Professional Documents
Culture Documents
INTRODUCTION
1. DEFINITION AND CLASSIFICATION OF THE
TEACHING AIDS
2. NON-TECHNICAL VISUAL AIDS
2.1 Blackboard
2.2 Flashcards
2.3 Magazine Pictures
2.4 Posters
2.5 Charts
2.6 The Coursebook
3.7 Other Printed Materials
5. AUDIO AIDS
5.1 Tape Recorder
6. AUDIO-VISUAL AIDS
6.1 Video
6.2 Computer
CONCLUSIONS
BIBLIOGRAPHY
INTRODUCTION
Teaching aids are an important asset within the classroom. Teachers are
using them for many years and, their place in the syllabus being strongly
motivated, it seems that they will be used as long as the process of teaching a
foreign language is concerned.
At the beginning teachers were forced to use only their imagination in
order to create adequate materials for the classroom. Then, as technology has
strongly developed and the teacher and, respectively, the school have been
able to get most of the instructional materials from the market. That is why,
nowadays, teachers can choose from a very large number of materials, and use
or adapt them in many adequate ways.
My opinion is that teaching materials have a great importance because,
first of all, they provide variety for the classroom. This paper is meant to
demonstrate this point of view.
As we shall see, materials, whether commercially developed or teacherproduced, are an important element within teaching. Richards and Rodgers (1)
suggest that the instructional materials can provide detailed specifications of
content. For an activity they give guidance to teachers on both the intensity of
coverage and the amount of attention demanded by particular content or
pedagogical tasks. Some are designed to be used by inexperienced teachers
while others are intended to replace the teacher completely (e.g. there are
countries where many schools use computers for testing the students).
There is today a large variety of teaching aids that can be used in very
many situations, whenever necessary to make the link between the student and
the foreign language he is to learn, more successfully. For example, the use of
References
(1)Richards and Rodgers- Approaches and Methods in Language
Teaching- 1986
CHAPTER I
DEFINITION AND CLASSIFICATION OF THE TEACHING
AIDS
1.0 A teaching aid is a tool used within the classroom especially when
teaching a foreign language. It helps the teacher to develop students
reading, writing and communicative skills. The utilization of the teaching
aids has also the purpose to make the presentation of the lesson more
attractive, having in the same time a mobilizing function.
The teaching aids have a very important role especially when teaching
a foreign language to children. When the students are young, the teacher has
to make supplementary efforts in order to get their attention. That is why the
teacher has to find attractive and interesting methods so as the child to focus
on his tasks.
One of the most important and difficult I would say, task for a teacher
when teaching English, for example, is to be able to identify the various
ways in which materials may contribute to the learners perception (of
knowledge, language, learning roles), to their affective and cognitive
development, and to their general stock of information.
1.1 There are several criteria according to which teaching aids can be
classified, but I have selected only four of them that have relevance for the
issues dealt with in this paper.
1) the author:
- commercial materials
- teacher-produced materials
teacher and role relationship between teacher and learners. The same also
holds for materials. For example:
The role of materials within communicative methodology might be
specified in the following terms:
Materials will focus on the communicative abilities of interpretation,
expression and negotiation.
Materials will focus on the understandable, relevant and interesting
exchanges of information, rather than on the presentation of grammatical
form.
Materials will involve different kinds of texts and different kinds of media,
which the learners can use to develop their competence through a variety
of different activities and tasks.
In his article on materials, Rossner(2) focuses in particular on the role of
teaching aids in communicative language teaching. He argues that while
classroom practice has continued its circumspect and patchy evolution,
there has been a significant change in materials, particularly in the range of
materials available and in the attitude of materials writers to issues of
selection and grading. In Rossners view teachers look for materials to
provide new information on how language works at a formal level, to
provide focused practice in manipulating language forms and in practicing
sub-skills,
to
provide
comprehensible
input,
grammatical
and
they are consistent with ones beliefs about the nature of language and
learning, as well as with ones learners attitudes, beliefs and preferences.
