| One important factor that the language teacher has | | | | In planning the use of audio-visual aids for language |
| to remember is that an audio-visual aid is not a | | | | teaching, the teacher would be wise to follow the |
| substitute for actual experience. He/she should | | | | assumptions as follow:- |
| always try to provide the students with live | | | | |
| situations. Only if such situations are not available, due | | | | ( 1 ) It must be practical- Elimination of an academic |
| to circumstances, should he/she use audio-visual aids. | | | | approach and a well-planned method of presentation |
| Another factor to note is that the impatient or | | | | are necessary if the main hours of language learning |
| incompetent teacher will not be transformed by his | | | | are to be used most productively. |
| her use of audio-visual material. They will not make | | | | ( 2 ) It must be simple- Any plan for using |
| him/her a better teacher or any of the other things | | | | audio-visual aids must be fundamentally simple; simple |
| that he/she must be if he/she is to do his/her job | | | | in construction and simple to present. |
| well. Audio-visual materials can't make a teacher what | | | | ( 3 ) It must be interesting- Retention of subject |
| he/she is not or does not strive to become. They | | | | matter will be greater when the audio-visual aid is |
| offer no cure all for the problems in the classroom. | | | | interesting. |
| They are only resources to help the teacher to | | | | ( 4 ) It must be educational- The sole reason for |
| communicate with his/her students, and he/she will | | | | using audio-visual aids is to create, sustain and make |
| utilize them effectively only when he/she contributes | | | | permanent the desired behaviour pattern. The use of |
| the requisite attitude, understanding and work-and | | | | audio-visual aids should never be merely entertaining. |
| when he/she looks at them with full critical | | | | ( 5 ) It should be relevant to the lesson- All |
| awareness of what they can or can't do. | | | | audio-visual aids should be directly relevant to a |
| | | | | specific objective and identified by the lesson in |
| Audio-visual aids must be seen in their relation to | | | | which it should be used. |
| teaching and to the learning process as a whole. Until | | | | ( 6 ) It must be effective- No audio-visual material, |
| this relationship is understood, the language teacher | | | | regardless of its simplicity, practically or interesting |
| can't be expected to make intelligent or fruitful use | | | | qualities, is worth anything unless it gets results. |
| of these new techniques, which offer so much help | | | | ( 7 ) The aid should be easy to manipulate- |
| to the teacher in his/her daily work. Above all it must | | | | Audio-visual aids which require a great deal of |
| be realized that audio-visual methods form only one | | | | manipulation are of little value. |
| of several groups of methods designed to improve | | | | ( 8 ) It must not be too expensive-Materials that |
| teaching. | | | | have educational value or are useful to the teaching |
| How to Plan Audio-Visual Aids:- | | | | programme should be highly re-usable. |
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