Some suggested tips for using visual aids effectively in teaching english

They showed clearly and concisely the definition of visual aids and benefits of using them in teaching English.. Despite the great importance of visual aids, many teachers have ineffecti

ACKNOWLEDGEMENT

Firstly, I express my deepest gratitude to my supervisor, Nguyen Thi Phuong Lan M.A, without whose valuable comments and guidance, my thesis would not have been accomplished

My special thanks go to English major students from Course 35 at Hanoi Pedagogical University Number 2 in the academic year of 2012-2013 They helped

me to complete my survey questionnaires

Finally, I am immensely grateful to my parents, my younger brother and friends for their non-stop encouragement and support during thefinalization of the research

ABTRACT

Many researchers have done many studies on visual aids They showed clearly and concisely the definition of visual aids and benefits of using them in teaching English They have found that visual aids not only play a vital role in presentationbut also teaching Indeed, many studies show that good use of visual aids can support your message and contribute to the successful of lessons Despite the great importance of visual aids, many teachers have ineffective ways

in using visual aids in classroom This seriously affects the successful of their lessons

With the hope of helping the teachers to develop and self-improve their use of visual aids in teaching, this thesis was conducted The thesis not only focuses on finding the most common types of visual aids used in teaching and how these types are used but also stresses on giving some guidelines to improve teachers’ utilization of visual aids Primary data were collected from fifth trainee teachers from K35A of Faculty of Foreign Languages at Hanoi Pedagogical University Number 2 Some limitations and directions have been indicated for future research

STATEMENT OF AUTHORSHIP Title:

SOME SUGGESTED TIPS FOR USING VISUAL AIDS EFFECTIVELY IN TEACHING ENGLISH

(Submitted in partial fulfillment for Degree of Bachelor of Arts in English)

I certify that all the materials in this study which are not my own work have been identified and acknowledged, and that no material is included for which a degree has been conferred upon me

Date submitted: May 2013

Hoang ThiTho Nguyen Thi Phuong Lan, M.A

TABLE OF CONTENTS ACKNOWLEDGEMERNTT -~-~ ~-~-====================================mr

ABTRACTT -~~~ -~~7~-===~===========zz=====zz====zzz===zzzz==zzz=====~ez

STATEMENT OF AUTHORSHIP -~ ~ ~~ ~ ~ ~ =~-==-===========

TABLE OF CONTEN T§ -~ -~~ -=~~~=================================

PART ONE INTRODUCTION I Rationale - 2-2-2222 nnn nena nee II Research presupposition -

III Research objectives -

IV Research scope - 22222-2222 - V Research methods -

VI Research tasks -

VII The significant -5

VII Design of the research work -

PART TWO DEVELOPMENT CHAPTER ONE: THEORICAL BACKGROUND 1.1 Literature review -

1.2 Teaching aids -

1.2.1.Definition of teaching aids -

1.2.2 Types of teaching aids -

1.3 Overview of visual aids -

1.3.1 Definition of visual aids -

1.3.2 Types of visual aids - 8 1.3.2.1 Three- dimensional visual aids - 8 1.3.2.1.1 Objects - 2-2-2222 -n nana nanan nae 9 1.3.2.1.2 Models -~ -~ =========================================================e 9 1.3.2.1.3 People -=-=============rrrrrrrrrrrrrrrrrrrrmrmrmrmrmrmrrrrrrrrrrrrrmer 9 1.3.2.2 Two- dimensional visual aids - 10 1.3.2.2.1 Blackboard (Chalkboard) and whiteboard - 10 1.3.2.2.2 Posters -== =====================ễ====ễ====rr===rr===rr====r====r======e 11 1.3.2.2.3 Flipcharts -=-=====================r=====rrr=r=r=rrrrrr=rrrr===r=ree 11 1.3.2.2.4 Photographs -~ -~-~-~~-~~~=~==================rr=rrr=rrr=rrrr=rrrr=rrr==er 12 1.3.2.2.5 ChaTf§ -~ ~~ ~~-~~==~==========r=rrrrrrrrrrrrrrrrrrrrr=rrrrrrrrrrrrrrrrrrrrrrrere 12 1.3.2.2.6 Maps -~ ~-~~-~~=================rrrrrrrrrrrrrrrrrrrrrr=rrrr=rrrr=rrr==er 13 1.3.2.2.7 Flashcards -=-~=-==============~===========================r======er 13 1.3.2.2.8 Worksheefs -=-=-=-========================r====================me 13 1.3.2.2.9 Overhead projectors - 14 1.3.2.3 Audio-visual aids - 14 1.3.2.3.1 Videotapes and film clips - 14 1.3.2.3.2 CDs - 92-2 nnn nnn nnn nnn nnn nnn nnn nnn nnn nnn neces 15 1.3.2.3.3 DVD§ -~ ~-~~-~~-~~=~=~==~==~======rrrr=rrrrrrrrrrr=rr=rr=rr=rr=rr>rr=rr=rr=re 15 1.3.2.4 Computer-generated visual aids - 16 1.4 The use of visual aids in teaching English - 16 1.4.1 Effectiveness of using visual aids in teaching English - 17 1.4.1.1 Save time - 2-2-2222 222-2 2o nn ne ne 17 1.4.1.2 Enhance students’ understanding - 17

