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Unit3 Mod4

Unit3 Mod4

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Published by Ameni Halioui
visual aids
visual aids

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Published by: Ameni Halioui on Oct 09, 2011
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12/04/2012

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Unit 3 The Teaching and Learning of ESOL
Module 4 Visual Aids
At the end of this module you will:-a)recognise a variety of aidsb)understand the importance of 'need first' teaching
c)
be able to prepare your own aids
 
d)have thought about the pros and cons of various kinds of teaching aids
 
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
regrettable
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.
Unit 3
 
Module 42
 
OBJECTS IN THE CLASSROOMThe advantage of using objects normally found around the classroom is thatthey are already familiar to the students, and the practice you can get out of them is extensive. Place things to practise prepositions - in, on, under andbehind. Teach comparatives using them asking which is bigger, smaller, moreexpensive and so on. Use them to build dialogues asking for things andbuying and selling things. But don't over-use items of stationery! Remember,they are not usually found anywhere else!REAL PROPS brought into the classroom are not only useful in this way, butprovide an extra, interesting stimulus. Set scenes by using any props you canget hold of :- hats to change characters, flags to show nationalities, toyphones, toy vehicles, dolls, tea-sets etc can be very useful.Real objects are fascinating. Bring in a few objects that have special meaningto you and get your students to guess something about you. They can thenbring in something that is special to them and talk about it. Some objects likefruit and vegetables and food packets can easily be brought to lessons. Youcan also bring toy cars (to compare price and speed) or clothes, or toyanimals. Let students touch as well as see - (even a class of businessmenwill love the toy cars). Real signs and notices and brochures are more funthan the course book examples. Put objects in a bag or box when you firstbring them to class and get students to put their hand in the bag and guessthe object without seeing it.PEOPLEIf you are introducing or practising use of - has, has got, wears, has got onetc, what better props than your students? Personal questions (usually thefirst thing students learn) are best practised with the students themselves: ‘I'mGreek, I'm from Crete’ and so on. Students love to learn more about eachother. As the teacher in an EFL situation you should be able to mime and notbe afraid to do so. Throw yourself into it and you'll enjoy it as much as your students will!
Unit 3
 
Module 43

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