Types of Teaching Aids

COURSE OBJECTIVES: To develop students' knowledge of the English language and its basic structures. To enhance the abilities among the students for extensive study. To prepare the students to answer the questions properly using the subject-verb agreement. To develop the understanding of the students to comprehend anaphoric and cataphoric references. To develop their skill to relate the text to their practical lives. To develop their skill to integrate the knowledge present in the text. TEACHING METHODS AND STRATEGIES: Encourage the students to read the passage. Use the method of silent reading. Enable the students to scan and skim the passage. Use the Direct Method. TEACHING AIDS: Internet Newspapers The text book White board Smart board Projector Evaluation Techniques: Weekly evaluation (oral) Mid-Term Written tests First Mid-Term Test: 25 marks Second Mid-term Test: 25 marks Final exam: 50 marks Textbooks: 1- Interaction (Access) Reading (Exercises 1, 2 & 3 in all chapters)

(Contact hours: 4 per week) Course Objectives: A: General Objectives: The syllabus of writing is framed with a view to enabling the students to develop basics of writing skill: Paragraph Writing E-Mail Writing (Formal & Informal) Letter Writing (Formal & Informal) Narration of Story/Events B: Specific Objectives: The syllabus of 141 writing focuses on the various ingredients of language such as punctuations, spelling, link words, contractions, and signal words with an objective to acquaint the students to use correct form of the language. Teaching Material: Prescribed books with Cds, Hand outs, recommendation of websites and work book. Methodology: Direct method, Demonstrative Method, Interactive/communicative method with an eclectic approach etc. Teaching Aids: White Board, Projector, Computer etc. Textbooks: 1- Interaction (Access) Writing (Exercises 4 & 5 in all chapters) Evaluation Techniques: -Weekly evaluation (oral) -Mid-Term Written tests -First Mid-Term Test: 25 marks -Second Mid-term Test: 25 marks Final exam: 50 marks

Reference Books: Oxford Advanced Learner Dictionary Cambridge Advanced Learner Dictionary (Contact hours: 6 per week) Course Objectives: 1- This course aims to enable students to communicate smoothly, creatively, effectively and independently at different situations throughout intensive practices of listening exercises. 2- It also aims at boosting self-confident students concerning acquiring and practicing English. Course Contents: This course contains various listening exercises about different situations and subjects. Teaching Methods and Strategies: 1- Communicative approach. 2- Audio-visual approach. 3- Direct method. Educational Aids: 1- Computers. 2- Internet. 3- Books Evaluation Techniques: Weekly evaluation (oral) Mid-Term Written tests First Mid-Term Test: 25 marks Second Mid-term Test: 25 marks Final exam: 50 marks Textbooks: 1- Interaction (Access) Listening & Speaking (Contact hours: 4 per week)

COURSE OBJECTIVES: 1.To orient the students to the basics of grammar and vocabulary usage. 2.To develop confidence in the students in differentiating kind of sentences. 3.To improve students ability in using verbs (regular and irregular) auxiliaries be etc. 4-To enhance the knowledge of the English language and basics syntax structures. TEACHING METHODS: Interactive Method Communicative Method Bilingual Method (if need arises) Eclectic Approach TEACHING AIDS: White Board Computer Projector Internet EVALUATION TECHNIQUES: Weekly Evaluation (oral) Mid-Term Written tests First Mid-Term Test: 25 marks Second Mid-term Test: 25 marks Final exam: 50 marks Textbooks: Interaction (Access) Grammar Course Description: In this course students will concentrate on broadening and deepening the language competencies they have developed through basic education, so that they are able to use English with increasing proficiency for personal and intellectual development, effective social interaction, further study, work and pleasure. Course Contents: This course will focus on units five to twelve of the Total English pre intermediate package as follows: should, can, have to. Present perfect with for and since. Using will, too, too much/ many and enough. Uses of like.