1.4.1.3.Enhance students’ memory - 18

1.4.1.4 Gain and maintain students’ attention and interest - 18

1.4.1.5 Help students to organize ideas - 18

1.4.2 Guidelines for designing visual aids - 19

1.4.2.1 Keep visual aids simple - 19

1.4.2.2 Make sure visual aids are large enough - 19

1.4.2.3 Make a consistent photographic theme - 20

1.4.2.4 Choose fonts and font size carefully - 20

1.4 2.5 Use colors effectively -~ -=-===========================================me 21 1.4.3 Guidelines for using visual aids effectively in English lessons - 21

1.4.3.1 Choose visual aids that truly support your lesson - 21

1.4.3.2 Do not use dangerous or illegal visual aids - 22

1.4.3.3 Avoid passing your visual aids among students - 22

1.4.3.4 Display visual aids where students can see them - 22

1.4.3.5 Display visual aids only while discussing them - 23

1.4.3.6 Talk to your students, not to your visual aids - 23

1.4.3.7 Explain visual aids clearly and concisely - 24

1.4.3.8 Practice with your visual aids and plan for emergencies - 24

CHAPTER TWO METHODOLOGY IL.1 Rationale for the use of questionnaire survey - 25

IL.2.Population of the survey - 25

IL.3 Construction of the survey questionnaire - 26

IL.3.1 Construction of the Pre-surveyquestionnaire | (Appendix A 1) - 26

IL.3.2 Construction of the Pre-surveyquestionnaire 2 (Appendix A2) - 26

IL.3.3 Construction of the Post-survey questionnaire (Appendix B) - 26

IL.4 Administration and try-out - 26

IL.4.1 Preparation of the try-Ouf -~-~-~-=-=-=-=========================================me 26 TI.4.2 TTYy-OUf -~-~ =-=~==============r=rrrrrrrrrrrrrrrrrrrrrrmrmrmrmrmrrrrrrrrrrrmrrmrme 26 II.5 Steps of the data analysis - 27

CHAPTER THREE THE RESULTS III.1 Results of the survey questionnaires - 28

Ill.1.1 Results of the Pre-survey questionnaire - 28

Il.1.1.1 Students’ awareness of visual aids - 29

IH.1.1.1.1 Lack of knowledge about types of visual aids - 29

Il.1.1.1.2 Lack of the use of visual aids - 29

III.1.1.2.The rate of using some common types of visual aids - 30

IlI.1.1.3 Quality of trainee teachers’ usage of visual aids - 30

IH.1.2 Results of Post-survey questionnaire - 31

IlI.1.2.1.The rate of trainee teachers’ use of some common visual aid types - 32

Il.1.2.2 Quality of trainee teachers’ usage of visual aid types - 33

III.2 The reality of using visual aids in teaching English - 33

I11.3 Tips for using common types of visual aids effectively in teaching English 34 I11.3.1 Tips for using effectively chalkboards and whiteboards - 34

III.3.2 Tips for using effectively photographs - 35

III.3.3 Tips for using effectively posters - 37

11.3.4 Tips for using effectively computer presentations - 37

III.3.5 Tips for using effectively charts - 38

III.3.6 Tips for using effectively models - 38

PART THREE CONCLUSION I Summary of the study - 39

IL Limitations and suggestions for further study - 40

TI.1 Limitations - 40

II.2 Suggestions for further study - 40

III Conclusion - 41

:1205):350/0727 >~ ÔÔÔÔÔÔÔÔ 42 APPENDIX A1: PRE-SURVEY QUESTIONNAIRE -~-~-~-~-~~~========== 44

APPENDIX A2: PRE-SURVEY QUESTIONNAIRE - 46

APPENDIX B: POST-SURVEY QUESTIONNAIRE -= - 47

PART ONE INTRODUCTION

I Rationale

In Vietnam, English is considered the most important foreign language, which

is taught as one of the main subjects in schools as well as in universities and is also used the most in communication among other foreign languages According to the Longman dictionary of language teaching and applied linguistics, English is used

as a foreign language or a second language to communicate with foreigners who speak the English language in non-English speaking countries

To teaching English major students and amateurs, how to have interesting and effective lessons really becomes a challenge to teachers In English lessons, teachers are facing the reluctance of students and teachers should change the methodology of teaching English to maintain students’ interest, enhance students’ understanding In fact, using visual aids in English lessons now is very popular way to stimulate students’ interest

Visual aid usage provides dual benefits while a teacher delivers the lesson in the class Visual aid usage not only the teachers but also helps students to comprehend and remember things exactly Through visual aids, we can attract the concentration of any kind of students and it is observed that through visual aids a person can memorize and understand easily as compared to telling him orally

