Using visual material in teaching Past tenses in 4th form

      Students learn in a variety of ways; thus, incorporating various techniques into the learning process will prove most beneficial to students. Edgar Dale created "The Cone of Experience," which shows that "the more sensory channels possible in interacting with a resource, the better the chance that many students can learn from it." 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

3. The classification of visual materials

      Teaching aids can be broken down into four broad categories: bulletin boards; charts; flash cards; manipulatives and experiments.

      Bulletin boards frequently set the ambiance in the class room; however, you should not overlook the potential to use this classroom space to teach a new concept. Permanently displaying a concept benefits students by allowing them to process the information at anytime during the day, Remember to replace bulletin boards routinely to introduce new material, review and reinforce past lessons, and show student progress.

      Use charts, which may be placed throughout the classroom as part of the décor, on a regular basis for instructional purposes. Appropriate charts for permanent display might include a cursive formation chart or a calendar. Display charts introducing new material for the first few days of the lesson, but take them down during quizzes or tests. Teachers should refer to charts often during instructional time but should not rely on the display itself to teach the students; students cannot be expected to learn new material unless it has been presented by the teacher.

      While flashcards are normally associated with arithmetic class, teachers can purchase or create flashcards for use in almost every subject. For instance, a science review could include a flashcard with a type of animal, such as "amphibian," written on one side, with the opposite side listing the animal's characteristics. A reading class could incorporate flashcards with a word on one side and the definition on the other side. Flashcards can be used by the teacher to generate competition among students, or they can be given to individual students or small groups for extra practice.

      Manipulatives and experiments are teaching aids that the children are allowed to play with and touch. Manipulatives could include magnets, counting objects, musical instruments, puppets or items of varying texture and size. By incorporating the five senses and integrating the concepts of Dale's "Cone of Experience" into the lesson, these teaching aids will heighten student interest and comprehension.

      Benefits

      Since the average child needs to be exposed to new material several times before it is retained, teachers must implement teaching aids in the classroom. According to the Visual Teaching Alliance, "Visual aids in the classroom improve learning by up to 400 percent."

      When teaching aids, such as charts, are displayed throughout the room, students are free to view them at their leisure, linger over the material, and refer to them throughout the day. Flashcards can be used as games between tables or rows of students in the classroom--this can encourage students to remember the lessons so as not to let themselves or their classmates down. Manipulatives are typically used for reinforcement of a lesson--these can benefit students of all preferred learning styles.

      Sources

      Teaching aids can be either homemade or store-bought and need not cost much money. Homemade flashcards can be made from index cards. Use small index cards for small group work, such as children quizzing each other, and larger index cards, such as 4" x 6" or 5" x 8", for an entire class activity. Other handmade teaching aids could include large charts or games.

      Store-bought visuals are available from teacher-supply stores and home-school retailers. A Beka Book is a Christian publisher of K-12 curriculum materials and provides high-quality visuals such as flashcards and charts appropriate for the classroom or the homeschooling family. Scholastic is another high-quality publisher of teaching aids and visuals, which are available online or in teacher-supply stores.

      Tips

      Select visuals that are dual-purpose--for instance a visual of a fish could be appropriate for learning about the characteristics of fish but could also be used when learning about the food pyramid. Additionally, change bulletin boards and charts often to introduce new life to the classroom. Children will enjoy the change in scenery and are bound to learn when exposed to fresh ideas. For example, incorporate the season or time of year into classroom visuals and discuss what makes it unique.

      Disadvantages

      The main disadvantage of incorporating teaching aids into the classroom relate to storage and expense. Some visuals can be expensive, so store them in a way that avoids damage. Consider an organizational system that allows for quick retrieval.

      Take care to not spend too much time with teaching aids. Games and experiments have their purpose, but don't overload the class with activities that take away from valuable traditional teaching time.

      To masses a foreign language pupil must be engaged in activities which are characteristic of the language; they should hear the language spoken, speak, read, and write it.