First conditional, gerunds, infinitives. Expressing purpose, giving a reason and explaining a result. Present simple passive, questions, past continuous and past simple. Using can ,could, be able to. Past simple passive. Phrasal verbs, countable/uncountable nouns. The definite article (the) Present perfect simple with just, yet and already. Verbs with two objects and the past perfect simple. second conditional, reported speech, and both, neither, either. Course Format: Class sessions will include presentation of new language items via reading and /or listening texts, explanation and analysis of grammatical rules. Varied practice, including form-based exercises as well as interactive pair and group activities. Assignments/Examination Grading Scale: The exams grade will be computed as follows: First Mid-term Test: 25 Marks Second Mid-Term Test: 25 Marks Final exam: 50 Marks Grades: Students desiring exam grade results should contact their instructor, who will respond with the information requested. Academic Expectations: Attendance and Homework Students are expected to punctually attend all classes. Please refer to the attendance policy sheet that you have been given. This document details attendance expectations. Please be reminded that students arriving to class more than ? minutes late will be recorded as absent. Students are expected to complete all homework assignments. Classroom Rules: No food or drink will be allowed in the classroom. Interruptions from electronic devices (cell phones, etc.) will not be allowed. Computers and electronic translators should be switched off during class and used only when allowed by the instructor. The medium of instruction is English. Instructors are requested to abide by this rule and encourage students to use English as best they can during classes. Educational Aids: Audio CD DVD

Projector/Computer Text Books: Interactions 1 (Reading, Writing, Listening & speaking, Grammar) Course Description: This course teaches students the basic principles of effective report writing. They will learn different skills required at different stages involved in effective report writing. While students learn report writing skill, they focus on format, mechanical correctness and clarity of expressions. Moreover, they learn to collaborate effectively with other students while working on simulated business assignments. Objectives: Students will be able to: 1.Write grammatically and mechanically correct language 2.Differentiate between effective and ineffective written communication 3.Identify the context, purposes, audiences, and processes of formal written communication 4.Develop pre-writing skills, which include brain-storming, choosing and consulting appropriate material, scanning material and taking notes 5.Learn while-writing skills, which include making use of notes, writing first draft, consulting dictionaries and other reference books 6.Proofread their and their class fellows written work 7.Produce various written pieces of formal communication for various types of audiences 8.Learn and Use effective strategies for collaborative work in preparing written business communication Course Contents: As this term is nearly ended, here is given only a tentative plan for the next term. 1.Review of all sentence structures including first conditional 2.Connecting sentences, using transitional words for different effects 3.Sentence fragments, redundancy and punctuation 4.Formal and informal language-differences and uses 5.Qualities of an effective paragraph 6.Analyzing, contrast ,comparison 7.Argumentative writing, generalizations/ drawing conclusions 8.Taking notes for different types of composition 9.Emails 10.Business letters /information & request 11.Cover letters and resume 12.Memos 13.Summarizing formal documents 14.Brief reports

15.Meetings & agenda 16.Presentations Teaching Strategies and Methodologies: 1.At the outset, all types of sentence structures are reviewed. 2.After that, students are shown how sentences can be related to each other by using coordination and subordination clauses and how to use connecting words to achieve different purposes. 3.Next, students are trained to identify and use differences in formal and informal language for different purposes. 4.Then, students are trained on addressing topics from different perspectives. To achieve that contrast and logical analysis will be used extensively. 5.Students apply previous knowledge of language to complete different tasks meanwhile learning new language tools for writing. 6.Over all teaching approach should be Task Based (students completing tasks under teachers guidance). 7.Teachers should use eclectic approach to writing (i.e. students read sample texts and then produce similar texts). 8.Teachers should make the maximum possible use of pre-writing discussions, group work, and homework assignments. 9.Teachers should use guided writing techniques unless students are capable of doing free writing Teaching Aids: 1.Computers & projectors 2.Internet 3.Leaflets for sample material and activities 4.Smart boards 5.White boards Text Books Although Composition Practice covers many topics, no particular book encompasses all contents. Therefore, teachers are advised to use books listed below for designing resource material. Linda L. B. Composition Practice, book 3, third edition: ( it might be used as the course book for the first half of the term) Business Goals, book 2&3, Cambridge: relevant topics (from reading and writing activities) include emails( formal, informal), applying for job, getting permission/response/feedback, Summary & reports, meetings & agenda, presentations -Writing from Within, Cambridge ( blue cover): memos etc -We Mean Businesses, Longman: all relevant activities Reference Books for Students: Essential Activator, Longman Oxford Grammar Practice, or any other good grammar exercises book

