The document outlines an approach to language teaching with 4 main steps: 1) Introduce meaningful models of language needed by students with elicitation, presentation, and explanation techniques, 2) Conduct careful practice of the language with a focus on students' lives and interaction, 3) Organize communicative interaction, and 4) Give feedback on students' language use. Elicitation involves determining what students already know and allowing them to learn from each other. Presentation introduces new language meaningfully in context. Explanation provides rules for some learners. Practice integrates different skills.

2. Outline of an approach to language teaching:
• Introduce meaningful models of language the
student need
• Conduct careful practice of the language
•Organize communicative interaction
•Give feedback on the students’ use of the language

3. Introduce meaningful models of language the student
need
-warm-up period
-a review of something learned earlier which is relevant
to what is coming
Elicitation
Presentation
Explanation

4. Elicitation
“Before you teach something, find out if your students already know it.”
“Learning and teaching begin on the edge of what the students already
know.”
-Another important use of elicitation is when a student asks a question
and you turn this question back to the class.
-You need to be careful here not to hurt anyone’s feelings. Explain that
the idea is;
•To show the students can learn from each other.
•To encourage a feeling of working together.
•To take the threat out of being corrected by a colleague.

5. Presentation
We want to present new language items meaningfully, in
some kind of communicative context, in a way which will make
their use clear. This is one reason why you will often find new
grammatical first shown in a dialogue. Another reason is that, by
practicing a dialogue in pairs, students can be involved in an
appearance of interaction. They may thus get a feel of how the
language is used, as well as an understanding how the new
grammar works.

6. Explanation
It is impossible to predict in advance exactly which parts of a
presentation will not be clear to which students. We do know,
however, that some learners need to understand new information
(especially grammar) explicitly and appreciate rules of some kind.
There are two demands on the teacher:
Continue to improve own understanding of the language systems
(words, grammar, functions, discourse, pronunciation) that you
are teaching;
Use increasing knowledge to make explanations shorter, simpler
and more relevant.

7. Conducting careful practice of the language
The purpose of practice is to help students develop what they
know about the language. Good practice will provide secure guidance
for the learners, but will also do some of the following:
•Focus on the students’ own lives and experiences
•Encourage interaction between students
•Practice different language skills of speaking, listening, reading and
writing in relation to new items;
•Integrate the skills by using a listening or reading passage to provide
information for practice and/or to work as a model for speaking or
writing exercise.

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