It’s important and necessary that teaching aids should be included in the lessons

INDEX
 TABLE OF CONTENTS
PAGE
1. INTRODUCTION
 1.2. Reasons for choosing the research
 1.2Aims of the research
 1.3. Scope, object and researching method
2. MAIN CONTENT
 2.1.Theoretic basis of the problem
 2.2.Realistic basic of the problem
 2.3.Solutions to the problem
 2.3.1. General introduction
 2.3.1.1. What are taching aids
 2.3.1.2 Types of teaching aids
 2.3.1.3. Main advantages and disadvantages
 2.3.1.4. Some principles of using teaching aids
 2.3.2. Some common teaching aids used in english classes
 2.3.3. Some examples of using teaching aids in english lessons
 2.3.31. Teaching pronunciation 
 2.3.3.2. Teaching vocabulary
 2.3.3.3. Teaching writing skill
 2.3.4. An English lesson using teaching aids
 2.4. Result after applying the research in teaching
3. CONCLUSION AND RECOMMENDATION
 3.1. General overview and enhancement of the study
 3.2. Recommendations
 REFERENCES
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1. INTRODUCTION
1.1. Reasons for choosing the research
 Teaching is a challenging job, whether you are in charge of a traditional public school classroom or tutoring a single child in a language. Fortunately, there are many aids and accessories available to make the job easier and more effective.
 Teaching aids can be used in almost every English lesson such as : teaching vocabulary, pronunciation, grammar, listening or speaking. There are some reasons that we should use teaching aids in our English teaching lessons. Teaching aids are useful to reinforce what you are saying and summarize key concepts, ensure that your point is understood, signal what is important/essential, enable students to visualize or experience something that is impractical to see or do in real life, engage or stimulate students’ other senses in the learning process, facilitate different learning styles. Using teaching aids as tools in the language classroom is highly beneficial for students and enhanced the learning process. It helps to motivate students and makes them more intersted in English. For these reasons, it’s important and necessary that teaching aids should be included in the lessons 
1.2. Aims of the research
- To introduce some common teaching aids used in English 
 - To show how to use teaching aids effectively
- To help teachers save their time but still have an effective lessons
- To motivate students to learn English
1.3. Scope, object and researching method
1.3.1. Scope : Researching in the process of teaching English at Tran An Chiem high school.
1.3.2. Object: This subject is concerned with providing some types of teaching aids and ways of using teaching aids in the classroom. 
1.3.3. Researching method: Multi-methods are integrated to conduct this research, including mainly methods of observation and analysis. Beside, the research is undertaken as a result of the reality of the long-time process of my daily teaching at school. 
2. MAIN CONTENT
2.1. Theoretic basis of the problem
 Most of the language teachers seem to agree that the use of teaching aids can enhance language teaching. As they help teachers to bring the real world into the classroom, they make learning more meaningful and more exciting. Teaching aids have been an important component of the language classes over the years. They have been considered a useful tool for teachers in almost every trend of second language teaching. Apart from being an excellent tool to improve the language acquisition, the use of teaching aids in the classroom provides a more meaningful context for the students. All these factors lead students to become more participative and communicative members of the class group. 
 Teaching aids can be used in speaking, listening, and writing skills as well as grammar and pronunciation lessons. Things become easier with the help of teaching aids. Now that students have every interest in English lessons, they will be completely ralaxing when learning English. I hope my following research will be helpful and effective to English teachers 
2.2. Realistic basic of the problem
 In reality, most students find it difficult to learn English. As a result, they become passive and afraid to learn it. Some other students feel a little bored with English classes because they have to remember vocabularies or structures mechanically.
 Most students at Tran An Chiem High school have a low starting point with the average entrance score of English is about 3 points or abit lower. Therefore, learning English for them is really a challenging
 Using teaching aids in English classes is an effective solution to motivate students, to make them interested in the lessons and to love English
2.3. Solutions to the problem
2.3.1. General introduction
2.3.1.1. What are taching aids
Teaching aid, as its name suggests, is a kind of aids which support the teaching and learning activities of teachers and students. While the website  defined teaching aids as “materials
and equipments used in teaching”, the other one named
 considered teaching aid as a kind of “material used by the teacher to supplement classroom instruction or to stimulate the interest of students”. To put it more specific, a teaching aid is a “tool used by teachers, facilitators, or tutors to 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.” 
