Audio Visual Aids (A.V.

Aids)

Those tools or materials that assist the teacher and students in teaching learning process are
called A.V. Aids. Audio-Visual aids are devices that appeal to the eyes and ears of the learners.
Audio-visual aids:
* motivate learners
* save the teacher voice
* economise teaching time
* help teachers

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WHAT ARE AUDIO-VISUAL AIDS
REALIA
Realia are people and real objects that give us information. "People" means anybody in the
environment: students, teachers, visiting native speakers, etc. The teacher can make use of his/her
movements, gestures, signals, mimics, and hands. Real objects should be small enough to bring into
the classroom but large enough to be clearly seen. Real objects can be used for various purposes,
such as teaching pronunciation, vocabulary, grammar, etc. For example, you may bring a map into
the classroom and use it to practice comparative and superlative adjectives (Which country in
Europe is bigger than X?); to practice passives (Where is "orange" grown in Türkiye?); etc. Other
examples of reali are clock faces, toys, brochures, catalogues, magazine and newspapers, board
games, posters, wrappers, labels and logos from various products, records, stamps, coins, old tickets,
ticket stubs, postcards, programmes, timetables, calendars, containers, cans, bottles, flags, menus,
puppets, etc.
PICTURES
Most learners are visual minded, so pictures are a great help in teaching. They remind the learner of
the meaning and help him/her communicate. They help the teacher save his/her voice. Also the same
pictures may be used for several purposes, and for review purposes.
When selecting a picture, some points should be kept in mind:
* The picture should be large enough for the entire class to see clearly. Small pictures can be used
for pair work, group work, and games.
* The picture should illustrate, at first glance, the point under the study.
* The coloured pictures are more effective than black and white ones and can be used for many
purposes.
* The picture should fit into cultural pattern of the learner.
* The picture should tell the learner something familiar to connect it with real life.
* The pictures should be labelled to ease classroom practice.
* Pictures should not be confusing.
BLACKBOARD
It is the most common visual aid available to the teachers. When using blackboard, some points
should be kept in mind:

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* Start each lesson with a clean blackboard.
* Organise the material effectively so that students can easily understand what you are trying to do.
* Number items that belong together.
* Leave only the correct forms on the blackboard. If you are analysing an incorrect form, correct it
and then erase it.
* Write legibly and large enough so that the students can read without difficulty
* Erase the board frequently. Do not leave a mess of material on it.
* Do not write unnecessary material on the board.
* Use coloured chalk/ marker for special effect.
* Watch your own spelling and punctuation for correctness.
* Underline the main points written on the board.
* Erase all unnecessary material at the end of the class hour.
FLASHCARDS
These are pieces of cards large enough for the whole class to see. These may either drawings,
magazine cut-outs, pictures, written words or numbers. They are called flash cards because they are
shown to the class for a short time. The words, phrases or sentences written on them should be
written in thick, high and block letters. These cards are held up for the class to see, and they can be
used for a great variety of activities.
WALL CHARTS
These are large pictures with a lot of in them. They are used for question-and-answer work, for oral
composition, for practising adjectives, and for discussing the relations of objects and people. They
may display different scenes, landscapes, or may develop a situation, or tell a story in one or
sequential pictures. They are especially useful to display things which cannot be brought into the
classroom.
POCKET CHARTS
Pocket charts are investigative tools which use pictures as stimulus to encourage people to assess
and analyze a given situation. "Pockets" are made of cloth, paper or cardboard and are attached to a
poster-sized piece of paper or cloth. Rows and columns of pockets are arranged into a matrix.
Drawings serve as captions for the columns of pockets. In general, the combination of activities in a
pocket chart exercise - participating in the creation of a display, looking closely at it, and discussing

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 3 - Dialogues
a - Pair work
b - Group work
c - Vocabulary exercises
d - Note-taking
it - has proven to be a successful means of generating participation exercises
and consensus in both
community and classroom settings. IV - Follow-up exercises
A major advantage of this tool is that it can be put togetherawith
- Discussions on culturalare available.
whatever materials
content
The materials needed are: a set of pictures (photos or drawings) which represent areas in which data
b - Roleplays
are needed; a clear space to set the pictures up at the head of
c -asAudiotape
many columns as their are pictures; a
exercises
d - Reading(cloth
bunch of ballots (slips of paper, straw, cloth, leaves); and receptacles exercises
pockets, pots, jars) for
e - Writing exercises
ballots under each column. A large rectangular cloth with pre-sewn rows and columns of pockets can
serve as a re-usable, standard pocket chart.
POSTERS
Using Posters in Content Courses
Introduction and Rationale for Using Posters
Together with group presentations, posters made by students to help explain a given research topic
are among the most effective teaching tools available to those of us who teach classes in which
content is a major component. A poster, by our definition, should include graphics and text in about
equal proportions, and should be large, colorful and simple. Basically we use posters in our content
classes because ...
* they are fun to make and interesting to look at
* they are a user friendly way to ease students into using the study skills that will be neccessary if
the are to make the most of a content-based course or unit.
* they reduce what can be a quite heavy linguistic burden and encourage students to find and (more
importantly) learn how to use, maps, photos,
* cartoons, graphs etc, to illustrate their topic.
* students are forced by the limitation of size and space, to identify the key points that they must
make
* they lend themselves to cooperative group work and suit students with a visual learning style
* they provide a comfortable environment for students to practice some of the skills needed in
making a class presentation
* they involve the joint creation of a physical product, made by the students' own efforts-both
intellectual and artisitic
Brief Summary of Guidelines for Making a Content Poster

