Realia presentation
This second presentation method uses realia. This time consider the way that the teacher introduces the context.
One way to present the present perfect with ‘for’ and ‘since’ is to use an object from the real world or what we call a
piece of realia. My favourite pieces of realia are my shoes. I don’t take them off, that might be a little too dangerous for
the students! However, I do focus the students’ attention on them.
First, I talk with the class about fashion - what kind of clothes do they like and so on. It’s also an opportunity to teach
some vocabulary on that subject - items of clothing, for example. Then I focus them on my shoes. I ask them questions.
Do they look fashionable? Do they look new? Do they look old? Do they look clean? You can do the same with any
item of clothing. Then I ask the students to discuss in pairs, ‘How long have I had my shoes?’. While they’re discussing
their ideas, on the board I write the beginning of my marker sentence, that is, my example sentence. In this case, ‘I’ve
had my shoes …’.
Once I have written my marker sentence on the board I ask the students for their suggestions as to how long I’ve had
my shoes. I write their answers on the board leaving a space between my marker sentence, ‘I have had my shoes’ and
their answers, ‘2 years’, ‘6 months’, ‘1995’. Then I ask the students what word connects the beginning of the sentence
with the end of the sentence. Some students may know, if not, I can tell them, ‘I have had my shoes ‘for’ 2 years’, or ‘I
have had my shoes ‘since’ 1995’. Then, showing other examples they can see the difference between the use of ‘for’
and ‘since’. So the grammar point has been explained through a clear, real world example. I have created interest in the
language by creating interest in the subject of fashion and in particular, my shoes. And so their interest - as well as a
clear context - should lead to a good, clear understanding of the grammar point in question.
Gareth Rees - Lesson Plan, Programme 2
The teacher didn’t start directly with the subject of his shoes. He gradually led the students to the grammar through the
subject of fashion. This kind of introduction is known as a lead-in. The students are engaged and involved in the lesson
through the lead-in and the grammar presentation seems to come naturally from that context.
For more ideas and practical examples of different presentation techniques, see page 32
This second presentation method uses realia. This time consider the way that the teacher introduces the context.
One way to present the present perfect with ‘for’ and ‘since’ is to use an object from the real world or what we call a
piece of realia. My favourite pieces of realia are my shoes. I don’t take them off, that might be a little too dangerous for
the students! However, I do focus the students’ attention on them.
First, I talk with the class about fashion - what kind of clothes do they like and so on. It’s also an opportunity to teach
some vocabulary on that subject - items of clothing, for example. Then I focus them on my shoes. I ask them questions.
Do they look fashionable? Do they look new? Do they look old? Do they look clean? You can do the same with any
item of clothing. Then I ask the students to discuss in pairs, ‘How long have I had my shoes?’. While they’re discussing
their ideas, on the board I write the beginning of my marker sentence, that is, my example sentence. In this case, ‘I’ve
had my shoes …’.
Once I have written my marker sentence on the board I ask the students for their suggestions as to how long I’ve had
my shoes. I write their answers on the board leaving a space between my marker sentence, ‘I have had my shoes’ and
their answers, ‘2 years’, ‘6 months’, ‘1995’. Then I ask the students what word connects the beginning of the sentence
with the end of the sentence. Some students may know, if not, I can tell them, ‘I have had my shoes ‘for’ 2 years’, or ‘I
have had my shoes ‘since’ 1995’. Then, showing other examples they can see the difference between the use of ‘for’
and ‘since’. So the grammar point has been explained through a clear, real world example. I have created interest in the
language by creating interest in the subject of fashion and in particular, my shoes. And so their interest - as well as a
clear context - should lead to a good, clear understanding of the grammar point in question.
Gareth Rees - Lesson Plan, Programme 2
The teacher didn’t start directly with the subject of his shoes. He gradually led the students to the grammar through the
subject of fashion. This kind of introduction is known as a lead-in. The students are engaged and involved in the lesson
through the lead-in and the grammar presentation seems to come naturally from that context.
For more ideas and practical examples of different presentation techniques, see page 32
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