TKT Unit 15 Presentation

Unit 15: Presentation
Techniques and
Introductory Activities
By
Porntip Bodeepongse
Presentation techniques
 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
 activities used by a teacher to
introduce a lesson or teaching
topic
 They help students to settle
into the lesson and focus on
its content.
2 kinds of introductory activities
 Warmers are often used to raise
students’ energy levels or to make
them feel comfortable. They are not
always connected to the topic of the
lesson.
 Lead-ins focus on the topic or new
language of the lesson. They can focus
and motivate students and make link
between the topic and students’ lives.
Differences between PPP and TBL
PPP TBL
 The lesson has a  The aim is for the
language aim. students to complete
 The teacher first a task (an activity in
contextualises the which students try to
new language, i.e. achieve something
puts it into a real, and have to
situation which communicate to do so)
shows what it
means.
PPP TBL
 Teacher then makes  Teacher starts
sure that students by holding a
remember previously discussion on the
studied language topic of the
needed to practise lesson.
the new language by  The teacher
eliciting it and by then gives the
doing a choral drill. students tasks
to do.
 Eliciting = asking students to say
the previously learned language
rather than give it to them
 Doing a choral drill = getting

students to repeat as a whole
class
PPP TBL
 Teacher presents  Then the teacher
the new language and students
and Ss just listen. discuss any new or
 Ss then say problematic
sentences including language they
the new language in need for the task
a very controlled
practice activity.
 A controlled or restricted practice
activity = one in which they can use only
the new language and without making
mistakes
 Concept questions = questions that

check their understanding of the use or
meaning of the new language.
PPP
 T tells Ss about the grammatical use of the new
language.
 T asks the Ss concept questions.
 Ss then carry out another controlled practice
activity.
TBL
 Lastly, the students do an exercise on the new
language.
PPP
 Ss do less controlled or freer practice (in
which they can use their own ideas) using
the new language.
 In a PPP lesson the teacher:

1. presents new language in a context
2. gets Ss to practise it in controlled
practice activities
3. asks the Ss to use the new language in
less controlled activities in a
communicative way.
In a TBL lesson the teacher
1. gives students tasks to do
2. presents new language after
students have needed to use it,
and only presents language that
s/he or the students have
identified as needed.
To sum up…..
 A PPP approach to presenting new
language gives Ss an opportunity to
practise language in a safe learning
environment. It is quite a confidence-
building approach.
 But it makes Ss learn language items
they may not be interested in or ready
to learn.
In sum the TBL approach
 allows students to find new language
when they want to, and to use language
experimentally and creatively for real
communication.
 This puts L2 learners in a situation
which is quite similar to the one in which
children learn their L1.
 Some Ss may find TBL exciting and
challenging, but others may need more
guidance and structure to help them.
Test-teach-test
1. Give Ss a task that requires them to

use new language
2. Then after the task, present the new
language to them.
3. Then give them another task to
practise the new language.
What to consider:
 When to present the new language,
before or after Ss try to use the new
language?
 What and how many new language items
to present-grammatical structures,
vocabulary, lexical phrases, functional
exponents, topics? In PPP Ts make the
choices; in TBL Ts and Ss make the
choice.
 What context to present the new
language in? In both TBL and PPP new
language items are presented in a
meaningful context, i.e. one that shows
the meaning of the new language, and is
personalised.
 What aids to use to help create the

context, e.g. pictures, video, cassette, a
worksheet?
 How to show the meaning or use the new
language, e.g. explanation, translation,
presenting through a situation?
 What aspects of the new language to

present, i.e. one, some or all of the
following: meaning/ use, pronunciation,
grammar, spelling?
However, the way you present the new
language depends on your learners:
 Their level
 Their interests
 Their age
 What language they already know
 Weaknesses and strengths in English
 Learning styles
 Resources available
 The approach used in the coursebook

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Unit 15: Presentation

 Doing a choral drill = getting

 Concept questions = questions that

 In a PPP lesson the teacher:

1. Give Ss a task that requires them to

 What aids to use to help create the

 What aspects of the new language to

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