Some suggested tips for using visual aids effectively in teaching english

Hoang ThiTho

Graduation Paper

ACKNOWLEDGEMENT
Firstly, I express my deepest gratitude to my supervisor, Nguyen Thi Phuong
Lan M.A, without whose valuable comments and guidance, my thesis would not
have been accomplished.

My special thanks go to English major students from Course 35 at Hanoi
Pedagogical University Number 2 in the academic year of 2012-2013. They helped
me to complete my survey questionnaires.

Finally, I am immensely grateful to my parents, my younger brother and
friends for their non-stop encouragement and support during thefinalization of the
research.

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ABTRACT

Many researchers have done many studies on visual aids. They showed
clearly and concisely the definition of visual aids and benefits of using them in
teaching English. They have found that visual aids not only play a vital role in

presentationbut also teaching. Indeed, many studies show that good use of visual
aids can support your message and contribute to the successful of lessons.
Despite the great importance of visual aids, many teachers have ineffective ways
in using visual aids in classroom. This seriously affects the successful of their
lessons.
With the hope of helping the teachers to develop and self-improve their use of
visual aids in teaching, this thesis was conducted. The thesis not only focuses on
finding the most common types of visual aids used in teaching and how these types
are used but also stresses on giving some guidelines to improve teachers’
utilization of visual aids. Primary data were collected from fifth trainee teachers
from K35A of Faculty of Foreign Languages at Hanoi Pedagogical University
Number 2. Some limitations and directions have been indicated for future research.

.

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STATEMENT OF AUTHORSHIP
Title:
SOME SUGGESTED TIPS FOR USING VISUAL AIDS
EFFECTIVELY IN TEACHING ENGLISH

(Submitted in partial fulfillment for Degree of Bachelor of Arts in English)

I certify that all the materials in this study which are not my own work have
been identified and acknowledged, and that no material is included for which a
degree has been conferred upon me.

Date submitted: May 2013

Student

Supervisor

Hoang ThiTho

Nguyen Thi Phuong Lan, M.A.

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TABLE OF CONTENTS
ACKNOWLEDGEMENT------------------------------------------------------------------- i
ABTRACT ----------------------------------------------------------------------------------- ii
STATEMENT OF AUTHORSHIP ------------------------------------------------------ iii
TABLE OF CONTENTS ------------------------------------------------------------------ iv
PART ONE

INTRODUCTION
I. Rationale ----------------------------------------------------------------------------------- 1
II. Research presupposition ---------------------------------------------------------------- 2
III. Research objectives --------------------------------------------------------------------- 2
IV. Research scope -------------------------------------------------------------------------- 2
V. Research methods ----------------------------------------------------------------------- 2
VI. Research tasks --------------------------------------------------------------------------- 3
VII. The significant-------------------------------------------------------------------------- 3
VIII. Design of the research work --------------------------------------------------------- 3
PART TWO
DEVELOPMENT
CHAPTER ONE: THEORICAL BACKGROUND
I.1. Literature review ------------------------------------------------------------------------ 4
I.2. Teaching aids ---------------------------------------------------------------------------- 5
I.2.1.Definition of teaching aids ----------------------------------------------------------- 5
I.2.2. Types of teaching aids --------------------------------------------------------------- 5
I.3. Overview of visual aids ---------------------------------------------------------------- 8
I.3.1. Definition of visual aids ------------------------------------------------------------- 8
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I.3.2. Types of visual aids ------------------------------------------------------------------ 8
I.3.2.1. Three- dimensional visual aids --------------------------------------------------- 8
I.3.2.1.1. Objects ----------------------------------------------------------------------------- 9

