AUDIO-VISUAL AIDSAudio-visual aids should be seen as just that, AIDS. They are props, piecesof equipment which help us to put across our teaching point. We do notadvocate building a lesson around the 'aid', we promote the use of audio-visual aids as our 'helpers'.If you enter every class with a 'bag of tricks', including a flannel-board, acassette recorder, a video, an overhead projector (OHP) etc, not only will youspend more than half your lesson dealing with the technology, you will alsobecome a slave to these aids and deprive your students of the ultimate aim of communication. They will have no time to communicate if they are:- watchinga video, listening to a cassette and looking at an OHP all in one lesson.Write your lesson plan, then see where you can facilitate more understandingby the use of aids. THE NEED COMES FIRST, and the need decides thetype of aid and the way of using it. They must allow us to explain structuresand concepts simply or they are not necessary in that particular lesson.Nor should audio-visual aids be used as a 'treat' for the students, they shouldbe integrated into the lesson to promote practice in spoken and writtenEnglish.Also avoid over-use and the
temptation to allow them to becomepoor substitutes for preparing a lesson! Remember always, that your studentslearn through the quality of your teaching and the use of your materials, notby the use of gimmicks or your technological know-how.Now that you are aware of the pitfalls, make use of realia and audio-visualaids to practise language points and to provide extra stimulus.
PART 1 COMMONLY USED AIDS
REALIAThere are different types of realia - the word means ‘real things’ - the thingsnormally found in the classroom such as pens pencils and notebooks,windows and tables, and those that you bring in for simulation of some sort of real world activity.