The presentation stage introduces new language to learners. It is typically teacher-centered but can be made more student-centered with planning. The goal is to present comprehensible input that leads to greater comprehension later. New vocabulary can be presented using real objects, miming, pictures, flashcards, synonyms/antonyms, or example sentences providing context without complex language. Grammar can be taught deductively by presenting rules or inductively by guided discovery activities.

1. Presentation Stage (PPP)
Textbook:
Larsen-Freeman, D. (2011). Techniques and Principles in
Language Teaching. (3rd ed.). Oxford University Press.

2. Lesson Plan
G1. Why is lesson planning important?
G2. How is lesson planning important for the
teacher? For the learners?
G3. What do you take into account when you
design a lesson plan?
G4. What constant components are there in your
lesson plan?
G5. Can lesson planning be a hindrance to
teaching/ learning? Why?
G6. What things are the most difficult when
lesson planning? Why?

3. Presentation Stage
• The presentation stage is used to introduce the
new or target language.
• While the presentation stage can be heavy on
the teacher-centered side, with proper planning
and practice the presentation stage can become
more student-centered and engaging for
learners.

4. • The goal of this stage is to present the
comprehensible input that leads to greater
comprehension later on in your lesson.
Presentation Stage

5. Methods of presentation of new
vocabulary include:
1. Using real object (realia)
2. Through miming or acting
3. By drawing pictures or symbols
4. Showing flash/ word cards
5. Using synonym and antonym
6. Putting the word into a sentence, e.g. “You bake a cake in
the ….”
7. Giving context clue, remembering to avoid using language that
is more complicated than the target word.

6. Teaching Grammar
• A deductive approach is when the rule is
presented and the language is produced based
on the rule. (The teacher gives the rule.)
• An inductive approach is when the rule is
inferred through some form of guided discovery.
(The teacher gives the students a means to
discover the rule for themselves.)