The document discusses teaching methodology for English as a second language (ESL). It explains that presentation, practice, and production work together to create effective language learning. Presentation involves building situations requiring natural use of new language. Practice facilitates progress from initial to final stages. Production is the most important stage, indicating students have become language users by creating personalized language in new situations like role-plays and discussions.

1. TEACHING
METHODOLOGY
By: Jessica Pimentel
By: Jessica Pimentel

2. INTRODUCTION
Teaching methodology will make the
process of teaching english as a second
language (ESL) easier and more
rewarding for you and your students,
and increase the likelihood of success.

3. It is very important to
understand what
"Presentation", "Practice"
and "Production" really are,
and how they work in
combination to create effective
communicative language
learning.

4. PRESENTATION
Presentation is presenting the current
language lesson to the students.
 Presentation involves the building of a
situation requiring natural and logical use
of the new language.

5. FEATURES
 MEMORABLE
 MEANINFUL
 REALISTIC

6. EXAMPLES
logical connection
context
clear models
sufficient meaningful
repetition

7. PRACTICE
The Practice stage is the best known to
teachers irrespective of their training or
teaching objectives.
Practice is the process that facilitates
progress from the initial stage through to the
final one.

8. FEATURES
Practice activities must be appropriate
to the language being learned and the
level and competence of the students.
Practice activities must be clear and
understandable.
Practice activities must be attractive.

9. PRODUCTION
The Production Stage is the most
important stage of communicative language
teaching.
Successful Production is a clear indication
that the language learners have made the
transition from "students" of the key
language to "users" of the language.

10. PRODUCTION INVOLVES:
creating a situation requiring the language
that was introduced in the Presentation
Stage. That situation should result in the
students "producing" more personalized
language.

11. EXAMPLES
role-plays
debates
discussions
problem-solving
narratives
descriptions
quizzes
games

12. REMEMBER
Production activities should not "tell"
students what to say. Whereas in
Practice the students had most or all of
the information required, during
Production they don't have the
information and must think.