10 INSTRUCTIONAL MEDIA FOR TEACHING ENGLISH
For some people, teaching and learning a
foreign language need a lot of patience, energy, time, creativity and
competence. The success of the teaching and learning of foreign language skills
including English is determined by some factors both linguistic and non
linguistic such as the students, the teacher, the methods, material and media
or aids used.
The use of teaching media is very
important to help students acquire new concepts of, the skills and language
competences. There are many kinds of media which can be used by the teachers in
the teaching learning process. However, the teacher should be selective when
choosing. This paper discusses about Kinds of Instructional Media for Teaching
English. This case followed their picture, definition and how to use in English
teaching.
1. CHARTS
A chart is a combination of pictorial, graphic, numerical or
vertical material which presents a clear visual summary. Edgar Dale defines
charts as, “a visual symbol summarizing or comparing or contrasting or
performing other helpful services in explaining subject-matter”. The main
function of the chart is always to show relationships such as comparisons,
relative amounts, developments, processes, classification and organization.
Here are the benefits of using charts:
1)
Motivates the students
2)
Shows continuity in the process
3)
Shows relationships by means of facts, figures and statistics
4)
Presents matter symbolically
5)
Presents abstract ideas in visual form
6)
Summarizes information
7)
Shows the development of structures
8)
Creates problems and stimulates thinking
9)
Encourages utilization of other media of communication
2. Posters
S.L.Ahulwalia’s: “A poster is a
pictorial device designed to attract attention and communicate a story, a fact,
an idea, or an image rapidly and clearly.”
Good’s Dictionary of Education: A poster is a
“placard, usually pictorial or decorative,
utilizing an
emotional appeal to convey a message aimed at reinforcing an attitude or urging
a course of action”.
The poster can be defined as a graphic representation of
some strong emotional appeal that is carried through a combination of graphic
aids like pictures, cartoons lettering and other visual arts on a placard. It
aims for conveying the specific message, teaching a particular thing, giving a
general idea etc. Posters exert a great influence on the observer.
How to use posters
Posters are very useful in students’ project work. Divide
the class into groups and each group can decide what message their post is
going to have. The completed posters, together with the students’ other project
work, such as reports and maps, can then be displayed around the school.
3. Flashcard
Flashcards are small cards with a picture or symbol on them
used both in teaching and
in development work. In the classroom, flashcards are
commonly used to teach reading.
A picture, for example, of an elephant may be drawn or stuck
on a card and the word
‘elephant’ written underneath it or on a different card. The
students are encouraged to
associate the pictures and the words through various ‘look
and say’ activities and games,
for example, Kim’s game, Pairs, and so on.
In teaching and development work,
flashcards may have pictures symbols drawn or painted on them. They are
particularly useful for stimulating discussion in small groups, as well as for
sharing information and reminding people of a recommended process with posters,
research the local situation and pre-test them.
How to use flashcards
To use flashcards in a classroom situation, such as learning
to read show the picture and the word together. Ask students to look at the
picture and say the word. Then they look at the word and say it again. After
presenting a number of words with pictures that the students already know, ask
for volunteers to come out and match pictures and words.
When the students have learnt to read the words, you can
divide them into teams and play reading games using the flashcards.
4. Graphs
Graph is defined as a visual representation of numerical
data. Graph is fundamentally a tool for expressing number relationships, which
is much easier to visualize than can be done if the statement were made only in
words and figures. It offers a judicious technique for analyzing, comparing and
prophesying of facts which are vital to an intelligent study of a problem.
Uses of Graphs
1. Awareness: The
teacher should be well aware of the method of drawing of graph in a
neat and
accurate manner.
2. Neatness: The
graph should be neat, clean and artistic. It should be of good quality.
3. Accuracy: The
scales and the measurement of the graph should be accurate and intelligible to
the students.
4. Drawing and
paper: The graph should be properly drawn. The graph paper should be
good. The pencil
that is used should also be good.
5. Hints: The hints
should be properly explained. The marks on the graph should be such that the
students may know them by themselves.
6. Blackboard: The
teacher may draw a graph on the black board.
5. Map
A map is a flat drawing or representation of an area, such
as a village, which shows the location of natural and man-made features and
resources. A map is drawn or made to be smaller than real life, and is not
always to scale.
In development work, a village or community map made by
learners or participants in a project can serve a number of purposes.
Communities can think about what resources they lack and plan the most suitable
place to build new resources, such as a well or a school. Mapping can help
outsiders to become more familiar with an area and with the people who live
there. The process of making a map can encourage cooperation between people, by
jointly assessing their situation and needs. By using and valuing their own
knowledge and perceptions, people may feel encouraged to take action to solve
their problems. Maps drawn by different groups of people in a community, for
example by groups of young and old people, or by people of different ethnic and
cultural backgrounds, will reflect differences in their perceptions, priorities
and needs. This may have important consequences for the success of a project.
If one group includes features that another group excludes, this may reveal
inequalities in access to and ownership of resources such as firewood, water,
land or institutions, such as schools and shops.
Maps made by students or communities
may take several days or weeks to build up, as they gain confidence through the
process. Leave any map with the group you have made it with. If you want to
keep a copy, make your own or take photographs.
