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Presentations and explanations. (effective presentation, explanations and instructions) presentation

teacher should mediate new material so that it appears in a form that is most accessible for initial learning = presentation (instructions input, output, text, new word, grammar, discussion of new language items or tasks(, limited and controlled modeling teacher should tr to present in such a wa that it can be perceived and understood it does not alwa s have to occur first! active and harness learners

effective presentation "##$%#&'% ( learners are alert, the focus their attention on the teacher and)or the material to be learnt learners are focusing their attention on the teacher or on the material to be learnt, it helps if the material is interesting P$*+$P#&'% ( learners see or hear the target material clearl = material is clearl visible and)or audible making sure that the material is clearl visible or audible, but it also means repeating to reinforce perception. ,et some kind of response-repeating, writing -%.$*/#"%.&%, ( learners understand the meaning of the material being introduced, and its connection with the other things the alread know learners understand the meaning of the material so the teacher needs to illustrate, make links with previousl learnt material, explain. 0eedback how the understood it ( e. g. restatement of concepts in their own words /1'*#-#$*2 2$2'*3 ( learners need to take the material into short-term memor 4 to remember it, that is, until later in the lesson, when ou and the have an opportunit to do further work to consolidate learning. the learners need to take the material into short-term memor to use it later in the lesson. #he presentation should therefore involve as man senses as possible to make it able to remember for all the learners. &f it is long, restate it briefl .

explanations and instructions when introducing new material we need to give explicit descriptions or definitions of concepts or processes one particular kind of explanation is instruction = the directions that are given to introduce a learning task which entails some measure of independent student activit

effective explanations and instructions 1. P*$P"*$ $xperience shows that teacher5s explanations are often not as clear to their students as the are to themselves. #hink about the words ou will use, the illustration ou will provide even writing these out to make it clear for the learners 2"7$ /-*$ 3'- 1"8$ #1$ +9"//5/ 0-99 "##$%#&'%

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giving the instructions before the are dividend into groups or before the are given some material. #he can not miss even bits, because the can be in difficulties later on :. P*$/$%# #1$ &%0'*2"#&'% 2'*$ #1"% '%+$ " repetition or paraphrase of the necessar information ma make all the difference4 learners5 attention wanders occasionall , and it is important to give them more than one chance to understand what the have to do. /a it and write for example. <$ <*&$0 =e have onl a limited attention span. 2ake our explanation as brief as ou can, compatible with clarit . #hink carefull about what ou can, or should, omit, as much as about what ou should include> &99-/#*"#$ =&#1 $@"2P9$/ 3ou ma explain, for example, the meaning of a word, illustrating our explanation with examples of its use in various contexts, relating these as far as possible to the learner5s own lives and experiences. #heoretical explanation onl comes together for an audience when made real through an example or several. *elate it to learners5 own life, when giving instructions ( start with ourself or some volunteer. ,$# 0$$.<"+7 &t is not enough Bust to ask Cdo ou understandDE 9earners usuall do not admit the did not understand. &t is better to ask them to do something that will show their understanding4 to paraphrase in their own words, or provide further illustrations of their own.

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