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8/12/2019 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,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.htm


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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.htm


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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/b2.html


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http://www.first-school.ws/t/alpha_tracers_zb1/c.html


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http://www.first-school.ws/t/alpha_tracers_zb1/d4.html


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http://www.first-school.ws/t/alpha_tracers_zb1/e1.html


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http://www.first-school.ws/t/alpha_tracers_zb1/f2.html


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http://www.first-school.ws/t/alpha_tracers_zb1/g2.html


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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.htmhttp://www.sil.org/lingualinks/literacy/Literacy.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/Index.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/GlossaryLiteracyT.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsATeachingAid.htmhttp://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/UsingTeachingAids.htmhttp://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/MakingTeachingAids.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsTapeAssistedReading.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAWordSlide.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatAreWordBuildingCards.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsASyllableWheel.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsASentenceBuildingGrid.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatAreSentenceBuildingCards.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAPoster.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAFlipChart.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAFlashCard.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAnEasyReader.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAChart.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsACalendar.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAnAlphabetChart.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAnAlphabetBook.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsATutor.htmhttp://www.sil.org/lingualinks/literacy/referencematerials/glossaryofliteracyterms/WhatIsAFacilitator.htm


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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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