Evaluating and selecting commercial materials is not an easy task. As
Low(3) points out, rather like the evaluation of hi-fi equipment, it remains
something of a black art. Designing appropriate materials is not a
science; it is a strange mixture of imagination, insight and analytical
reasoning, and this fact must be recognized when the materials are
assessed.(3)
Nevertheless, the selection processes can be greatly facilitated by the use
of systematic materials evaluation procedures which help ensure that
materials are consistent with the needs and interests of the learners they are
intended to serve, as well as being in harmony with institutional ideologies.
References
(1) Richards and Rodgers- Approaches and Methods in Language Teaching1986
(2) Rossner- 1988
(3) Low- 1989
CHAPTER II
NON-TECHNICAL VISUAL AIDS
2.1 THE BLACKBOARD
There are some things that should be kept in mind when using the
blackboard, namely:
the blackboard has to be clean at the beginning of the lesson because,
when teaching a foreign language, the spelling is very important and a
dirty blackboard could make the students include some odd signs in the
spelling of words.
the things on the blackboard must not be rubbed as soon as the teacher
has finished with them or as soon as they have been copied; the students
benefit by seeing the things the teacher tries to teach them exposed
through the lesson;
the teacher should try out different coloured chalks on the blackboard and
see which one shows up the best; some colours cannot be seen very
clearly, so they prove to be useless;
it is very important that the teacher doesnt obscure the blackboard while
using it;
in order to have good results, the teacher has to make full use of the
blackboard.
Suggestion:
Before doing a dictation it might be a good idea to write the text on the
blackboard and mask it with a piece of cloth or a cardboard and reveal it
when necessary.
According to A. Wright(1), there are some advantages when using the
blackboard:
the whole class can see it;
texts and pictures can grow in front of the class;
texts and pictures can be rubbed, added to or substituted quickly;
Picture flashcards have the advantage that the teacher can prepare them
at his leisure at home. In this way they can be made more attractive and
colourful and can include details impossible to include in a hastily drawn
blackboard picture. Although they are used the same way and for the same
purpose as the blackboard drawings, the picture flashcards bring the
advantage of cutting down greatly on time as well as providing variety.
One can also make double-sided flashcards to use when drilling certain
contrasting language items.
e.g.
Side one: She usually drinks tea.
Side two: but now she is drinking champagne.
The picture flashcards are normally used by the teacher in oral work for
cueing responses to questions or in communicative work for stimulating
conversation, story telling, etc.
There are very attractive and complex exercises using the picture flashcards
as proposed by G. Gerngross (2) like the one entitled from story to picture/
from picture to story.
Types of picture : picture stories featuring stick-people
Skill areas
Grammar
: Past tense
Functions
Level
Time
: 50 minutes
Purpose
from pictures
Preparation
The teacher needs copies of four stories plus two cartoons depicting the
contents of two of the stories.
In class
1. copies of the story given to half the class and copies of a cartoon
depicting the same story to the other half. The students work in
pairs. Partner A, who has got the text, reads the story silently and
B, who has got the cartoon, tries to make up his/her mind what the
picture story is all about. B than starts telling the story to A. As
task is to listen, to correct whenever necessary and to help with
verbal prompts when B seems to be stuck or completely wrong
concerning the content of the story.
When B has finished telling the story, A reads it out. Then they
change roles, using the text of another story and the cartoon
depicting it.
2. The learners again work in pairs. But now both partners receive
stories which they read. The stories are different and the students
are not allowed to show their texts to one another. Both partners
then draw the contents of their stories in the form of stick-people
cartoons. When they have finished, A hands his cartoon to B, who
tries to tell the story from the cartoon. A guides, helps and corrects
if necessary. The roles are changed.
There should be at least one question per picture, but the questions need not
necessarily show a narrative link with one another.
In class :
1. the class must be divided in two halves and each half should be asked to
work in groups of about four;
2. each of the groups of the first half of the class gets one set of pictures;
they are asked to create a story based on the pictures;
3. the group of the second half of the class gets the handouts with the
comprehension questions; each group is asked to write a story together
based on the comprehension questions;
4. each group has to read out their story and compare the story created.
