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What is a Teaching Aid?
Definition
A teaching aid is a tool used by teachers,facilitators,ortutors to :
Classification
Teaching aids play a key role in teaching-learning situations. It works as the support
to both teacher and taught in the pursuit of knowledge and curriculum transaction.
Teaching aids are the tools purposefully designed to overcome verbal deficiencies in
communication in a classroom situation. Teaching aids are divided into different
types as per their nature of function and usability.
help learners improvereading and other skills
illustrate or reinforce askill, fact, or idea, and
relieve anxiety, fears,or boredom, since
many teaching aids are
like games.
http://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAFacilitator.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsATutor.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsATutor.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAFacilitator.htm8/12/2019 Asaimen Cg UsopAsaimen Cg UsopAsaimen Cg UsopAsaimen Cg UsopAsaimen Cg UsopAsaimen Cg UsopAsaimen
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Function
1. Auditory Aids: -These aids produce sound and actthrough the ear. These are Gramophone, Tape Recorder
and Radio.
2. Visual Aids: -These aids presents pictures andmatters act through the eyes. These are The chalk-
board, The flannel-board, The bulletin-board, Projectedaids, such as slides, epidiascope film-strips and motionpictures etc., and Representationscharts, sketches,
flash cards, posters, cartoons, pictures etc.
3. Audio-Visual aids: - These aids produce bothpictorial and sounds which influence mind both through
the eyes and ears. These are television and soundmotion pictures
4. Activity aids: -These aids induce direct participation
of students and teachers to get first hand knowledge.These are:- Tours, Excursion, field trips, Collection of
specimens, models, pictures, coins etc., Preparation ofmodels, charts, puppets etc. and Dramatics,
Demonstration.
It works as the support to
both teacher and taught
in the pursuit of
knowledge and
curriculum transaction.
designed to overcome verbal
deficiencies in communication
in a classroom situation
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Language
Definition Of Language
Wilhem Von Humboldt, aGerman scholar defines
language as a synthesis ofsound.
Ferdinand de Saussure, a Swisslinguistic scholar state language
as a signal system.
Bloch and Trager defineslanguage as an arbitrary symbol
used among community
one system to represent objects,actions, ideas and
circumstances.
one piece of equipment that isused to convey their
real concept into the minds ofothers
an integrated system of meaninga code
that is used by linguistics expertsto distinguish between form and
meaning.
One saying that keeping apredetermined grammar
(examples: Thewords, sentences, and others.)
a speech system that will beunderstood by
the linguistic community
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The concept of language
The definition of oral, speaking, listening, reading and comprehension.
According to NikAbdul Kadir Hassan
Basri (2203), thelanguage is theability of human
nature in the form ofa symbol system ofsounds agreed thatarbitrary and is usedby some people to
communicate.
According to EdwardSapir (1921) (in SitiHajar Abdul Aziz,
2008, p.52) ;language is often
used by humans andare the means used
to convey ideas,feelings and desiresthrough sounds of
spoken language
According to Blochand Trager (1942),(in Siti Hajar AbdulAziz, 2008, p.52),
Language is definedas a system symbol-
a symbol of vocalused by human
communication. Theprocess of languagecommunicationoccur
s when the speakerand the listener
The act orfact of
graspingthe
meaning,nature, or
importanceof;
understanding.
comprehension
The act oractivity ofone thatreads.
An officialor public
recitation ofwrittenmaterial
reading
capable ofspeech
expressiveor telling
speaking
perceivesound with
ears
listening
a spoken
be withyour mouth(not by a
letter)
to speak.
oral
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The definition of assessment in reading, comprehension, writing, speaking and oral.
provides information concerning strengths and weaknesses in what a student is
able to listen to and understand
is a test of the students receptive language.
Assesment in oral
a receptive skill comprising both a physical process and an interpretive,
analytical process include critical listening skills and nonverbal listening.
Assesment of speaking
Teachers use assessments in reading to make sure students are making
measurable progress.
Students should be able to read a wide variety of materials, both fiction and
non-fiction, with comprehension.
