About :

Flannel Board and Figurines

English Department

Lecturer :
Hidya Maulida, M.Pd

Arrange By:

A.ALMAN ASSYIFA (3061612033)

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN

PERSATUAN GURU REPUBLIK INDONESIA
TAHUN AKADEMIK 2017
 Flannel Board and Figurines

A. Description
Flannel board is a piece of softboard (or any other suitable support material)
which is covered by a piece of cloth which has adhesive qualities such as flannel.
Flannel boards include one of two dimensional learning media, made from flannel cloth
embedded on a plywood or a board. Then create flannel clippings or stencil paper placed
on the back of the picture.
Flannel board is usually smaller than the blackboard and can be unloaded so it
does not take up a lot of space (some of which can be folded)

The pictures or symbols are commonly called flannel board items.

With this item we can explain thing or explain something of the problem. In order for the
item to be attached to the flannel board then behind the item is pasted flannel or
sandpaper or foam rubber. In addition to these materials can also be used Velcro Hooks,
which small haw-shaped claws of plastic that can be used to link small objects or hangers
that are not heavy on the hairy material.

A figurine (a diminutive form of the word figure) is a small statue that represents
a human, deity or animal, or in practice a pair or small group of them. Figurines have
been made in many media, with pottery, metal, wood, glass, and today plastic or resin the
ost significant.

In the learning process, figurine can also be made from Teacher-drawnq, from
magazines, or from other materials (felt, woollen material, velvet,suide, blotting paper,
sponge or any other material with natural adhesion)

In the learning process, some suggestions for a collection of figurines that will be
useful in almost any classroom such as: People in general, People doing thing,
Occupations, Clothes , Accessories, Food, Household object, Household tools, Games
and hobbies, Outdoor objects, Places, Vehicles, Creatures, Symbols.

B. Why use a flannelboard

1. it is cheap, inexpensive to contruct, easy to store, light to carry

2. can be use to present and/ or practice almost any structure in a syllabus or any of the
language skill
 3. English language teaching and learning become much more effective and fun
4. It is dynamic. Changes can be shown by adding or taking away or transferring
figurines and flashcards
5. It can be used to teach students all ages and of all levels of language proficiency.

C. Ideas For Using Flannel Boards And Figurines

1. Teaching structures/language items and vocabulary

 Noun identification+ questions, affirmatives and negatives
Use the figurines as a cues for students’ responses.place the in quick
succession on the board asking the questions, what’ s this? What’s that? And
waiting for correct responses. Keep this type of cue substitution brisk.

 Prepositions/Prepositional phrases+questions
Use the figurines in conjunction with a sheet of background scenary
Material: background sheet of a street scene, figurines of vehicles
Procedure: place the vehicle figurines in a line on street scene. Revise names of
vehicle first then ask questions like : what is behind the taxi? What is the front of
the car? Who is on the motor bike? What is in between the car and the bus? etc .

 Adjective of colour, size, weight, quantity + interogatives and negatives

The teacher will need to ensure that the figurines are in colour. All types of
adjectives may be taught /practiced using variaty of object and people figurines
displayed in quick succession on the flannel.

 uncountable/ Countable nouns + some, any, a lot of, etc

Figurines of both countable and uncountable noun objects can be
displayed in the shop window or on the shelves and this can provide the basis of
(a) a qustion and answer session on the identification of the objects followed by
(b) a simulated discussion between a costumer and a shopkeeper. Price tag,
written on cardboardor paper can be attached to the objects to provide realism to
the buying-selling situation.

 Likes and Dislike( +noun + but)

Figurines of people and food can be used to practice these item. Use ‘tick’
and ‘cross’ symbol to cue students for positive and negative answer, for example
Does he like pineapple? Does she like bananas?, what does she like? What
 doesn’t she like? What doesn’t she like? + he likes bananas but he doesn’t like
pineapple.

 A vocabuary item-the same and different

Sometimes it is useful to use figurines to teach and practice particular
vocabulary items which pose problems to students. The students are arranged to
notice similarity and difference.

 The Simple Present Tense- denoting post on and habitual actions.

Possession- have/has + got –can be practiced using figurines of people and
objects. Surround each person in variaty of objects, revise

2. Helping in reading activities

Below is the suggested procedure when using figurines to illuminate the content
of a readinng passage.

Steps :
a. The teacher telss the story (with a much expression as possible) placing the
figurineson the boards at appropriate places in the story.
b. He retells the story having a student place the figurines at the appropriate times.
c. He either invites a student to tell a story to the class with the help of the figurines or
has several children dramatize the story while another student attaches the figurines to
the board.
d. The teacher then ask questions to see if the students have understood the story.
e. Students then read the passage and do the companying exercises. Of course, in the
early stages learning to read the teacher will want to accompany any object figurines
f. places that be places on the flannel board with relevant flashcards; onthe magnetboard
merely needs to write the words.