There are countless exercises that can be practiced using picture
flashcards. Here is an example : the teacher shows to the class a picture card
containing action but the students must not be given enough time to think to
everything they have seen. They must be asked what they have seen and of
course that there will appear differences in their opinions. The fact that the
students may argue with each other is already a good exercise for practicing
communicative skills.
These magazine pictures must not be used in a chaotic way and only for
one lesson. The teacher has to think about every step in presenting them
first, before the lesson, while he is planning it and then, during the lesson
itself. An ideal solution is to build up a magazine- picture library by storing
and filing magazine pictures, so that one has a ready made collection from
which to draw.
Peter Hubbard(4) speaks about using pictures in sets. A teacher would
rarely want to use only one magazine picture alone considering that it would
be more useful to think of pictures in sets.
A very important subject which could be dealt with using magazine
pictures is the verb tense, using a story which could be later used for drilling.
The magazine pictures could be used before presenting a text, so that the
students get familiarised with the new subject and find it more attractive.
The magazine pictures can also be used as cues in controlled drills, for
practising various structures.
An exercise with a satisfactory result is the pair work when the students
power of concentration is bigger. Once the class is familiar with the
structure, the teacher can get them drilling in pairs. According to Hubbard,
the teacher can have a standard stimulus in which case only the response
needs a magazine picture, for example :
Stimulus (Student 1):
What does Jane want for Christmas?
Response (Student 2):
I think she wants a ring.
Student 1:
I bought Jane a ring for Christmas.
Student 2:
She didnt want a ring.
or both the stimulus and the response can be cued from two connected
magazine pictures glued onto the same card, for example : guessing games
are even more versatile than memory games.
Magazine pictures can obviously be used in many different ways for
games, for example, in guessing games, bingo games, memory games and
generally as cued drills.
2.4 THE POSTER
The poster may be defined as an informative, often decorative way to
attract attention to the information it contains.
Materials of this kind are invaluable, particularly for younger learners,
and teachers find that they constantly use them. This type of material can be
largely homemade- glossy-papered magazines in particular are an excellent
source of pictures. They can also be produced by students, drawn or made by
collage on a given topic.
The main reason for using the posters is that they can display a lot of
information or even instructions. The teacher could find, for example, a
poster containing very many details that the student has to observe and talk
about. This is an example of how posters may help improving the
communicative abilities.
The poster should be big enough for the whole class to see it and has the
advantage that, even if not very easy to find or to make, they can
successfully be used more than once.
There are a lot of topics that could be dealt with when using posters.
Here are some examples :
The poster can be a basis for story telling. The teacher shows an image
which could be the beginning of a story and the student has to continue it,
using his/her imagination.
For beginner and intermediate learners a poster could be a source of
vocabulary practice in that that the teacher could ask the students to look at
the poster and than to say all the words they remember and which could be
related to the picture.
A poster could also be useful in presenting and drilling the sequence of
tenses. The teacher should find an image representing action and ask the
students to say everything they see on that image.
The posters may also be used in very many complex games. With games,
students power of concentration is totally no matter the age and this is a
technique that provides very good results. Everything depends on teachers
ability to find attractive games that fit perfectly in the lesson.
A. Wright(1) gives a lot of examples of games. The true/false game,
for example, allows the student to make a number of statements, some of
which are true and some of which are false. If this is done orally, then the
students can correct the teacher when he/she makes a false statement.
2.5 THE CHART
A chart is an useful way to present and display information or
instructions, especially in a classroom or other educational situations.
There are several types of charts :
Alphabet chart
Flip chart
Wall chart
Vowel chart
Consonant chart
Number chart
Punctuation chart
Song chart
The alphabet chart helps the teacher to introduce letters within the lesson.
On these alphabet charts the entire alphabet can be displayed. They can be
more complex than a simple row of letters in that that every letter can be
accompanied by a keyword that begins with the aimed letter, or even by an
illustration of the keyword.
A flip chart is a collection of large pages that are bound together at the top.
The pages are flipped, or brought up to the back as they are used.
A lot of situations and information can be displayed on a flip chart, this
being very easy to handle.
Wall-charts can be hanged on the wall and can be used for listening
comprehension, games and presenting structures. They can also be used for
picture composition, and their usefulness is further increased if certain parts
of them can be made to change or move, for example things can be masked.