(
 In short, teaching aids are the useful materials and equipments which help create motivation for teaching and learning environment
2.3.1.2. Types of teaching aids
The National Council of Educational Research and Training (N.C.E.R.T.) have classified various aids as follows:
- Graphic Aids: 
 Such aids include the following: Photographs and pictures; Flash cards and strips; Posters; Charts; Diagrams; Graphs; Maps; Cartoons and Comics
- Display Boards
 In this are included the following: Black Board, Flannel Board, Bulletin Board, Magnet Board, and Peg Board.
- Three Dimensional Aids
 They are: Models, Objects, Specimens, Puppets and Mobiles. 
- Project Aids: Films, Films Strips, and Slides
-  Audio-Aids: Radio, Television (TV), and Recording.
- Activity Aids: Field trips, Demonstration, and Dramatics.
2.3.1.3. Main advantages and disadvantages
a. Advantages
- Teaching aids are helpful in attracting attention of the students.
- Teaching aids saves time and energy.
- Teaching aids helps the teacher to create situations for teaching the beginners
- Teaching aids enable the children to retain language items for a longer time.
- Teaching aids gives vividness to the learning situation.
- Teaching aids makes the abstract ideas concrete and thus help in making learning more effective.
- Teaching aids help in the development of various skills such as, how to draw a diagram of the topic among the students.
b. Disadvantages
- Take time to prepare
- Accidental troubles can spoil all the hard work
- Can be noisy
- Distract learners from the main focus of the lesson
2.3.1.4. Some principles of using teaching aids
Teaching Aids must be:
- Well prepared
- Well presented
- Readable
- Legible
- Visible to all
 - Appropriate format for room and audience size
 - Relevant
 - Pertinent to topic
 - Up-to-date
 - Consistent with local protocols
2.3.2. Some common teaching aids used in english classes
2.3.2.1. Chalk Board
Chalk Board is one of the most essential equipment of the class room and it is an indispensable aid for the teacher. Chalk Board is a symbol of class room and is a never failing friend of a teacher. 
 - It helps the teacher to draw and hold the attention of the students while the teacher is explaining a concept on the board. 
- The important points or the various steps the teacher writes on the board or the various sketches the teacher draw on the board in explaining a concept will help the students to correlate in a systematic way aid in better understanding of the topic.
- Chalk Board teaching will allow more interaction between students and teacher which will help in active as well as effective learning of the concepts by the student. 
- Chalk Board teaching uses the oral and visual senses which aid in effective learning of the students. 
2.3.2.2. Flash Cards 
 They are generally used by teachers to teach lower and upper primary classes. To teach English, a flash card with a picture on one side and its name on the other side will be used. This type of flash cards will be used to identify the picture, alphabets and vocabulary in English language. This type of Flash Cards can be made by teacher himself or will be available in the market.
2.3.2.3. Power point presentations
 A teacher can prepare Power point presentation on any topic in the form of slides incorporating with graphics and sounds. The topic has to be designed in such a way that the slides display one by one on the screen. The teacher can explain the topic by showing slide by slide projected on the overhead screen. 
 One disadvantage with this teaching aid is if the presentation is not so much attractive it becomes a failure. This type of method can be advisable to use only at higher studies like Degree collages, Universities and in professional courses.
2.3.2.4. Colored chalk 
 Used to teach word order, to differentiate between speakers in a dialogue, and to illustrate question and answer format; When working with adult learners, even if you use a textbook, you should consider a range of teaching aids to supplement the work from the text. This range will help you to address the varying learning styles and modalities of the learners and also, especially in the case of authentic material, help prepare them for communication in the real world.
2.3.2.5. Realia 
 The use of realia is only limited by your imagination and possibly practicality too. Using realia stimulates the mind, and makes the vocabulary more memorable than a picture would. Students can, touch , smell, and with a food item, taste it. Realia saves time, as recognition of an object is often immediate; elicitation of vocabulary becomes much easier as simply holding up the object with a raised eyebrow, will usually result in the desired word being spoken.
