TKT 1: Learning log

Unit name: Presentation techniques and introductory activities Unit: 16

What did I learn in my classes? (Something new)

Comparing presentation techniques and introductory

activities, the former refers to methods used by educators to
engage students in understanding and applying new
language, while the latter are exercises used to introduce a
lesson or teaching subject.

The PPP lesson structure focuses on language and involves

situational presentation, eliciting previous knowledge,
modeling the target language, and leading controlled
practice. Concept questions are used to check
understanding before moving to further practice.

In Task-based Learning (TBL), the main goal is for students

to accomplish a task. The teacher provides context, assigns
tasks, discusses new language, and consolidates language
through task completion, prioritizing meaning over form.

PPP prioritizes meaning, form, and safe practice, building

confidence but may lack student interest and
communication. TBL allows for flexible language discovery
and creative communication, similar to how children learn
their first language. Preferences for each approach may
vary.

Alternative methods for introducing new languages include

using reading or listening texts for comprehension, guided
discovery, and introducing language during oral activities or
tasks.

The Test-teach-test approach involves assigning a task that

requires target language use. If students struggle, the
teacher introduces the new language before providing
practice. If students demonstrate proficiency, the teacher
proceeds to other activities.

For older learners who plan to attend an English-medium

university or seek new job opportunities, addressing their
professional needs is crucial.

In classes where students are unfamiliar with each other or

new students join, ice-breaker activities such as mingling
surveys and group discussions can be used to foster a
comfortable classroom environment and discover shared
interests.
Which words MUST I remember? Write words and
definitions. At least 5 (per Unit).

• Introductory activity
An activity which takes place at the beginning of a lesson.
Introductory activities often include warmers and lead-ins
which teachers use to get learners thinking about a topic or
to raise energy levels.

• Drill
A technique teachers use to provide learners with language
practice. It involves guided repetition of words or sentences.

• Concept questions / checking verb

A concept question is a question asked by the teacher to
make sure that a learner has understood the meaning of
new language, e.g. teaching the new grammatical structure
‘used to’, using the example He used to live in Paris concept
question – Does he live in Paris now? Answer – No.

• Model
1. A clear example of the target language for learners to
repeat or write down or save as a record. If a teacher is
focusing on the target language of a lesson, he/she usually
chooses a model sentence and writes it on the board. The
teacher often models the language as well, by saying it
clearly before getting learners to repeat it.
2. To do a whole class example of a task before learners work
on their own or in pairs on the task. Teachers do this to
show learners exactly what they need to do in the task.

• Confidence
The feeling someone has when they are sure of their ability
to do something well. Teachers often do activities that help
learners to feel more confident about their own ability.

• Guided discovery
An approach to teaching in which a teacher provides
examples of the target language and then guides the
learners to work out the language rules for themselves. For
example, learners read an article which has examples of
reported speech. Learners find the examples and answer
questions about the grammar rules and the meaning of the
examples.
EXAMPLES OF SPEAKING SUBSKILLS:
FOLLOW UP ACTIVITY
Look at the terms in the box below and see which of the
seven presentation activities they can be used to describe.
1. The students read a text, then the conceptualisation,
teacher asks them to find and noticing, focus on
underline all the examples it contains form, text as
of the second conditional. input.
2. The teacher shows the students a conceptualisation,
video of some children fighting and focus on
asks to give her reasons why they meaning, using
might be fighting. She encourages aids, eliciting text
them to say 'It might/could be as input
because…
3. The teacher shows the students conceptualisation,
pictures of people doing lots of boring focus on
duties, e.g. washing up, washing meaning, concept
clothes, shopping, cleaning the house. checking, using
After she has told the students which aids.
of the activities she must do tonight,
she says 'Am I talking about
something I want to do or something
I have to do?'
4. The students listen to a recording of conceptualisation,
a dialogue between a shop assistant focus on form,
and a customer. The teacher asks the focus on
students to tell her what language meaning, text as
they heard. input,
eliciting.
5. The students read a short contextualisation,
advertisement advertising a new car. guided discovery,
The teacher has underlined all the focus on
superlatives in the text. She then asks meaning, focus
the students to look at the underlined on form, text as
words and work out when the -est input.
form is used.
6. The teacher shows the students contextualisation,
four drawings of what she did at the using aids,
weekend and tells the students what noticing, focus on
she did. She then asks the students to meaning
draw four pictures showing what they
did last weekend. Next, she asks them
to talk about their pictures, helping
them to use the correct form of the
past tense.
7 The teacher shows students a series contextualisation,
of pictures showing the development noticing, focus on
of a butterfly. As she shows them, she meaning, focus
tells the students what is happening on form,
to the butterfly and asks them to modelling
repeat the sentences after her.
Unit name: Practice activities and tasks for language and skills development Unit: 17

