UNIT 16
Presentation techniques and
introductory activities
TWO TRUTHS AND A LIE
I. You Will work with a partner and you Will write on a piece of paper 3
statements related to food. One of those statements has to be a lie
II.You Will read it outloud and you Will try to guess which one is a lie.
E.g.
■ My favorite food is italian food.
■ _________________________________________
I hate eating cake at birthday parties
■ I love eating avocado, my favorite dish is when I eat Guacamole
Birthday party
burger
sweets
soda
ice cream
fruit
French fries
cake
For my birthday party….
■ I’d like a big cake
■ I’d like a piñata
■ I’d like some french fries and a Burger.
■ I’d like some sweets.
■ I’d like some fruit.
■ I’d like a soda
■ COUNTABLE NOUNS:
■ things that can be counted and have both a
singular and plural form
■ UNCOUNTABLE NOUNS
■ The things that we cannot count with numbers.
They may be the names for abstract ideas or
qualities or for physical objects that are too small
or too amorphous to be counted (liquids,
powders, gases, etc.)
Nouns
Countable nouns Uncountable
nouns Add the nouns where they belong:
Burger
Sweets
Cake
French fries
Soda
Ice cream
fruit
■ What is a Presentation Technique?
■ What is an Introductory Activity?
■ Presentation Techniques are the ways used by
the teacher to focus on learners’ attention on the
meaning, use and sometimes form of new the
language.
■ Introductory activities are activities used by a
teacher to introduce a lesson or teaching topic.
PPP
Presentation, Practice and Production
TBL
Task Based Learning
PPP (Presentation, Practice and
Production)
■ Language is a clear aim and focus of the lesson; The
teacher first puts the target language (language
selected for learning) into a situation which shows what
it means (situational presentation)
■ The teacher makes sure students remember previously
studied language to practise new language by eliciting
it.
■ The teacher models the target language and students
just listen,
■ Then the students repeat the target language in a
choral drill , a very controlled or restricted practice.
■ The teacher tells students about the gramatical use of
the new language.
PPP
Presentation
Practice
Production
The Highlight
Models the
teacher the form
target
sets up a and use
language
context: through
to make
for drills and
students
presenting concept
repeat
language questions
Concept
Checking
Practice gives the
Stage opportunit
y to focus
on these
TBL
Task
Based
Learning
The aim of Contextualizin The
the lesson g the topic : teacher
putting a
is to gives the
situation
complete a which shows students
task its meaning tasks to do
Lastly Teacher and
students students
do a task discuss any
to new or
consolidat problematic
language
e the
they needed
language
Ways of presenting new
Language
■ Guided Discovery: Present
Language to learners after
they have met it in a Reading
or listening text which is first
used for Comprehension. The
teacher could ask students to
underline examples of the
target language and work out
the meaning or use of that
language.
At the
restauran
■ Test-Teach-Test :
■ In this, the teacher first gives learners
a task that requires to use the target
language.
■ The teacher gives the ■ If the activity shows students
learners a task that don’t know how to use the
requires to use the target Language, the teacher
target Language, if it Will present the new Language
shows students already and then give the students
know it well, the another task to practise .
teacher Will move on
Giving a context
■ By building a situation
■ Using a listening or
reading a text
■ Doing a task
■ Using realia
■ Mime (using the body and
no words)
■ visuals
When learners Learn target
Language they need to know
what it means, contextualizing
aims to help them to notice and
understand meaning
Introductory activities
■ Activities teachers use to introduce a lesson, a teaching topic , or
students to one another. There are two kinds of introductory activities:
Warmers
Lead-ins
dAre often used to
raise students’ energy
Introduce the content of
levels or make them
the lesson – the AIM is to
feel comfortable
focus an motivate
before the main
students and make a link
lesson
between the topic and
They are not always their lifes (personalisation)
connected to the
topic of the lesson:
quiz, game or
pairwork activity
Ice Breakers
■ The AIM is to get to
know one another so E.g.
that they all feel
comfortable With each
Would you rather….?
other in the class. Two truths and a lie.
Three things in common
Speed chatting
■ Presentation Techniques are the ways used by the
teacher to focus on learners’ attention on the meaning,
use and sometimes form of new the language: e.g.
PPP, TBL
■ Introductory activities are activities used by a teacher
to introduce a lesson or teaching topic: e.g. warmers,
lead-ins, ice breakers.
TKT book page 94
Use the next terms and choose wisely the ones that
can be used to describe the activities on the next slide
■ Focus on meaning
■ Focus on form Form: Grammar, pronunciation and spelling
■ Contextualisation
■ Guided Discovery Elicitation is a technique by which the teacher
gets the learners to give information rather than
■ Eliciting
giving it to them
■ Concept Checking Modelling is providing learners with a written or
oral model of the language that the teacher would
■ Using Aids like the learner to produce.
■ Modelling Noticing is when learners at some point in their
acquisition, notice their errors in production
■ Noticing
■ Text as Input
Page 94
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■ 1.Concept Questions
■ The teacher asks the students Am I talking
about something definite or something
possible?
■ 2. A situational presentation
■ The teacher asks students to present their
group’s ideas to the class
■ 3.Modelling
■ The students listen to the target language on
the recording then say it themselves
■ 4.A lead- in
■ The class describe pictures of the capital cities
before listening to a recording on visiting
different cities
■ 5.Focus on form
■ The teacher elicits the spelling of some new
words then writes them on the board
■ 6. Contextualisation
■ The teacher gives the students a history quiz
then uses this to introduce the past tense
