Effective Presentation

Year Two E.L.T Methodology #1

Effective presentation

I What makes a good language lesson? Principled eclecticism – bits and pieces from different theories and methods: • • • • • • • •

Comprehensible input Coherence Exposure Communicative activities Task-based procedures Controlled practice Free practice VAK input

What happens in an effective presentation? •

Attention o the learners focus their attention on the teacher and the material to be learnt o they are aware that something is coming that they need to take in o they are attending – it helps if the material is perceived as interesting in itself

•

Perception o the learners see or hear the target material clearly (the material is clearly visible and/or audible) o it is repeated in order to give added opportunities for/ or reinforce perception

•

Understanding

o the learners understand the meaning of the material being introduced and its connection with other things they already know o Learners’ response is a valuable feedback on how well they have understood •

Short-term memory o the learners need to take the material into short-term memory: to remember it until later in the lesson when they have an opportunity to do further work to consolidate learning o the more impact the original presentation has (colourful, dramatic, unusual) the better o some learners remember better if the material is seen, others if it is heard, yet others if it is associated with physical movement (visial, aural, kinaesthetic input)

Presentation procedures PPP, deep-end strategy (Keith Johnson 1982) , ESA (Jeremy Harmer 1983)  Straight arrows procedure  Boomerang procedure  Patchwork procedure