Audiovisual

 

Universidad Autónoma de Chiriquí

Faculty of Humanities

School of English

English 420

Formal Presentation - Preparation Outline

Speaker’s Name: Fatima Jaramillo - Yassid Serrano

Topic: Audio-Visual Materials

Specific Purpose: To inform my audience about the importance of using audio -

visual materials in EFL classrooms.

Central Idea: Audio-visual materials can play an important role in the teaching of foreign languages.

I.Introduction

A. Attention Getter: Did you know that our brain processes images 60,000 times faster than text? Visual information constitutes 90% of what our brain absorbs. The transmission of visual data from the eye to the brain happens at an astonishing pace.

B. Thesis Statement: Therefore, audiovisual materials can captivate tudents, inspiring their involvement in learning and leading them toward achieving the teacher or facilitator's desired objectives and goals.

C. Preview on main points: In this presentation we will provide information about: definition, types, roles, advantages, disadvantages, guidelines, activities, and examples of Audio - Visual Materials in the

EFL classroom.

(Transition: Now, let's begin by understanding the general and specific definition of audiovisual materials)

II.Body

A. It is important to be clear with the definition of Audio visual materials.

1. According to Merriam-Webster Dictionary (2024), audiovisual is created to facilitate learning or instruction by utilizing both auditory and visual components.

2. According to Burton (1955), audiovisual aids are those sensory objects or images which initiate or stimulate and reinforce learning.

3. According to Kinder (1959), audiovisual Aids are any device which can be used to make the learning experience more concrete, more realistic and more dynamic.

(Transition: Now, that we understand the definition of audiovisual, let's explore the

types of audiovisual materials)

B. According to Sabrina (2015), there are different types of audiovisual devices characterized by the inclusion of images, colors, sounds, and motion.

1. Audio aids: It includes radio, tape recorder, audio electronic equipment, gramophone.

2. Visual aids: These includes charts, Black and Whiteboard, maps, pictures models, text book, a projector, flashcards, print materials, maps.

3. Audio - Visual aids: It includes LCD projector, TV, computer, multimedia, virtual schoolroom, films, drama.

(Transition: Now, that we understand the types of audio - visual materials, let's explore the role of audiovisual in foreign language teaching)

C. Audio-visual materials play an essential role in teaching foreign languages by effectively engaging students and improving their understanding through audio and visual materials.

1. Nurzhanova (2017), emphasizes that the primary objective is to enhance EFL learners' language abilities, particularly focusing on improving their listening and speaking skills.

2. Febriani et al.,(2022), recommend using visual aids to complement the listening materials used for EFL learners.

3. According to Bajrami and Ismaili (2016), the aim is to enhance student interest and engagement in activities, fostering greater confidence and active participation in developing communicative language skills.

(Transition: Having understood the role of audio-visual materials in foreign language teaching, let's continue with the benefits/advantages of using audio-visual materials in foreign language teaching)

D. Integrating audio-visual materials into language teaching can provide benefits for both teachers and students alike. (Nwokedi, 2023)

1. For Teachers:

a. AVM promotes the development of other language skills in addition to grammatical comprehension.

b. Specifically AVM in Foreign Language Teaching helps to encourage students to speak.

c. It helps the teacher to present the lesson effectively, and students learn and retain the concepts better for a longer duration.

2. For Students:

a. AVM benefits language learners from combining different mediaand visual teaching techniques.

b. Students use audio-visual resources in the right context, they can effectively learn languages.

c. To enhance comprehension and vocabulary in second language learning, learners are exposed to formal language through diverse input formats like visual and audio resources.

(Transition: Having understood the benefits and challenges, let's now explore disadvantages/drawbacks of using AVM in foreign language teaching)

E. While audio - visual materials offer numerous benefits in language teaching, there are also challenges and limitations associated with their use. (Nwokedi, 2023)

1. For Teachers:

a. Implementing audio-visual aids often requires significant equipment, software, and training investment.

b. Teachers may find themselves using precious instructional time to address technical issues instead of concentrating on delivering the lesson content.

c. Overusing audio-visual aids can lead to a decline in teachers' mastery of traditional teaching techniques such as verbal communication, chalkboard instruction, and classroom management.