Assesment in reading
requires students to recognize written words; understand and relate the
meaning of words and sentences; relate their prior knowledge to what they are
reading and understand long texts
Assesment in comprehension
providing assistance to students, awarding a grade, placing students in
appropriate courses, allowing them to exit a course or sequence of courses,
certifying proficiency, and evaluating programs-- to name some of the moreobvious
Assesment in writting
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The Importance and Function of Language.
Roman Jacobson state that there are 6 function of language which is :
1. The Referential Function.
2. The Expressive Function.
3. The Conative Function.
4. The Poetic Function.
5. The Phatic Function.
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INDIVIDUAL EDUCATION PLAN
INDIVIDUAL EDUCATION PLAN
SPECIAL EDUCATION CLASS LEARNING PROBLEMName :Ravinajit Kaur Birth Of
Date : 17th
October
1999
Starting Date
: 18th March
2012
Review Period : 22nd
March 2012
Component :English Age : 13
years
Existing Knowledge can hold a pencil with minimal assistance
pupils may imitating speech teacher, but still at a
low level and need to be repeated
pupils understand and respond to simple
instructions in English.
Pupils recognize some alphabet
Long-Term Goals Can hold a pencil without full assistance.
Can recognize all of alphabet students can read without the full assistance.
Strength / Interest Strength :
Pupils can understand simple instructions.
Can identify and show the alphabet
Students can respond quickly to instructions.
Interest :
Listening, watching and dancing to the "ABCssong.
Weaknesess / Problems
Identified
Students cannot write as well.
students not mention each letter clearly.
Sometimes confused with the use of uppercase
and lowercase letters
always forgot the shape of the letter
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Short-
term objectives
Approaches Rating / Date / Responsibilities
Pupils can
recognize all ofalphabet
Saying, write, and
recognize capital andlowercase letters.
1.1 Teachers take
students into the
classroom and expose
to related things /
materials by using
teaching aids
1.2 Teacher talk / give
instructions to
the students by
emphasizing all
the letters that are
shown
2. Activities varied
according to the
situation and the
interests of students.
3. teachers to activities
related to this topic for
example :
- ABC song guild by
teacher
- Playing with
modeling clay
(Plasticine)
- Sketching line and
alphabet.
- Exercise Join The
Dots
1. Cooperation of teachers
and studentsManagement Assistant
2. Parents and families work
together
- train students to
recognize, write
and say
the letters
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Signature of parent / guardian: Sitting end date:
.
(Name : ... )
Signature of Teacher:
.
(Name : ... )
- Whole class
singing ABC song
without teachers
assist Valuation Date : ___________
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Lesson Plan 1
Time : 45 minutes
No. of students : 25
Level of proficiency : simple writing
Theme : Writing
Topic : Alphabet
General objective : To enable students to have good coordination between visual
and motor
Specific objectives : By the end of the lesson, students will be able to:
1. Know how to draw alphabet
2. Say alphabet correctly
Skills involved : 1. singing
2. Writing
3. Sketching
4. Shaping
5. Coloring
Content : 1. Whole-class singing
2. Pair-work
3. Individual work
4. Individual work
5. Whole class singing
Teaching Aids : 1. Alphabet picture
2. Exercise sheet : join the dot
3. Modeling clay (plasticine)
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4. Projector
5. Speaker
6. ABC song
7. Black Board
Stage/Time Content Presentation/activity Notation
Set Induction
5 minutes
Whole-class sing
ABC song guild by
teacher
1. Teacher
prepares ABC
song
2. Teacher sing
ABC song and
student followed
3. All student sing
ABC song
without guild
from teacher
Media: Projector, speaker,
ABC song.
Development
Stage 1
5 minutes
Pair-work
Playing with modeling
clay (Plasticine).
1. Teacher ask
student to bring
plastisine and
choose pairs
2. Teacher show
alphabet picture
3. Teacher ask
students to
make alphabet
from plasticine
in pairs
4. Teacher calls
upon pairs
which excellent
Media:
Plastecine,
alphabet picture
Example :
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to show their
work in front of
class
Stage 2
15 minutes
Individualwork
Sketching line and
alphabet.
1. Teacher
prepared
presentation
about how to do
straight line,
squiggles and
alphabet from A
to G.