I.3.2.1.2. Models ----------------------------------------------------------------------------- 9
I.3.2.1.3. People ------------------------------------------------------------------------------ 9
I.3.2.2. Two- dimensional visual aids. --------------------------------------------------- 10
I.3.2.2.1. Blackboard (Chalkboard) and whiteboard ----------------------------------- 10
I.3.2.2.2. Posters ---------------------------------------------------------------------------- 11
I.3.2.2.3. Flipcharts ------------------------------------------------------------------------- 11
I.3.2.2.4. Photographs ----------------------------------------------------------------------12
I.3.2.2.5. Charts ----------------------------------------------------------------------------- 12
I.3.2.2.6. Maps ------------------------------------------------------------------------------ 13
I.3.2.2.7. Flashcards ------------------------------------------------------------------------ 13
I.3.2.2.8. Worksheets ----------------------------------------------------------------------- 13
I.3.2.2.9. Overhead projectors ------------------------------------------------------------ 14
I.3.2.3. Audio-visual aids ------------------------------------------------------------------ 14
I.3.2.3.1. Videotapes and film clips ------------------------------------------------------14
I.3.2.3.2. CDs ------------------------------------------------------------------------------- 15
I.3.2.3.3. DVDs ----------------------------------------------------------------------------- 15
I.3.2.4. Computer-generated visual aids ------------------------------------------------- 16
I.4. The use of visual aids in teaching English------------------------------------------ 16
I.4.1. Effectiveness of using visual aids in teaching English. ------------------------- 17
I.4.1.1. Save time --------------------------------------------------------------------------- 17
I.4.1.2. Enhance students’ understanding------------------------------------------------17
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I.4.1.3.Enhance students’ memory ------------------------------------------------------- 18
I.4.1.4. Gain and maintain students’ attention and interest---------------------------- 18
I.4.1.5. Help students to organize ideas -------------------------------------------------- 18
I.4.2. Guidelines for designing visual aids ---------------------------------------------- 19
I.4.2.1. Keep visual aids simple-----------------------------------------------------------19
I.4.2.2. Make sure visual aids are large enough ---------------------------------------- 19
I.4.2.3. Make a consistent photographic theme ----------------------------------------- 20
I.4.2.4. Choose fonts and font size carefully -------------------------------------------- 20
I.4. 2.5. Use colors effectively ------------------------------------------------------------ 21
I.4.3. Guidelines for using visual aids effectively in English lessons----------------21
I.4.3.1. Choose visual aids that truly support your lesson ---------------------------- 21
I.4.3.2. Do not use dangerous or illegal visual aids ----------------------------------- 22
I.4.3.3. Avoid passing your visual aids among students ------------------------------ 22
I.4.3.4. Display visual aids where students can see them ----------------------------- 22
I.4.3.5. Display visual aids only while discussing them ------------------------------ 23
I.4.3.6. Talk to your students, not to your visual aids ---------------------------------- 23
I.4.3.7. Explain visual aids clearly and concisely--------------------------------------24
I.4.3.8. Practice with your visual aids and plan for emergencies -------------------- 24
CHAPTER TWO
METHODOLOGY
II.1. Rationale for the use of questionnaire survey ------------------------------------- 25
II.2.Population of the survey -------------------------------------------------------------- 25
II.3. Construction of the survey questionnaire ------------------------------------------ 26
II.3.1. Construction of the Pre-surveyquestionnaire 1 (Appendix A1) -------------- 26
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II.3.2. Construction of the Pre-surveyquestionnaire 2 (Appendix A2) -------------- 26
II.3.3. Construction of the Post-survey questionnaire (Appendix B) ----------------26
II.4. Administration and try-out ---------------------------------------------------------- 26
II.4.1. Preparation of the try-out ---------------------------------------------------------- 26
II.4.2. Try-out ------------------------------------------------------------------------------- 26
II.5. Steps of the data analysis ------------------------------------------------------------ 27
CHAPTER THREE
THE RESULTS
III.1. Results of the survey questionnaires ---------------------------------------------- 28
III.1.1. Results of the Pre-survey questionnaire ---------------------------------------- 28
III.1.1.1. Students’ awareness of visual aids -------------------------------------------- 29
III.1.1.1.1. Lack of knowledge about types of visual aids----------------------------- 29
III.1.1.1.2. Lack of the use of visual aids ------------------------------------------------29
III.1.1.2.The rate of using some common types of visual aids ----------------------- 30
III.1.1.3. Quality of trainee teachers’ usage of visual aids ---------------------------- 30
III.1.2. Results of Post-survey questionnaire-------------------------------------------- 31
III.1.2.1.The rate of trainee teachers’ use of some common visual aid types ------- 32
III.1.2.2. Quality of trainee teachers’ usage of visual aid types ----------------------33
III.2. The reality of using visual aids in teaching English ---------------------------- 33
III.3. Tips for using common types of visual aids effectively in teaching English 34
III.3.1. Tips for using effectively chalkboards and whiteboards --------------------- 34
III.3.2. Tips for using effectively photographs ----------------------------------------- 35
III.3.3. Tips for using effectively posters ------------------------------------------------37
III.3.4. Tips for using effectively computer presentations. ---------------------------- 37
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III.3.5. Tips for using effectively charts ------------------------------------------------- 38
III.3.6. Tips for using effectively models ------------------------------------------------38
PART THREE
CONCLUSION
I. Summary of the study ------------------------------------------------------------------- 39
II. Limitations and suggestions for further study --------------------------------------- 40
II.1. Limitations ----------------------------------------------------------------------------- 40
II.2. Suggestions for further study -------------------------------------------------------- 40
III. Conclusion ------------------------------------------------------------------------------ 41
REFERENCES ----------------------------------------------------------------------------- 42
APPENDIX A1: PRE-SURVEY QUESTIONNAIRE --------------------------------44
APPENDIX A2: PRE-SURVEY QUESTIONNAIRE --------------------------------46
APPENDIX B: POST-SURVEY QUESTIONNAIRE --------------------------------47