2. For Students:

a. Not all students may have the same level of access to audio-visual materials, especially those who have disabilities or limited access to technology at home.

b. If the educational AVM is not understandable for students, it can increase their anxiety levels.

c. While audio-visual aids can boost engagement, they also carry the risk of diverting students' attention and disrupting their concentration.

(Transition: Now, that we understand the disadvantages of using AVM, let’s explore the guidelines for using AVM in the EFL classroom)

F. Kemp et al, (1994), developed criteria for selecting and utilizing audio-visual materials in classroom settings.

1. Selecting from readily available materials.

2. Selecting the audio-visual aids which are familiar to the teacher.

3. Selecting the audio-visual aids in a more objective way by following guidelines from cognitive psychology and related theories.

(Transition: Now, let’s take a look at how we are going to assess AVM)

G. According to Barraza (2024), we must take in consideration the following criteria by the time of assessing audio visual materials.

I. Physical Design: “Physical design” refers to design that directs the users to the message and content of the video.

1. Is the video easily navigable for viewers seeking specific clips or segments within it?

2. How clear is the visual presentation? Are there excessive distractions or irrelevant elements that detract from the viewing experience?

3. Are the slides, clips, and transitions well-organized and seamlessly integrated into the overall presentation?

II. Cognitive Design: “Cognitive Design” is design that helps users comprehend the message being communicated in the instructional video.

1. Does the video provide a sense of fulfillment? Has it achieved its intended objectives?

2. Is there alignment between the spoken words and the visual elements presented on the screen?

3. Does the video transition smoothly and maintain relevance to the lesson's content?

III. Affective Design: ̈Affective design” is design that promotes learners to engage and feel comfortable with the content in the instructional video.

1. Does the narrator use an encouraging tone to boost the viewer's confidence in their abilities?

2. Are significant points emphasized or reiterated by the narrator to prevent them from being overlooked?

3. Does the video encourage reflective and forward-thinking conversations?

(Transition: Now, that we understand the AVM assessment, let’s continue with the

types of activities with AVM in the EFL classroom)

H. According to ENGSTRAND, n.d., there are many types of audiovisual

activities used in EFL classrooms.

1. Musical Engagement:Encourage students to listen attentively for specific words or phrases, discuss song meanings, or explore cultural context.

2. PowerPoint or slide presentations: They are widely usedinstructional materials that consist of a sequence of slides created with software like PowerPoint.

3. Movies: They portray narratives or events captured by cameras as a sequence of moving images, typically viewed in theaters or on television.

4. Listening for Specific Information: Provide audio or video clips with particular listening objectives, like identifying details, main ideas, opinions, or arguments.

5. Interactive Learning: Employ multimedia resources such as educational apps or online platforms that incorporate audio-visual elements to engage students interactively.

6. Listening Understanding: Utilize audio recordings or videos containing English dialogue or narration. Following the listening session, students can respond to comprehension requeries, complete missing information, or summarize the content.

7. Oral Expression Practice: Present video clips or audio recordings featuring native English speakers conversing. Subsequently, students can engage in speaking exercises by role-playing similar scenarios or discussing related topics.

(Transition: Now that we understand the types of activities with AVM in the EFL. Let’s

finish with examples of AVM for EFL teaching)

I. Examples of Audio-Visual Materials for EFL classrooms

1. Videos: Including documentaries, films, educational videos, and instructional clips.

2. Slideshows: Combining images, text, and sometimes music or narration to convey information or tell a story.

3. Presentations: Using software like PowerPoint or Keynote to combine text, images, and sometimes video or audio elements for educational or business purposes.

4. Podcasts: Audio recordings typically focused on specific topics, often featuring interviews, discussions, or storytelling.

