Unit 16                  PRESENTATION TECHNIQUES AND INTRODUCTORY ACTIVITIES

Presentation techniques are ways used by the teacher to present (introduce to learners for the first time) new language such as vocabulary, grammatical structures and pronunciation. Introductory activities are those used by teacher to introduce a lesson or teaching topic.

PPP: Presentation, Practice and Production

It is possible to present new language after learners have met it in a reading or listening text which is first used for comprehension.

TBL: Task-based Learning

PPP and TBL are not the only ways of presenting new language:

It is possible to present new language after learners have met it in a reading or listening text which is first used for comprehension.

EXAMPLES:

-          Another possibility is to hold a discussion on a topic and introduce new language in the context of the discussion.

-          Another one is to give learners a task that requires them to use new language, then after the task, present the new language to them and then give them another task to practice the new language (Test-teach-test).

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In both PPP and TBL new language items are presented in a meaningful context.

A PPP approach to presenting new language gives students an opportunity to practice language in a safe learning environment where it is difficult to make mistakes. It can therefore be a confidence-building approach for students. Students may be learning items they are not interested in or ready to learn and gives them few opportunities to use the language for communication.

We also have to consider WARM-UP activities and LEAD-IN activities.

Warmers make the students feel comfortable and ready for the lesson.

The TBL approach allows students to find new language when they want to or when they need it and to use language experimentally and creatively for real communication. This approach puts students in a situation which is quite similar to the one in which children learn their first language.

Some may find this approach exciting and challenging, others may seek for more guidance and structure.

Lead-ins introduce the topic of the lesson and main language points needed by the learners to complete the main tasks of the lesson.

REFERENCES:

http://ebooks.cambridge.org/ebook.jsf?bid=CBO9780511667305