Aids of Teaching / Дидактические средства

Муниципального автономного общеобразовательного учреждения средней общеобразовательной школы с. Чехов муниципального образования "Холмский городской округ " Сахалинской области

694670, Сахалинская область, Холмский район, с. Чехов, ул. Школьная 1

тел/факс 42-220, E-mail : [e-mail]

                               за 2020-2021 учебный год.

                                        Методическая работа :

                   “Aids for Teaching /   Дидактические средства”

                                                                       Анжелика Геннадьевна Шпак

                     учитель английского языка

                                                             c. Чехов

                            2021г.

Cодержание

Aids for Teaching                                                                                                       2

The board                                                                                                                    2         

Overhead projector (OHP)                                                                                         4         

Visual aids                                                                                                                  4

Worksheets and work cards                                                                                        5

The cassette recorders                                                                                                 5

Videos or DVDs                                                                                                         5

Video camera                                                                                                              6

Dictionaries                                                                                                                 6

Course books                                                                                                              7

Resource books                                                                                                           7

Photocopiers                                                                                                               7

Interactive whiteboards                                                                                              8

Computers                                                                                                                   8

Teachers’ Quiz                                                                                                            9

Check your answers                                                                                                    11

Literature                                                                                                                    13

Aids for Teaching

Equipment and Teaching Aids

Many different teaching aids can be used to make lessons more interesting, effective and less dependent on the textbook.  Different schools, of course, have different resources available to teachers.  Following are some of the resources often found in classrooms and study centres:

• White/black board

• Overhead projector (OHP) or desk projector

• Visual aids

• Worksheets and work cards

• Cassette recorder

• Videos and DVDs

• Video camera

• Dictionaries

• Course books

• Resource books

• Photocopier

• Computers

1 The board

All classrooms should have a board of some kind, or flip-chart.  It is important for all board work to be planned and organised.  It can be a very useful idea to make a board plan on a piece of paper beforehand, to show what you intend to have on the board and when.

Boards can be used for many things; writing, drawing, sticking things on, projecting overhead transparencies etc.  Boards draw and hold the attention of the students very effectively.  Most teachers prefer whiteboards to the traditional chalk blackboards, as they are cleaner and easier to use.

Basic principles for board-work:

• Start with a clean board

• Write legibly and neatly

• Use the correct writing tool for the board

• Keep the board clear and easy to read

• Try to section off the board, to give areas for vocabulary, grammar and notes. Many teachers use columns to achieve this

• Use different colours to highlight particular language points to focus on, or to show irregularities, differences in language etc.

• Adjust the size of your writing to the size of the board, and make sure that it can always be seen and read from the back of the class

• Only put essential or requested information on the board

• Erase what is no longer needed

• Involve the students in the writing process

• Clean the board at the end of the lesson         

2 Overhead projector (OHP)

Overhead    projectors     are    useful   for    showing   pre-prepared    overhead transparencies (OHTs), or as an alternative to the board.

Advantages of the OHP

      Focuses students attention

      OHTs can be prepared in advance and help the teacher avoid having his/her back to the students while doing board work. Obviously OHTs also cut down on the time necessary for writing on the board

      Teachers can put OHTs one on top of the other to show emerging or developing patterns

      Putting one OHT on top of another allows the teacher to write on top of a text without writing on the original OHT (which is underneath). This can be particularly useful for correcting writing and showing different layout patterns, as well as for highlighting language points

      Sheets of  paper  or  card  can  be  used  to  cover  parts  of  the  OHT, allowing the teacher to reveal information gradually

      OHTs can model grammar, and present vocabulary

They can be used for timed reading, gap fill exercises, etc.

·         They are a perfect tool for feedback after written exercises, as the students ‘worksheets can be copied on to an OHT, and the answers filled in together in front of the class

·         OHTs can be kept in a file and reused time and time again

·         Teachers can take their time over writing

·         OHTs ensuring legibility (readability).

Disadvantages of the OHP

      Classrooms need a surface (board, wall, and screen) that is not bleached out by direct sunlight

      Some OHPs  can  be  rather  complicated  or  troublesome  to  set  up effectively

      The classroom needs to be of a sufficient size to allow for effective projection

      The classroom may need reorganizing to allow for an uninterrupted projection path

3 Visual aids

Many different types of visual aids can be used in the classroom, but the most common are real objects, pictures and photos.

• They are often used to illustrate meaning more quickly and effectively than through verbal explanation – thus reducing teacher talking time

• They can bring the outside world into the classroom

• They add variety and interest

• They attract attention

• They help with the memory process

• They can stimulate discussion and elicit language

• They can be used for prompts in communication games – prompts for story building etc.

• Visual aids can set the context – a picture of a market, town centre, clothing on the board, etc.

• They can be used in hand for presenting new vocab items, and used in drills etc. In order to make the visuals effective, it is important to make sure that they are big enough to be seen and unambiguous.