      To achieve effective classroom learning under the conditions of compulsory primary education, the teacher must use all the accessories he has at his disposal in oder to arouse in the interest of his pupils and retain it throughout the lesson which is possible only are actively involved in the very process of classroom learning. To teach a foreign language effectively the teacher needs teaching aids and teaching materials.

      During the last few years important developments have taken place in this field. As on result there is great variety of teaching aids and teaching materials at the teacher's disposal.

      By teaching aids we mean various devices which can help the foreign language teacher in presenting linguistic material to his pupils and fixing it in their memory; in testing, pupils' knowledge of words, phrases, and grammar items, their habits and skills in using them.

       Teaching aids are grouped into 

 
 
 

I2 

                                                                         

.

     By teaching materials we mean the materials which the teacher can use to help pupils to learn a foreign language through visual or audio perception.

     Since pupils learn a foreign language for several years, it is necessary for the teacher to have a wide variety of materials which make it possible to progress with an increasing sophistication to match the pupils continually growing command of the foreign language.

     Good teaching materials will help greatly to reinforce the pupils' initial desire to learn the language and to sustain their enthusiasm throughout the course.

      The following teaching materials are in use nowadays:

      1.Teacher's book;

      2 .Pupil's book;

      3.Visual materials;

      4.Audio materials;

      5.Audio-visual materials;

      Visual materials. Objects - there are a lot of things in the classroom such as pens and pencils different sizes and colors, books, desks and many other articles which the teacher can use in presenting English names for them and in stimulating pupils' activities to utilize the words denoting objects they can see, touch, point to, give, take, etc. Toys and puppets may be widely used in teaching children in primary school.

      Flashcards, Flashcard - is a card with a letter, a sound symbol or a word to be used for quick showing to pupils and in this way for developing pupils' skills in reading and pronunciation.

      Sentence cards. They bear sentences or sentence patterns which can be used with different aims e.g. for reading and analysing the sentences, etc.

      Wall-charts. A wall-charts - is a big sheet of paper with drawings of words to be hung in the classroom and used for revision or generalization of some linguistic phenomenon. Such as "English tenses", "Passive voice", "ing - forms", etc.

      Posters - or series of illustrations portraying a story. They are used as "props" in retelling a story read or heard. The teacher himself or a pupil who can draw or paint,  prepares such posters.

      There are 3 types of pictures:

• object pictures (e.g. the picture of a computer)
• situational pictures (e.g. pupils plays  tennis)
• topical pictures (e.g. picture of an England)

      Photographs - black and white and colored . e.g. views of Almaty, "our family" etc.

      Albums. An album is a book of pictures or photographs which is used in developing pupils language skills.

      Maps and plans. In teaching English the maps of Great Britain, the USA and the counties may be used.

      Slides. A slides is a glass of plastic plate bearing a picture. Slides are usually coloured and used in sets to illustrate a story.

      Film-strips. A film-strip represents a set of series of pictures as a rule, situational pictures in certain sequence which pupil sees while listening to a story from the teacher or the tape to reproduce it later.

      Audio- visual materials — sound films.

      Teaching materials used in various combinations allow the teacher to develop his pupils' oral- aural skills.

      Visual materials have an important role to play in the development of hearing and speaking skills. Carefully devised they help to get rid of the necessity for constant translation and assist the teacher in keeping the lesson within the foreign language.

      Visual materials can also be used to assist in the general development of the pupil's personality, and this is of great educational value.

      Teacher materials acquire special importance in gaining cultural aims . From the earliest stages, thanks to visual aids, pupils are introduced to the foreign country and its people. 
 
 
 
 
 
 
 
 
 
 
 
 
 

4. Visual materials and their methodology

     To masses a foreign language pupil must be engaged in activities which are characteristic of the language; they should hear the language spoken, speak, read, and write it.

     To achieve effective classroom learning under the conditions of compulsory primary education, the teacher must use all the accessories he has at his disposal in oder to arouse in the interest of his pupils and retain it throughout the lesson which is possible only are actively involved in the very process of classroom learning.

     To teach a foreign language effectively the teacher needs teaching aids and teaching materials.