Oxford Word-Power Dictionary Evaluation Techniques: Weekly evaluation (oral) Mid-Term Written tests First Mid-Term Test: 25 marks Second Mid-term Test: 25 marks Final exam: 50 marks Students can become bored sitting in a classroom for hours. Teaching aids can provide a welcome break for students who have been sitting for awhile and listening to an instructor lecture in front of the room. Educators can use various teaching aids besides textbooks to pique students interest and demonstrate how things work. Visual aids, such as whiteboards or chalkboards, charts, maps, flash cards, and calendars are commonly used. Presentation tools. such as bulletin boards, audiovisual equipment, and overhead projectors are also utilized frequently along with multimedia displays and computers. Flash cards are an effective way to teach various subjects. These popular teaching aids are available for many fields, such as spelling, geography, and arithmetic, and the teacher or parent can also create customized flash cards geared toward a specific subject or child. Children who are visual learners will receive the most benefit from the use of flash cards, but auditory learners will also benefit if the information presented on the cards is read aloud. A pointer is a teaching aid used in many classrooms. It is used to point out items such as words written on a chalkboard or features on a map. The traditional pointer is a long, skinny wand. Laser pointers, which are used to shine a beam of light on the feature the instructor wants to highlight, are becoming more common. The lights in laser pointers are available in different colors, and some can even display various designs such as flowers, butterflies, and animals. Computers have become popular teaching aids, but overhead projectors still have a place in the classroom. A transparency is placed on the glass and the information on the transparency is projected onto a screen. An instructor can write the information directly onto the transparency. The transparency can also be fed into a laser printer so that information can be transferred onto the transparency from a computer. Some teaching aids are aimed at a specific subject. For example, driving simulators have been developed for use in drivers education classes. The student sits in a module that has a steering wheel, accelerator pedal, and brake pedal and watches a movie from the perspective of a driver. He or she reacts to events taking place on the screen by pressing the accelerator or brake and turning the steering wheel. The driving simulator records all of the students actions for the teacher to review with the student afterward.

Types of Teaching Aids

By Jason Brick, eHow Contributor

Te aching aids can make the job much easier. Teaching is a challenging job, whether you are in charge of a traditional public school classroom or tutoring a single child in a language. Fortunately, there are many aids and accessories available to make the job easier. Though some cost money, others are available for free or easily manufactured from household items or on your computer.

1.

Worksheets
Worksheets are handouts the students complete to practice their skills. They give the students a chance to get further repetition without taking the teacher's full-time attention. While all students complete their worksheets, the teacher can focus on the individual students who need the most help. Worksheets are also a common form of homework assignment. A student's performance on worksheets can also be used to gauge the student's progress on that particular subject.
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Textbooks
Textbooks are books containing information about a particular subject, organized in a manner calculated to make presenting the information easier. Teachers can read a textbook to confirm or expand their personal knowledge and/or assign readings from a textbook for students to complete. Many textbooks also include quizzes or review questions to help assess how well students have comprehended what they have read. Publishing companies often release matched pairs of textbooks with workbooks (books full of worksheets) on the same subject matter.
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Realia
Realia are artifacts from the real world that are related to the subject matter being studied. Students can interact with the realia to gain better perspective on what they are studying. For example, students practicing Spanish conversation can role play ordering at a restaurant using real menus printed in Spanish from a Mexican restaurant. Other examples include photographs, road maps and that frog you dissected in biology class.
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Multimedia
Often among the most popular with the students, multimedia presentations use video, audio or both to present information. Films, videos and film strips are all examples of multimedia teaching aids. Most school districts have libraries of multimedia presentations, avoiding the need for teachers to spend personal funds on these expensive aids.
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Presentation Tools
A number of tools have been designed to help the teacher put information in a place all the students can see it during class. Examples include chalk boards, whiteboards, overhead projectors, bulletin boards, felt boards and in-focus machines.
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Administrative Tools
Besides tools used during presentation, teachers have access to a variety of tools to help manage and maintain their curriculum. Lesson planning books, attendance rosters, grade books and teachers' guides to subjects or textbooks are common examples of this kind of tool. Even a simple appointment calendar can be an indispensable administrative aid to most teachers.
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Read more: Types of Teaching Aids | eHow.com http://www.ehow.com/list_6100903_types-teaching-aids.html#ixzz1zaLpqYSx Teaching Aids Used in Teaching: The teaching aids used in the teaching can be classified into the following ways:

