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

PRESENTATION

PRACTICE

PRODUCTION
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
blue square
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.
 8. SECOND SEMI-CONTROLLED
PRACTICE
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

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.

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

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

WATCH THE CLASS AND IDENTIFY

THE PRESENTATION STAGES.
IN A TBL LESSON……

THEAIM IS TO
COMPLETE A TASK
WHERE THEY CAN
ACHIEVE A REAL
COMMUNICATION
GOAL.
TASK BASED CYCLE

PRE-TASK

ANALYSIS

LANGUAGE
TASK REPORTING
FOCUS

PLANNING
PRACTICE
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
FOR EXAMPLE

The students get into

groups and pretend order
This consists of or role-play with each
the other as the teacher
monitors (the task).
task
Planning
itself The students then plan
on what they will tell the
rest of the class about
what they just did (the
plan). Finally, they tell
Report 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 gives feedback
to the students about common errors and
also on the correct language that was used
LANGUAGE FOCUS

ANALYSIS PRACTICE

•The students may •The teacher may also

examine and discuss conduct some sort of
any accompanying practice, like a game.
text, audio, or visuals
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
How are
PPP
stages
different
from TBL
stages?
 See page 61 and discuss it. Write your
conclusions
COMPARING AND CONTRASTING
QUESTION PPP TLB
•What is the lesson aim? •To learn a language •To complete a task and
item to achieve something real
and have a genuine need
of communication.
•When to present the •Bef ore •After
new language?
•What and how many •The teacher makes the •The teacher and/or the
language items to choice and controlles the learners make the choice.
present? practice of the new •Freer and less controlled
language. practice for students.
•What context to present •Meaningful and •Meaningful and
the new language in? personalised personalised

•What aids to use to help •Pictures, videocassettes, •Pictures, videocassettes,

create the context? audios, worksheets, etc. 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

 Introductory activity

 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/