In the present era where technology has reached its boom the visual aids help the teachers in their presentation to make things happen Use of visual aids helps the presenters meet the objective by showing prominence to regardless of what is being said Understandable visuals develop the students’ level of learning of the substance presented, and they should be used to reinforce the presenter’s missive, clarification of viewpoint and creation of enthusiasm

Visual aids add impact and interest to a lesson They enable you to appeal to morethan one sense at the same time, thereby increasing the audiences’ understanding and retention level With pictures, the concepts or ideas you present are no longer simply words - but words plus images on charts would increase

students’ interest of learning and retention The increased learning of a student which is the direct result of visual aids used by a teacher, represents effectiveness

of visual aids and hence it might be possible to assert a positive impact and vice versa

According to collecting data, working as a trainee teacher, I realize that visual aids bring about much effectiveness in teaching speaking English In fact, almost teachers have used visual aids in teaching English; however, they have not exploited the whole value of using visual aids Besides, they have had some problems in using visual aids in English lessons

Therefore, with the purposes of suggesting some ways to use visual aids effectively in teaching English in high schools, I would like to study on “Some suggested tips to use visual aids effectively in teaching English at high schools”

II Research presupposition

With regard to suggest some tips for using visual aids in English lessons effectively, some questions are raised:

- Which are the most common types of visual aids used in English lessons?

- What problems do teachers have when using visual aids in teaching English?

- What should teachers do to develop visual aids in English lessons?

III Research objectives

Giving some tips for using visual aids effectively in teaching English in order

to enhance effectiveness of the English lessons, students’ interest

IV Research scope

The study focuses on common types of visual aids and how to use visual aids effectivelyin English lessons at high schools

The population isfifth trainee teachers from k35A at Faculty of Foreign Languages in Hanoi Pedagogical University N°2

V Research methods

In order to set up a firm theoretical background for the study, relevant publications are critically reviewed To achieve the objectives of the study, the following methods have been applied:

- Collecting data is the first method used in this study

- Questionnaire survey is the second method used in this study The analysis is mainly based on the data collected through the survey questionnaires

- Besides, the consultation with the supervisor and discussion with friends are also the main supporting methods

VI Research tasks

The research studies the definition and types of teaching aids, the definition, types, how to design and use effectively visual aids After covering the theoretical background, the survey will be conducted and then some ways to use visual aids effectively are suggested

VII The significant

The study was carried out to give a clear picture about visual aids It helps to work out the common types of visual aids used in high schools and to provide some ways to improve the teachers’ utilization of these mostly used visual aid types Therefore, the thesis is beneficial to teachers in using visual aids in teaching English

VIII Design of the research work

The study consists of three main parts: Introduction, Development and Conclusion Part one: INTRODUCTION outlines the rationale, the presupposition, the scope, the objectives, the methods, the tasks, the significant and the design of the study Part two: DEVELOPMENT consists of three chapters

> Chapter one: LITERATURE REVIEW briefly presents theoretical background on the use of visual aids

> Chapter two: METHODOLOGY presents the methods used in the study

> Chapter three: RESULTS shows the detailed results and analysis on the data collected from survey questionnaires

Part three: CONCLUSION provides summary, limitations of the study as well as suggestions for further studies and conclusion

PART TWO DEVELOPMENT CHAPTER ONE: THEORICAL BACKGROUND I.1 Literature review

Several kinds of methods and techniques can be used by the teachers to make the students understand the knowledge and skills of language being taught One of them is using of visual aids

Visual aid is an effective aid used in teaching English It has been objective of many researchers, for example Wilson (1967), Bee.S.A.and Bee S J (2007), Gate Matthew Stoner(2009), etc.Each of them has their own ways to approach this area

of visual aids

Wilson (1967) stated thatvisual aid usage provides better understanding to the students and supports to the teachers for delivering lectures Visual aid usage is very important for a teacher to concentrate on explicit issues; it can be fruitful for both learners and readers

Visual aids are used to increase the effectiveness of classroom teaching- learning process (Joshi, 1995) Three reports by George; Sheth; and Sonar (all cited in Vissa, 1994) reported that the use of audio-visual aids enhances learning From the survey of Bharadwaj (cited in Vissa, 1994), it was clear that the availability of teaching aids is a pre-requisite for their use in teaching In a study

by Vissa (1994), it was found that the use of visual aids helped better teaching; and

a variety of teaching aids brought about stimulus variation that is essential to sustain students’ attention

In “Public speaking handbook” , Bee, S.A and Bee, S.J (2007) said that there are four main groups of visual aids: three- dimensional visual aids, two — dimensional visual aids, audio - visual aids and computer- generated teaching aids They also suggested using and developing visual aids such as “keep it (visual aid) simple”, “choose a typeface with care”, “establish a consistent photographic theme”, do not use dangerous or illegal presentation aids”, etc

