Using the Blackboard

7/27/2019 Using the Blackboard

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Using theBlackboard

By

Porntip Bodeepongse



• The blackboard is one of the

most useful of all visual aids — it is always available and can

be used for various purposes

without special preparation.

• What purposes can the

blackboard be used for?



Why use the blackboard

• Presenting new words /

structures

• Showing spelling

• Giving a model for

handwriting• Writing prompts for

practice



• Aim in using the blackboard

should be to make things clearer

to the class and help to focustheir attention.

• In order to use the blackboardeffectively, it is important to

develop good basic techniques of

writing on the blackboard andorganising the layout of what we

write.



Activity 1: Teacher A

• He is hiding the board, he

is not involving the

students in any way, and

because he has his back to

the class he cannot controlwhat they are doing.



Activity 1: Teacher B • She is keeping ‘eye contact’

with the class as she writes,

she is allowing the class tosee what she is writing, and

she is keeping their

attention by saying thewords as she writes them.



Basic principles

• Write clearly. The writing

should be large enough to read

from the back of the class.

• Write in a straight line. This is

easy if teachers only write

across a section of the board,

not across the whole board.



• Stand in a way that does not

hide the board. Show

teachers how to stand

sideways, half facing the

board and half facing theclass, with arm fully

extended. In this way the

teacher can see what theteacher is writing, and the

teacher can see the students.



• Talk as you write. Teachers

should say aloud what they

are writing, phrase by phrase.To involve the class even

more, they could sometimes

ask students to suggest whatto write (e.g. What’s the next

word? How do I spell that?).

• Now look at Activity 2



1. How the lesson developed:

• The lesson was about

people selling goods at

the market (shown bypictures in the textbook),

how much they had sold

by certain times.



• The teacher introduced the

past perfect tense, and

students practised sentenceslike ‘By midday she had sold

five mats’.

• The teacher introduced key

vocabulary for goods (e.g.

mat, pot, basket), and addedsome other words which

were not in the lesson (e.g.

plate, bowl).



• The teacher revised time

expressions, and introducedthe new item ‘midday’.

(This lesson is taken fromM.Bates: Nile Course for the

Sudan Book 3 )



Points to be made:

• The blackboard is too crowded.

• Some items could have been

presented orally, or written on

the board and then rubbed off again soon afterwards.

• The most important item is the

example showing the pastperfect tense.



Points to be made: (cont)

• It would be clearer if it werewritten in the centre of the

board.

• Key vocabulary could be writtendown the side of the board, with

similar items close together.

• Possible layout might be:



Lesson 27: At the market

basketmatpot

magazinecarpet

midday

At 7, she sold one basket.

By 7.30, she had sold 3

baskets.

When I arrived, she hadsold all her baskets.

sell – soldbuy – bought

knife – knives

fishbeans

A kilo of ground-nuts



Presenting and

practising structures• An important use of the

blackboard is to show

clearly how structures areformed, and to show

differences between

structures.



He played football.Did he play football?

How can you make the structures

clearer?



He played football.Did he play football?

• By underlining the important

features.

•By using different colouredchalk.





Activity 4

• A good way of showing the

different forms of a structure

together is by means of a table

or a substitution table.

I’m

You’re

He’s

She’s We’re

They’re

eating

preparing

breakfast

lunchdinner



Keeping the attention of

the class

• Get students to suggest what to

write in each column.

• Ask students to copy the table

as the teachers write it.

• If the table is too long or too

complex to write quickly, better

to write it in advance on a large

piece of card or paper.





How much? / How many?

How much breadmilkrice

do weneed?want?have?How many eggs

tomatoes

books



Present perfect tense with

‘for’ and ‘since’

I’ve He’s She’s

They’ve

beenliving herelearningEnglish

for a week.6 years.

since April.

Monday.

Using the Blackboard

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