5. Virtual Reality (VR) Experiences: Immersive environments that can include 360-degree videos, interactive simulations, and virtual tours.

6. Augmented Reality (AR) Applications: Overlaying digital content onto the real world, often through smartphone apps, to provide additional information or experiences.

7. Interactive Multimedia: Websites, apps, or software that combine various forms of media (such as text, images, audio, and video) and allow users to interact with them.

8. Digital Art Installations: Using technology to create interactive or dynamic artworks that incorporate both visual and auditory elements.

9. Animated Infographics: Visual representations of data or information that are animated to enhance understanding and engagement.

10. Online Courses and Tutorials: Utilizing a combination of video lectures, slideshows, quizzes, and other multimedia elements to deliver educational content via the internet.

III.Conclusion

I. Signal closing: In summary, audiovisual materials serve as instructional tools and resources that offer multisensory experiences within the teaching and learning process.

II. Final statements:

A. Audiovisual materials capture learners' attention, motivate their participation in learning, and help maintain their focus.

B. There are three broad types of audiovisual materials: Only audible Audio materials; Visual materials, which are only visible; and Audiovisual materials, which can be both seen and heard.

Summary: Audio - visual materials can be utilized independently or in combination with another, depending on the desired objectives of the teacher or facilitator.

References

Audio Visual Materials: Different Types Module details. (n.d.). https://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_content/S000573AE/P0018 16/M027986/ET/1519888915Content_AudioVisualMaterials-DifferentTypes.pdf

Audio-Visual Aids: Classification - Unacademy. (2022, May 27). Unacademy. https://unacademy.com/content/kerala-psc/study-material/extension-education-and-communication/audio-visualaids/#:~:text=.Read%20full-, Answer%3A%20Audio%20Visual%20Aids%20examples%20are%20LCD%20project%2C%20Film%20projector, %2C%20tape%20recording%2C%20and%20flashcardsaudiovisual. (2024).

 In Merriam-Webster Dictionary.

https://www.merriam-webster.com/dictionary/audiovisual

Bajrami, L., & Ismaili, M. (2016). The role of video materials in EFL classrooms.

Procedia: Social & Behavioral Sciences, 232, 502–506. https://doi.org/10.1016/j.sbspro.2016.10.068

Burton, J. (1955). Visual Aids Centre: London. Health Education Journal, 13(1),105–112. https://doi.org/10.1177/001789695501300117

Cesca Piamonte Official. (2020, October 17). Audiovisual materials [Video]. YouTube.

https://www.youtube.com/watch?v=qQaLZf1vSYwENGSTRAND, A. (n.d.). Telling Isn’t Teaching Listening Isn’t Learning. 

In Audio-Visual Materials for Improving Instruction. Extension Education. (n.d.).

https://epgp.inflibnet.ac.in/epgpdata/uploads/epgp_content/S000827HE/P0014 12/M011704/ET/1459501861et32.pdf.

Febriani, H., Asvio, N., Rahmadoni, J., & Vivekanantharasa, R. (2022). Improving EFL learners listening skills by using audio visual aids. Linguists :/Linguistics (Bengkulu), 8(2), 216. https://doi.org/10.29300/ling.v8i2.7662

Kinder, J. S. (1942). Chapter VIII: Visual Aids in Education. Review of Educational Research, 12(3), 336–344. https://doi.org/10.3102/00346543012003336

Nwokedi, B. F. (2023). Efficacy of the use of Audio-Visual Facilities in the teaching and learning of English Phonology. International Journal of Advance Social Sciences and Education, 1(4), 183–190.

https://doi.org/10.59890/ijasse.v1i4.733

THE USE OF AUDIO-VISUAL AIDS IN ENHANCING STUDENTS’ SPEAKING MOTIVATION IN EFL SPEAKING CLASSES. (n.d.). https://repository.uksw.edu/bitstream/123456789/16704/5/T1_112014111_Isi.pdf

Power Point Presentation: 

Workshops

Aris Arcia & Eldrish Jurado

1.  Name of the coursebook: Touchstone Student’s Book 1 by Michael McCarthy, Jeanne McCarten, and Helen Sandiford.

2.  Unit and Lesson: Unit 9, Lesson A: Sightseeing.

3.  The objective of the Lesson: By the end of this lesson, students will be able to give sightseeing information using appropriate vocabulary and grammar structures (can and can't), explain words using expressions like "kind of," "kind of like," and "like," and pronounce the modal verbs "can" and "can't" accurately.