 Realia breathes life into new vocabulary, and the chances of your students remembering the new words you have taught them, increases. Take the word, biscuit: the probability of remembering the word becomes much higher after experiencing the taste, touch and smell of the object. Realia does not have to be limited to food or drink. Timetables, tickets, newspapers, and clothes may all be used to help breathe  life into lessons, and help provide interest 
2.3.2.6. Pictures or photographs: personal, magazine, and others; 
 Pictures are one of effective aids in teaching vocabulary. They bring “images of reality into the unnatural world of the language classroom.” (Hill 1990: 1) Pictures bring not only images of reality, but can also function as a fun element in the class. Sometimes it is surprising, how pictures may change a lesson, even if only employed in additional exercises or just to create the atmosphere.
2.3.2.7. Miming 
 Mime is useful for the explanation of vocabularies. Such concepts as jumping, 
running or the words from, in, under etc. are items easy to explain through 
performing those actions.
 Mime can be great fun for learners as well. Liliane Bois-Simon (1978: 64-67), who describes mime, its importance for language learning and how to use it effectively, asserts that “mime is used mostly by the teacher who has a deliberate purpose in mind and wants the students to use a particular word or structure
2.3.2.8. Tape recorder and cassette tapes
 Studies have shown that some students do not have a long attention span in the classroom. Tapes in the classroom enable teachers to constantly shift the attention of the students and hopefully work with the students' short attention spans. Tapes also allow teachers to take a backseat and not be the focus of the lesson. Whether using prerecorded activities or recordings in the classroom, tapes provide teachers a long and varied list of activities for their classroom. The tapes can even be used in a school or classroom time capsule. Recorded stories are especially beneficial in younger classrooms to help students read.
2.3.2.9.Mindmap 
 A mind map, or spidergram, is a strategy for making notes on a topic, prior to writing. It is a structured strategy, which shows the (hierarchical) relationship of ideas, as opposed to an unstructured strategy, such as brainstorming, in which students produce notes at random on paper.
Making a mind map should be a spontaneous pre-writing activity. Students start with a topic at the centre and then generate a web of ideas from that, developing and relating these ideas as their mind makes associations.
Mind maps work well as their visual design enables students to see the relationship between ideas, and encourages them to group certain ideas together as they proceed. Mind maps work especially well when created in groups, since the discussion this engenders aids the production of ideas, and makes the task livelier and more enjoyable
2.3.2.10. Games such as bingo and concentration: commercial or teacher-made; 
 Games are often used as short warm-up activities or when there is some time left at the end of a lesson. Using games is one effective and interesting way that can be applied in any classrooms especially English classrooms. 
 Games help students to make and sustain the effort of learning.They provide language practice in the various skills- speaking, writing, listening and reading. 
 They also encourage students to interact and communicate and create a meaningful context for language use.' 
2.3.3. Some examples of using teaching aids in english lessons
2.3.3.1. Teaching pronunciation 
Teaching pronunciation can be easier when using teaching aids. In pronunciation lessons we can use pictures and audio files to help students pronounce easily. Below are some examples for illustration
Unit 1 English 10: Teaching vowels /i/ and / i:/
- Teaching aids 1 (Using pictures): Illustrative pictures of tongue positions and lips postures when pronouncing /i/ and / i:/
- Teaching aid 2 (Using Tape recorder and cassette tapes): Native voice audio file of /i/ and /i:/ pronunciation 
 Combining 2 types of above teaching aids, teachers can help students pronounce these sounds easily and correctly
2.3.3.2. Teaching vocabulary
 Learners acquire vocabulary in various ways. Students are exposed to a lot of new vocabulary during lessons: by the teacher, by texts or other materials they work with. A lot of this vocabulary is automatically absorbed. 
 There are many possibilities how to explain or illustrate the meaning of the words. In the first place, it is necessary to mention techniques typical for ‘Direct Method’ as Thornbury 2004) specifies them “using real objects (called realia) or pictures or mime.” (Thornbury 2004: 78)
* Using pictures
Example for illustration: English 10: Unit 1- Reading – vocabulary
- Vocabulary: buffalo, field, harrow, local tobacco
- illustrative pictures:
 This is a buffalo The man is harrowing
 Field Local tobacco
In this technique, teacher shows the pictures one by one and asks students:
- What does the word buffalo mean?
