Part 3 Background to language learning
Unit 16 Presentation techniques and
introductory activities
In this unit I learn about some presentation techniques. Firstly, Clear meanings of this concept are the ways used by the teacher to focus learners' attention on the meaning, use and sometimes form of new language, when introducing it to them for the first time. Then, I learn about introductory activities that mean activities used by a teacher to introduce a lesson or teaching topic. In addition, it has two kinds of introductory activities warmers and lead-ins.
Secondly, I learn the difference between warmers and lead-ins. Warmers often used to raise students' energy
levels or to make them feel comfortable before the main learning of the lesson
starts. They are not always connected to the topic of the lesson. Lead-ins
introduce the content of the lesson. Their aim is to focus and motivate
students and make a link between the topic of the lesson and the students' own
lives (personalization). And finally, ice- breakers the aim is for students to
get to know one another so they all feel comfortable which each other in the
class. Examples: Mingling survey or interviewing.
Finally, I remember the different between some presentations
techniques such as Presentation, Practice
and Production (PPP), and Task-based
Learning (TBL). The (PPP) summary could be start with the beginning of
a lesson involves the introduction of the new language in a conceptual way in
combination with some kind of real (or at least "realistic feeling")
situation. When this is understood, the students are provided with a linguistic
"models" to apply
to the concept they have recognized. With this "model" in mind, the
students practice the new language by means of various "controlled" activities.
After sufficient practice, the students move into some kind of "productive"
activity, where a situation calls for the language to be used naturally without
correction or control. In general, for communicative language learning to be
most effective, the three stages need to occur and they must flow easily from
one stage to the next. Then, Task-based language learning (TBLL), also known as
task-based language teaching (TBLT) or task-based instruction (TBI) focuses on
the use of authentic language and on asking students to do meaningful tasks
using the target language. Such tasks can include visiting a doctor, conducting
an interview, or calling customer service for help. In conclusion, assessment
is primarily based on task outcome (in other words the appropriate completion
of real world tasks) rather than on accuracy of prescribed language forms.
Key words: presentation, focus, form, introductory
activities, warmers, lead-ins, Presentation, Practice and Production (PPP), Task-based
Learning (TBL), models, controlled
Kuendig,
Denise., (2009) TKT - Unit 16 - Presentation techniques and introductory
activities. Retrieved from.
Bell,
Claudia. ,( 2014, July, 16). Unit 16 Presentation techniques and introductory
activities. Retrieved from.
Gaby, interesting analysis and great use of the TKT terms!
ResponderBorrarExcellent job Gabriela!
ResponderBorrarI see that you have a deep understanding on this topic. I have learned many things from you. I agree with the introductory activites you wil use with your studnets since they are also part of the learning process. Thanks for sharing the links. They content extra information about this topic!