As other visual aids already tackled with, the charts can also be used in
games. Here is an example of such a game :
A wall chart showing as many people as possible is displayed. Students are
allowed one minute to study it before the teacher masks one of the people on
it. The students then have to describe this person. To add realism, they can
be told that that person is a notorious criminal and they are being asked to
give the police his description.
As for consonant and vowel chart the teacher can use charts displaying
consonants or vowels accompanied by keywords or images.
A number chart is a chart helping the teacher to teach the numbers which
can be displayed on such a chart. The students can be shown with a tack
every number and asked to say it loudly. Ordinal as well as cardinal numbers
can be taught using a number chart. An association with images could also
give satisfactory results.
As for punctuation chart and song chart the same methods could be
applied.
2.6 WORKCARDS AND WORKSHEETS
Workcards having approximately 15cm x 20cm, and worksheets are for
individual student use or for use by students working in small groups. They
provide an extremely useful base for the development of some kinds of skills
without the teachers immediate involvement. Good cousebooks provide a
lot of such material. However, many teachers make their own material for
students no matter how good their coursebook is.
This type of visual material can be treated with a very wide range of
techniques. For any individual and group activities to be successful two
things are necessary :
1. the students should understand what they have to do
2. the language demands should be within the students capabilities.
Standard exercise types
The following are well known types of exercises and they are usually not too
difficult and time consuming for the teacher to prepare in the form of cards
and sheets :
a text intended for translation
a text and comprehension questions
a text or a picture and multiple choice questions
a text or a picture and true/false statements
sentences and/or pictures that must be matched
a picture to be described
gapped texts to be completed
jumbled texts (words or sentences to be arranged in the correct order)
word games including crosswords, anagrams, etc.
There are some characteristics and techniques as far as the use of
workcards and worksheets are concerned :
pictures, drawn by the teacher or by the students or taken from magazines,
can be combined with texts either handwritten or typed or taken from
authentic printed matter;
the two sides of the card can be used for presenting different information is
useful in certain types of activity;
a set of worksheets enables the teacher to give either individual or group
tasks which students can perform more or less independently of the
teacher;
the cards or sheets contribute to variety and interest in the classroom.
These challenges not only add interest and reason for using the language,
but also allow the teacher to use the technique for a higher proficiency level
of student. In this example the student must only copy the true sentences :
Picture:
magazine picture or
True or false
statement
Handwritten or
typed
drawing
In some places coursebooks are taken for granted. In others, they may
not be used at all : the teacher works according to a syllabus or according to
his/her own programme, using textbooks and supplementary materials as the
need arises. A third situation is where a coursebook is used selectively, not
necessarily in sequence, and is extensively supplemented by other materials.
2.7.1 Advantages and disadvantages of using a coursebook
1. A coursebook provides a clear framework and learners know where
they are going and what is coming next, so that there is a sense of
structure and progress.
2. In many places the coursebook serves as a syllabus : if it is followed
systematically, a carefully planned and balanced selection of language
content will be covered.
3. The coursebooks provide texts and learning tasks which are likely to
be an appropriate level for most of the class. This of course saves
time for the teacher who would otherwise have to prepare his/her own
material.
4. A book is the cheapest way of providing learning material for each
learner. Alternatives such as kits, sets of photocopied papers or
computer software, are likely to be more expensive relative to the
amount of material provided.
5. A book is a convenient package. It is bound so that its components
stick together and stay in order; it is light and small enough to carry
around easily. It is of a shape that is easily packed and stacked, it does
not depend for its use on hardware or a supply of electricity.
Clear instructions;
Systematic coverage of syllabus;
Content clearly organized and graded;
Periodic review and test sections;
Good pronunciation explanation and practice, good vocabulary
explanation and practice;
Good grammar presentation and practice;
Fluency practice in all four skills;
Encourage learners to develop their own learning strategies and to
become independent in their learning;
Adequate guidance for the teacher.
A coursebook should be related to critically : we should be aware
of its good and bad points in order to make the most of the first and
compensate for or neutralize the second. Any single unit of a
coursebook should cover a fair range of language content and skills.
