Creating handouts and preparing visual aids for micro lesson

Chapter 2. The principle of visibility in teaching a foreign language
In the process of teaching a foreign language, an important place is occupied by the skills and abilities of perception and understanding of foreign speech by ear, which require significant effort and time from the teacher and students.
Practice shows that technical teaching aids provide invaluable assistance to the teacher in organizing the lesson and working with the class.
2.1 General information about methodologic typology of grammar
In teaching a foreign language, there are 2 types of visualization: linguistic (linguistic) and non-linguistic ( extralinguistic).
Linguistic visibility includes:
- demonstration of linguistic phenomena in oral or written speech (write a word on the board; listening to the speech of native speakers of the target language);
- linguistic schematic visualization (tables, charts, cards).
Non-linguistic visualizations include:
- natural (subject) visibility (show the subject);
- visual presentation (pictures, educational films, etc.);
- effective visibility (show action).
Visualization can be classified depending on the type of analyzer:
- auditory (listen to a sound recording);
- visual (consider illustrations for the text);
- motor-motor (write down words, expressions);
- speech-motor-auditory (implies a set of tasks: listening, recording, pronunciation )./ 10//Appendix 8/
In the practice of teaching a foreign language, there is a combination of various types of visualization and the dominant role should be given to auditory rather than visual visualization. Without the use of auditory visualization, it is impossible to master the target language. The ability to understand speech by ear is formed and developed by listening to the speech of native speakers of the target language by students in sound recordings. Auditory clarity may be accompanied by additional visual supports in the form of text or illustrations. The formation of the skills of a coherent statement and the conduct of a conversation in the target language under artificial conditions of language learning is unthinkable without the widespread use of visualization, which allows simulating communication situations, stimulating monologue and dialogic speech. It is visual clarity in the form of illustrations in a book, films, maps, stands that brings the reality of the country of the language being studied to the classroom and thereby enriches students' ideas about the culture of the people whose language is being taught. /Annex 25, 26/
So, when choosing visual aids, it is necessary to take into account: the age of students, the topic of the material being studied, the level of foreign language proficiency. /sixteen/