Presented by: Amhil Ismail
 The first stage, 'Presentation‘, is where the teacher
firstly finds out how much of the target language
(for example the grammar or vocabulary to be
taught) the students know. This is called "eliciting."
The teacher will then present the language
structure, usually on a board. The students are
generally expected to listen during this part of the
lesson and their opportunities to speak are limited.
 In the second part of the lesson, the students are
given controlled practice of the target language.
This could be in the form of oral exercises, targeted
at individual students, or in the form of worksheets
during early stages. Again, this part of the lesson is
very teacher-led. Often more than one activity is
given, each one allowing the students progressively
more freedom to produce the language themselves.
The third part of the lesson is where the
students start to produce language more
freely. For example, they might be given role
play situations to devise and act out, they may
have free writing exercises, or there may be
other opportunities to produce the language
they have been working on.
Presentation
 Using pictures,
objects, or other
materilas, present
a real-life situation
that will serve as
the context for the
language lesson.
 Give model
sentences
practice
 Students do
individual and
choral repition of
model sentences.
 Correct students
mistakes.
production
 Students create
their own
sentences
applicable to the
context.
 Firstly, the amount of teacher talking time is
disproportionately high compared to the amount of
student talking time, certainly in the first part of the
lesson.
 It encourages accuracy over fluency, and this is not
always the desired outcome of a course.
 Thirdly, it does not allow for recap, or movement
between the different stages. This is where the ESA
method is often preferred now.