     During the last few years important developments have taken place in this field. As on result there is great variety of teaching aids and teaching materials at the teacher's disposal.

      By teaching aids we mean various devices which can help the foreign language teacher in presenting linguistic material to his pupils and fixing it in their memory; in testing, pupils' knowledge of words, phrases, and grammar items, their habits and skills in using them.

      Tense' refers to the way that verbs are inflected (ie, have different forms) to express a relation with time. For example, happen vs happened; run vs ran; can vs could. The relation between tense and time is not an exact match. A present tense verb form may in fact refer to the future or the past, as in The bus leaves at noon tomorrow. Yesterday morning, I'm lying in bed when the phone rings .... And a past tense verb form may refer to the future or the present, as in If we went to Mallorca next summer ... Could I try it on? Nevertheless, there is a loose relation between time and tense. In the absence of context, you are likely to interpret it happens as having present reference, and the sentence it happened as having past reference. It is important to remember, though, that grammatical tense and notional time are not the same thing.

      Because tense describes the way that verbs are inflected, there are only two tenses in English: the present and the past. There is no future inflection in English; instead futurity is expressed in a variety of ways, including the use of modal verbs: It'll happen. It's going to happen.

      Modal verbs can also be marked for tense, although this usually indicates a difference in certainty rather than in time: It may rain. It might rain. I'll pay. Fd pay. Only in reported speech is the tense-time connection obvious: Dad says I can go. Dad said I could go.

      Tense combines with aspect to create the variety of verb structures in English that are commonly, if mistakenly, known as its different tenses.

      Since 'tenses' are strongly associated with grammar in general (due, in part, to the residual effect of the teaching of Latin and Greek), a focus on them has traditionally dominated course design - and still does. The so-called tenses are taught as independent discrete items. An alternative might be to teach tense and aspect as an interconnected closed system. Such an approach would, in theory, be a lot simpler. Rather than teaching eight (or more) 'different' structures, it would involve teaching the forms and basic meanings of two tenses (present and past) and two aspects (progressive and perfect). 
 
 
 
 
 
 
 
 
 
 

2. The practice of using visual material in teaching past tenses

1. Exercises for presentation a new material

     After a phonetic drill, we are presenting a new material, aim of definite lesson and objectives to pupils. When they are ready to take the new theme, we continue the presentation. Firstly it will be some rules about  theme and after it we giving new information, for the practice we do some exercises.

     Pupils gets lists, where are the pictures and the text about Mr. Brown’s family. Pupils should answer on some questions and according to pictures make correct statements on Past Simple tense.

Class: 4 A

Theme: Bill’s holiday (Past Simple)

Aim: to teach pupil to use past tense in the right form, to find out the difference between present tense and past.

Objectives: educational – to develop pupils mental abilities, creative thinking

Cultural – to show pupils, how can we spend our holiday

Practical - to learn new theme, to teach pupils to use words and new material

Equipment:  auxiliary visual material, words on the blackboard,

Procedure:

Let’s ask Bill Brown some questions. Did you have a good holiday, Bill?

Yes. Last week I went camping on Sunday.

I went ________________  on Monday.

________________________ Tuesday.

________________________Wednesday.

________________________ Thursday.

________________________ Friday.

________________________ Saturday.

swimming: fishing: climbing: hiking: camping: dancing: jogging: skiing: horse riding: shopping: skate boarding.

 
 
 

Bill didn’t do 3 of the things in the box. Which 3 things didn’t he do?

He didn’t go ______________ 

He didn’t ________________ 

He______________________   
 

     On their lists pupils should write the right statements. After it we check what they’ve wrote.  On the pictures we can see Bill in his tent and in his house since one week, we see him  dancing with family, skiing, buying new picture. But there is no Bill jogging, horse riding, hiking etc. So we understand what Bill didn’t do on his holidays.

     At the next exercise we see some pictures with restaurant, giant switchback, cinema, friends and dog.

Exercise 2

Did you do anything else on holiday, Bill?

Yes.

i) I stayed at the Sunny Hotel.

ii) I__________________ some nice food.