2. While present
the presentation
teacher draws a
straight line,
squiggles and
alphabet from A
to G in the air
and follow by
pupil.
3. Teacher draws a
straight line;
squiggles and
Media: picture how to do
line, an alphabet
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alphabet from A
to G in the black
board pupil
follow in their
exercise book.
Stage 3 Individual-work 1. teacher bring Media: black board,
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15 minutes
Exercise
Join the dot to form :
1. Capital letters
2. Small letters
3. Both small
and capital
letters
exercise join the
dot to form
capital letters
and small letters
2. Teacher show
example how to
do the exercise.
3. Student does the
exercise and
paste in their
exercise book.
4. Student color the
exercise
Worksheet 1
Closure
5 minutes
Whole class singing. 1. Teacher make a
conclusions
2. All students sing
ABC songtogether.
3. Teacher tells
students to bring
Plasticine in
next class
Media: Projector, speaker,
ABC song.
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REFLECTION
First of all, THANK YOU ALLAH because give us a chance to solve this
assignment. Its also a part of our problem to solve with affective method. Mr.
Yusop Malie had given us an assignment for the English Language Teaching
Methodology on 28th February 2012. He had asked us to do this assignment in
individual. This assignment must be submitted at 20 th April 2012 and we had
successfully completed this task by the time.
There are many problems for me to complete this assignment smoothly. First I
and my friend did know anything to making IEP and Daily Lesson Plan. I try search
the sample of both plans before make it. After that, I make the both of plans on that
sample.
After that, I get this task had gone to library to search and collect the
information about this task. Besides that I also ask the lecturer about this task. Then
we also search the information and the technique to do IEP and Daily Lesson Plan.
Alhamdulillah there are a lot of information about that in internet.
I have gain lots of knowledge and skills from the process to complete this
assignment especially in how to do IEP and Daily Lesson Plan, about teaching aid
for learning disabilities and others. Our lectures and friends also give me a lots of
support, encouragement and they have helped me complete this work. At first, we
have faced many problems. But Alhamdulillah, a strong spirit and the help of them, I
manage to complete this assignment.
The informations, moral support and the helps that I get are meaningful for
me. It has help me a lot in the process to complete this assignment. All the help and
support were fully meaningful to me. I really hope that this task can fulfill all the
criteria needed by our lecturer because I was give a full commitment on doing this
task.
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BIBLIOGRAPHY
http://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/what
isateachingaid.htm
http://www.preservearticles.com/201105236971/classification-of-teaching-aids.html
http://www.nceonline.com/productsaudiovideo.htm
http://www.ericdigests.org/pre-923/speaking.htm
http://www.ncte.org/cccc/resources/positions/writingassessment
http://www.nyc.gr/userfiles/file/PDF/greenwich_english_language_bachelor.pdf
http://www.preservearticles.com/201105236971/classification-of-teaching-aids.html
http://www.learningandteaching.info/teaching/assessment_oral.htm
http://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/whatisateachingaid.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/whatisateachingaid.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/whatisateachingaid.htmhttp://www.preservearticles.com/201105236971/classification-of-teaching-aids.htmlhttp://www.preservearticles.com/201105236971/classification-of-teaching-aids.htmlhttp://www.nceonline.com/productsaudiovideo.htmhttp://www.ericdigests.org/pre-923/speaking.htmhttp://www.ericdigests.org/pre-923/speaking.htmhttp://www.ncte.org/cccc/resources/positions/writingassessmenthttp://www.ncte.org/cccc/resources/positions/writingassessmenthttp://www.nyc.gr/userfiles/file/PDF/greenwich_english_language_bachelor.pdfhttp://www.nyc.gr/userfiles/file/PDF/greenwich_english_language_bachelor.pdfhttp://www.preservearticles.com/201105236971/classification-of-teaching-aids.htmlhttp://www.preservearticles.com/201105236971/classification-of-teaching-aids.htmlhttp://www.learningandteaching.info/teaching/assessment_oral.htmhttp://www.learningandteaching.info/teaching/assessment_oral.htmhttp://www.learningandteaching.info/teaching/assessment_oral.htmhttp://www.preservearticles.com/201105236971/classification-of-teaching-aids.htmlhttp://www.nyc.gr/userfiles/file/PDF/greenwich_english_language_bachelor.pdfhttp://www.ncte.org/cccc/resources/positions/writingassessmenthttp://www.ericdigests.org/pre-923/speaking.htmhttp://www.nceonline.com/productsaudiovideo.htmhttp://www.preservearticles.com/201105236971/classification-of-teaching-aids.htmlhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/whatisateachingaid.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/whatisateachingaid.htm8/12/2019 Asaimen Cg UsopAsaimen Cg UsopAsaimen Cg UsopAsaimen Cg UsopAsaimen Cg UsopAsaimen Cg UsopAsaimen
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APPENDICS
ABCs SONG LYRICS
A - B - C - D - E - F - G
H - I - J - K - L - M - N - O - P
Q - R - S - T - U and V,
W - X - Y and Z
Now I know my A - B - C's
Next time won't you sing with me?