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PART ONE

INTRODUCTION
I. Rationale
In Vietnam, English is considered the most important foreign language, which
is taught as one of the main subjects in schools as well as in universities and is also
used the most in communication among other foreign languages. According to the
Longman dictionary of language teaching and applied linguistics, English is used
as a foreign language or a second language to communicate with foreigners who
speak the English language in non-English speaking countries.
To teaching English major students and amateurs, how to have interesting and
effective lessons really becomes a challenge to teachers. In English lessons,
teachers are facing the reluctance of students and teachers should change the
methodology of teaching English to maintain students’ interest, enhance students’
understanding. In fact, using visual aids in English lessons now is very popular
way to stimulate students’ interest.
Visual aid usage provides dual benefits while a teacher delivers the lesson in
the class. Visual aid usage not only the teachers but also helps students to
comprehend and remember things exactly. Through visual aids, we can attract the
concentration of any kind of students and it is observed that through visual aids a
person can memorize and understand easily as compared to telling him orally.
In the present era where technology has reached its boom the visual aids help
the teachers in their presentation to make things happen. Use of visual aids helps
the presenters meet the objective by showing prominence to regardless of what is
being said. Understandable visuals develop the students’ level of learning of the
substance presented, and they should be used to reinforce the presenter’s missive,
clarification of viewpoint and creation of enthusiasm.
Visual aids add impact and interest to a lesson. They enable you to appeal to
morethan one sense at the same time, thereby increasing the audiences’
understanding and retention level. With pictures, the concepts or ideas you present
are no longer simply words - but words plus images on charts would increase
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students’ interest of learning and retention. The increased learning of a student
which is the direct result of visual aids used by a teacher, represents effectiveness
of visual aids and hence it might be possible to assert a positive impact and vice
versa.
According to collecting data, working as a trainee teacher, I realize that visual
aids bring about much effectiveness in teaching speaking English. In fact, almost
teachers have used visual aids in teaching English; however, they have not
exploited the whole value of using visual aids. Besides, they have had some
problems in using visual aids in English lessons.
Therefore, with the purposes of suggesting some ways to use visual aids
effectively in teaching English in high schools, I would like to study on “Some
suggested tips to use visual aids effectively in teaching English at high schools”
II. Research presupposition
With regard to suggest some tips for using visual aids in English lessons
effectively, some questions are raised:
- Which are the most common types of visual aids used in English lessons?
- What problems do teachers have when using visual aids in teaching English?
- What should teachers do to develop visual aids in English lessons?
III. Research objectives
Giving some tips for using visual aids effectively in teaching English in order
to enhance effectiveness of the English lessons, students’ interest.
IV. Research scope

The study focuses on common types of visual aids and how to use visual aids
effectivelyin English lessons at high schools.
The population isfifth trainee teachers from k35A at Faculty of Foreign
Languages in Hanoi Pedagogical University N02.
V. Research methods
In order to set up a firm theoretical background for the study, relevant
publications are critically reviewed. To achieve the objectives of the study, the
following methods have been applied:
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- Collecting data is the first method used in this study.
- Questionnaire survey is the second method used in this study. The analysis is
mainly based on the data collected through the survey questionnaires.
- Besides, the consultation with the supervisor and discussion with friends are also
the main supporting methods.
VI. Research tasks
The research studies the definition and types of teaching aids, the definition,
types, how to design and use effectively visual aids. After covering the theoretical
background, the survey will be conducted and then some ways to use visual aids
effectively are suggested.
VII. The significant
The study was carried out to give a clear picture about visual aids. It helps to
work out the common types of visual aids used in high schools and to provide

some ways to improve the teachers’ utilization of these mostly used visual aid
types. Therefore, the thesis is beneficial to teachers in using visual aids in teaching
English.
VIII. Design of the research work
The study consists of three main parts: Introduction, Development and Conclusion.
Part one: INTRODUCTION outlines the rationale, the presupposition, the scope,
the objectives, the methods, the tasks, the significant and the design of the study.
Part two: DEVELOPMENT consists of three chapters.


Chapter one: LITERATURE REVIEW briefly presents theoretical

background on the use of visual aids


Chapter two: METHODOLOGY presents the methods used in the

study.


Chapter three: RESULTS shows the detailed results and analysis on

the data collected from survey questionnaires.
Part three: CONCLUSION provides summary, limitations of the study as well as
suggestions for further studies and conclusion.

