blackboard-design

BoardDesigninginClassroomLanguageTeaching1ImportanceofboarddesigninginclassroomlanguageteachingBoardwritingisthemostuniversal,versatileandbasicpieceofclassroomequipment---whetheritisthemoretraditionalchalk-dustblackboard,thewhiteboard(writtenonwithmarkerpens),ormetallicboards(byusingmagnets).Itmayhavethefollowingfunctions,suchas,providingandlistingthekeyteachingpointsduringthewholeclass;supportingteachingwithdiagrams,tablesanddrawing;outliningthewholeteachingprocedure;offeringquickexplanationofvocabularyitems;settingupadiscussionordialogueandhelpingsummarizetheclassroomteaching.Boardcanbeusedfordifferentpurposesandalotcanbedonewithitiftheteachersknowhowtouseiteffectively:TostresskeypointsTeachersoftenwritethingsupontheboardbrieflyandclearlyduringthelesson,suchasnewwords,phrasesandusefulexpressionsforstudentstorememberandpractice;questionsforstudentstoanswerorexploit;topicsforstudentstodiscuss.Thatistosay,theyshouldnotwritetoomuchontheboard.ToexplainandshowrelationshipsbetweendifferentitemsTheinformationteacherswriteshouldbestructuredandsetoutlogically.Boardscanbeusedforexplanationandshowrelationships.Byboardwriting,theteachercanhighlightfocusanddifficultpointsbyusingboxes,arrowsorcoloredchalktodemonstratetherelationshipsbetweenthings.Tohelpstudents’understandingbyboarddrawingBoardscanbeusedfordrawingpictures,chartsandtablestohelpstudentsunderstandlanguagefocusasquicklyaspossible.Therefore,teachersshouldbeversatile.(Someboarddrawingswillbeofferedattheendofthischapter.)ToofferstudentsopportunitiestopracticeontheboardBoardscanbetypicallyusedtodosomeindividualstudentsactivities.Forexample,studentscancomeuptotheboardtohaveadictation,tochainwords,tocompleteorrewritesentences,andsoon.Meanwhile,theteachercanalsowritesomecommonmistakesontheboardandaskstudentstocorrectthem.Itisveryusefultoprovidestudentsenoughopportunitytopractice.2RequirementsonhowtouseboardseffectivelyHowtouseboardsmoreeffectivelyandefficiently?Thefollowingrequirementscanbemet.PurposefulTomakesurethattheboardwritingshouldbecloselyrelatedtotheteachingcontentandcaneffectivelydisplaytheteachingstages,importantpartsanddifficultpointsinteaching.Bytheendofthelesson,theboardcanpresentaclearsummaryofthelesson.ReadableTeachersshouldstartthelessonwiththecleanboard.Theirhandwritingontheboardshouldbeclear,standardizedandlargeenoughtobereadfromthebackoftheclassbecausestudentsalwaysregarditagoodchancetolearnfromteachers.Well-arrangedandorganizedMaterialswrittenontheboardshouldbewell-organizedsoastoavoidscrawlinginarandomanddistractingstyle.Teachersshouldarrangetheboardreasonablybyseparatingtheboardintodifferentcolumns.Generallyspeaking,theboardcanbedividedintothreecolumns.Forinstance,theycandrawaverticallineononesideoftheboardandreservetheleft-handcolumnforkeypoints,themiddleoftheboardforexplanations,andtheright-handcolumnforexamples.Teachersusetheseareastohelporganizedifferentcontents.Duringtheteaching,teachersshouldchecktheboardperiodicallytoseeifitisfullanddecidewhatshouldbeerased.FlexibleanddiversifiedInordertodrawstudents’attention,theteachershouldmakebestuseofboardflexiblyanddiverselyanddesigndifferenttypesofboardwritingaccordingtothedifferentfeaturesoflearningmaterials.GracefulmannerswhilewritingDon’tturnyourbacktotheclasswhileyouarewritingontheboard,especiallyifthisgoesonforsometime.Pleasestandsidewaysinfrontoftheboard,halffacingtheboardandhalffacingtheclass.Makesureyourbodyshouldnotblocktheviewofstudents.Thus,itcanpreventstudentsfromwhisperingtoeachotherorgettinguptolittletricksandmaintainalearningatmosphere.Don’twritetooslowly,whichwillaffecttherhythmofproceduresofteaching.Atthesametime,longteacher-writingtimesshouldbeavoidedwhilestudentsarejustwatchingandwaiting.3TypesofboarddesigningBoardcanbeusedfordifferentpurposesandaccordingtodifferentpurposesboardscanbedesignedindifferentways.Inotherwords,boarddesigningcanbeclassifiedintodifferenttypes.Horizontallyarranged1stblindman---placehishand---side---likeawall2ndblindman---graspedoneof---tusks---likeaspear3rdblindman---tookholdof---trunk---likeasnake4thblindman---closedhisarms---legs---likeatree5thblindman---caughtholdof---ear---likeafan6thblindman---gotholdof---tail---likearopeOutlineTitle/Topic:Mainidea:PartIIntroductionParagraph1PartIIMainbodyParagraph2Paragraph3PartIIIConclusionKeywords7:30inthemorning---getupasquicklyaspossible---washface---brushteeth---havebreakfastquickly---rushtothebusstop---catchthebus---getonthebus---empty---surprised---getoffthebusattheschoolgate---rushtoschool---closed---remembered---holidayTableI’mYouareHeisSheisWeareTheyarepreparingbreakfastlunchsupperdinnerWhatdoyoulike?swimdancesingplayfootballPeterYYYNTomYYYNMaryNYYNAliceNYYNMikeYYYYHowmany?teachingbuildingsfloorsclassroomslanguagelabsofficialsteachersstudentsdormitoriesFlowchartExplanationwithnotesHedidwhathecould(do)tocalmher.=hedidall(oreverything)hecould(do)tocalmher.Usingwordnet-work6:307:007:3013:0016:00WangPing4PracticesTask1Studyandevaluatethefollowingboarddesigninganddesignyourownboard.howlsfarmer