blackboarddesign

1、Board Designing in Classroom Language Teaching1 Importance of board designing in classroom language teachingBoard writing is the most universal, versatile and basic piece of classroom equipment- whether it is the more traditional chalk-dust blackboard, the whiteboard (written on with marker pens), o

2、r metallic boards (by using magnets). It may have the following functions, such as, providing and listing the key teaching points during the whole class; supporting teaching with diagrams, tables and drawing; outlining the whole teaching procedure; offering quick explanation of vocabulary items; set

3、ting up a discussion or dialogue and helping summarize the classroom teaching. Board can be used for different purposes and a lot can be done with it if the teachers know how to use it effectively:l To stress key pointsTeachers often write things up on the board briefly and clearly during the lesson

4、, such as new words, phrases and useful expressions for students to remember and practice; questions for students to answer or exploit; topics for students to discuss. That is to say, they should not write too much on the board. l To explain and show relationships between different itemsThe informat

5、ion teachers write should be structured and set out logically. Boards can be used for explanation and show relationships. By board writing, the teacher can highlight focus and difficult points by using boxes, arrows or colored chalk to demonstrate the relationships between things. l To help students

6、 understanding by board drawingBoards can be used for drawing pictures, charts and tables to help students understand language focus as quickly as possible. Therefore, teachers should be versatile. (Some board drawings will be offered at the end of this chapter.)l To offer students opportunities to

7、practice on the boardBoards can be typically used to do some individual students activities. For example, students can come up to the board to have a dictation, to chain words, to complete or rewrite sentences, and so on. Meanwhile, the teacher can also write some common mistakes on the board and as

8、k students to correct them. It is very useful to provide students enough opportunity to practice.2 Requirements on how to use boards effectively How to use boards more effectively and efficiently? The following requirements can be met. l PurposefulTo make sure that the board writing should be closel

9、y related to the teaching content and can effectively display the teaching stages, important parts and difficult points in teaching. By the end of the lesson, the board can present a clear summary of the lesson.l ReadableTeachers should start the lesson with the clean board. Their handwriting on the

10、 board should be clear, standardized and large enough to be read from the back of the class because students always regard it a good chance to learn from teachers.l Well- arranged and organizedMaterials written on the board should be well-organized so as to avoid scrawling in a random and distractin

11、g style.Teachers should arrange the board reasonably by separating the board into different columns. Generally speaking, the board can be divided into three columns. For instance, they can draw a vertical line on one side of the board and reserve the left-hand column for key points, the middle of th

12、e board for explanations, and the right-hand column for examples. Teachers use these areas to help organize different contents. During the teaching, teachers should check the board periodically to see if it is full and decide what should be erased.l Flexible and diversifiedIn order to draw students

13、attention, the teacher should make best use of board flexibly and diversely and design different types of board writing according to the different features of learning materials.l Graceful manners while writingDont turn your back to the class while you are writing on the board, especially if this go

14、es on for some time. Please stand sideways in front of the board, half facing the board and half facing the class. Make sure your body should not block the view of students. Thus, it can prevent students from whispering to each other or getting up to little tricks and maintain a learning atmosphere.

15、 Dont write too slowly, which will affect the rhythm of procedures of teaching. At the same time, long teacher-writing times should be avoided while students are just watching and waiting.3 Types of board designingBoard can be used for different purposes and according to different purposes boards ca

16、n be designed in different ways. In other words, board designing can be classified into different types.l Horizontally arranged1st blind man - place his hand - side - like a wall2nd blind man - grasped one of - tusks - like a spear3rd blind man - took hold of - trunk - like a snake4th blind man - cl

17、osed his arms - legs - like a tree5th blind man - caught hold of - ear - like a fan6th blind man - got hold of - tail - like a ropel OutlineTitle / Topic:Main idea:Part I Introduction Paragraph 1Part II Main body Paragraph 2 Paragraph 3Part III Conclusionl Key words7:30 in the morning - get up as qu

18、ickly as possible - wash face - brush teeth - have breakfast quickly - rush to the bus stop - catch the bus - get on the bus - empty - surprised - get off the bus at the school gate - rush to school - closed - remembered - holiday l TableImYou areHe isShe isWe areThey arepreparingbreakfastlunchsuppe

19、rdinner What do you like?swimdancesingplay footballPeterYYYNTomYYYNMaryNYYNAliceNYYNMikeYYYYHow many? teaching buildings floors classrooms language labsofficials teachers students dormitoriesl Flow chartWang Ping6:307:007:3013:0016:00l Explanation with notesHe did what he could (do) to calm her.= he

20、 did all (or everything) he could (do) to calm her.l Using word net- work pollutionnoisewastesrubbishgasessmokefertilizerhowlsfarmerscropsfield micekillkillworryeat4 PracticesTask 1 Study and evaluate the following board designing and design your own board.(Adrian Doff: 13)Task 2 Look at the two sty

21、les of board writing and show your own opinions. （Adrian Doff: 13）Some practical drawings: （肖惜：46）Combined with real objects, gestures, mime, board drawings can avoid a lot of lengthy explanation or translation in language teaching, so it is necessary to use board drawing frequently. As can be seen, the drawings are based on very simple elements. We can use a circle or an oval for the head, circles or ovals plus a few lines and dots to represent facial expressions,