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http://www.first-school.ws/t/alpha_tracers_zb1/d4.html8/12/2019 Asaimen Cg UsopAsaimen Cg UsopAsaimen Cg UsopAsaimen Cg UsopAsaimen Cg UsopAsaimen Cg UsopAsaimen
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What is a teaching aid?
Definition
A teaching aid is a tool used by teachers,facilitators,ortutorsto
help learners improve reading and other skills
illustrate or reinforce a skill, fact, or idea, and
relieve anxiety, fears, or boredom, since many teaching aids are like games.
Kinds
Here are some kinds of teaching aids: What is an alphabet book?
What is an alphabet chart?
What is a calendar?
What is a chart?
What is an easy reader?
What is a flash card?
What is a flip chart?
What is a poster?
What are sentence building cards?
What is a sentence building grid?
What is a syllable wheel? What are word building cards?
What is a word slide?
Computers and other equipment such as video and audio cassettes can also be used as
teaching aids.
See also
What is tape assisted reading?
Making teaching aids
Using teaching aids
Context for this page:
Concept module:teaching aid
In overview module:Glossary (Literacy): T
In modular book:Glossary of literacy terms
In document collection: Reference materials
In bookshelf:Literacy
http://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAFacilitator.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAFacilitator.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAFacilitator.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsATutor.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsATutor.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsATutor.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAnAlphabetBook.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAnAlphabetBook.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAnAlphabetChart.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAnAlphabetChart.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsACalendar.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsACalendar.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAChart.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAChart.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAnEasyReader.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAnEasyReader.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAFlashCard.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAFlashCard.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAFlipChart.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAFlipChart.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAPoster.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAPoster.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatAreSentenceBuildingCards.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatAreSentenceBuildingCards.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsASentenceBuildingGrid.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsASentenceBuildingGrid.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsASyllableWheel.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsASyllableWheel.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatAreWordBuildingCards.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatAreWordBuildingCards.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAWordSlide.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAWordSlide.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsTapeAssistedReading.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsTapeAssistedReading.htmhttp://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/MakingTeachingAids.htmhttp://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/MakingTeachingAids.htmhttp://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/UsingTeachingAids.htmhttp://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/UsingTeachingAids.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsATeachingAid.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsATeachingAid.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsATeachingAid.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/GlossaryLiteracyT.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/GlossaryLiteracyT.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/GlossaryLiteracyT.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/Index.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/Index.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/Index.htmhttp://www.sil.org/lingualinks/literacy/Literacy.htmhttp://www.sil.org/lingualinks/literacy/Literacy.htmhttp://www.sil.org/lingualinks/literacy/Literacy.htmh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3. Audio-Visual aids: - These aids produce both pictorial and sounds which influence mind
both through the eyes and ears. These are:-
(i) Television
(ii) Sound motion pictures
4. Activity aids: -These aids induce direct participation of students and teachers to get first
hand knowledge. These are:-
(i) Tours, Excursion, field trips.
(ii) Collection of specimens, models, pictures, coins etc.
(iii) Preparation of models, charts, puppets etc.
(iv) Dramatics, Demonstration.
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