1. Presenting and Practising Language Edith Flahive
DELTA
Presenting and Practising Language
Edith Flahive

2. Models for Presenting Language
Overview
Models for Presenting Language
PPP – Present, Practice, Produce
ESA – Engage, Study, Activate
ARC – Authentic Use, Restricted Use, Clarification and Focus

3. PPP Model – Communicative Approach
Presenting Language
Purpose:
To give Ss the opportunity to realise the usefulness and relevance of a new language item.
To present meaning and form (deductive, inductive approaches).
To check understanding.

4. Important Features Clear, motivating, natural and relevant context
Model sentence(s)
Concept checking
Teacher controlled, T models
Type of interaction: T-Ss (group), T- Std (individual)
Correction important to ensure Ss have correct grasp of forms

5. Checking Understanding
Conveying meaning and
checking understanding
Realia and visuals
Mime and gesture
Give examples
Explanation or definition
Translation
Concept questions
Time lines

6. Visuals Pictures to distinguish between different
things, e.g., cup/mug
lane/road/motorway

7. Time Lines She’s been working here since 2001.
Structure: Present Perfect Continuous + since (from that time until now)
2001~~~~~~~~~~~~~~~~~~~~~~Present~~~~~~~~~~~~~~~~~Future →
Since + a specific point in time:
She/ ‘s / been / working / here / since 2001.
In sentences with since, we use present perfect or past perfect in the main clause (Parrot, p. 520).

8. Concept Checking Target sentence
If I won the lottery, I’d buy a new car.
Checking questions
Have I won the lottery?
No.
Am I going to win the lottery?
Probably not.
Have I got a lottery ticket?
Maybe.
Is this real or imaginary?
Imaginary.

9. Practising Language
“Practice may be defined as any kind of engaging with
the language on the part of the learner, usually under
the teacher’s supervision, whose primary objective is to
consolidate learning” (Ur, 1988, p. 11).

10. Purpose:
To provide maximum practice within controlled but realistic and contextualised frameworks.
To build confidence in using new language.

11. Important Features
Framework provides guidance for utterances, reduces scope of errors
Clear and realistic prompts
Students’ talking time maximised
Teacher controlled, students have limited choice
Type of interaction: T-Ss, Std-Std (pair work)
Correction by teacher, other students, or self

12. Drills Drills Controlled or Guided Practice Activities
Repetition drills
Transformation Drills
Substitution Drills
Question-Answer Drills
Chain Drills
Information Gap
Shadow reading/listening
Flowcharts
Drills
Drills

13. Sample Activities Substitution Drills T: He’s going to drive the car.
Ss chorally: He’s going to drive the car.
T: He’s going to drive the bus.
Ss chorally: He’s going to drive the bus.
T: Taxi
Ss chorally: He’s going to drive the taxi.
T: Lorry
Ss chorally: He’s going to drive the lorry.

14. Find Someone Who

15. Crossword

16. Producing Language Purpose:
To provide the opportunity for students to use new language in freer, more creative ways.
To check how much has really been learnt.
To integrate new language with old.
To practise dealing with the unpredictable.
To motivate students and give them confidence.

17. Important Features Purposeful tasks
Students work together at their own pace
Clear instructions
Allowance for making mistakes
Teacher monitors, advises, encourages
Type of interaction: Ss-Ss (pairs, groups, mingling)
Greater element of freedom

18. Freer Practice Activities
Roleplays
Debates
Discussions
Games
Describing activities with pictures, photos, etc.
Problem solving activities
Brainstorming – whole class, group
Presentations
Decision making activities – court, committee
Setting up/designing a project – advertising campaign
Simulations – job interviews, etc.

19. ESA Model – Harmer Engage Aim:
To arouse students’ interest and curiosity through games, pictures, videos, audio recordings, stories, etc.

20. Study
Aim:
To focus on language and how it is constructed, e.g., examination of a verb tense, study of an informal conversation, teacher giving an explanation of a grammatical pattern – controlled practice.

21. Activate
Aim:
To get students to use the language as communicatively as they can in the selected task or situation.

22. ARC Model - Scrivener Authentic Use Aim:
To promote fluency and communication by engaging students in practising real language through reading, writing, listening and speaking.

23. Restricted Use
Aim:
To engage students in controlled practice activities such as drills, guided writing, reading stories, listening to discrete sounds, etc.

24. Clarification and Focus
Aim:
To focus students’ attention on form, meaning, and use, using techniques such as diagrams, timelines, concept questions, error analysis, visuals, gestures, mime, repetition, elicitation, etc.

25. References
Azar, B. (1989). Understanding and Using English Grammar. New Jersey: Prentice- Hall. Evans, D. (1999). A Review of PPP. University of Birmingham, Paper. Graham, W. (2006). Concept Questions and Time Lines. Cambridge: Chadburn Publishing. Harmer, J. (1983). The Practice of English Language Teaching. Harlow: Longman. Harmer, J. (1998). How to Teach English. Harlow: Longman. Parrott, M. (2000). Grammar for English Language Teachers. Cambridge: Cambridge University Press. Scrivener, J. (1994). Learning Teaching: a guidebook for English language teachers. Oxford: Heinemann. Ur, P. (1988). Grammar Practice Activities: a practical guide for teachers. Cambridge: Cambridge University Press.