work with printed handouts instead.
• If internet access fails, a discussion activity can replace the online task.

Example: A teacher plans a lesson around a YouTube video clip but the internet connection drops. Instead, they use printed screenshots from the video and set up a prediction and role-play activity. Learners still practise the target language, and the lesson continues smoothly.

Tip in action: Ask yourself before class, “What will I do if this aid doesn’t work?”

Good teaching aids are ready to use. Unprepared aids can cause confusion and waste time. Preparing in advance also ensures neatness, clarity, and reusability.

• Flashcards can be laminated so they last longer.
• Transparencies for OHPs can be written or printed clearly and saved for future use.
• Digital slides can be saved in multiple formats in case of software problems.

Example: A teacher creates a set of laminated flashcards for food vocabulary. These cards can be reused for multiple classes and different activities (introducing vocabulary, playing games, role plays).

Tip in action: Store aids in clearly labelled folders or boxes so they are easy to find before class.

The whiteboard is one of the most important aids, and effective use requires planning. Dividing the board helps learners distinguish between permanent reference material and temporary notes.

• Left side: Vocabulary list or key grammar points (kept visible throughout the lesson).
• Centre: Explanations, examples, or drawings related to the current stage.
• Right side: Learner contributions or corrections during activities.

Example: In a lesson on comparatives, the teacher writes the rule “X + er than / more + adj than” in the reference section. During practice, learners come up and write their own examples in the centre. Errors are corrected and highlighted on the right.

Tip in action: Use different coloured markers to distinguish between categories (e.g., grammar in blue, vocabulary in green, corrections in red).

Teaching aids do not always need to come from the teacher. When learners create aids, they become more active, involved, and responsible for their learning.

• Learners can design their own flashcards to revise vocabulary.
• Groups can create posters summarising a grammar point or topic.
• Learners can prepare cue cards for role plays or quizzes for their peers.

Example: In a lesson on the environment, groups of learners create posters with drawings and keywords (e.g., recycle, pollution, save energy). These posters are displayed in the classroom and reused in later lessons.

Why it works: Learners remember better when they make something themselves, and the classroom environment becomes more personalised.

The ultimate goal of teaching aids is to facilitate communication and learning. Teachers should avoid using aids in a way that turns learners into passive observers.

• A DVD clip should be paired with prediction or discussion activities, not simply played from start to finish.
• Flashcards should prompt speaking or writing, not just recognition.
• A phonemic chart should guide pronunciation practice, not just decorate the classroom.

Example: Instead of simply showing a travel documentary on DVD, the teacher pauses at key points, asks learners to guess what will happen, and sets a follow-up speaking activity where learners role play as travel reporters.

Tip in action: Always ask yourself, “How will learners interact with this aid?”

Aids that work for one group may not work for another. Consider age, level, and resources when choosing what to use.

• Puppets are highly motivating for children but may feel childish for adults.
• Large posters are effective in big classrooms but unnecessary in small groups.
• High-tech aids require reliable electricity and equipment — otherwise, low-tech alternatives are safer.

Example: A teacher working with adult business learners avoids puppets but uses authentic documents such as business emails and meeting agendas as realia.

Tip in action: Adapt, simplify, or substitute aids according to your classroom situation.

Teaching aids should not feel like add-ons but part of the natural flow of the lesson. Plan where and how each aid will be used at the presentation, practice, and production stages.

Example:

• Presentation: Use flashcards to introduce new animal vocabulary.
• Practice: Use a board game with pictures of the animals for controlled practice.
• Production: Learners create short stories using the animal cards.

Tip in action: Mention teaching aids explicitly in your lesson plan so you know when and how they will be used.