According to the website http://onestopenglish.com , Paul Charles talked

about the topic “Encouraging students to speak” In this article, Paul Charles aimed

to narrow the communicative approach into some practical steps towards successful speaking lessons He suggested that pictures, especially photos, often generate hundreds of ideas with very little input from the teacher

In 2009, Gate Matthew Stoner, MA, discussed how to use effectively visual aids in “Effectively Communicating with Visual Aids.”He indicated that visual aids should give the audience through your presentation and reinforce the main points In this book, he also give some suggested ways to use visual aids effectively, for instance “ Speak to the audience, not to the visual aid”, “Limit

display of visual aids”, “Don’t obstruct the view of visual aids” and so on

1.2.Teaching aids

1.2.1.Definition of teaching aids

There are many different ways in which a teacher can make the learning experience more interesting and memorable for learners One technique is to use teaching aids

In an article titled “A definition of teaching aids” on the website ww.eHow.com,Julia Klaus defined that teaching aids are tools that classroom teachers use to help their students learn quickly and thoroughly A teaching aid can

be as simple as a chalkboard or as complex as a computer program Because every individual learns in a different way, teachers rely on these tools to explain concepts

to students with a wide variety of learning needs Teaching aids are crucial for educators as they are keys in differentiating instruction for all types of learners Teaching aidsare used to enhance learning skills in a systematic manner and retaining them in the mind of learners for longer time duration It can be anything that a trainer or a teacher uses to assist in teaching; it can be a device, object, equipment, machine illustration, simulator or other items that improves the teaching or learning process Examples of teaching aids are printed material, overhead projector, blackboard/white board and chalk, computer,etc

1.2.2 Types of teaching aids

Teaching aids are divided into different types as per their nature of function

andusability

Auditory aids

Auditory aids produce sound and act through the ears Using audio teaching aids in the classroom can improve student performance Using audio in the classroom has many advantages, including engaging auditory learners, adding novelty to activities and using music and mnemonics for memorization

Auditory aids can be classified into three types They are the gramophone, tape record and radio

The Gramophone

This teaching aid is used for different purposes It is useful for the teaching

of music and language The lingua phone records can be used to teach language correctly particularly good pronunciation and speech Teacher should be careful at the time of using Gramophone He must introduce the students regarding the subject matter contains in the records Students are to listen it carefully and note down the intricacies of music or language there in Teachers should clarify the doubts and difficulties of the students afterward

Tape Recorder

Tape recorder plays a key role as an auditory teaching aid in classroom situation It has two functions one is to recording another is to cassette playing A child can learn pronunciation perfectly through this aid This can be used for learning music, songs and good programs of important speeches, talks of scientific and historical importance

Radio

Use of Radio-broadcasting in classroom situation is increasingly felt by the educationist nowadays Radio can bring the talks of experts in various subjects like science, mathematics, music, language andsocial studies Radio program can supplement the teachers attempt to enrich the knowledge of students in different subjects Teacher must be careful to introduce the radio talk before its commencement and clarify doubts of students after the talk To make effective use

of radio there should be close co-ordination between the schools and broadcasting authorities

Visual aids

Visual aids present pictures and matters act through the eyes Visual aids conveywhat words alone cannot, express abstract concept, aid retention of information and enhance students’ interest Visual aids usages facilitate both in attentiveness and strength teacher’s expression Visual aids add impact and interest

to a presentation They enable you to appeal to more than one sense at the same time, thereby increasing the audiences’ understanding and retention level With pictures, the concepts or ideas you present are no longer simply words - but words plus images on charts would increase students’ interest of learning and retention The increased learning of a student which is the direct result of visual aids used by

a professor, represents effectiveness of visual aids and hence it might be possible

to assert a positive impact and vice versa.Visual aids are divided into four types: three- dimensional visual aids, two — dimensional visual aids, audio - visual aids, computer- generated teaching aids

Activities aids

Activities aids induce direct participation of students and teachers to get knowledge Activities aids include tour and trips,demonstrations, dramatization Tour and Trips:

Tours and Trips are purposeful attempt to bring students to the spot to get firsthand knowledge by direct viewing and sightseeing It needs a perfect planning with a view to realize the objectives predetermined Teachers should be active and acts as the guide to students for answering all their questions pertaining to the trips The pupils may be asked to read the relevant materials from books or gather information about the place to be visited from various sources

Demonstrations:

Demonstrations are active kinds to give visual explanations to important facts, ideas and processes The children are not passive viewer but active demonstrations There are different types of demonstration design in different subjects Teachers

are to give emphasis on their respective subjects to give accurate knowledge to the child A music teacher is to demonstrate how to play on a musical instrument as like a mathematics teacher can demonstrate the steps involved in solving a particular type of problem

Dramatization:

Dramatization is very interesting lively and useful techniques of teaching History can best taught by this.Students will get knowledge about costumes, manners, traditions and culture of the period dramatized The learning takes place best in an emotional situation and dramatization provides that situation In day-to- day teaching teacher can take the modulation, expressions of historical characters 1.3 Overview of visual aids

1.3.1 Definition of visual aids

Beebe, S.A., and Beebe, S.J.(2007), defined that a visual aid is any object that reinforces your point visually so that your audience can better understand it

Visual aids, according to Gates Matthew Stoner, M.A (2009), come in a variety of form from physical objects, photographs and maps to slides, overheads and computer-generated presentations

A visual aid is an object or representation that may be used to clarify or enhance understanding of a concept or process The best way to ensure success in learning is to present information in different formats for different learners(Leslie Rose)

1.3.2 Types of visual aids

Many researchers have studied on visual aids and each one has his own way

to classify visual aids According to Beebe, S.A., and Beebe, S.J (2007) in the book “Public speaking handbook” (2"ed), visual aids are grouped into four classes: three- dimensional visual aids, two — dimensional visual aids, audio - visual aids and computer- generated teaching aids

13.2.1 Three- dimensional visual aids

Three- dimensional items give the audience an easier opportunity to grasp exactly what you are talking They see the dimensions and other aspects firsthand

instead of in their imagination.Three- dimensional visual aids used to illustrate an English lesson include objects, models and people

£3.2.1.1 Objects

In a speaking lesson talking about describing objects, you can bring objects tothe class For instance, in that speaking lesson, you will describe a glasses and it should be perfect if you have a glasses in the class Your glasses obviously is a visual aid, which you can show your students as you talk about parts of the glasses, how it work

Bringing the objects to your speaking lessons can be an excellent way to clarify your ideas and give them dramatic impact Objects are real, and audiences like the real things Objects add interest because they are tangible They can be touched, smelled, heard and even tasted as well as seen If you use an object to illustrate an idea, make sure that you can handle the object with ease Some objects, however, cannot be usedeffectively in the class If an object is too big, it can be unwieldy and difficult to show Some objects are too small to be seen clearly Other objects can be dangerous to handle

3.2.1.2 Models

If the item you want to discuss is too big, too small, or dangerous, even unavailable, you are able to work with a model.A three-dimensional model also provides a very effective visual aid If your lesson concerns a house, animal or car, for example, you can bring in a smaller version of what you are going to talk Use the model to help the audience understand your key points better Similarly, most colleges and universities do not allow firearms on campus Instead of using real gun, they often use plastic or wooden gun to show parts of gun.Make sure, however, your models should be large enough for people in the back row to see it 3.2.1.3 People

In classroom, people can serve as teaching visual aids For example, one teacher wanted to illustrate an intricate Latin folkdance, so he invited a dancer to his class for demonstrating the dance The another example is that in a speaking

lesson talking about describing people, the teacher called one student came to the board and showed parts of the human body

However, using people to clarify your message can be tricky It is usually unwise to ask for spur of the moment help from volunteers while you are delivering your speech It will be better if you and the “example” people consulted together before starting your speechso that you can fully inform him or her about what needs to be done

Furthermore, it is distracting to have a support person stand beside you doing nothing If you do not need the person to demonstrate at the beginning, wait and introduce the person to your student when needed

Finally, do not allow your “example” person to run away with the show For instance, do not let your dancer perform longer than necessaryto illustrate another part of your lesson It must be in your control

1.3.2.2 Two- dimensional visual aids

Although the three-dimensional visual aids like objects, models and people are very useful to illustrate your pointsbecause they are real things that your students can see and touch, the most common teaching visual aids are the two- dimensional visual aids including posters, flip charts, charts, maps, flashcards, worksheets, slides, chalkboards and whiteboards and overhead projectors

£3.2.2.1 Blackboard (Chalkboard) and whiteboard

A blackboard (UK English) or Chalkboard (US English) is a reusable writing

write text on the whiteboard, not chalks

In classrooms, chalkboards are readily available; in conference rooms, whiteboards are more likely available Chalkboard and whiteboard are often usedto

offer visual support for spoken words Chalkboards and whiteboards have several advantages: they are inexpensive, simple to use, and low- tech, so you do not need

to worry about extension cords of special training; in addition, they can raise teaching effectiveness, manage classroom

Many teachers discourage overuse of chalkboard and whiteboard When a

teacher writes on the board, he has his back to his students; he do not have eye contact Some teachers try to avoid that problem by writing on the board before their speech starts but the studentsoften look at the board rather than listen Therefore, it had better when using board only for brief phrases or for very simple line diagrams that can be drawn in just a few minutes

£3.2.2.2 Posters

A poster is any piece of printed-paperdesigned to be attached to a wall or vertical surface Typically posters include both textual and graphic elements, although a poster may be either wholly graphic or wholly text Posters are designed to be both eye-catching and informative

