(why and how to make the most of them)

1. May 17, 2017
Visual Resources
for Teaching and Learning
a presentation
by Emilia Frînculeasă, teacher of English
at “Radu Vlădescu” Theoretical High School
May 17, 2017

2. As teachers of English, we all
know what VAK refers to.
The VAK (Visual, Auditory and
Kinesthetic) model of learning styles
also implies that there are preferred
ways of learning which should be
taken into account when selecting
the teaching methods and resources.
Did you know that humans are
visual creatures and most of us
process information based on
what we see?
In fact, according to a study by
Social Science Research Network
conducted in 2013, 65 percent of
us are visual learners.
“A PICTURE IS WORTH A THOUSAND WORDS.”

3. - they are visual thinkers who must see something in order to understand
and internalize it;
- they have a keen sense of observation and are able to focus on the big
picture without ignoring or neglecting the minor details;
- they need to sit close enough to the teacher to pick up visual cues which
will help them remember the information;
- they need visual input as they often think in images, not words or sounds,
and their minds can only capture mental pictures of the material;
- they may have difficulty with oral directions, especially those with more
than two steps, and often look to see what everyone else is doing.
WHAT SHOULD WE KNOW ABOUT VISUAL LEARNERS?

4. VISUAL RESOURCES FOR TEACHING AND LEARNING
PHOTOS, POSTERS, CHARTS, DIAGRAMS, COMICS, CARTOONS,
FLASHCARDS, POWERPOINT PRESENTATIONS, MAPS, SLIDES,
GRAPHIC ORGANIZERS, WORD CLOUDS, ANIMATED SHORT FILMS,
ILLUSTRATIONS, PICTURE PROMPTS, DRAWINGS, MULTIMEDIA ETC.

5. According to Wikipedia, a flashcard or flash card is a set of
cards bearing information, such as words or numbers, on
either or both sides, used in classroom drills or in private
study.
LOOK AT THE BLACK AND WHITE FLASHCARD
ILLUSTRATING 35 ANIMALS.
WHAT TEACHING AND LEARNING ACTIVITIES WOULD
YOU USE WITH IT ?

6. Grammar and vocabulary content:
The (in)definite article (a/an; the)
Common nouns (car, street, bicycle etc.)
The plural of nouns (women, roofs etc.)
Place prepositions (on the pavement, in
the street, between the taxi and the bus,
in front of the cinema, near the park etc.
The numeral (How many people/(motor)
vehicles/trees can you see in the picture?)
There is/There are.../Is there/Are there…?
Adjectives (young/old/fast/delicious etc.)
Places in town (cinema, drugstore, bar) ,
buildings, jobs (taxi driver, policeman),
means of transport (fire truck, lorry, bus)
animals (cat, dogs, birds), clothes &
accessories (uniform, blouse, suit, T-shirt,
dress, tie, handbag, belt, eyeglasses etc.)
British English vs. American English
Verbs - The Present Tense Continuous
What are the children doing?
Who is directing the traffic?
What is the man with glasses wearing?

7. 1) Colouring dictations
These are ideal activities for young visual learners who have to listen and colour following a
set of oral instructions such as: The blocks of flats are white. The building on the right is pink.
The taxi is yellow. The young woman’s blouse is orange. The old woman is wearing a blue
dress. Evaluating this type of activity is easy if the teacher has a finished version of the picture
(with all the colours) which is big enough for them to compare with their own versions.
2) Drawing dictations or finish/complete- the- picture dictations:
Draw a motorcycle behind the policeman. There are three benches in the park. There is a
young man driving the bus. There is a rainbow in the sky. There are two hamsters in the pet
shop window. There is a zebra crossing (sign) in front of the cinema.
3) Hide- and- seek
The young learners are asked to draw something simple like a football or a mouse and hide it
somewhere in the picture. Then, the teacher or another pupil tries to identify the location of the
object/ animal by asking yes/no questions: Is it in the air? Is it under the flowerpot? Is it in
front of the drugstore? Is it behind the bus? Is it in the street? Is it near the children?
TYPES OF LEARNING ACTIVITIES USING VISUAL
AIDS

8. 4) Communicative activities
- Ask the students to say something they like best/ dislike about the picture
and why. E.g. I like the firemen because they save lives.
- Ask the students to answer Wh- questions about the picture:
• What do you notice first about the picture?
• What is the weather like in the picture?
• What, if any, words can you see?
• Who is your favourite character?
• Where is the fire truck going?
• Which means of transport do you prefer?
• How old do you think the children are?
• When do fire trucks use light and sirens?
• What colour is a police uniform in our country?
• Who looks happy/ sad/ tired/ worried/ angry?

9. http://www.phschool.com/eteach/social_studies/2003_05/essay.html
https://www.forbes.com/sites/tjmccue/2013/01/08/what-is-an-infographic-and-ways-
to-make-it-go-viral/#1310a1017272
http://www.icaltefl.com/colouring-dictation
Exploring ENGLISH 1, Workbook, Tim Harris and Allan Rowe
http://www.teachingideas.co.uk/sites/default/files/funwithflashcards.pdf
https://www.slideshare.net/sheilaorrit/tips-for-visual-learners-treball-14855722
FOR THE FOLLOWING RESOURCES:
FOR YOUR ATTENTION! THANK YOU!!!