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PART TWO
DEVELOPMENT
CHAPTER ONE: THEORICAL BACKGROUND
I.1. Literature review
Several kinds of methods and techniques can be used by the teachers to make
the students understand the knowledge and skills of language being taught. One of
them is using of visual aids.
Visual aid is an effective aid used in teaching English. It has been objective of
many researchers, for example Wilson (1967), Bee.S.A.and Bee. S. J. (2007), Gate
Matthew Stoner(2009), etc.Each of them has their own ways to approach this area
of visual aids.
Wilson (1967) stated thatvisual aid usage provides better understanding to the
students and supports to the teachers for delivering lectures. Visual aid usage is
very important for a teacher to concentrate on explicit issues; it can be fruitful for
both learners and readers.
Visual aids are used to increase the effectiveness of classroom teachinglearning process (Joshi, 1995). Three reports by George; Sheth; and Sonar (all
cited in Vissa, 1994) reported that the use of audio-visual aids enhances learning.
From the survey of Bharadwaj (cited in Vissa, 1994), it was clear that the
availability of teaching aids is a pre-requisite for their use in teaching. In a study
by Vissa (1994), it was found that the use of visual aids helped better teaching; and
a variety of teaching aids brought about stimulus variation that is essential to
sustain students' attention.
In “Public speaking handbook” , Bee, S.A. and Bee, S.J. (2007) said that
there are four main groups of visual aids: three- dimensional visual aids, two –
dimensional visual aids, audio - visual aids and computer- generated teaching aids.

They also suggested using and developing visual aids such as “keep it (visual aid)
simple”, “choose a typeface with care”, “establish a consistent photographic
theme”, do not use dangerous or illegal presentation aids”, etc.
According to the website , Paul Charles talked
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about the topic “Encouraging students to speak”. In this article, Paul Charles aimed
to narrow the communicative approach into some practical steps towards
successful speaking lessons. He suggested that pictures, especially photos, often
generate hundreds of ideas with very little input from the teacher.
In 2009, Gate Matthew Stoner, MA, discussed how to use effectively visual
aids in “Effectively Communicating with Visual Aids.”He indicated that visual
aids should give the audience through your presentation and reinforce the main
points. In this book, he also give some suggested ways to use visual aids
effectively, for instance “ Speak to the audience, not to the visual aid”, “Limit
display of visual aids”, “Don’t obstruct the view of visual aids” and so on.
I.2.Teaching aids
I.2.1.Definition of teaching aids
There are many different ways in which a teacher can make the learning
experience more interesting and memorable for learners. One technique is to use
teaching aids.
In an article titled “A definition of teaching aids” on the website
ww.eHow.com,Julia Klaus defined that teaching aids are tools that classroom

teachers use to help their students learn quickly and thoroughly. A teaching aid can
be as simple as a chalkboard or as complex as a computer program. Because every
individual learns in a different way, teachers rely on these tools to explain concepts
to students with a wide variety of learning needs. Teaching aids are crucial for
educators as they are keys in differentiating instruction for all types of learners.
Teaching aidsare used to enhance learning skills in a systematic manner and
retaining them in the mind of learners for longer time duration. It can be anything
that a trainer or a teacher uses to assist in teaching; it can be a device, object,
equipment, machine illustration, simulator or other items that improves the
teaching or learning process. Examples of teaching aids are printed material,
overhead projector, blackboard/white board and chalk, computer,etc.
I.2.2. Types of teaching aids
Teaching aids are divided into different types as per their nature of function
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andusability.
Auditory aids
Auditory aids produce sound and act through the ears. Using audio teaching
aids in the classroom can improve student performance. Using audio in the
classroom has many advantages, including engaging auditory learners, adding
novelty to activities and using music and mnemonics for memorization.
Auditory aids can be classified into three types. They are the gramophone,
tape record and radio.

The Gramophone
This teaching aid is used for different purposes. It is useful for the teaching
of music and language. The lingua phone records can be used to teach language
correctly particularly good pronunciation and speech. Teacher should be careful at
the time of using Gramophone. He must introduce the students regarding the
subject matter contains in the records. Students are to listen it carefully and note
down the intricacies of music or language there in. Teachers should clarify the
doubts and difficulties of the students afterward.
Tape Recorder
Tape recorder plays a key role as an auditory teaching aid in classroom
situation. It has two functions one is to recording another is to cassette playing. A
child can learn pronunciation perfectly through this aid. This can be used for
learning music, songs and good programs of important speeches, talks of scientific
and historical importance.
Radio
Use of Radio-broadcasting in classroom situation is increasingly felt by the
educationist nowadays. Radio can bring the talks of experts in various subjects like
science, mathematics, music, language andsocial studies. Radio program can
supplement the teachers attempt to enrich the knowledge of students in different
subjects. Teacher must be careful to introduce the radio talk before its
commencement and clarify doubts of students after the talk. To make effective use

