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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

    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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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