Visual Aids in Teaching Essay Sample

Describe how the ocular AIDSs can assist in learning linguistic communications? The AIDSs that help in learning linguistic communications and that can be seen are called ‘visual aids’ . They provide practical solutions to the jobs of a linguistic communication instructor whose equipment. as a regulation. consists of nil more than books and schoolroom. They include black-board. chart maps. images. flannel-boards. movie strips. slides. epidiascope and existent objects that facilitate the procedure of learning. The map of each of these in assisting the instruction procedure is discussed below. BLACK-BOARD: A large strong piece of wood. called black-board. is the oldest associate of the instructor but an indispensable instruction assistance. It is used to reading and composing to the student. Anything to which the instructor wants to pull the attending of the student. is written on it. e. g. hard words. phrase forms. construction forms. grammar works. inquiries to prove comprehension.

In this manner the instructor finds his lessons more interesting. lively and effectual. It is an of import agencies of image composing. CHARTS AND MAPS: Since all diagrams can non be drawn on black-board. they need to be made on charts. A good figure of sentences exemplifying some points can be written on the chart with some diagrams. Besides sentence chart. we may hold permutation tabular array charts and vocabulary charts. Different colourss should be used to convey in assortment. ornament and consequence. It should be large plenty to suit the necessary stuffs with words written in bold letters. Charts are really utile for showing and practising constructions. vocabulary points and composings. Maps may be used for exposing the location of topographic points. mountains. rivers. etc. Picture: Pictures comprise text images and category images. Text images are to be found in the texts designed chiefly for novices. The significance of a individual word can be shown in different images. For illustration. the really first lesson of the beginner’s text may hold different forms of caputs of individuals and animate beings to learn the word caput.

Class images may be sub-divided into image cards and wall images. Picture cards or station cards are highly helpful in linguistic communication instruction. They may be captioned or uncaptioned in forepart or on rearward side. Wall pictures include maps. postings. exposure. etc. They may be used in topographic point of things such as clouds. sea. mountain. sky. etc. . which can non be brought into the schoolroom. They are first-class in pattern for unwritten composing and inquiry and reply drill. Pictures have great importance in the sense that what can non be described by words. can bedescribed through them.

FLANNEL BOARD: It is a piece of wooden board covered with flannel to lodge on some stiff and sanded strips of paper. It is used where there is the demand of showing things in little pieces on really speedy rearrangement of smaller units. The advantages of this assistance are that points can be prepared beforehand. can be moved approximately on the flannel and preserved for usage on farther occasions. Movies: Film. which is yet another ocular assistance. may be supplied for linguistic communication instruction in the signifier of fixed movie strips or slides and gesture image movies. The former can be used to convey intending to learn reading on AIDSs in unwritten and written composing. The advantages of slides and movie strips are that they direct the attending of the whole category to the screen and to the images and words on it. Film strips and slides free the instructor

from the world of the state of affairs. go forthing the instructor free to command the category. Film strips can picture non merely those state of affairss which the instructor can show in the category but besides many of these which he can non. A state of affairs of movie strip can be shown over and over once more. Gesture images are non merely ocular AIDSs. but if designed. they may be the main agencies of showing both significance and signifier of the linguistic communication. They can make what the movie strips do and more. They can learn pupils in a short clip because of the high grade of attending which they compel through motion and isolation of contact. Gestures. expressions and motions of lips may assist the spectator to construe what is said. Gesture images are even able to pass on emotional experience and therefore they are superior to movie strips. They can demo any state of affairs which can and can non be demonstrated in the schoolroom.

However. it is to be noted that if linguistic communication instruction by movies are to be successful. ocular AIDSs have to be designed particularly to learning at a specific degree for movies. which simply present a instructor in action. are less effectual than a good instructor. Therefore we have seen that ocular AIDSs play a really critical function in linguistic communication instruction. The chief map of ocular learning stuff is semantic. It permits the scholar to understand what he hears. to larn the state of affairs in which linguistic communication signifiers are used and to tie in his larning through repeat and restriction. AUDIO AIDS: Aidss that can be heard. They include wireless. gramophone records and tape recording equipment. AUDIO-VISUAL AIDS: Aidss that can be both heard and seen.

They include telecasting and movies. Advantages of audio-visual AIDSs 1. It helps the student in understanding linguistic communications by conveying him in direct contact with objects and things. by conveying the distant things near. by conveying the universe into the schoolroom. They help the pupil in understanding different cultural backgrounds. 2. Audio-visual AIDSs promote memory by affecting the many senses of the scholars. by eliciting their wonder. by doing usage of pictural content and by supplying assortment in learning. 3. They make learning effectual by making state of affairss for presentation and pattern of linguistic communication points and by cut downing dependance on the female parent lingua. 4. They help in formation of linguistic communication wonts by drill. repeat and changeless pattern. 5. They increase the pupil’s experience of linguistic communication by supplying rich assortment and better quality. 6 They promote teacher’s efficiency by salvaging clip and energy. 7 They provide diversion to the scholars.