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of radio there should be close co-ordination between the schools and broadcasting
authorities.
Visual aids
Visual aids present pictures and matters act through the eyes. Visual aids
conveywhat words alone cannot, express abstract concept, aid retention of
information and enhance students’ interest. Visual aids usages facilitate both in
attentiveness and strength teacher’s expression.Visual aids add impact and interest
to a presentation. They enable you to appeal to more than one sense at the same
time, thereby increasing the audiences’ understanding and retention level. With
pictures, the concepts or ideas you present are no longer simply words - but words
plus images on charts would increase students’ interest of learning and retention.
The increased learning of a student which is the direct result of visual aids used by
a professor, represents effectiveness of visual aids and hence it might be possible
to assert a positive impact and vice versa.Visual aids are divided into four types:
three- dimensional visual aids, two – dimensional visual aids, audio - visual aids,
computer- generated teaching aids.
Activities aids
Activities aids induce direct participation of students and teachers to get
knowledge. Activities aids include tour and trips,demonstrations, dramatization.
Tour and Trips:
Tours and Trips are purposeful attempt to bring students to the spot to get
firsthand knowledge by direct viewing and sightseeing. It needs a perfect planning
with a view to realize the objectives predetermined. Teachers should be active and
acts as the guide to students for answering all their questions pertaining to the trips.
The pupils may be asked to read the relevant materials from books or gather
information about the place to be visited from various sources.
Demonstrations:
Demonstrations are active kinds to give visual explanations to important facts,
ideas and processes. The children are not passive viewer but active demonstrations.

There are different types of demonstration design in different subjects. Teachers
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are to give emphasis on their respective subjects to give accurate knowledge to the
child. A music teacher is to demonstrate how to play on a musical instrument as
like a mathematics teacher can demonstrate the steps involved in solving a
particular type of problem.
Dramatization:
Dramatization is very interesting lively and useful techniques of teaching.
History can best taught by this.Students will get knowledge about costumes,
manners, traditions and culture of the period dramatized. The learning takes place
best in an emotional situation and dramatization provides that situation. In day-today teaching teacher can take the modulation, expressions of historical characters.
I.3. Overview of visual aids
I.3.1. Definition of visual aids
Beebe, S.A., and Beebe, S.J.(2007), defined that a visual aid is any object that
reinforces your point visually so that your audience can better understand it.
Visual aids, according to Gates Matthew Stoner, M.A (2009), come in a
variety of form from physical objects, photographs and maps to slides, overheads
and computer-generated presentations.
A visual aid is an object or representation that may be used to clarify or
enhance understanding of a concept or process. The best way to ensure success in
learning is to present information in different formats for different learners(Leslie
Rose).

I.3.2. Types of visual aids
Many researchers have studied on visual aids and each one has his own way
to classify visual aids. According to Beebe, S.A., and Beebe, S.J. (2007) in the
book “Public speaking handbook” (2nded), visual aids are grouped into four
classes: three- dimensional visual aids, two – dimensional visual aids, audio visual aids and computer- generated teaching aids.
I.3.2.1. Three- dimensional visual aids
Three- dimensional items give the audience an easier opportunity to grasp
exactly what you are talking. They see the dimensions and other aspects firsthand
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instead of in their imagination.Three- dimensional visual aids used to illustrate an
English lesson include objects, models and people.
I.3.2.1.1. Objects
In a speaking lesson talking about describing objects, you can bring objects
tothe class. For instance, in that speaking lesson, you will describe a glasses and it
should be perfect if you have a glasses in the class. Your glasses obviously is a
visual aid, which you can show your students as you talk about parts of the glasses,
how it work.
Bringing the objects to your speaking lessons can be an excellent way to
clarify your ideas and give them dramatic impact. Objects are real, and audiences
like the real things. Objects add interest because they are tangible. They can be
touched, smelled, heard and even tasted as well as seen. If you use an object to
illustrate an idea, make sure that you can handle the object with ease. Some

objects, however, cannot be usedeffectively in the class. If an object is too big, it
can be unwieldy and difficult to show. Some objects are too small to be seen
clearly. Other objects can be dangerous to handle.
I.3.2.1.2. Models
If the item you want to discuss is too big, too small, or dangerous, even
unavailable, you are able to work with a model.A three-dimensional model also
provides a very effective visual aid. If your lesson concerns a house, animal or car,
for example, you can bring in a smaller version of what you are going to talk. Use
the model to help the audience understand your key points better. Similarly, most
colleges and universities do not allow firearms on campus. Instead of using real
gun, they often use plastic or wooden gun to show parts of gun.Make sure,
however, your models should be large enough for people in the back row to see it.
I.3.2.1.3. People
In classroom, people can serve as teaching visual aids. For example, one
teacher wanted to illustrate an intricate Latin folkdance, so he invited a dancer to
his class for demonstrating the dance. The another example is that in a speaking