Here are some categories of content :
- pronunciation practice
- introduction of new vocabulary and practice
- grammar explanation and practice
- recordings for listening practice
- listening and speaking communicative tasks
- mixed skills communicative tasks
- short and long reading texts
- dictionary work
- review of previously learnt material
- some entertaining (funny) material- jokes, games, crosswords
If the texts are too easy, the teacher may need to substitute or add further
texts. If, on the other hand, they are too difficult, he/she may still be able to
use them : by careful pre-teaching of vocabulary, by introductory discussion
of the topic, by preliminary explanation or key selections, by careful
omission of difficult bits.
The texts may be unsatisfactory, even if of the right level, because
they are boring or trivial in content; or because all the texts in the book seem
to be the same genre, style and overall topic. Interest may be added by
challenging or original tasks; but the problem of sameness of genre can only
be solved by providing supplementary texts (David Nunan-(6)).
Referring to coursebook exercises, some of these are more like texts :
brief checks to see whether the learner knows something or not, rather than
frameworks for extended and interesting rehearsals of different aspects of
language.
If the tasks are too short and do not provide for very much learner
activity, they can be extended by, for example, adding further similar items,
or by making items open-ended instead of close-ended so that each can
trigger a number of learner responses; or by simply supplementing with
further activities. The teacher may need to supplement also in order to
provide more heterogeneous or interesting tasks for the class; or in order to
provide material that is more relevant to their individual or group needs.
When preparing to teach a coursebook material, it is worth devoting a
little thought as to how best to activate learners in particular task in order to
set optimum learning benefit out of it and make it interesting.
Apart from coursebooks, there are textbooks. The term textbook is
used to apply to both coursebooks, which typically aim to cover all aspects
of the language and, supplementary, textbooks devoted to particular topics or
References :
(1) Allan Wright Visuals for the Language Classroom (1987); Longman
(2)
(3) Collin Granger Play Games with English (1993); Oxford University
Press
(4) Peter Hubbard, H. Jones A Training Course for Tefl (1983); Prentice
Hall International
(5) Penny Ur A Course in Language Teaching (1996); London : Longman
(6) David Nunan Language Teaching Methodology (1991); The National
Magazine Company
CHAPTER III
TECHNICAL VISUAL AIDS
3.1 OVERHEAD PROJECTOR ( OHP)
Overhead projectors are useful for presenting visual or written material
to classes. They are more vivid and attention-catching than the black or
white boards.
Overhead projectors project horizontally placed transparencies onto a
screen. They can be used both in daylight and artificial light. They are used
with long rolls of acetate or special cellophane paper that can be written or
drawn during the lesson. It is possible to write with either water-based pens
(which can be rubbed out) or spirit-based (which are permanent). It is also
sometimes possible to photocopy directly onto acetable squares.
The OHP is very useful with large classes as the teacher can face the
class as he writes. The writing position is better than writing on a
of the most
useful tools in
overhead projectors
are one
Example 2. Storytelling
The teacher has to prepare a number of strips of transparency with a small
drawing on each one, for example a car, a man, a cat, etc. He/she and the
students can move these pictures on the screen and illustrate a story.
3.2.3 Single transparency with a water-based pen
Characteristics and techniques : usually the transparency is prepared
before the class with a permanent pen and during the class the teacher or a
student can add information with a water-based pen. The additions in waterbased ink can be cleaned off any time. Here are some examples of
exercises :
1. a text can be written in permanent ink with wide spaces between the
lines. The spaces can be used to mark in stress and intonation :
Good morning! How are you?
Terrible! It is the worst day of my life.
2. a text can be prepared in water-based pen. The class attempts to reduce
the text to nothing. The teacher allows them to remove one, two, or three
adjacent words. They can change the meaning of the text but the
grammar must remain correct.
3.2.4 Two or more transparencies
References :
(1) Allan Wright Visuals for the Language Classroom (1987); Longman
CHAPTER IV
AUDIO AIDS
It seems to be taken for granted these days that listening practice should
be based on (cassette) recordings.
