This document provides guidance on effectively using the blackboard in teaching. It outlines that the blackboard is a very useful visual aid that is always available. It emphasizes the importance of developing good techniques for writing clearly, standing to not block visibility, writing in a straight line, and talking as writing to engage students. Specific tips include writing large enough for all to see, asking students for input, and demonstrating these techniques.

1. Using the blackboard
1

2. To
improve teachers’ basic
techniques in using the blackboard.
To show teachers ways of using the
blackboard as an aid in presentation
and practice.
To show teachers how to do simple
drawing on the blackboard.
2

3. Introduction
 Blackboard is one of the most useful of all
visual aids-it always available and can be
used for various purpose without special
preparation.
 The Aim in using the blackboard should be to
make things clearer to the class and help to
focus their attention. So in order to use the
blackboard effectively, it is important to
develop good basic techniques of writing on
the blackboard and organizing the layout of
what we write.
3

4. 4

5. Teacher A is hiding the board, she isn’t
involving the students in any way, and
because she has her back to the class he
can not control what they are doing.
 Teacher B is keeping ‘ eye contact’ with
class as she writes, she is allowing the
class to see what she is writing, and she is
keeping their attention by saying the words
as she write them.

5

6. 1)
2)
Write clearly. The writing should be large
enough to read from the back of the
class.
Stand in a way that does not hide the
board. Show teachers how to stand
sideways, half facing the board and half
facing the class, with their arm fully
extended. In this way, the students can
see what the teacher is writing, and the
teacher can see the students.
6

7. 3) Write in a straight line. This is easy if
teachers only write across a section of
the board, ant across the whole board.
4) 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 what to write.
e.g. What is the next word?
How do I spell that?
7

8. lesson 27 : At the market
Basket
mat
a kilo fish
groundnut
beans
pot-
go fishing
carpet
newspaper
magazine
Bowl
Plate
When I arrived she had
sold all her baskets.
knife
knives
at 7, she sold one basket
by 7.30, she had sold three baskets.
sell
Sold
sold
buy
bought
bought
8

9. 
3.Dancing men
9

10. 
4. Facial expressions. Match the pictures to the adjectives.


1.



2.



3.



4.


5.



6.


7.



8.



9.



10.




a. Angry

i. Embarrassed j. happy
b. Ecstatic
c. Sad
d. Devious e. Content f. Depressed
g. Furious h. Nervous

10