Creating handouts and preparing visual aids for micro lesson

2.2 Linguistic analysis of typology
Let us consider some aspects of the psychological basis, taking into account which visual clarity should be used in such a way that it can effectively replace translation into the native language as a means of understanding foreign language material.
The following requirements apply to the choice of visual aids:
1. When choosing visual aids, keep in mind that they most successfully solve didactic problems. / Appendix 9 /
2. Optimal use of visibility means the appropriate use of it. Therefore, the teacher needs to choose from the recommended list provided in the program and methodological manual, first of all, those manuals that are directly aimed at solving the main task of the lesson, at mastering the main, essential issues of the content of the topic being studied. Of the two visual aids on the same topic, one must choose the one that best solves the problem and in less time.
3. In addition to the main ones, some additional visual aids are selected that can be used if there is free time or as a means to better explain the issue under study in case of difficulties. But it must be remembered that a large number of demonstrations not only leads to extra time, but also distracts students from the essence of the material being studied.
4. When choosing visual methods, the characteristics of primary school age are taken into account, the predominant type of thinking is visual-figurative or verbal-logical. In the second case, visualization is used somewhat less frequently or in forms that have been abstracted. In the first case, the share of visual methods increases.
5. In the process of consolidating and repeating the educational material, it is advisable to use new visual aids, installations that allow you to transfer the acquired knowledge to other objects and thereby assimilate them deeper, more consciously. Of course, the visual aids used should be quite accessible to students and not require extra time to study them.
6. To increase the effectiveness of the use of visual aids, a clear goal should be set for students. This enhances the attention of students, makes it longer and more stable.
7. It is useful to apply special techniques to increase students' interest in visual objects, despite the fact that they themselves act as activating means.
8. The principle of optimization requires short demonstrations in order to achieve the desired effect in the minimum necessary time. Therefore, they must be well prepared. Short and clear explanations during the demonstrations save time.
9. The use of various means of ensuring the visibility of illustrations and demonstrations by all students contributes to increasing the effectiveness of the use of visual methods. The display of small benefits, devices, schemes is harmful. The teacher wastes time and causes dissatisfaction of those students who cannot see anything. Manuals with small print are best attributed to frontal work and observations. Better visibility is also facilitated by special colors, highlighting details. Smaller visual aids should be used as handouts for individual or group work. /nine/