4. Screen Capture of The Lesson

     

5.  Name of the video: London’s most OVERRATED attractions (and what to do instead)

6.     Link to the video: https://youtu.be/t_HMqGStYHA?si=2qG8gj6UeEJBNRGD

7.     Summary of the video: Eliza, a London resident and disability advocate, offers practical insights in her video guide on experiencing London authentically and affordably. She critiques popular tourist attractions like Hop On Hop Off buses, Madame Tussauds, and Harrods as overpriced and detached from local life. Instead, Eliza recommends using London's public buses for economical travel and suggests visiting free and accessible spots like the Science Museum and Serpentine Gallery. She also promotes exploring local shopping areas such as Brick Lane and Liberty for a more genuine London experience. Her guide aims to help viewers avoid tourist traps, prioritize cultural immersion, and make the most of their London visit without breaking the bank.

8.     Tasks students are required to complete (in detail):

 

Activity 1: Alternative Sightseeing Itinerary Worksheet

-         Objective: Plan an alternative sightseeing itinerary for tourists visiting London, emphasizing authentic experiences and avoiding tourist traps.

Instructions:

1.      Research and Selection: Work in groups to research alternative attractions in London that offer authentic experiences. Choose activities that are not typical tourist spots.

2.      Create Itinerary: Based on your research, create a one-day sightseeing itinerary for tourists. Include activities they "can" do (authentic experiences) and activities they "can't" do (avoiding tourist traps).

3.      Presentation: Prepare to present your itinerary to the class. Explain the reasons behind your choices and discuss the benefits of exploring less touristy areas.

4.      Reflection: After all groups have presented, reflect on the importance of seeking authentic experiences while traveling and discuss how these alternative itineraries provide a richer cultural experience.

Group Members:

1.

 2.

 3.

 4.

---

Itinerary Planning:

1.      Group Name/Number:

o    Morning:

§  Activity they "Can" Do:

§  Description:

§  Location:

§  Reason for Choosing:

§  Activity they "Can't" Do:

§  Description:

§  Location:

§  Reason for Avoiding:

o    Afternoon:

§  Activity they "Can" Do:

§  Description:

§  Location:

§  Reason for Choosing:

§  Activity they "Can't" Do:

§  Description:

§  Location:

§  Reason for Avoiding:

o    Evening/Night:

§  Activity they "Can" Do:

§  Description:

§  Location:

§  Reason for Choosing:

§  Activity they "Can't" Do:

§  Description:

§  Location:

§  Reason for Avoiding:

Presentation Notes:

• Discuss why you chose each activity and how it contributes to an authentic London experience.
• Explain the drawbacks of typical tourist spots and why tourists should consider alternative attractions.

Reflection Questions:

1.      Why is it important to seek authentic experiences while traveling?

2.      How do alternative sightseeing itineraries benefit tourists in terms of cultural immersion and cost-effectiveness?

3.      Did your group face any challenges in selecting alternative attractions? How did you overcome them?

 

 

Activity 2: Sightseeing Can and Can't Quiz Worksheet

-Objective: Assess students' understanding of what they can and can't do when sightseeing in London, based on the video's recommendations.

