Teach (Study)

Teach (Study)
The teacher says the sentence two or three times before indicating to the students to repeat. The teacher drills the class,
paying attention to the contracted ‘she’s’ and the weak pronunciation of ‘been’ - / /.
Then the teacher writes up the marker sentence on the board and elicits or highlights the form, in this case:
have/has (’ve/’s) + been + present participle.
This is then followed by controlled and then freer practice activities to activate the students’ use of the language.
In this example, the teacher has used a context established by the lead-in and the pictures to present the target language.
The teacher has tried to elicit the target language before giving it directly to the students. The advantage of this approach
is that the teacher can find out what and how much the students know before he or she starts to teach. This means that the
teach stage can be more closely directed at what the students actually need to know. It also has the advantage that it
engages the students and involves them in an active production stage early on in the lesson.
Another common technique for presentation is to let the students see or hear the target language in context and then get
them to work out the grammar themselves. This is what is sometimes called a ‘guided-discovery approach’. The teacher
doesn’t tell the students directly what the target language is, but leads the student to discover it themselves. Reading and
listening texts are often used for this.