• They can be produced by the teacher. You don’t need to be able to draw – stick figures  and pictures cut out of magazines are fine.

• Some are used for a small part of the lesson, and others can be left up for students to see throughout the lesson. Some visuals, such as wall-charts and maps, can even be put up on permanent display.

4 Worksheets and work cards

These can be bought from a publisher, or made by the teacher, and are particularly useful in the following situations:

• To adapt published materials

• To act as prompt / cue materials

• To write your own exercises with authentic material

• To make cards (role-play) for communication activities

• They can be used for reading and grammar exercises, and cards for presenting new vocabulary, etc.

• Please note that if you wish to re-use cards it may be worth covering them in plastic to keep them clean/undamaged.

5 The cassette recorder

This has been one of the most useful tools for the EFL teacher for many years, though today more modern technology is gaining in popularity. Cassettes accompany many course books and blank cassettes can be used to record authentic materials, record the students’ communication, or for teachers to make their own dialogues for use in the classroom. Whilst it is a simple piece of equipment, practice and preparation are essential. Therefore:

• Before you  start  the  lesson  make  sure  that  you  are  familiar  with  the machine.  Which way round do you insert the tape?  Where are the pause, rewind and volume buttons?  Is there a counter?  What is the sound quality like?

• How long does it take to rewind the tape back to the start point, so that the students can listen again? Rewind the tape to the beginning of the piece and “zero” the counter if it has one. Bear in mind that you’re likely to need to rewind the tape at least once, and that it will be done in front of the class!

• Make sure it is set to the appropriate volume level, bearing in mind the size of the classroom, the distance the students are from the speakers, and external noise

• Listen in advance to the whole of the excerpt you want to use. Is it clear and complete?

• Make sure it works in the classroom!

• During  the discussion of what the students heard on the first listening, rewind to the right place for the second listening

6 Videos and DVDs

The basic principles behind using audio cassettes in the classroom can also apply to video cassettes and DVDs.  For effective use of video in the classroom, the monitor (usually TV screen) needs to be big enough and located in the correct place so that all students can see it clearly.

Videos can   be   used   for   many   things;   presenting   information, giving background to a topic, various forms of dialogues and interactions, building listening comprehension  skills  etc. Many course books have videos to support the content. Materials for these purposes can be recorded directly from TV or set up and filmed using a video camera.

Many teachers have found that showing modern video films in short instalments over a period of time can be very motivational for the students.  It is important that films are not just shown for the sake of it. They must still have some purpose and task.  That could be to analyse/present new language, predict what will happen in the next instalment, write a brief summary/review, etc.

Videos can often be used to stimulate discussion and also for communicative activities. One particularly effective activity is to put the students in pairs, sitting back to back so that only one of each pair can see the screen.  With the volume turned off, one of each pair watches a short extract from a film, series, documentary, etc., and describes what he/she can see to the other student, who then uses this information to complete a questionnaire that the teacher has prepared in advance.  After the clip the students who haven’t seen the video can ask questions to their partners to complete the questionnaire.  The pairs then swap roles and continue with the video.

There are a couple of advantages over audio cassettes:

• Students can see as well as hear. Video is therefore much easier to understand

• Video holds the students´ attention more

Try not to overuse video though or there is a danger that it may lose its impact.

7 Video camera

Video cameras can be extremely useful in the classroom.  One of their major uses is to record the students during an activity, and then play it back to them for analysis and discussion.  The camera can also be used by the students to record a film as part of an activity or project.  They may wish to record their own news broadcast, play, soap opera episode etc.  They might also want to take the camera onto the streets to record interviews as part of a survey.

The main thing to watch out for when using a video camera is correct usage of the equipment.  Some training for the teacher and students may be necessary to ensure effective usage.   After all there is not much point in recording an activity if the picture isn’t clear or the sound cannot be heard!

8 Dictionaries

Whether a dictionary is in book or computer form, it is probably the single most useful tool available to students.  A good dictionary will not only help students look up meaning, pronunciation and usage, but should also help students produce language.   Many students rely too heavily on dictionaries that translate between English and their own language.  This is certainly necessary at lower levels but we should encourage the use of English – English dictionaries that are clearly presented, have example sentences and definitions written in simple English so that students can understand them.

There are many good English – English dictionaries on the market which were specially written for English language students. Good examples are the “Learner’s” dictionaries produced by Oxford University Press (OUP), available at Elementary, Intermediate and Advanced levels.

All classrooms should have a stock of dictionaries available for use and students should be given some instructions on how to get the most from them.

9 Course books

The advantages and disadvantages of course books were discussed in a previous unit.

10 Resource books

Resource    books   range   from   grammar   exercise   books,   through   to communication games books. There are literally thousands of these on the market and most good schools will have a reasonable selection.  Resource books are useful for adapting, supplementing and replacing material from a course book.  Many of these books give permission for photocopying and are extremely popular with teachers, as they give a host of ideas and activities to help make classes more interesting and stimulating. Every teacher has his/her own favourites.  In a short while you will too! When you start a new job, one of the first things you should do is to have a look around the resource room and familiarize yourself with some of the materials and books contained there.

