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Selection and Use of Teaching Aids

This document discusses the selection and use of various teaching aids. It describes common classroom equipment like blackboards, cassette players, video players, overhead projectors and computers. It explains that the teacher should carefully consider the aims of each lesson to select the most appropriate aids. For each aid, it provides the main purposes and some examples of other potential uses. It includes tasks matching aids to teaching purposes and descriptions. The document emphasizes preparing aids in advance and testing equipment before lessons.

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Porntip Bodeepongse รักในหลวง
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3K views4 pages

Selection and Use of Teaching Aids

This document discusses the selection and use of various teaching aids. It describes common classroom equipment like blackboards, cassette players, video players, overhead projectors and computers. It explains that the teacher should carefully consider the aims of each lesson to select the most appropriate aids. For each aid, it provides the main purposes and some examples of other potential uses. It includes tasks matching aids to teaching purposes and descriptions. The document emphasizes preparing aids in advance and testing equipment before lessons.

Uploaded by

Porntip Bodeepongse รักในหลวง
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Selection and Use of Teaching Aids

What are teaching aids?


Teaching aids are resources and equipment available to us in the classroom, as well as the
resources we can bring into the classroom.
They include:
Blackboard / whiteboard
Cassette recorders
CD players
Video players/ recorders
Overhead projectors
Visual aids
Realia
Computer / language laboratory
The teacher him/herself
How do we select and use teaching aids?
Think carefully about the main aims and subsidiary aims of a lesson.
Choose the most appropriate teaching aids.
What are the teaching purposes for using the following classroom equipment?
Blackboard /whiteboard
Main purpose - writing up planned vocabulary, grammar examples and explanations
Other purposes:
Writing words and ideas that come up in the lesson
Drawing or displaying pictures
For learners to write answers
For whole class compositions
Cassette/CD player/ recorder
Main purpose listening practice
Other purposes:
Presenting new language in dialogues and stories
Giving models for pronunciation practice
Recording learners oral performance
Listening for pleasure
VDO player/ recorder
Main purpose listening practice with added visual information
Other purposes:
For information gap tasks with one Ss viewing and one just listening
Viewing without sound and guessing the language
Pausing and predicting the language
Filming learners performance
Overhead projector (OHP)
Main purpose displaying prepared exercises on transparencies
Other purposes:
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Displaying result of group work


Building up information by putting one transparency on top of another
Covering up or gradually uncovering part of the transparency
Displaying pictures and diagrams on photocopiable transparencies

Computer
Main purpose presenting new target language
Other purposes:
Narrative building with word processor
Supplementary materials for coursebook
Online language tests / exercises
Online dictionaries/references
Using CD-ROMs
Online communication, etc.
Language Laboratory
Main purpose listening & speaking practice
Other purposes:
Pronunciation practice
Grammar drills
Extensive listening
Monitoring and giving feedback to individual learners
Develop speaking skills
Realia
Real objects we can easily bring into the classroom, as well as real texts (e.g. menus, timetables,
leaflets, etc.)
Used to teach vocabulary
As prompts for practising grammar or for building dialogues and narratives
For games and quizzes
Flashcards
Like realia, flashcards can be used for teaching individual words or as prompts for practising
grammatical structures, as well as for games.
Puppets
Puppets are an excellent resource for teaching young learners. For example, we can introduce
new language in dialogues between pairs of puppets (or between one puppet and the teacher).
Ss can also make their own simple puppets.
Charts
We can use posters and wallcharts (drawings or graphs that can be put on the wall of a
classroom) to display larger, more detailed pictures, or a series of pictures telling a story or
showing related objects in a lexical set.
A phonemic chart shows the phonemic symbols and the positions in the mouth where the different
sounds are made. The teacher can point at the symbol to prompt learners to correct their
pronunciation. We can also use charts to display diagrams, prepared drawings and tables of
irregular verbs, or to build up a class dictionary.

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The teacher
The teacher can use hand gestures, facial expressions and mime (actions without words) to elicit
vocabulary items, clarify meaning and create context. We can also build up a set of signals, such
as finger correction, which learners recognise as prompts to correct their own mistakes.
Key concepts
It is a good idea to divide the blackboard into different sections for different purposes.
Aids that you can prepare in advance, like charts, flashcards and transparencies for the overhead
projector, will help you to make sure that lesson procedures match your aims.
You may save teaching aids and reuse them in future lessons.
Make sure that you check any equipment before the lesson. Use the counters on cassette
recorders and video recorders to make a note of where recordings begin, so that you can find the
place easily when you rewind.
If you use computers or the language laboratory, advance preparation is essential. You need to
plan all your instructions very carefully, as well as the sequence of activities for the lesson.
Task 1: Match the teaching purposes with the aids listed A-H. There is one extra option which
you do not need to use.
Aids
A. realia
B. OHP
C. puppets
D. video
E. self-access centre
F. computer
G. phonemic chart
H. blackboard / whiteboard
Teaching purposes
1. to show learners pictures or answers to tasks prepared before the lesson
2. to remind learners about pronunciation
3. for learners to work by themselves and improve their performance
4. to give learners listening practice with visual context
5. to note down new vocabulary items throughout the lesson
6. to bring small things from the world outside into the classroom
7. to ask learners to find information for project work independently

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Task 2: Match the teachers descriptions with the resources listed A-G.
Resources
A.
B.
C.
D.
E.
F.
G.

flashcards
overhead projectors
role-cards
newspapers
student posters
CD-ROMs
bi-lingual dictionaries

Descriptions
1. You can use them for different things, e.g. presenting vocabulary, getting students interested. You
can find most of the pictures you need in magazines.
2. These can help students to understand difficult texts.
3. These can be very useful, but finding suitable texts for low-level learners is often a problem.
4. Students find these useful because they provide ideas for what to say.
5. Students enjoy the interactive nature of these and really like using them in their own time, at their
own pace.
6. They can have many different uses, such a correction, feedback, setting the scene and
comprehension questions.
7. I put these up around the classroom so that students can see their own work on display.
Task 3: Match the student activities with the learning aids listed A-G. There is one extra option
which you do not need to use.
Learning aids
A. overhead transparencies
B. workbooks
C. authentic printed materials
D. flashcards
E. video clips
F. role cards
G. bilingual dictionaries
Student activities
1. Students, in groups, look at leaflets and brochures to get ideas on content and language for a
formal writing task.
2. The whole class does a task to develop the skill of listening for detail.
3. Students act out conversations as doctors and patients.
4. Students complete extra grammar practice activities at home.
5. During formal presentations at the front of the class, students display the results of information
they have collected.
6. Students are prompted by the teacher to call out the names of objects one after the other.

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