What did I learn in my classes? (Something new)

Practice activities and tasks are designed to help learners

improve their language skills, including vocabulary,
functional expressions, grammar, and reading, listening,
speaking, or writing abilities. These activities come in
various types, each serving a distinct purpose.

Controlled activities focus on language accuracy and form,

aiming to minimize errors. They provide ample practice for
students to master the structure of the target language.
Examples include copying, jazz chants, and guided drills
involving repetition, substitution, or transformation.

In contrast, free activities allow students to use any

language they prefer to complete a task. These activities
prioritize fluency and encourage students to recall and
connect their existing language knowledge, promoting
interaction and communication. Examples include
discussions, problem-solving, sharing ideas, writing emails,
stories, and compositions.

Freer activities lie between controlled and free activities,

where the teacher can somewhat anticipate the language
students will need. These activities offer practice in specific
language forms while incorporating unpredictable
elements. They facilitate repeated practice, helping
students use language correctly and integrate new
knowledge with existing language. Role-plays, information-
gap tasks, sentence completion, gap-fills, and surveys are
examples of freer activities.

Teachers can choose controlled, freer, or free activities

based on the focus of accuracy or communication when
practicing language. The choice depends on the specific
needs and preferences of the students. Similarly, when
developing skills, teachers can prioritize specific skills or
subskills based on the students' needs and preferences.

The activities also vary in terms of the targeted skill or

subskill and the interaction patterns they employ. The focus
and interaction patterns of activities can be flexible. For
example, multiple-choice questions can be used for reading,
listening, or grammar exercises and completed individually,
in pairs, groups, or mingling scenarios. Likewise, form filling
can be applied to reading, listening, or grammar practice
and done individually, in pairs, or in groups.
Which words MUST I remember? Write words and
definitions. At least 5 (per Unit).

• Functional exponent
Phrases which are used for a particular communicative
purpose or function, e.g. Let’s ..., Shall we …, How about ...
These phrases are used to suggest and are functional
exponents of the function of suggesting.

• Recall verb and noun

To remember, bring something back into the mind; e.g. in a
test, learners might have to recall vocabulary they learned
the week before.

• Interaction patterns
The different ways learners and the teacher work together
in class, e.g. learner to learner in pairs or groups, or teacher
to learner in open class, in plenary. When teachers plan
lessons, they think about interaction patterns and write
them on their plan.

• Mingle
A mingle is an activity which involves learners walking
round the classroom talking to other learners to complete a
task. For example, learners could mingle to find out what
the other learners in the class like doing in their free time.

• Lead-in
The activity or activities used to prepare learners to work on
a text, topic or task. A lead-in often includes an introduction
to the topic of the text or task and possibly study of some
new key language required for the text or task.

• Warmer/warm up
An activity that often involves movement, which a teacher
uses at the beginning of a lesson to give the class more
energy. Warmers can also be used to introduce the topic of
the lesson. For example, the topic of the lesson is Watching
TV. The teacher asks learners who watch a lot of TV to move
to stand near the door of the classroom, learners who watch
a little TV to stand near the board, and learners who don’t
watch any TV to stand at the other side of the classroom.
EXAMPLES:

FOLLOW-UP ACTIVITIES
1. Match the activity to its name. Please note that some of
these activities have not been mentioned before in the
unit.

Answers: A4, B7, C6, D3, E8, F5, G9, H1, I2

2. What column do these activities belong in? Some may

belong to more than one.

A) choral drilling of pronunciation

B) rank ordering
C) chants
D) discussions
E) sentence completion exercises
F) story writing
G) copying words
H) repeating minimal pairs
I) learning conversations by heart

Controlled
Freer Practice Free Practice
Practice
A, C, E, G, H, I B, E B, D, F