Poster are used worldwide to inform, teach, warn and educate people They are used in schools for the same reason Using posters as a teaching aid helps the teachers in that they do not have to keep repeating information.Seeing a poster is a more vivid way of teaching than simply telling Though some students dotake in the spoken word easily, others need to see it written down, or view a picture that tells them the same things.Posters can tell the students where to go for what subject, thus saving time and effort of the teachers

£3.2.2.3, Flipcharts

A flipchart is a stationery item consisting of a pad of large paper sheets It is typically fixed to the upper edge of a whiteboard, typically supported on atripod or four-legged easel In fact, although most commonly supported on a tripod, flip charts come in various forms such as stand-alone flipcharts, metallic tripod (or easel) stand, metallic mount on wheels and digital self- writing flipcharts

There are several advantages of using a flip chart It is easy to see that flipcharts are economical - They do not require you to use any special films or

printers to produce them.Not all kinds of flipcharts need electricity (except for digital self-writing flipcharts), so you have not to worry about loss of electrical power Moreover, color can be added very easily An inexpensive box of flipchart markers allows you all the creativity you want Lastly, it cannot be denied that flipcharts are very moveable You can move the flipchart without any other’s helps

13.2.2.4 Photographs

A photograph or photo is an imagine created by light falling on a light- sensitive surface, usually photographic film or an electronic image such as a CCD (charge-coupled device)or a CMOS( one type of active pixel sensors) chip

In the absence of an object or a model, you may be able to use photographs They will not work effectively, however, unless they are large enough for the audience to view straining Another option is to take your photographs to copy service and have them converted to transparencies that can be show with an overhead projector The cost is minimal and the results can be dramatically.Finally, PowerPoint and other multimedia programs are excellent vehicles for incorporating photographic into speech You can use your photographs or ones you have downloaded from web, and you can easily adjust the size and placement of the photos for maximum clarity and impact

£3.2.2.5 Charts

Charts summarize and present a great deal of information in a small amount

of space.There are many kinds of charts which are used to indicate a set of data, for example Line charts, Pie charts, Bar charts, Stem and plot, Histogram,etc They have several advantages They are easy to use, reuse and enlarge They can also be displayed in a variety of ways You can use a flipchart, a poster or an overhead projector, which can project a giant image of your charts on a screen As similar to all other presentation aids, charts must be simple Do not try to put too much information on one chart

The key to developing effective charts is to prepare the lettering of the words and phrases you use very carefully If the chart contains too much information,

students may feel it is too complicated and ignore it If your chart looks cramped or crowed, divide the information into several charts and display each as needed Do not handwrite the chart; a hand- lettered chart may seem unprofessional Consider using a computer that has the software capability to prepare large charts Make sure that the letters are large enough to be seenclearly in the back row Use simple words or phrases and eliminate unnecessary words

13.2.2.6 Maps

A map is a visual representation of an area— a symbolic depiction highlighting relationships between elements of that space such as objects, regions and themes.Many maps are static two-dimensional, geometrically accurate (or approximately accurate) representations of three-dimensional space, while others are dynamic or interactive, even three-dimensional Maps can be divided into several types such as political maps, physical maps, topographic maps, climate maps, economic or resource maps, road maps, thematic maps

As with photographs, the details on most maps will not be visible to your audience You could use a large map, however, to show general features of an area

or you can use a magnified version of your map Certain copies can enlarge images

as much as 200%

[.3.2.2.7 Flashcards

A flashcard or flash card is a set of cards bearing information, as words or numbers, on either or both sides, used in classroom drills or in private study Using flashcard is very effective strategy for studying Flashcards are widely used as a learning drill to aid memorization by way of spaced repetition

For classes that require you to memorize many definitions, such as social studies or history classes, you may want to gather together to create a master list of flash cards using the glossary in the back of your textbook If possible, use color- coding to indicate for which chapter each term is relevant

13.2.2.8 Worksheets

A worksheet is a sheet of paper, or on a computer, on which problems are worked.Teachers use worksheetsin the English lessons primarily as a tool for

teaching grammar After you present a new grammatical form to the class, worksheets can directly test students' comprehension of it Basic comprehension of grammar and being able to use it correctly, at least on paper, is an essential step on the path to using this grammar comfortably in conversation Additionally, worksheets reinforce the day's lesson; you can assign homework from them Ideally, students will keep their worksheets well organized to use for test preparation

£3.2.2.9 Overhead projectors

An overhead projector projects imagines drawn on clear sheets of plastic, called transparencies, onto a screen so that a large group can see the imagines Although computer-generated presentations are replacing overheads in many settings, overhead projectors remain popular because they have several advantages They allow you to maintain eye contact with your audience, yet still see your visual aid Unlike a traditional slide projector, the overheaddoes not require that you turn off the lights in the room to ensure that the projected imagine is visible You may wish to dim the lights a bit, but most imagines can be seen clearly in normal room light Overhead projectors also permit you to prepare your transparency ahead of time and to mark on it during your presentation If you do write during your speech, limit yourself to a few short words or to underling key phrases