Here are some common additional resource books that some schools will have (in no particular order):

Grammar Practice Activities, by Penny Ur (CUP)

Elementary Communication Games, by Jill Hadfield (Longman)

Intermediate Communication Games, by Jill Hadfield (Longman)

Essential Grammar in Use, by Raymond Murphy (CUP)

English Grammar in Use, by Raymond Murphy (CUP) (known as “The Blue Murphy”!)

Grammar Games and Activities, by Peter Watcyn-Jones (Penguin)

Grammar in Action, by Mario Rinvolucri (Prentice Hall)

Grammar Games, by Mario Rinvolucri (CUP)

Five Minute Activities, by Penny Ur and Andrew Wright (CUP)

Keep Talking, by Friederike Klippel (CUP)

Discussions that Work, by Penny Ur (CUP)

11 Photocopiers

Almost every school will either have a photocopier, or have access to one.  These are particularly necessary for copying materials that aren’t contained within the students’ course books.

Teachers should try to make sure copies are clear and attractively presented and to avoid wasting paper unnecessarily.  Each photocopier is different in its use, and staff at the school or institute at which you’re working should be able to provide some basic training in its operation.

12 Interactive whiteboards

One of the more recent technological developments for use in education is the interactive whiteboard, often referred to as the ‘Smart Board’. First introduced in 1991, a Smart Board is an interactive whiteboard developed by SMART Technologies. In essence, it’s a large touch-sensitive whiteboard that utilizes a sensor for detecting user input (e.g. scrolling interaction) which is equivalent to normal PC input devices, such as a mouse or keyboard, etc.

A projector is used to display a computer’s video output onto the whiteboard, which then acts as a huge touchscreen. The SMART Board also comes with digital writing utensils that utilize ‘digital ink’ replacing more traditional whiteboard markers. The digital ink works by using a digitizer that controls the information input to the PC.

The interactive whiteboard is usually mounted on a wall or a floor stand and is used in face-to-face or virtual settings in education, business and government.

See www.smartboards.com for example.

13 Computers

Computers are gradually becoming as much a part of the English language classroom as they already have in most other areas of life.  The main uses for the computer in English language teaching include:

• As a word processor to put text together in an attractive way. Students and teachers can use graphics and design functions to make for effective presentation of projects and lessons.

• Using specially designed EFL CDs.  Many course books now also have a CD to support   

     the content, which contain anything from games to tests.

• As reference tools. Either through CD dictionaries, encyclopedias, or using materials found on the internet.

• E-mail. This can allow students from all over the world to communicate together in English.

The major problem with computers is having enough of them to allow class members access at the same time.  Obviously the cost is high and many schools simply cannot afford the quantity that the teacher would like, so they are often only available to the teacher, if at all. As with video, computers shouldn’t be overused or they will lose their impact and effectiveness in the classroom. Students using a computer too often can also become rather uncommunicative, which is not what the teacher wants!

Computer-aided language learning (CALL) is developing rapidly, as the use of computers increases throughout the world.

Teachers’ quiz time

Top of Form

1. One benefit of working with an OHP is that the teacher avoids having their back to the students.

•  True
•  False

2. Fill the gap 1

The single most useful tool available to students is a good ………..

it will help students with meaning and pronunciation.

3. It is recommended that all classroom should have a board/flip chart of some kind.

•  True
•  False

4. Fill the gap 1

We use ………

aids for prompts in communication games and for story building.

5. Video cameras should never be used in the classroom to record students.

•  True
•  False

6. Is it true that videos/dvd’s are not a good tool to use in the classroom?

•  Yes
•  No

7. You should plan your board work in advance.
•  True
•  False

8. What do the initials OHT stand for?

•  Tests
•  Tools
•  Training
•  Transparencies

9. Word processors are never used in language lessons.

•  True
•  False

10. Do you agree with the statement “Boards draw and hold the attention of the students very effectively”.

•  Yes
•  No

Bottom of Form

Check your answers

1.True

2. dictionary

3. True

4. visual

5. False - False. They are an excellent tool to use, students are recorded during activities, and then it is played back to them for analysis and discussion.

6. No - No. Videos/dvd’s can be used for many things, e.g. listening comprehension skills.

7.  True - True. It helps to show what your intention throughout the lesson.

8. Transparencies

9. False - False. They help students put text together and to make projects and presentations for lessons.

10. True

Congratulations! Excellent job colleagues! Well done everyone!

Thank you for your time for participating in this quiz. Have a very great day and productive week ahead!

Literature:

1. King’s College London - Welcome to King's Language Centre | Language Centre | King’s College London (kcl.ac.uk)

2. Сидоров С.В. Дидактические средства – Дидактические средства - Организация учебного процесса - Сидоров С.В. Сайт педагога-исследователя (si-sv.com)