(a) Traditional Aids: Blackboard/chalkboard, books, periodicals. (b) Visual Aids: Objects, picture, map, figure, chart, posters, model, bulletin board, flannel board, globe, graph or any other type of graphics such as| diagrams, cut-outs, cartoons, etc. (c) Mechanical Aids: (i) Audio: Radio, tape recorder, teaching machine. (ii)Visual: Projector, epidiascope, film strips, motion picture, etc. (iii) Audio-Visual: Films, television, video, cassettes, etc. Visual Material Aids: Use of Chart: The most commonly used types of charts include outline charts, tabular charts, flow charts and organization charts. Flip charts and flow charts are also being used. Purposes of Charts: Charts serve the following purpose: 1. For showing relationship by means of facts, figures and statistics. 2. For presenting materials symbolically. 3. For summarizing information. 4. For showing continuity in process. 5. For presenting abstract ideas in visual form. 6. For showing development of structure. 7. For creating problems and stimulating thinking. 8. For encouraging utilization of other media of communication. 9. For motivating the students. Use of Globe: Knowledge of map is unreal without the knowledge of globe - the true map. It is the true representative of earth's physical personality. A globe gives a true idea of the total environment at a glance in a classroom situation. It is through globe that a child can understand the concepts of time, space, wind's planetary relations and proportion. Hence, every school shall have globes. Four types of globes may be kept in every school: (1) Political globes (2) Physical globes (3) Washable projection globes (4) Celestial globes

Use of Overhead Projector (OHP): Overhead projector is a device that can project a chart, a diagram, a map, a table or for that matter, anything written on transparent plates, upon a screen on the white wall before students in a class. This makes teaching illuminative, illustrative and impressive. It also saves a great deal of the teacher's time used in drawing or writing. These transparencies can also be preserved by the teacher for future display while facing up the same topic. It is very simple to prepare such transparencies. All that a teacher has to do is to draw or write, as the case may be, upon transparent plates with any dark ink with a fibre tipped pen. Any material meant for display before the class while teaching can also be typed on such transparencies using a good carbon paper. In case transparencies are to be washed out for use, washable water colour can also be used for writing on the transparencies. Use of Puppets: Puppetry is one of the old and popular arts in India. The use of puppets has been very popular in China, Egypt, Greece and Japan. Puppets can serve as an effective aid to learning. They can be made to illustrate lessons in civics, geography, history and hygiene. Puppets throw a lot of light in an interesting way on the life of historical personages if they are accompanied by effective narration. There should be plenty of dancing and music in the display of puppetry. While presenting puppet programmes, the age and tastes of the pupils should be duly considered. A short puppet play is always preferable to a long play. Puppets are of three types: (i) Hand puppets which fit in the hand like a glove and are operated from below by fingers. (ii) Rod puppets which are operated from below the stage by a combination of rods and springs. (iii) Marionettes or string puppets which are figures with moving limbs. These are operated from the above by means of strings. Types of Teaching Aids Interactive Teaching aids Visual teaching aids Audio Teaching Aids Alphabet and charts Abacus Teaching Aids Books as Teaching Aids Educational Toys Preschool Teaching Aids Skits as teaching aids Pictures as teaching aids Flash Cards Wheel method of teaching Colors and Lessons Science Equipment Education Supplies

 Music as a teaching aid Cost Effective Teaching Aids