TKT Module 1 Unit 16 – Presentation Techniques and Introductory Activities | Complete
Glossary with Examples
Contextualisation Putting new language into a situation that shows what it means.
Explaining or presenting the context of something the learners will read, hear, talk or write
about, to make the situation clear for them. E.g., before playing a recording a teacher might tell
learners who the people are on the recording and where they are; the teacher gives the
students a history quiz then uses this to introduce the past tense.
Guided discovery E.g., the student read a short advertisement advertising a new car. The
teacher has underlined all the superlatives in the text. She then asks the students to look at the
underlined words and work out when the -est form is used.
Focus on form Paying attention to the words/parts of words that make a language structure
or to spelling or pronunciation. E.g., the teacher elicits the spelling of some new words then
writes them on the board; the students read a text, then the teacher asks them to find and
underline all the examples it contains of the second conditional; the students listen to a
recording of a dialogue between a shop assistant and a customer. The teacher asks the
students to tell her what language they heard.
Focus on meaning In the examples provided in the book focus on meaning wasn't only in the
following exercise "the students read a text, then the teacher asks them to find and underline
all the examples it contains of the second conditional"
Using aids E.g., the teacher shows the students a video of some children fighting and asks
them to give her reasons why they might be fighting. She encourages them to say "It might be
because..."; the teacher shows the students 4 drawings of what she did at the weekend and
tells the students what she did. She then asks the students to draw 4 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.
Glossary with Examples
Contextualisation Putting new language into a situation that shows what it means.
Explaining or presenting the context of something the learners will read, hear, talk or write
about, to make the situation clear for them. E.g., before playing a recording a teacher might tell
learners who the people are on the recording and where they are; the teacher gives the
students a history quiz then uses this to introduce the past tense.
Guided discovery E.g., the student read a short advertisement advertising a new car. The
teacher has underlined all the superlatives in the text. She then asks the students to look at the
underlined words and work out when the -est form is used.
Focus on form Paying attention to the words/parts of words that make a language structure
or to spelling or pronunciation. E.g., the teacher elicits the spelling of some new words then
writes them on the board; the students read a text, then the teacher asks them to find and
underline all the examples it contains of the second conditional; the students listen to a
recording of a dialogue between a shop assistant and a customer. The teacher asks the
students to tell her what language they heard.
Focus on meaning In the examples provided in the book focus on meaning wasn't only in the
following exercise "the students read a text, then the teacher asks them to find and underline
all the examples it contains of the second conditional"
Using aids E.g., the teacher shows the students a video of some children fighting and asks
them to give her reasons why they might be fighting. She encourages them to say "It might be
because..."; the teacher shows the students 4 drawings of what she did at the weekend and
tells the students what she did. She then asks the students to draw 4 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.