1.3.2.3 Audio-visual aids

Perhaps the most exciting presentation aids are those that join sound and sight

to communticate ideas You are probably familiar with movies, videotapes, CD- ROMs, and DVDs, as well as audio aids such as tapes and compact disks Now you can use these familiar media in a new context Instead of being passively entertained or instructed by them, you may use them actively to support your ideas 3.2.3.1 Videotapes and film clips

Videotapes and film clips with the ready availability of video cassette recorders (VCRs) and cameras, more speakers are using videotapes to help communicate their ideas by showing brief scenes from a rented movie, excerpts

from training videos, or custom-made videos High-quality VCRs permit stop- action, freeze-frame viewing, and some have a slow-motion function You can play and replay a scene several times if you want your audience to watch subtle movement or action

Despite its advantages, however, adding video to a speech can cause more harm than good if it is not done carefully and expertly First, make sure the clip is not too long While a 30-second video can illustrate your ideas in a memorable way, anything much longer will distract attention from the speech itself Second, make sure the video is cued to start exactly where you want it Third, if necessary, edit the video to the precise length you need so it will blend smoothly into your speech Fourth, beware of low-resolution video This is particularly important in the case of YouTube clips, which may look fine on a computer but are blurry and distorted when projected on a large screen or monitor

13.2.3.2 CDs

The compact disc, or CD for short, is an optical disc used to store digital data, and was originally developed to store and play back sound recordings only CDs can include words, images, and audio or video clips The files on CDs are read by the CD drive in a personal computer and can be displayed by linking the computer

to a large-sceen video projector or an LCD panel connected to an overhead projector All the information can be retrieved instantly because it is stored digitally, one disk can contain hundreds of images, sound bites, or an entire encyclopedia A CD’s key advantage is the ease and speed with which a speaker can retrieve audio or visual information Increasingly, information that is stored on CDs is also available on Internet

£3.2.3.3, DVDs

DVD(Digital Video Disks) is an optical disc storage format, invented and developed by Philips, Sony, Toshiba, and Panasonic in 1995 DVDs offer higher storage capacity than Compact Discs while having the same dimensions

Because you can stop and start a DVD, at a precise place, you can be confident that your movie or video will start exactly where you want it to start

when you are ready to show it to an audience Now that DVD recorders are readily available, it’s easy to use DVDs to record video images and audio clips to support speech ideas But because never DVD recorders may use a formal that is not compatible with DVD players, it would be wise to be certain that your self- recorded DVD will be usable on the equipment that will be available when you deliver your presentation

1.3.2.4 Computer-generated visual aids

Computer-generated graphics are images, words and charts designed and presented with a computer and graphic software Although computer-generated graphics can be overused and can distract from your message if use improperly, they open up professional-looking possibilities for illustrating your speech

Using a presentation program such as PowerPoint, you can design and create complete presentation aids on your personal computer With this software, you can advance the imagines as you speak, or you can set the program run automatically Computer-generated visual aids have some disadvantages They are expensive and it takes time to set up the computer combined with the projector Make sure you not only know your presentation program, but also how to deal with the other equipment (set up, trouble shooting, focusing) With the increased popularity and lower expense of this technology, many businesses have their conference rooms set

up permanently for this type of visual aid This lessens the hassle and potential for errors

1.4.The use of visual aids in teaching English

The use of visual aids for presenting, coaching, and teaching has been around since the 1920s and 1930s, consisting of filmstrips, glass slides and physical pass- around objects Several universities have amassed catalogs of visual aid products that trace the history of using visual literacy and visual education to reinforce main content The appeal of the aids is that they address additional learning styles Not all people are auditory learners who can synthesize information from lectures and speeches Many learners are visual learners who respond better to still or moving images

1.4.1.Effectiveness of using visual aids in teaching English

According to the saying “A picture is worth more than a thousand words,” with most learners, the visual sense is very important Visual support helps students learn successfully In this sector, I would like to focus on some following benefits: save time, help students to enhance understanding, memory, organize teacher’s ideas, gain and maintain attention and interest, and illustrate a sequence of events

or procedure

14.1.1 Save time

Time management in a lesson at high school is very important In fact, at Vietnam high schools, a teacher has 45 minutes for each lesson and with young teacher, having unsuccessful lesson plans because of lack of time is very popular Therefore, how to save time to have a successful lesson is necessary

Using visual aids is a good way to save time With posters and flipcharts, the teacher can summarize all the key points and this will not waste time to write down

on the board Moreover, teacher can use worksheets to give tasks for students.Furthermore, using computer slides is very effective way to save time By PowerPoint software, the teacher can design his lesson on the computer and only with a mouse click, he can easily move from this slide to another slide in onesecond It is not time-consuming

£4.1.2 Enhance students’ understanding

Of your five senses, you learn more from sight than from all the others combined In fact, it has been estimated that more than 80% of all information comes to you through sight To many people, seeing is believing We are a visually oriented society For example, most of us learn the news by seeing it present on TV Because your audience is accustomed to visual reinforcement, it is wise to consider how you can increase their understading of your speech by using presentation aids

