PRESENTATION TECHNIQUES

AND INTRODUCTORY

ACTIVITIES

PART 3

BACKGROUND TO LANGUAGE TEACHING

APPROACH

Theoretical positions and beliefs about

the nature of language, the nature of

language learning, and the applicability

of both to pedagogical settings.

The nature of language and language

learning that serve as the source of

practices and principles in language

teaching.

METHOD

It is the practical realization of an

approach. It includes various procedures

and techniques.

It gives guidelines on what types of

activities will be used, roles of the teachers

and learners, the kinds of materials which

will be helpful and some model of syllabus

organization.

PROCEDURE

It is an ordered sequence of techniques. A

procedure is a sequence which can be

described in terms such as: First you do

this…., then you do that…

It is smaller than a method, bigger than a

technique.

TECHNIQUE

Manner of accomplishing something.

Any of the wide variety of exercises,

activities for the language learning.

PPP APPROACH

A way of teaching new language in which

the teacher presents the language, gets

students to practise it in exercises or

other controlled practise activities and

then asks students to use the same

language in a communicative way in

their practise.

PPP

PRODUCTION

PRESENTATION

PRACTICE

PRESENTATION STAGE

Teacher sets the context for the students.

WARM UP OR LEAD IN

AIMS:

To raise the ss interest.

For ss to review the language

To engage students into the topic

(They are not always need to be

connected to the topic)

1. CONTEXTUALISE

Teacher provides models (so ss are

aware of the form) in context (for the ss

to understand the meaning)

What kind of

music do you

like when you

have a party ?

2. ELICIT

Teacher asks students to say the language instead of

just giving it to them.

What are

they

doing?

3. CHORAL DRILL

Teacher gets students to repeat as a whole

class what he/she says

Repeat after

me, blue square

blue

square

blue

square

blue

square

4. PRESENT THE NEW LANGUAGE

Teacher introduces the language using

different approaches, techniques, activities

and materials.

T provides models (so ss are aware of the

form) in context (for the ss to understand

the meaning)

Ss identify the language

5. CONTROLLED PRACTICE

Students practice the form and use (meaning of the

structure) to develop accuracy.

THROUGH:

Drills

Matching exercises

Gap-fill

Sentence completion

Scrambled sentences

Error correction

6. GRAMMAR EXPLANATION

The teacher explains the new language through

grammatical rules .

7. CONCEPT QUESTIONS

The teacher asks concept questions and checks

understanding.

THE TEACHER:

gives instructions

Provides material

Collects answers

Check answers and provides feedback

THE STUDENTS:

listen to instructions

Are given material, answer exercises / do tasks

Compare their answers

Are given feedback

8. SECOND SEMI-CONTROLLED

PRACTICE

9. LESS CONTROLLED OR FREER

PRACTICE

The teacher provides opportunities for the

students to practice the new language through

freer activities, where they can use their own

ideas.

PRACTICE STAGE

Students begin to use what the teacher presented

in the first part by using drills that go from

+controlled to - less controlled.

These can be written or oral drills.

PRODUCTION STAGE

Teacher allows students to use what they

learned in an uncontrolled way through

role-plays, discussions, language games, etc.

.

WATCH THE CLASS AND IDENTIFY

THE PRESENTATION STAGES.

PPP part 2 http://www.youtube.com/watch?v=rB_BIne9fsc&feature=related

PPP part 3 http://www.youtube.com/watch?v=yfROH7UDsFY

IN A TBL LESSON……

THE AIM IS TO COMPLETE A TASK WHERE THEY CAN ACHIEVE A REAL

COMMUNICATION GOAL.

TASK BASED CYCLE

PRE-TASK

LANGUAGE

FOCUS

PRACTICE

ANALYSIS

TASK

PLANNING

REPORTING

THE PRE-TASK

FOR EXAMPLE:

The topic is ordering food.

As the teacher writes down some possible

answers, she underlines the key words like

cheeseburger and fries.