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lesson talking about describing people, the teacher called one student came to the
board and showed parts of the human body.
However, using people to clarify your message can be tricky. It is usually
unwise to ask for spur of the moment help from volunteers while you are

delivering your speech. It will be better if you and the “example” people consulted
together before starting your speechso that you can fully inform him or her about
what needs to be done.
Furthermore, it is distracting to have a support person stand beside you doing
nothing. If you do not need the person to demonstrate at the beginning, wait and
introduce the person to your student when needed.
Finally, do not allow your “example” person to run away with the show. For
instance, do not let your dancer perform longer than necessaryto illustrate another
part of your lesson. It must be in your control.
I.3.2.2. Two- dimensional visual aids.
Although the three-dimensional visual aids like objects, models and people
are very useful to illustrate your pointsbecause they are real things that your
students can see and touch, the most common teaching visual aids are the twodimensional visual aids including posters, flip charts, charts, maps, flashcards,
worksheets, slides, chalkboards and whiteboards and overhead projectors.
I.3.2.2.1. Blackboard (Chalkboard) and whiteboard
A blackboard (UK English) or Chalkboard (US English) is a reusable writing
surface on which text or drawings are made with sticks of calcium
sulfate or calcium

carbonate,

as chalk.A whiteboard (also

known,

known

when

by

the

used

for

this

purpose,

terms marker-board, dry-erase

board, dry-wipe board, pen-board) is a name for any glossy, usually white surface
for nonpermanent markings. Whiteboards are analogous to chalkboards, allowing
rapid marking and erasing of markings on their surface but we use felt pens to
write text on the whiteboard, not chalks.
In classrooms, chalkboards are readily available; in conference rooms,
whiteboards are more likely available. Chalkboard and whiteboard are often usedto
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offer visual support for spoken words. Chalkboards and whiteboards have several
advantages: they are inexpensive, simple to use, and low- tech, so you do not need

to worry about extension cords of special training; in addition, they can raise
teaching effectiveness, manage classroom.
Many teachers discourage overuse of chalkboard and whiteboard. When a
teacher writes on the board, he has his back to his students; he do not have eye
contact. Some teachers try to avoid that problem by writing on the board before
their speech starts but the studentsoften look at the board rather than listen.
Therefore, it had better when using board only for brief phrases or for very simple
line diagrams that can be drawn in just a few minutes.
I.3.2.2.2. Posters
A poster is any piece of printed-paperdesigned to be attached to a wall or
vertical surface. Typically posters include both textual and graphic elements,
although a poster may be either wholly graphic or

wholly text. Posters are

designed to be both eye-catching and informative.
Poster are used worldwide to inform, teach, warn and educate people. They
are used in schools for the same reason. Using posters as a teaching aid helps the
teachers in that they do not have to keep repeating information.Seeing a poster is a
more vivid way of teaching than simply telling. Though some students dotake in
the spoken word easily, others need to see it written down, or view a picture that
tells them the same things.Posters can tell the students where to go for what
subject, thus saving time and effort of the teachers.
I.3.2.2.3. Flipcharts
A flipchart is a stationery item consisting of a pad of large paper sheets. It is
typically fixed to the upper edge of a whiteboard, typically supported on atripod or
four-legged easel. In fact, although most commonly supported on a tripod, flip
charts come in various forms such as stand-alone flipcharts, metallic tripod (or
easel) stand, metallic mount on wheels and digital self- writing flipcharts.
There are several advantages of using a flip chart. It is easy to see that

flipcharts are economical - They do not require you to use any special films or
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printers to produce them.Not all kinds of flipcharts need electricity (except for
digital self-writing flipcharts), so you have not to worry about loss of electrical
power. Moreover, color can be added very easily. An inexpensive box of flipchart
markers allows you all the creativity you want. Lastly, it cannot be denied that
flipcharts are very moveable. You can move the flipchart without any other’s
helps.
I.3.2.2.4. Photographs
A photograph or photo is an imagine created by light falling on a lightsensitive surface, usually photographic film or an electronic image such as a CCD
(charge-coupled device)or a CMOS( one type of active pixel sensors) chip.
In the absence of an object or a model, you may be able to use photographs.
They will not work effectively, however, unless they are large enough for the
audience to view straining. Another option is to take your photographs to copy
service and have them converted to transparencies that can be show with an
overhead projector. The cost is minimal and the results can be dramatically.Finally,
PowerPoint and other multimedia programs are excellent vehicles for incorporating
photographic into speech. You can use your photographs or ones you have
downloaded from web, and you can easily adjust the size and placement of the
photos for maximum clarity and impact.
I.3.2.2.5. Charts
Charts summarize and present a great deal of information in a small amount