Using and making a map in a classroom can help to teach
students about the concept of maps and how to interpret them. It can help the
student to reflect on their own surroundings. For example, they might make a
map of the health and safety hazards in the school compound, village or town,
showing features such as busy roads, blind corners, unprotected water sources,
rubbish tips and stagnant ponds where mosquitoes breed. This might be part of a
project to protect the environment or to campaign for road safety measures.
6. Slides
Among the various types of materials available still
projection, slides and film strips are the foremost visual aids. They are of great
value in teaching. Slide Projector popularly known as Magic Lantern, is an
optical aid to the process of teaching. It is used for projecting pictures from
a transparent slide on a wall or screen. As it is used to project slides, i.e.,
why it is called a slide projector. It helps in showing the magnified image of
the slide. When the figure or illustration is very small and it is required
that the whole class should see it clearly, a transparent slid of this small
figure is prepared. The slide is placed inverted into the slide carrier part of
the magic lantern (slide projector). The slide projector projects its erect
image on the well or screen by enlarging its dimension and making the vision
more sharp and clear. If he slide or film strip is colored then it would be
more attractive. The slide projector is useful for small as well as large
groups.
Now, slides
popularly used in the classroom to make learning more interactive. By using
power point from Microsoft, teachers can easily create their teaching
materials. However, teachers should be aware the condition and subject they
teach.
7. Flipchart
A flipchart is a series of sheets of paper, fastened
together at the top. When a sheet has been used, it can be ‘flipped’ over the
top so that the next sheet can be used.
How to use a flipchart
A flipchart can be used in two ways:
• With blank sheets
of paper or newsprint, which the teacher or trainer writes on during the
session
• As a pre-prepared
resource with pictures and or notes.
To avoid having to
write while speaking, you can prepare texts and drawings before the lesson or session.
Each sheet of a flip chart should illustrate one point or
message in a lecture, talk or training session. You should turn to the next
sheet when moving on to the next point. This helps students and learners to
understand and remember information. It also acts as an aid to you, reminding
you of the structure of your lesson or presentation Development workers find
picture flip charts particularly useful for illustrating important points.
Explanatory or additional notes can be
written on the back of the previous page to remind you of what you need to say
or to provide information in case you are asked detailed questions. This is
particularly helpful if a flip chart is to be mass produced and used by teachers
and trainers who have not been involved in its design If you are working with
several small groups, you can give each group a blank sheet and a pen. After
their discussions, the group can write their conclusions on the sheet. The
conclusions of all the groups can then be displayed for everyone to see. Suggestions
and ideas from students or trainees can be written blank sheets of a flip chart
to enable them to see their ideas, for example in a planning workshop for
teachers. The sheets can be taken away and used for future reference to draw up
detailed plans or as notes for a written report.
8. Work sheet
A worksheet lists questions or activities for students or
trainees to work through. Pre-prepared worksheets can be used successfully with
groups with differing abilities or language skills because each person can work
at their own pace.
How to use worksheets
Worksheets can be used for homework or a revision programme,
or they can include further details to be studied for the next lesson. They can
be photocopied. In development work,
worksheets can reinforce or remind trainees about a particular message or
technique. Worksheets provide flexibility in the classroom as well as in the
workshop, because they can be used individually, in pairs, or in small groups
to facilitate teamwork skills.
9. Newsletter
A newsletter is an informal printed report, which is
distributed to members of a particular group in order to share information. A
newsletter can be useful to promote good public relations, offering evidence
that the school, college or other organization is working hard to achieve its
targets. To keep a record of newsletters you have made, punch holes in them and
store them in a special file. Printing costs can be funded through selling
advertising space or asking local businesses to sponsor a page. Careful budget
control is necessary. Like pamphlets, newsletters are easier to produce if you
know how to use and have access to a computer.
10. Cartoon
A cartoon is a simple picture of an amusing situation;
sometimes it is a satirical comment on a serious or topical issue. A strip
cartoon is a sequence of framed drawings, which tell a story. Both types are to
be found in newspapers, magazines and leaflets. In development situations a
cartoon is a method of conveying a specific message. Teacher should consider
the appropriateness of cartoons to the level of students.
How to use cartoons
Cartoon pictures can enable people to discuss sensitive
issues and so are useful for teaching and training. Listening skills in the
language class can be extended and developed using cartoon strips. You can read
out a description of something, which needs to be drawn in sequence, each part
in a separate frame. Ask the students to listen carefully, while you read the
piece two or three times. Then ask them to draw what they have heard. You could
provide a template with a number of ready drawn frames for them to fill in. You
could do this with two separate groups and ask the students to discuss what
they see in the picture. You can then evaluate how well they have understood
the piece you read. Cartoon strips can be used to teach sequencing and ordering
to students. Find, or draw, a cartoon strip with between three and eight
separate frames. Cut out each frame and rearrange them so that they are in the
wrong order. Stick them down in the new order and make one copy for each group.
Ask them to cut each frame out and put them in the correct order. Before you do
this, show the students an example on the chalkboard of pictures in the wrong
order and ask them to put them in the correct sequence.
The above exercise can also be used in a workshop or
training session, using a topic related to the subject of the workshop or
session. As it encourages discussion and team decision-making, it can be
introduced as an ice-breaker. The less obvious the order, the more interactive
the process will be as each group may suggest different answers. This creates
an opportunity for each group to explain their answers and defend their
position.