They now may see a video of some people at a

restaurant ordering food.

TASK CYCLE

Planning

This consists of the

task

itself

FOR EXAMPLE

Report

The students get into groups and pretend order

or role-play with each other as the teacher monitors (the task).

The students then plan

on what they will tell the rest of the class about what they just did (the plan). Finally, they tell

the report to the class about what they did (the

report

Teacher monitors students from a distance

so that students can feel free to try out

what they've learned.

After the activity, the teacher

to the students about common errors and

also on the correct language that was used

gives feedback

LANGUAGE FOCUS

ANALYSIS

•The students may examine and discuss any accompanying text, audio, or visuals

PRACTICE

•The teacher may also conduct some sort of practice, like a game.

TBL ADVANTAGES

Task-based learning is advantageous to the student because:

It is more student-centered,

Allows for more meaningful communication, and

Often provides for practical extra-linguistic skill building.

The students are free to use what grammar constructs and vocabulary they want. This allows them to use all the language they know

As the tasks are likely to be familiar to the students (eg: visiting the doctor), students are more likely to be engaged, which may further motivate them in their language learning.

TBL DISADVANTAGES

There have been criticisms that task-based

learning is not appropriate as the foundation of

a class for beginning students.

Others claim that students are only exposed

to certain forms of language, and are being

neglected of others,

PPP VS.TBL

See page 61 and discuss it. Write your

conclusions

How are

PPP

stages

different

from TBL

stages?

COMPARING AND CONTRASTING

QUESTION PPP TLB

•What is the lesson aim? •To learn a language

item

•To complete a task and

to achieve something real

and have a genuine need

of communication.

•When to present the

new language?

•Bef ore •After

•What and how many

language items to

present?

•The teacher makes the

choice and controlles the

practice of the new

language.

•The teacher and/or the

learners make the choice.

•Freer and less controlled

practice for students.

•What context to present

the new language in?

•Meaningful and

personalised

•Meaningful and

personalised

•What aids to use to help

create the context?

•Pictures, videocassettes,

audios, worksheets, etc.

•Pictures, videocassettes,

audios, worksheets, etc.

TKT GLOSSARY

Ice-breaker:

An introductory activity that a teacher uses at the start of a new course so that students can get to know each other.

Illustrate meaning

To show what something means, e.g. I was nervous when I got on the plane because I hate flying

Introductoryactivity

An activity which takes place at the beginning of a lesson. Introductory activities often include warmers and lead-ins.

Lexical Approach

A way of analysing language that is based on lexical items such as words, multi-word units, collocations and fixedexpressions rather than grammatical structures. Some ELT books and materials organise their syllabuses around the Lexical Approach

Presentation, Practice and Production (PPP)

A way of teaching new language in which the teacher presents the language, gets students to practise it in exercises or other controlled practice activities and then asks students to use the same language in a communicative way intheir practice.

Task-based Learning (TBL)

A way of teaching in which the teacher gives students meaningful tasks to do. The teacher may ask students to think about the language they have used to do the tasks, but the main focus for students is on the task itself. Project work is task-based.

Situational presentation

A way of presenting new language through a simple story or situation. The teacher may use pictures or other aids to help them create the situation.

BIBLIOGRAPHY

Spratt, M.; Pulverness, A.; Williams, M. (2005) THE TKT COURSE, Cambridge University Press.

Willis, J. (1996). A FRAMEWORK FOR TASK-BASED LEARNING.Harlow,U.K.: Longman Addison- Wesley.

Willis, J. (1998) TASK BASED LEARNING : What Kind of Adventure?, [online]. United Kingdom, Aston University. Available from: : http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/98/jul/willis.html

Ellis, R. (1997). SECOND LANGUAGE ACQUISITION. Oxford: Oxford University Press

ONLINE RESOURCES:

http://www.willis-elt.co.uk/

http://www.teachingenglish.org.uk/think/articles/a-task-based-approach

http://www.esl-galaxy.com/dish.htm

http://www.wikipedia.org/