Instructions:

1.      Can and Can't List: Review the list of activities and places below. Indicate whether each activity is something students "Can" do (according to the video's advice) or "Can't" do.

o    Visit local markets

o    Spend time in tourist-packed areas like Piccadilly Circus

o    Explore lesser-known neighborhoods

o    Take guided tours of historical landmarks

o    Eat at chain restaurants

o    Visit famous museums during peak hours

o    Attend local cultural events

o    Purchase souvenirs from local artisans

o    Use public transportation

o    Visit popular nightclubs

2.      Quiz Creation: Develop a quiz based on the scenarios and questions provided below. Choose whether each scenario or statement is "Can" or "Can't" according to the video's recommendations. Use multiple-choice or true/false format for each question.

3.      Quiz Completion: Complete the quiz individually or in pairs. You may refer to the video for clarification as needed.

4.      Discussion: Review the quiz answers as a class. Discuss the reasons behind each correct answer and clarify any misconceptions. Reinforce key lessons about making informed sightseeing choices in London.

---

Can and Can't Quiz:

Question 1: You want to avoid large crowds. Should you visit Piccadilly Circus during peak hours?

• A) Can
• B) Can't 

Question 2: You're interested in exploring local culture. Is it recommended to visit local markets?

• A) Can
• B) Can't

Question 3: You prefer a more authentic dining experience. Should you eat at chain restaurants?

• A) Can
• B) Can't

Question 4: You want to learn about London's history. Is it suitable to take guided tours of historical landmarks?

• A) Can
• B) Can't

Question 5: You're planning to visit a famous museum. Should you go during peak hours?

• A) Can
• B) Can't

Question 6: You're interested in exploring London's nightlife. Should you visit popular nightclubs?

• A) Can
• B) Can't

Question 7: You want to support local artisans. Is it advisable to purchase souvenirs from local markets?

• A) Can
• B) Can't

Question 8: You want to experience London's cultural diversity. Should you attend local cultural events?

• A) Can
• B) Can't

Question 9: You need to get around the city. Should you use public transportation?

• A) Can
• B) Can't

Question 10: You want to avoid touristy areas and discover hidden gems. Is it recommended to explore lesser-known neighborhoods?

• A) Can
• B) Can't

Discussion Questions:

1.      How did you decide whether each activity was "Can" or "Can't"?

2.      Why is it important for tourists to make informed choices about where they visit in London?

3.      What are the benefits of exploring lesser-known areas rather than only visiting popular tourist spots?

 

Activity 3: Personalized Sightseeing Strategy Development Worksheet

-         Objective: Develop a personalized sightseeing strategy for traveling to London, integrating lessons on what tourists can and can't do to optimize their experience.

Instructions:

1.      Personal Reflection: Take a moment to individually reflect on your interests and preferences when traveling. Consider:

o    What aspects of London culture are you most interested in exploring?

o    Are there specific historical sites or landmarks you wish to visit?

o    Do you have any particular culinary experiences you'd like to try?

Write down your reflections below:
Student′sReflectionStudent's ReflectionStudent′sReflection

2.      Research and Planning: Use the provided resources (transportation guides, attraction lists, etc.) to research alternative sights and activities in London. Focus on activities you "Can" do (according to the lesson) and those you "Can't" do (to avoid tourist traps). Consider:

o    Local cafes and restaurants

o    Hidden gardens or parks

o    Neighborhoods known for cultural richness

o    Offbeat museums or galleries

List at least three activities you "Can" do and three activities you "Can't" do:

Can Do:

5.      Activity:

§  Description:

§  Reason for Choosing:

6.      Activity:

§  Description:

§  Reason for Choosing:

7.      Activity:

§  Description:

§  Reason for Choosing:

Can't Do:

8.      Activity:

§  Description:

§  Reason for Avoiding:

9.      Activity:

§  Description:

§  Reason for Avoiding:

10. Activity:

§  Description:

§  Reason for Avoiding:

3.      Create a Strategy: Based on your reflections and research, develop a personalized sightseeing strategy for a three-day visit to London. Include:

o    Day-by-day itinerary with specific activities aligned with what you "Can" and "Can't" do.

o    Transportation options (e.g., public transit, walking routes).

o    Considerations for budget and time management.