- What does the word harrow mean?
- What does the word field means?
- What does the phrase local tobacco mean?
 By looking at the pictures, students can easily find out the meanings of these words and phrases. 
* Using realia
Example for illustration: English 10 Unit 5- Reading – vocabulary
- Vocabulary: + different parts of computer systems
 + request for leave
- Realia: keyboard, mouse, speaker, CPU, floppy disks CD Roms, VDU (we can use toy items instead of real items)
 When teaching these words, teacher show students real objects and let them get the meanings of these words. With real objects, students will find it easy to learn vocabularies and they will be more interested in the lesson 
 You will have probably realized by now that including realia into classroom involves a great deal of preparation in some cases. Is it really worth you time? The answer is yes. And your students’faces will be living proofs.
* Miming 
 Example for illustration: English 12: Unit 3- Reading – vocabulary
- Vocabularies: + wave + raise hand
 + jump up + whistle
 + nod + clap
- Miming: Teacher use his/her actions to mine these words. After each action, students will tell the meaning of the words the teacher has mined
 By using miming technique, teacher can help involve students in the lesson. And student can remember what they’ve learned for a long time. 
 Mime and gestures will be able to facilitate communication, understanding and participation. Additionally, mime and gesture will make you appear to be a more charismatic teacher. Putting yourself out there, fearlessly, demonstrates confidence. 
 Your students will therefore be more engaged and more likely to retain what they’re being taught in the classroom.
2.3.3.3. Teaching writing skill
 Mind maps can be one of the most useful aids that help support and develop students' writing skills.
Example for illustration: English 10: Unit 13- Writing – task 2
-In this task, teacher helps students to choose the film they are going to write about. Once the topic has been introduced, teacher encourages the students to think about it and then note down their ideas. From the ideas, teacher togetther with the students will creat a mindmap to develop these ideas. In this stage teacher can have the students work in groups or individuals
For example: The film they are going to write about is: Tom and Jerry. We will 
have the following mindmap
Ending
There is a good friendship between them whenever they are in serious situations 
Type of film cartoon film
Filming place
 America by Walt Disney Entertainment Corporation
Plot
 the conflicts between a cat and a mouse namely Tom and Jerry living under one roof 
TOM AND JERRY
envious
Fond of surpassing others
Based on
 the contrary natural characteristics of cat and mouse 
Tom
Main characters
Have superficial mind
Jerry
Quick-minded
Have cunning tricks
 After having finished the mindmap, teacher divides the class in to groups. The class now has a complete mind-map that covers all the questions that the teacher sets out to cover in task 1 of the lesson. From the mind map they have created, students will work in groups to produce a complete writing about the film 
 A mind-map is an effective means to take notes and brainstorm essay topics.Consequently, mind-mapping technique seems to be particularly suited to helping students in planning their writing as the approach encourages students to reach for and adapt a deeper level of understanding of the writing topics. 
2.3.4. An english lesson using teaching aids
UNIT 1: A DAY IN THE LIFE OF
	 A. READING
I . OBJECTIVES:
1. Knowledge:
- General knowledge: Students know about activities on a day in the life of farmers
- Language: Sentences and expression for describing someone’s daily routines
- New words: Words related to a farmer’s daily work.
2. Skills: Guessing meaning in context, scanning for specific information and
passage comprehension.
3. Attitude: Students should know what a farmer’s day of work is and sympathize with farmers’ everyday work
II. METHODS: Integrated, mainly communicative.
III. TEACHING AIDS: Student’s book and pictures showing farmers’ daily routines, etc.
IV. PROCEDURES
Time
Contents
Teacher’s and students’ activities
7 mins
10 mins
18 mins
7 mins
2 mins
1 mins
I. WARM UP
Game: Clapping the pictures 
1. Where does a teacher work?
2. Where does a worker work?
3. Where does a farmer work?
4.Where does a doctor work?
* Pictures	
 Picture 2
 Picture 1
* 
Picture 4
 Picture