of space.There are many kinds of charts which are used to indicate a set of data, for
example Line charts, Pie charts, Bar charts, Stem and plot, Histogram,etc. They
have several advantages. They are easy to use, reuse and enlarge. They can also be
displayed in a variety of ways. You can use a flipchart, a poster or an overhead
projector, which can project a giant image of your charts on a screen. As similar to
all other presentation aids, charts must be simple. Do not try to put too much
information on one chart.
The key to developing effective charts is to prepare the lettering of the words
and phrases you use very carefully. If the chart contains too much information,
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students may feel it is too complicated and ignore it. If your chart looks cramped or
crowed, divide the information into several charts and display each as needed. Do
not handwrite the chart; a hand- lettered chart may seem unprofessional. Consider
using a computer that has the software capability to prepare large charts. Make
sure that the letters are large enough to be seenclearly in the back row. Use simple
words or phrases and eliminate unnecessary words.
I.3.2.2.6. Maps
A map is a visual representation of an area – a symbolic depiction
highlighting relationships between elements of that space such as objects, regions
and themes.Many maps are static two-dimensional, geometrically accurate (or
approximately accurate) representations of three-dimensional space, while others
are dynamic or interactive, even three-dimensional. Maps can be divided into

several types such as political maps, physical maps, topographic maps, climate
maps, economic or resource maps, road maps, thematic maps.
As with photographs, the details on most maps will not be visible to your
audience. You could use a large map, however, to show general features of an area
or you can use a magnified version of your map. Certain copies can enlarge images
as much as 200%.
I.3.2.2.7. Flashcards
A flashcard or flash card is a set of cards bearing information, as words or
numbers, on either or both sides, used in classroom drills or in private study. Using
flashcard is very effective strategy for studying. Flashcards are widely used as a
learning drill to aid memorization by way of spaced repetition.
For classes that require you to memorize many definitions, such as social
studies or history classes, you may want to gather together to create a master list of
flash cards using the glossary in the back of your textbook. If possible, use colorcoding to indicate for which chapter each term is relevant.
I.3.2.2.8. Worksheets
A worksheet is a sheet of paper, or on a computer, on which problems are
worked.Teachers use worksheetsin the English lessons primarily as a tool for
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teaching grammar. After you present a new grammatical form to the class,
worksheets can directly test students' comprehension of it. Basic comprehension of
grammar and being able to use it correctly, at least on paper, is an essential step on
the path to using this grammar comfortably in conversation. Additionally,

worksheets reinforce the day's lesson; you can assign homework from them.
Ideally, students will keep their worksheets well organized to use for test
preparation.
I.3.2.2.9. Overhead projectors
An overhead projector projects imagines drawn on clear sheets of plastic,
called transparencies, onto a screen so that a large group can see the imagines.
Although computer-generated presentations are replacing overheads in many
settings, overhead projectors remain popular because they have several advantages.
They allow you to maintain eye contact with your audience, yet still see your
visual aid. Unlike a traditional slide projector, the overheaddoes not require that
you turn off the lights in the room to ensure that the projected imagine is visible.
You may wish to dim the lights a bit, but most imagines can be seen clearly in
normal room light. Overhead projectors also permit you to prepare your
transparency ahead of time and to mark on it during your presentation. If you do
write during your speech, limit yourself to a few short words or to underling key
phrases.
I.3.2.3. Audio-visual aids
Perhaps the most exciting presentation aids are those that join sound and sight
to communticate ideas. You are probably familiar with movies, videotapes, CDROMs, and DVDs, as well as audio aids such as tapes and compact disks. Now
you can use these familiar media in a new context. Instead of being passively
entertained or instructed by them, you may use them actively to support your ideas
I.3.2.3.1. Videotapes and film clips
Videotapes and film clips with the ready availability of video cassette
recorders (VCRs) and cameras, more