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1.Students choose roles. These are:
Main Researcher-responsible for locating and photocopying information;
Poster Designer- responsible for overall design of the poster and
Poster-Presentation Organizer- responsible for assigning speaking roles.
2.The Main Researcher photocopies all information that might be used in the poster and the group
members discuss which of these should be used and how.
3. The Poster Designer makes a rough layout of the poster on A4 size paper.
4. The Organizer writes any oral explanation that might be neccessary to understand the poster,
while the Main Researcher works on a matching or True/False quiz which can be answered by
listening to this explanation and looking at the visual information.
5. Students make the poster together. It should be about 100 X 60 cm. Pictures and charts should
easy to read from around two meters. Remind students to bring tacks and other necessary materials.
Detailed Instructions are Given to Students
1.All members of your poster group should speak during your presentation.
However you should divide the work as follows:
Student A: Main Researcher
You are responsible for summarizing the information in the textbook and looking for information
that is not in the textbook. (You may use books or magazines written in your native language)
Students B (or B and C) : Poster Designer You are responsible for designing and making the poster.
This might include maps, charts and graphs, pictures, dates etc and a summary of your presentation.
You should also include 3-4 matching or True/False quiz questions for the class to answer while
listening to your presentation. You should translate any important or difficult vocabulary words into
your native language to help your classmates.
Student C (or D): Presentation Organizer
You are responsible for the poster-presentation itself. He or she decides who says what and makes
sure that the presentation lasts about 8-10 minutes.
2. After choosing the three (or four) jobs above, discuss which of the topics listed in the syllabus
most interests you. If necessary narrow down the range of your topic. Check in our textbook to see
how much information there is on this topic and make a list of questions which you have about the it.
Then go to the library together to find more information about this topic. Student A can look for

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extra information later.
3. Read all the information that you find in the library or class textbook and ask each other for help
in understanding difficult words, expressions or ideas (Do not try to translate all of the information
that you photocopy into your native language). Discuss what kind of poster layout and features-
columns, graphs, captioned pictures, time lines, etc-would work best. Make sure that your topic is
not too big. Make sure that you ask and answer a question in your oral presentation and include this
question in your handout
4.Design the basic outline of your poster and then meet with the teacher and tell him your ideas and
ask questions.
5. Make your poster. Don't forget a big title, your names and student numbers and the quiz.
6. Practice giving your poster-presentation before your class presentation.
TAPE RECORDER AND TAPES
They present exercises related to classwork and homework. These aim at improving the listening and
speaking skills. In teaching environment, the audio material may be accompanied by visual material.
For instance, while doing exercises they may look at visuals which are cues for substituting,
completing, answering, etc.
A tape recorder should have a rich volume, a meter counter. The teacher may record radio
broadcast, interviews with visiting native speakers, the students in class (who then correct
themselves), or any other material suitable to give his/her students practice in listening
comprehension or speaking.
SLIDES
The most commonly used visual aids are 35mm slides, overhead transparencies, and computer-
generated slides. Slides are probably one of the most common and easily accessible mediums for
projecting large images in classrooms, lecture halls. Nowadays, many schools have necessary
equipment with slide projectors and long extension cords for the remotes. You will also need a slide
carousel so that you can put all of your slides in the order that you'll view them. [Remember: slides
need to be put in upside down and backwards.] Slides are nice and easy to use, but creating them
can be expensive.
Slides can be created from any object, event, or image. You simply have to point a camera at it, with
the proper film, and take a picture. You can also make 'copy slides' from illustrations/photos, books,

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magazines, other color or Black & White prints, radiographs, posters, gels, three dimensional objects
of varying size, people, and more. Slides can also be made from computer files.
Burn-ins are a special type of slide. With a burn-in you can take a B&W image, line drawing, or text
(note that images with gray tones won’t work) and burn it as another color onto another slide.
OHP
You can read the related pages from there.
In addition to them, overhead transparencies are also very helpful materials for the teachers. You can
either write down your notes as you talk using a Visa-Via pen or have them pre-made. Most schools
are equipped with overhead projectors, but since they are not very portable teachers may not prefer
them. You may also find the overhead inconvenient because they are loud and the bright light
makes it difficult for some people to read. However, it offers a cheap and immediate solution to
visual aid needs.
How to Make Overheads:
There are three ways of making an overhead.
1.) You can hand write your text and pictures using an overhead pen. This may look unprofessional,
but gives immediate, cheap results.
2.) You can photocopy text and images onto a special type of heat resilient transparency. First cut-
and-paste your desired images and text onto a white sheet of paper.
3.) The third way to make transparencies is to print onto the transparency directly from a computer.
This process can be used for presentations you've put together on the computer using programs like
Word and Power Point.
Note: There are several different types of transparencies out there. They're not all made to withstand
the high temperatures of copiers or laser printers. Be careful, with the wrong material you can not
only melt your overhead, but you can also ruin the machine you used to make them.
VIDEO/TV FILMSTRIPS
As a teacher always watch them and listen to their soundtracks before using them in class. You may
teach vocabulary, grammar, culture, pronunciation, etc. through video films.
How to use Videofilms in Classroom ?
There are many advantage of using video in classroom, such as: Students can listen and see orinal
speech and it the same time they can see the positions of the lips, teeth and tongue, things that help a

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lot the listen comprehension..
This is an alternative video lesson plan:
I - Introduction
II - Predictions exercise
a - Ask questions
b - Show the video
c - Discuss questions
III - Subsequent exercises
1 - Comprehension questions
a - General
b - Specific
c - Implication
2 - Grammatical structures
1 - Drill
a - Mechanical
b - Transformation
c - Communicative

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