Board work
It is generally helpful for students to have a written record of new grammar or vocabulary that is being taught. However,
this is often best done after students have been drilled with correct pronunciation as English spelling can be an unhelpful
distractor.
It is important that the teacher doesn’t spend too long writing on the board with their back to the class during the lesson,
otherwise the students will lose interest. If possible, have any longer pieces of information for students on a prepared
handout, on an OHT, or written, in advance, on the blackboard and covered.
When writing new vocabulary on the board, try to make it clear what part of speech the word is. If you only write single
words, students may not remember whether it’s a verb or a noun, for example.
So, instead of writing ‘play’, write ‘to play (with something/someone)’. Then the student can tell that is a verb and also that
it can be transiti ve and uses the preposition ‘with’. In the same way you can add articles to nouns that are written on the
board. Write ‘a house’ instead of just ‘house’, for instance. Although only a very small thing to remember it does provide far
more useful records for the student.
It is generally helpful for students to have a written record of new grammar or vocabulary that is being taught. However,
this is often best done after students have been drilled with correct pronunciation as English spelling can be an unhelpful
distractor.
It is important that the teacher doesn’t spend too long writing on the board with their back to the class during the lesson,
otherwise the students will lose interest. If possible, have any longer pieces of information for students on a prepared
handout, on an OHT, or written, in advance, on the blackboard and covered.
When writing new vocabulary on the board, try to make it clear what part of speech the word is. If you only write single
words, students may not remember whether it’s a verb or a noun, for example.
So, instead of writing ‘play’, write ‘to play (with something/someone)’. Then the student can tell that is a verb and also that
it can be transiti ve and uses the preposition ‘with’. In the same way you can add articles to nouns that are written on the
board. Write ‘a house’ instead of just ‘house’, for instance. Although only a very small thing to remember it does provide far
more useful records for the student.
M e t h o d o l ogyction
Eliciting is particularly good for keeping students involved in their own learning process and for showing the teacher what
the class already knows.
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