Visual aids can quickly and efficiently demonstrate ideas that are difficult to explain verbally Many core math, science and art concepts can only be effectively taught by showing students as well as, or instead of, simply telling them

Therefore, they will help students to understand clearlywhat teacher are talking about

£4.1.3.Enhance students’ memory

As students muddle through the school day, their heads often become so full

of knowledge that they struggle to organize and retain the information Teachers can aid students in their struggle by providing them with visual aids Researchers estimate that you remember 10% of what you read, 20% what you hear, 30% of what you see and 50% of what you simultaneously hear and see When you teach with visual aids, you make it easier for students to retain the information because they are given a visual as well as an auditory reference point By integrating visual aids into your classroom, you can increase the excitement of your lessons and your students’ overall comprehension of complex material.It is the fact that you remember most what you understand best

14.1.4, Gain and maintain students’ attention and interest

There is a fact that you are more interested in your lesson if your teachers use images to illustrate his ideas, especially funny images If the teacher only talks to students and writes words on the board, that lesson will be very boring and students will not concentrate on what teacher says, even they can do something in the lesson However,colorfulphotographs, objects and models can attract their attention With audiovisual aids, students not only can hear wonderful sounds but also watch what happen That will make them very excited and encourage the students in studying Moreover, by using the PowerPoint software, the teacher is able to use plentiful and interesting animation to make the students focus on what

he is present

14.1.5 Help students to organize ideas

Most listeners need help understanding the structure of a speech Even if you clearly lay out your major points, use effective internal summaries and make clear transition statements, your listeners will welcome additional help Listing major ideas on chart, a poster or a flipchart can add clarity to your talk and help your students chart your main ideas For instance, visually presenting your main points

can help students follow them as you bring them into the lessons You can display key points at the end of the lessons

1.4.2 Guidelines for designing visual aids

Effective visuals help your students understand and remember the key points

of your presentation Overhead projectors and slides, blackboards, flipcharts, computer programs like PowerPoint,etc can greatly enhance your message if they are used effectively The following tips will help you design effective visual aids 14.2.1 Keep visual aids simple

Visual aids should be simple, clear, and to the point Limit each aid to a manageable amount of information, and beware of the tendency to go overboard when using programs such as PowerPoint It is possible to create a photographicthat displays two charts, a photograph, and ten lines of text in five different typefaces with 250 colors but who would be able to read it?

Simple visual aids usually communicate best.Words should be limited to key words or phrases Lengthy dissertations on poster board or an overhead transparency usually do more harm than good Visual aids support your lessons, not are your full lessons As CEO John W Roe wisely expressed, “Visual aids should be made to steer, not to row”

14.2.2 Make sure visual aids are large enough

A visual aid is useless if no one can see it Keep in mind the size of the classroom that you will be teaching and make sure your aid is big enough to be seen easily by everyone As you prepare the aid, check its visibility by moving to a point as far away from it as your most distant listener will be sitting If you have trouble making out the words or drawings, your audience will too By making sure your visual aid is large enough, you will avoid having to introduce it with the comment “I know some of you can’t see this, but ”

What is about using all capital letters? That might seem a great way to ensure that your print is large enough to be read easily, but researchers have shown that a long string of words in ALL CAPS is actually harder to read than is normal text It

is better to reserve ALL CAPS for titles or for individual words that require special emphasis

14.2.3 Make a consistent photographic theme

You should choose a basic design and color scheme and use it throughout the presentation to convey a sense of unity To carry out a consistent theme, choose a symbol other than a round bullet o use for emphasis, maintain a consistent color scheme and use consistent spacing

Repetition, however, can be boring, so you may want to vary your visual aids

a little but keep in mind that a consistent theme will help your students to process and remember complex information

14.2.4 Choose fonts and font size carefully

A font is a typeface of a particular size and style Font size is measured in points; a point is 1/72 of an inch The larger the point size, the larger the letter It is easy to be carried away by all of the possibilities, but if you combine typefaces carelessly, you will soon discover that your choices conflict instead of complement one another The strategies discussed below should help you avoid conflict in your design

You also need to think about readability when you decide what size to use for various elements in your graphics Your visual aids must be big enough to be seen

by people in the back row of your students How big is big enough? Microsoft offers some general guidelines for visual aids They recommended using 44- point type for titles, 32-point type for subtitle or for text if there is no subtitle and 28- point type for the text if there is also a subtitle The Microsoft designers reason that

it is better for a visual aid be too big than too small If you are not sure your font are large enough, try to looking at your visual aid in the setting where you will be marking your presentation

It is better if you use a limitednumber of fonts.Some variety of fonts in a

visual aid is appealing, but too much can be distracting which uses a different font for each line Most experts recommend using no more than two fonts in a single visual aid—one for the title or major headings, another for subtitles or other text