Stages of an ESL/EFL text-based presentation lesson
Some of the stages presented here are very similar with the stages I have presented in the "stages of a situational dialogue presentation PPP lesson" and I will not insist on them.
Stages before the presentation
There are 2 stages before the presentation itself. They can be seen listed below and I will not talk more about them since they were detailed in Stages of a situational/dialogue presentation for a PPP lesson.
Engage the students’ attention
Pre-teach essential vocabulary
Stages during the presentation
Stimulate interest in the text – The teacher personalizes the topic of the text; the students are going to read/listen, to try to re-create in classroom the personal interest that might lead us to listen to or to read something. A short discussion or a brainstorming activity drawing on students’ opinion, ideas, or reminiscences might be a good idea.
Set a global task (or it might be a global question) – Before presenting them with the text, the teacher provides the students with a reason to read/listen for understanding of the gist or main points of the text. This could take the form of a simple question or a task such as making predictions about the subject matter of the text, which the students can then check by listening or reading.
Students read/listen and complete the global task.
Teacher gives feedback on the global task – The teacher provides confirmation of the correct answers to questions, the correct grammatical form required by an activity, or listens and responds to students’ conclusions. This can be done by calling on individual students verbally, by getting students to write answers/conclusions on the board, or by enabling students to check against a correct version.
Elicit marker sentence from the text (either from gap-fill activity for listening text, asking questions from a reading text e.g. “What was the sentence about?”) – The teacher tries to draw on and to consolidate students’ existing knowledge and to encourage a collaborative classroom atmosphere by finding out if any student already knows the piece of language (lexis or grammatical structure) which the teacher wants to focus on. In order to do this, the teacher must show the meaning of the piece of language clearly or put the students in a position where they can see clearly what someone would need to say.
Model once – Please check Stages of a situational/dialogue presentation for a PPP lesson.
Highlight the spoken form – The teacher draws the students’ attention to the component parts of a spoken structure and any pronunciation difficulties it presents. For more details see stage 7 in Stages of a situational/dialogue presentation for a PPP lesson.
Check the concept
Drill chorally, then in groups, then individually
Repeat the process above for each marker sentence
Provide a written record (with students’ involvement)
Highlight the written form
Check the concept
Students look again at the reading text (or at the tape-script of a listening text) and underline other examples of the target language (or students listen again and note other examples of the target language they hear.)