Presentación Laura.pptx

STEPPING OUT OF THE SPOTLIGHT
TO LET YOUR STUDENTS SHINE
•Students need time to practise speaking
in the lesson and if the teacher hogs the
limelight this becomes difficult.
•Students get bored when they have to
sit listening.
•Lectures leave no room for progress
checks.

You can employ a variety of techniques to avoid
talking too much to the detriment of your
student.
1. Encourage students to solve problems. .
2. Promote learner independence.
3. Make dictionaries available.
4. Write your interaction patterns into your plans
5. Simplify your classroom language.
6. Write up instructions.
7. Drawing and miming.
8. Wait patiently for the student to answer.
9. Aviod echoing.
10. Ask open questions.
11. Monitor quietly.

STANDING IN THE SPOTLIGHT: PRESENTING
TO THE CLASS
You generally divide a lesson into three distinct
parts – Presentation, Practice and Production.
1. Eliciting Answers – Ask, Don’t Tell!
 Eliciting means getting your students to tell you
what they know by using questions instead of
simply giving them the information.
For example, ask the class how to spell words, for the
meaning, for examples, for similar words and
opposites, what they remember about a previously
taught point, and so on. You can use props and
pictures if they help to clarify the meaning or add
interest.

The pros first:
 Eliciting keeps your class on their toes.
 Eliciting gets the students guessing.
 Students really understand what’s going on.
 You reduce Teacher Talking Time (TTT).
Eliciting has a few drawbacks, though:
 It can drag on.
 It encourages dominant students.
 Poor or excessive eliciting may put students’ backs
up.

CREATING INTEREST WITH VISUAL AIDS
1. Showing and telling – pictures and objects.
People learn in different ways. For example, some
people learn well by listening some by movement
and touch and many people respond well to seeing
things. These are some of the different learning
styles.
Things visual learners love to see in a
presentation include:
 Flash cards, Drawings, Photos, Videos, Realia.

2. Travelling along timelines and tenses.
 By using timelines you help students to
understand the function of a tense – what it does
basically. However, you need to highlight the form
of a tense or piece of grammar too. In other
words, show exactly what it looks like.

3. Using the board effectively
Keep your board clutter-free at all costs. Nothing
frustrates a student more than looking down at his
notebook for a second, then looking up again to see
a board so disorganised and busy that he can’t find
the thing he wanted to copy down. Rub off
information you no longer need. Clean the board
before and after each lesson.
Whatever you have on the board should be legible and
logical. Some good practices for board work are:
✓ Writing in a straight line.
✓ Using different colours.
✓ Dividing the board into sections if you have slightly
different fields to consider.
✓ Stepping back to check spelling and punctuation

 You can use the board quite a few ways to make meaning
clearer through diagrams in the Presentation stage. For
example, use diagrams like the one in Figure to show clearly
the relationship between items of vocabulary, including
subordinate groups or categories. You can have students add
words to each group to demonstrate that they understand. It’s
a fairly simple diagram to copy down too.

 I show some words for weather and how they’re
related. You could elicit from the students a
temperature for each box, for example.

Presentación Laura.pptx

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