Taped listening passages can be prepared in advantage, thus saving the
teacher work in the actual lesson. When the teachers pronunciation is
noticeably foreign, recordings may provide the students with valuable
exposure to native accents; and their use also makes available a fair greater
range of language situations ; different voices and accents, moods, registers,
background effects. Moreover, it may seem rather difficult for a single
teacher to present dialogue effectively in the classroom using only his/her
voice a recording can solve this problem. Finally, the absence of a visible
speaker forces the students to focus on the actual sounds, thus giving more
concentrated aural practice (Penny Ur (1)).
Recordings should be used for definite specific purposes : to make
available types of discourse, accent or listening situations that are difficult to
be presented live, to make students concentrate on aural perception of the
foreign sounds, intonation or stress patterns, or for testing.
The obvious conclusion is that recorded speech should have a place in
classroom exercises.
These are possible when the students can understand what they are listening
to and the purposes of these exercises in the recognition of grammar
problems or of those of structure.
2). Extensive listening exercises are those where a student is primarily
concerned with following a story or finding something out from the passage
he is listening to.
When using this method within the classroom, first of all, the teacher must
help the students listen. An important part of the skill listening is being able
to predict what the student is going to say next. The teacher can help
students listen by giving them some idea of what they are going to listen to.
When doing listening activities in class, the teacher can also ask the
students to guess what they are going to hear next; this will help them
develop listening skills and is also a good way to keep the class actively
involved in listening. This technique is especially used for telling stories to
the class; a natural part of listening to an interesting story is to wander what
will happen next.
There are countless exercises that can be practiced when using the tape
recorder. This can help the teacher to introduce and drill very many subjects.
The purposes are also extremely complex : to develop visualization and
imagination while listening, to develop quick interactions with a speaker, to
promote listening for detail, to promote group interaction, to develop
responsiveness to instructions, to develop strategy of listening for specific
information, etc.
The so-called jigsaw listening can also be practiced when using the tape
recorder. For this the teacher will need more than one tape recorder, usually
three. The class is split up into three groups and each group listens to their
tape and extracts relevant information. The groups than exchange the
information they have found out.
The groups can begin different parts of the same story so they do not
discover the whole story until they have exchanged information.
Alternatively, they can be given a problem to solve- the best route for a
prisoner to escape, for example. They are only able to solve the problem by
pooling all their information.
Jigsaw listening can be an excellent way of integrating the language
skills.
Using recorded material necessitates the same attention to preparation as
any other form of material. It is important to make sure that the students
know precisely what is expecting of them before the teacher plays the
recording. Are they to repeat? To respond orally? To write something down?
Simply to listen and then try to remember some points? It is extremely
difficult to concentrate on long stretches of recorded material in a foreign
language. By giving the students a clear purpose for listening each time, the
teacher will help them to keep their attention focused on the task. Fatigue
and boredom can set in quite quickly. A listening comprehension passage or
a dialogue of about two minutes duration is plenty for early learners.
References :
(1) Penny Ur Teaching, Listening, Comprehension (1984); London :
Longman
(2) Mary Underwood Effective Class Management (1987);
Advance Communication Learners;
Prentice Hall International
(3) Peter Hubbard, H. Jones A Training Course for Tefl (1983);
Prentice Hall International
CHAPTER V
AUDIO-VISUAL AIDS
5.1 THE VIDEO
The video is an excellent source of authentic spoken language material; it
is also attractive and motivating. It is flexible : it can be started and stopped,
run forward or backward whenever necessary, freeze still frames in order
to talk about them.
Some teachers have video recorders, and even video cameras. The same
kind of care must be taken about their positioning and use as in case of the
audio systems.
There is relatively little specially produced video material on the market,
but English teachers find that they can make effective use of material
recorded from TV channels.
The video is a powerful tool for bringing the outside world into the
classroom and exploits the fact that almost everyone in the world wants to
watch television. The teacher, however, must ensure that it is used in pursuit
of the learning objectives set for the students and must device activities
based on the viewed material.
