Unit 15: Unit 15: Presentation Presentation

Techniques and Techniques and Introductory Introductory

ActivitiesActivities

ByBy

Porntip BodeepongsePorntip Bodeepongse

Presentation Presentation techniquestechniques

ways used by the teacher to ways used by the teacher to present (introduce to present (introduce to learners for the first time) learners for the first time) new language such as new language such as vocabulary, grammatical vocabulary, grammatical structures and pronunciationstructures and pronunciation

Introductory activitiesIntroductory activities

activities used by a activities used by a teacher to introduce a teacher to introduce a lesson or teaching topiclesson or teaching topic

They help students to They help students to settle into the lesson and settle into the lesson and focus on its content.focus on its content.

2 kinds of introductory 2 kinds of introductory activitiesactivities

1.1. WarmersWarmers are often used to raise are often used to raise students’ energy levels or to make students’ energy levels or to make them feel comfortable. They are not them feel comfortable. They are not always connected to the topic of the always connected to the topic of the lesson.lesson.

2.2. Lead-insLead-ins focus on the topic or new focus on the topic or new language of the lesson. They can language of the lesson. They can focus and motivate students and focus and motivate students and make link between the topic andmake link between the topic and students’ livesstudents’ lives..

Differences between PPP and Differences between PPP and TBLTBL

PPPPPP The lesson has a The lesson has a

language aim.language aim. The teacher first The teacher first

contextualises contextualises the new the new language, i.e. language, i.e. puts it into a puts it into a situation which situation which shows what it shows what it means.means.

TBLTBL The aim is for the The aim is for the

students to students to complete a task (an complete a task (an activity in which activity in which students try to students try to achieve something achieve something real, and have to real, and have to communicate to do communicate to do so)so)

Differences between PPP and Differences between PPP and TBLTBL

PPPPPP Teacher then Teacher then

makes sure that makes sure that students remember students remember previously studied previously studied language needed to language needed to practise the new practise the new language by language by elicitingeliciting it and by it and by doing a doing a choral drillchoral drill..

TBLTBL Teacher starts Teacher starts

by holding a by holding a discussion on discussion on the topic of the the topic of the lesson.lesson.

The teacher The teacher then gives the then gives the students tasks students tasks to do.to do.

ElicitingEliciting = = asking students to asking students to say the previously learned say the previously learned language rather than give it language rather than give it to themto them

Doing a choral drill = getting Doing a choral drill = getting students to repeat as a students to repeat as a whole classwhole class

Differences between PPP and Differences between PPP and TBLTBL

PPPPPP Teacher presents Teacher presents

the new language the new language and Ss just listen.and Ss just listen.

Ss then say Ss then say sentences sentences including the new including the new language in a very language in a very controlled practice controlled practice activityactivity..

TBLTBL Then the teacher Then the teacher

and students and students discuss any new discuss any new or problematic or problematic language they language they need for the taskneed for the task

A controlled or restricted practice A controlled or restricted practice activity = one in which they can use activity = one in which they can use only the new language and without only the new language and without making mistakesmaking mistakes

Concept questions = questions that Concept questions = questions that check their understanding of the use check their understanding of the use or meaning of the new language.or meaning of the new language.

Differences between PPP and Differences between PPP and TBLTBLPPPPPP

T tells Ss about the grammatical use of the T tells Ss about the grammatical use of the new language.new language.

T asks the Ss T asks the Ss concept questionsconcept questions.. Ss then carry out another controlled Ss then carry out another controlled

practice activity.practice activity.

TBLTBL Lastly, the students do an exercise on the Lastly, the students do an exercise on the

new language.new language.

PPPPPP Ss do Ss do less controlled or freer practiceless controlled or freer practice (in (in

which they can use their own ideas) which they can use their own ideas) using the new language.using the new language.

In a PPP lesson the teacher:In a PPP lesson the teacher:

1.1. presents new language in a contextpresents new language in a context

2.2. gets Ss to practise it in controlled gets Ss to practise it in controlled practice activitiespractice activities

3.3. asks the Ss to use the new language in asks the Ss to use the new language in less controlled activities in a less controlled activities in a communicative way.communicative way.

In a TBL lesson the teacherIn a TBL lesson the teacher

1.1. gives students tasks to dogives students tasks to do

2.2. presents new language after presents new language after students have needed to use it, students have needed to use it, and only presents language and only presents language that s/he or the students have that s/he or the students have identified as needed.identified as needed.

To sum up…..To sum up…..

A PPP approach to presenting new A PPP approach to presenting new language gives Ss an opportunity to language gives Ss an opportunity to practise language in a safe learning practise language in a safe learning environment. It is quite a confidence-environment. It is quite a confidence-building approach.building approach.

But it makes Ss learn language items But it makes Ss learn language items they may not be interested in or they may not be interested in or ready to learn. ready to learn.

In sum the TBL approachIn sum the TBL approach allows students to find new language allows students to find new language

when they want to, and to use when they want to, and to use language experimentally and language experimentally and creatively for real communication.creatively for real communication.

This puts L2 learners in a situation This puts L2 learners in a situation which is quite similar to the one in which is quite similar to the one in which children learn their L1.which children learn their L1.

Some Ss may find TBL exciting and Some Ss may find TBL exciting and challenging, but others may need challenging, but others may need more guidance and structure to help more guidance and structure to help them.them.

Test-teach-testTest-teach-test

1.1. Give Ss a task that requires them to Give Ss a task that requires them to use new languageuse new language

2.2. Then after the task, present the Then after the task, present the new language to them.new language to them.

3.3. Then give them another task to Then give them another task to practise the new language.practise the new language.

What to consider:What to consider:

When to present the new language, When to present the new language, before or after Ss try to use the new before or after Ss try to use the new language?language?

What and how many new language What and how many new language items to present-grammatical items to present-grammatical structures, vocabulary, lexical structures, vocabulary, lexical phrases, functional exponents, phrases, functional exponents, topics? In PPP Ts make the choices; topics? In PPP Ts make the choices; in TBL Ts and Ss make the choice.in TBL Ts and Ss make the choice.

What context to present the new What context to present the new language in? In both TBL and PPP language in? In both TBL and PPP new language items are presented in new language items are presented in a a meaningfulmeaningful context, i.e. one that context, i.e. one that shows the meaning of the new shows the meaning of the new language, and is personalised.language, and is personalised.

What aids to use to help create the What aids to use to help create the context, e.g. pictures, video, context, e.g. pictures, video, cassette, a worksheet?cassette, a worksheet?

How to show the meaning or use the How to show the meaning or use the new language, e.g. explanation, new language, e.g. explanation, translation, presenting through a translation, presenting through a situation?situation?

What aspects of the new language to What aspects of the new language to present, i.e. one, some or all of the present, i.e. one, some or all of the following: meaning/ use, following: meaning/ use, pronunciation, grammar, spelling?pronunciation, grammar, spelling?

However, the way you present the However, the way you present the new language depends on your new language depends on your learners:learners:

Their levelTheir level Their interestsTheir interests Their ageTheir age What language they already knowWhat language they already know Weaknesses and strengths in EnglishWeaknesses and strengths in English Learning stylesLearning styles Resources availableResources available The approach used in the coursebookThe approach used in the coursebook