speakers are using videotapes to help

communicate their ideas by showing brief scenes from a rented movie, excerpts
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from training videos, or custom-made videos. High-quality VCRs permit stopaction, freeze-frame viewing, and some have a slow-motion function. You can play
and replay a scene several times if you want your audience to watch subtle
movement or action.
Despite its advantages, however, adding video to a speech can cause more
harm than good if it is not done carefully and expertly. First, make sure the clip is
not too long. While a 30-second video can illustrate your ideas in a memorable
way, anything much longer will distract attention from the speech itself. Second,
make sure the video is cued to start exactly where you want it. Third, if necessary,
edit the video to the precise length you need so it will blend smoothly into your
speech. Fourth, beware of low-resolution video. This is particularly important in
the case of YouTube clips, which may look fine on a computer but are blurry and
distorted when projected on a large screen or monitor.
I.3.2.3.2. CDs
The compact disc, or CD for short, is an optical disc used to store digital data,
and was originally developed to store and play back sound recordings only. CDs
can include words, images, and audio or video clips. The files on CDs are read by
the CD drive in a personal computer and can be displayed by linking the computer
to a large-sceen video projector or an LCD panel connected to an overhead
projector. All the information can be retrieved instantly because it is stored
digitally, one disk can contain hundreds of images, sound bites, or an entire
encyclopedia. A CD’s key advantage is the ease and speed with which a speaker
can retrieve audio or visual information. Increasingly, information that is stored on
CDs is also available on Internet.

I.3.2.3.3. DVDs
DVD(Digital Video Disks) is an optical disc storage format, invented and
developed by Philips, Sony, Toshiba, and Panasonic in 1995. DVDs offer higher
storage capacity than Compact Discs while having the same dimensions.
Because you can stop and start a DVD, at a precise place, you can be
confident that your movie or video will start exactly where you want it to start
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when you are ready to show it to an audience. Now that DVD recorders are readily
available, it’s easy to use DVDs to record video images and audio clips to support
speech ideas. But because never DVD recorders may use a formal that is not
compatible with DVD players, it would be wise to be certain that your selfrecorded DVD will be usable on the equipment that will be available when you
deliver your presentation.
I.3.2.4. Computer-generated visual aids
Computer-generated graphics are images, words and charts designed and
presented with a computer and graphic software. Although computer-generated
graphics can be overused and can distract from your message if use improperly,
they open up professional-looking possibilities for illustrating your speech.
Using a presentation program such as PowerPoint, you can design and create
complete presentation aids on your personal computer. With this software, you can
advance the imagines as you speak, or you can set the program run automatically.
Computer-generated visual aids have some disadvantages. They are expensive
and it takes time to set up the computer combined with the projector. Make sure

you not only know your presentation program, but also how to deal with the other
equipment (set up, trouble shooting, focusing). With the increased popularity and
lower expense of this technology, many businesses have their conference rooms set
up permanently for this type of visual aid. This lessens the hassle and potential for
errors.
I.4.The use of visual aids in teaching English
The use of visual aids for presenting, coaching, and teaching has been around
since the 1920s and 1930s, consisting of filmstrips, glass slides and physical passaround objects. Several universities have amassed catalogs of visual aid products
that trace the history of using visual literacy and visual education to reinforce main
content. The appeal of the aids is that they address additional learning styles. Not
all people are auditory learners who can synthesize information from lectures and
speeches. Many learners are visual learners who respond better to still or moving
images
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I.4.1.Effectiveness of using visual aids in teaching English.
According to the saying “A picture is worth more than a thousand words,”
with most learners, the visual sense is very important.Visual support helps students
learn successfully. In this sector, I would like to focus on some following benefits:
save time, help students to enhance understanding, memory, organize teacher’s
ideas, gain and maintain attention and interest, and illustrate a sequence of events
or procedure.
I.4.1.1. Save time

Time management in a lesson at high school is very important. In fact, at
Vietnam high schools, a teacher has 45 minutes for each lesson and with young
teacher, having unsuccessful lesson plans because of lack of time is very popular.
Therefore, how to save time to have a successful lesson is necessary.
Using visual aids is a good way to save time. With posters and flipcharts, the
teacher can summarize all the key points and this will not waste time to write down
on the board. Moreover, teacher can use worksheets to give tasks for
students.Furthermore, using computer slides is very effective way to save time. By
PowerPoint software, the teacher can design his lesson on the computer and only
with a mouse click, he can easily move from this slide to another slide in
onesecond. It is not time-consuming.
I.4.1.2. Enhance students’ understanding
Of your five senses, you learn more from sight than from all the others
combined. In fact, it has been estimated that more than 80% of all information
comes to you through sight. To many people, seeing is believing. We are a
visually oriented society. For example, most of us learn the news by seeing it
present on TV. Because your audience is accustomed to visual reinforcement, it is
wise to consider how you can increase their understading of your speech by using
presentation aids.
Visual aids can quickly and efficiently demonstrate ideas that are difficult to
explain verbally. Many core math, science and art concepts can only be effectively
taught by showing students as well as, or instead of, simply telling them.
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