Once the financial problem solved (most schools in Romania do not have
the possibility to buy a video recorder and a TV set) there are certain things
that have to be kept in mind when using the video recorder :
The TV must be large enough so that all the students be able to see it;
The material and the planning of the lesson must be prepared before the
class;
The video recorder can be used at all levels;
When planning a video lesson, the teacher should always have a backup alternative lesson because occasional breakdowns and technical
problems might appear;
The tapes must be stored in adequate conditions.
A disadvantage of the video recorders is the lack of mobility. Few video
sets are portable, which means that classes need to be specially scheduled for
video rooms.
Being a complex and modern device, the video recorder has many
utilities within the classroom and the topics that can be dealt with are
multiple.
A. Wright (1) points out some :
a) developing writing
b) teaching vocabulary
c) developing speaking skills
d) developing listening
e) teaching literature
a) Developing writing
A task for developing writing could be for the students to see a movie, a
television show, a documentary, etc. and write down their impressions about
characters, facts, action and so on. This will improve their writing skills in a
foreign language.
b) Teaching vocabulary
The students can be asked, when watching a film, to write down new words
At the end the teacher should provide meaning and spelling for every new
word or expression. The students can also be asked to guess, guiding
themselves after mimics, what the characters say.
c) Developing speaking skills
After watching a film, the simplest task for the students would be to
discuss everything they have seen. All the students should be rallied in the
discussion and everybody should have opinions, the more different, the
better. Thus, they improve not only their speaking skills, but also their
communicative ones.
d) Developing listening
The most important device when trying to develop listening is, of
course, the tape recorder, but the video recorder is useful, too. Even more
useful because, with the video, the voices are combined with gestures and
context.
When using the video recorder instead of the tape recorder, the teachers
can easier capture the students attention to the topic of the lesson. That is so
because the video recorder offers attractive images and stimulates the
students imagination.
e) Teaching literature
When teaching literature, nowadays, in schools that have possibilities, the
teachers prefer to use, occasionally, the video recorder. And that is possible
because there are a lot of movies produced after famous books. This method
of teaching literature is, of course, more attractive than any other, as long as
the teachers do not abuse it. Reading is more important nevertheless. But,
for diversity, the use of the video recorder is quite an efficient method
because it gives the students the opportunity to involve deeper in the subject
of the story, to discuss it and to share impressions with each other.
6.2 THE COMPUTER
Computers are seen by many people as an important teaching aid. These
days learners seem to be computer literate and, because of their
performances it would seem logical to take advantage of them for language
learning. They enable individual work, since learners can progress at their
own pace, and many programs include a self-check facility.
Also, younger and adolescent learners in particular find the use of
computers attractive and motivating. However, it takes time to train both
teachers and students in their use; and in practice a lot of time in a computer
lesson often goes on setting up programs, getting students into them and
then solving problems with moving from one stage, or one program, to
another.
For teachers who are familiar with their use, computers can be
invaluable for preparing materials such as worksheets or tests.
References :
(1) Allan Wright Visuals for the Language Classroom (1987);
Longman
CONCLUSIONS
The theme of this paper has been the presentation and evaluation of
some of the most important teaching aids used when teaching English,
namely materials that help the teacher to introduce new topics within the
classroom.
The focus of attention has been principally on the evaluation, adaptation
and use of the commercially produced materials as well as some teacher
developed materials. As we have seen, materials, whether commercially
developed or teacher produced, are an important element within the
curriculum, and are often the most tangible and visible aspect of it.
The most important conclusion that can be inferred from this paper is the
fact that the best materials, if used in the right way, can be a useful
professional development tool.
A teacher of English, more than any other teacher of any other specialty,
has to search has to search all the time for new and complex materials in
order to have satisfactory results and to avoid fatigue and boredom within
the classroom. This is not an easy task and everybody knows it. The way
materials are organized and presented, as well as the types of content and
activities, will help to shape the learners view of language. The process as
such is very difficult, and demands extra efforts, imagination and creativity.
But when the teacher obtains satisfactory results, this does not count very
much.
In this paper I have tried to survey some alternative perspectives on
materials use, to identify the various ways in which teaching aids may
contribute to learners perceptions (of knowledge, language learning, and
roles), to their affective and cognitive development, and to their general
stock of information about the world.