Visual audio audio visual and digital aids

1. VISUAL, AUDIO, AUDIO-VISUAL AND
DIGITAL AIDS
Supervised by Dr. Khaleel Al Bataineh
Done by : Suuad Jaber
Department of English Language and Translation

2. BASIC PRINCIPLES OF USING TOOLS IN
FOREIGN LANGUAGE CLASSES
• • instructional in that they inform learners about the
language;
• • experiential in that they provide exposure to the language in
use;
• • elicitative in that they stimulate language use;
• • exploratory in that they seek discoveries about language
use.

3. THERE ARE FOUR CATEGORIES OF
RESOURCES THAT FACILITATE THE
LEARNING PROCESS
Visuals and techniques of
visualization
audio-visual means of
education and approaches
to video-production
audio resources and ways
of audio-production
information and
communication
technologies (ICT)

4. THREE STAGES PRINCIPLE
Students are helped to prepare
for the content the medium to
be used
When looking at, listening to,
watching and reading
Serves for transfer and
consolidation

5. VISUALS AND TECHNIQUES OF
VISUALISATION
Various sorts
of boards
Print
resources
flashcards
PowerPoint
images
OHPs diorama
Suspended
mobiles
realia

6. • Activities to use visuals in a ‘receptive’ way
A- Pre-medium stage: Exercises before looking at the visuals
Guessing the topic of the picture based on
• some key words or expressions
• some text related to the picture
• some noises or music
• a limited visual impression (through a key-hole due to shading and due to masking)
Prediction of the rest of the visual based on
• some key words or expressions
• some text related to the picture
• some noises or music
• a limited visual impression(through a key-hole, due to shading and due to masking )
• Collecting words and expressions related to the topic the visual illustrates
B- Active stage: Exercises to be used while students can see the visuals

7. • Collecting words and expressions related to the picture
• Collecting pieces of information related to particular criteria
• Matching
• pictures with words
• pictures with data and/or names of people /places/ events
• pictures with parts of text
• Labelling the picture with Completion of text

8. • Follow-up stage: Exercises to be used when students do not
• necessarily see the visuals any more
• Discussing issues raised by the picture
• Creating and acting out a story
• Role-plays, simulations, drama
• Project-activities Writing a diary and Writing a letter and/or a post-card
• Activities to produce visuals to support language learning
• Picture dictation
• Illustrating stories
• Illustrating feelings and emotions on the basis of music or sequences of sounds and noises
• Creating maps, plans, schemes to demonstrate any information read, heard, viewed on video or observed in
the reality
• Creating PowerPoint Presentations on various topics

9. Audio resources
and ways of
audio-production

10. • The process of applying audio-materials for receptive purposes
• A. Pre-medium stage: Exercises before listening to the audio- source
• Guessing the topic of the audio-source based on
• some key words or expressions
• some text related to the topic
• some noises or music
• Prediction of the rest of the audio-source based on
some key words or expressions
• some text related to the audio-source
• some noises or music
• Collecting words and expressions related to the topic the audio- source cover
• B. Active stage: Exercises to be used while listening
• Collecting words and expressions related to the audio-source
• Elaborating on the (new) vocabulary with the help of a mono- and/or bilingual dictionary
• Paraphrasing (new) words and expressions in individual student work and/or in pair-work with
peer(s)

11. • C. Follow-up stage: Exercises to be used after listening
• Discussing issues raised by the audio-source
• Acting out a story as suggested in the listening material
• Creating and acting out a continuation to the story

12. MUSIC

13. • The lab-oriented tapes offer the chance for drills of the following types:
• • Two-rhythm exercise
• 1. model and stimulus 2. student’s response
• • Three-rhythm exercise 1. model and stimulus 2. student’s response 3. sample response
• • Four-rhythm exercise
• 1. model and stimulus
• 2. student’s response
• 3. sample response
• 4. repeated response by student
• • Two-in-four-rhythm exercise
• 1. model and stimulus 1
• 2. student’s response 1
• 3. sample response 1 and stimulus 2
• 4. repeated response 1 by student and student’s response
• to stimulus 2;

14. • Another purpose of recording students’ performances is to create audio projects. The activity
that leads to the production of audio-projects is project work.project work is a series of
carefully planned and negotiated, multi-skill activities that are carried out in a co-operative,
creative atmosphere with the aim to produce something tangible that has got a real function
in real life.
• What are the aims of project work?
• • Helping students attain communicative competence;
• • Encouraging spontaneous expression orally and in writing;
• • Helping the students using English by exchanging ideas, feelings and information with
speakers of other languages;

15. • The values of project work can be justified by the facts that it
• • is student-centred, not syllabus-centred;
• • focuses on topics or themes rather than on specific language;
• • is skill-based, not structure-based;
• • doubts the monopoly of verbal skills in the success of learning;

16. • The process of creating audio-projects
• A. Preparatory (pre-project work) stage
• 1. Input (in linguistic and cross-curricular terms)
• 2. The teacher’s decision on when project work is appropriate
• 3. ‘bridging’ and ‘leading-in’ activities
• B. Active (while working on the project) stage
• 4. Initiating project work, introducing the idea
• 5. Discussing the actual topics and possible formats of the end-product
• 6. Defining objectives with students

17. • C. Follow-up (post-project work) stage
• 13. Group discussion an counselling with the teacher
• 14. Presentation: using the project for something in a real context
• 15. Reflection
10.4. Audio-visual means of education and approaches to video-production
.

18. • The process of applying video-materials for receptive purposes
• Possible technical solutions of screening
• • freeze-frame
• • sound off (picture only)
• • image off (sound only)
• • slow motions
• • speeded-up motions

19. • A. Pre-medium stage: Exercises before watching the video-source
• Guessing the topic of the video-source based on
• some key words or expressions
• some text related to the topic
• some noises or music
• a limited visual impression (through a key-hole , due to shading AND due to masking)
• Prediction of the rest of the video-source based on
• some key words or expressions
• some text related to the video-source
• some noises or music
• a limited visual impression (through a key-hole ,due to shading AND due to masking )
• Collecting words and expressions related to the topic the video- source covers
• Collecting words and expressions related to the topic the video- source covers

20. • B. Active stage: Exercises to be used while watching the video- source
• Collecting words and expressions related to the video-source
• Elaborating on the (new) vocabulary with the help of a mono- and/or bilingual dictionary
• Paraphrasing (new) words and expressions in individual student
• C. Follow up stage: Exercises for the period after watching the video-source
• Discussing issues raised by the video-source
• Acting out a story as suggested in the listening material
• Creating and acting out a continuation to the story
• Role-plays, simulations, drama
• Project-activities (Writing a diary Writing a letter and/or a post-card Writing an article )

21. • The process of applying the video-feedback technique with role-plays
• A. Preparatory stage: before the role play
• 1. Setting the objectives and deciding on timing, time-
• frame, topic, forms
• 2. Planning
• 3. Implementing lead-in (bridging) activities
• B. Active stage: while students act out the role play
• 4. Setting tasks
• 5. Learners prepare for the role play
• 6. Acting out the role play and recording it with a camera
• C. Follow-up stage: after the role play
• 7. Feedback: analysis and evaluation of learners’ performance by the learners involved, their peers and the
teacher by replaying the video-recording
• 8. Reflection on the whole process by the learners and their teacher

22. Source: Sárosdy, Bencze, Poór and Vadnay. 2006. Applied Linguistics I for BA Students in English.