Outline your three-day sightseeing strategy below:

Day 1:

o    Morning:

§  Activity:

§  Location:

§  Transportation:

o    Afternoon:

§  Activity:

§  Location:

§  Transportation:

o    Evening:

§  Activity:

§  Location:

§  Transportation:

Day 2:

o    Morning:

§  Activity:

§  Location:

§  Transportation:

o    Afternoon:

§  Activity:

§  Location:

§  Transportation:

o    Evening:

§  Activity:

§  Location:

§  Transportation:

Day 3:

o    Morning:

 

Audiovisual Workshop: Arelys Castillo and Einar Pérez

Name of the Coursebook: 

Touchstone Student’s Book 1. Unit 8 Shopping, Lesson 2 Grammar

Objective of the lesson:

In this lesson, students will be able to use "I want to," “I have to,"  "I like to," and "I need to" effectively in spoken and written English to express desires, preferences, and intentions for shopping.

Name of the video: 

Cristiano Ronaldo Goes Sneaker Shopping With Complex

Link of the video:

 https://www.youtube.com/watch?v=0jvt8Js0OU0

Summary of the video

In the video "Cristiano Ronaldo Goes Sneaker Shopping With Complex" the soccer player Cristiano Ronaldo joins Complex for a shopping focused on sneakers. The video is hosted by Joe La Puma and Ronaldo is exploring various sneaker options at a high-end sneaker store. In the video, Ronaldo talks about his own style choices, his fondness for specific sneaker labels, and the significance of comfort and functionality in shoes.

Task

1. Watch the video and write five sentences describing what features you prefer on sneakers in complete sentences using I want to, I like to, and I need to, I have to.

2. Watch the video again in the minute 2:42 to 4:00 and answer the following questions in complete sentences.

• What features does Cristiano like about the Air Force sneakers?

• What did Cristiano Ronaldo say about his son's sneaker style preferences?

3. Create a visual presentation with pictures about your favorite pair of sneakers mentioning:

• Why you like them?

• Where you use them?

• What pair of sneakers would you like to have and why?

 Remember to use I want to, I like to, and I need to, I have to.

Audiovisual workshop: Moisés De Gracia

Name of the Coursebook:

English Unlimited. Starter A1 Coursebook Unit and Lesson: Unit 3 Lesson A

Objective of the lesson:Students will learn to accurately and vividly describe people, objects, and scenes they encounter

in urban environments, developing their observational, descriptive skills.

Screen capture of the lesson:

Name of the video: San Diego- City Video Guide

Link of the video: https://youtu.be/sTYXLu0asQE?si=VkWCGCJcw6wA4sKz

Summary of the video:The video provides an overview of San Diego, California. It describes the city's location, population, and historical

significance as a naval and fishing port. The passage highlights key areas of interest, including the Old Town, downtown,

and Parks. It mentions notable attractions that also cover coastal neighborhoods, beaches, and the upscale area of La Jolla.

It emphasizes San Diego's family-friendly nature, mentioning some important attractions. Finally, it touches on the city's

cuisine, which is influenced by its Mexican heritage and coastal location and notes the beauty of its sunsets. Overall, the

text paints a picture of San Diego as a diverse, historically rich city with a wide range of attractions and experiences

for visitors.

Task that students have to do

1. Look at the video twice

2. Create a list of key terms related to city features, attractions, and buildings.

3. Write 10 sentences with the key terms that you found.

4. Make a comparison paragraph between San Diego and your city, highlight similarities and differences.

Summary of the tasks.

1. Watch the Video Twice

•    Students are required to watch a specified video two times to ensure they understand the content thoroughly.

2. Create a List of Key Terms

•    Students need to identify and list key terms from the video related to city features, attractions, and buildings. 

3. Write Sentences Using Key Terms

•  Using the key terms identified, students must write 10 sentences that incorporate these terms appropriately.

4. Comparison Paragraph

•    Students must write a paragraph comparing San Diego with their own city. This paragraph should highlight both the similarities and differences between the two cities.

.