PRESENTATION TECHNIQUES 1NAMING (1)THE NAMING TECHNIQUE IS
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10 FULL ARTICLE –ORAL PRESENTATION FOR IWRA CONFERENCE 10 LITTLEKNOWN RARELY DISCUSSED HIGHLY EFFECTIVE PRESENTATION TECHNIQUES BY 103 DISABILITY IN THE MIDDLE AGES REPRESENTATIONS OF PHYSICAL
Presentation Techniques
Presentation Techniques
1NAMING
(1)The naming technique is used for any
introduction that can be accomplished simply by pointing to an object
or an illustration (e.g. the instructor points to a book and says
‘book’, and student repeats).
(2)This technique can be used for objects,
colours, numbers, countries, etc.
(3)Visual clues provide a clear context.
2CONTRAST
(1)Contrast is most often used to introduce
opposites. The term being introduced is the opposite of a word the
student already knows.
For example, to introduce ‘small’ when the student
already knows ‘big’:
I: Is Canada a big country?
S: Yes, it is.
I: Is Cuba a big country?
S: No, it isn’t.
I: (Ahh!) Cuba is a small country!
(2)Contrast can be used to introduce new nouns:
I: Is Harrods a bank?
S: No, it is not.
I: Harrods is a department store.
(3)Contrast can be used also to introduce new
forms of irregular verbs:
I: Does Mr. Morgan go to his office every Monday?
S: Yes, he does.
I: So last Monday Mr. Morgan went to his office.
(4)With the contrast we draw the student’s
attention to the critical words or expressions being used.
3ELIMINATION
(1)Using the elimination technique, the
instructor asks a series of questions brining a negative answer,
creating a situation where the new vocabulary can be introduced
logically in context:
I: Do you cut bread with a cigarette?
S: No, I don’t!
I: Right! You cut bread with a knife.
(2)This technique is also used to introduce key
questions, i.e.: who, which, where,etc.
Here is the elimination technique used to introduce ‘what…?’.
I: (pointing to a book) Is this a telephone?
S: No, it’s not.
I: Is it a newpaper?
S: No, it’s not.
I: What is it?
(3)The repeated series of negative questions
creates a tension – a need to know – which is resolved in
the final introduction statement.
4SUBSTITUTION
(1)The substitution technique is used to
introduce words and structures synonymous with a known word or
structure.
Adjectives:
I: Is Cuba a small country?
S: Yes, it is.
I: Right, then Cuba is a little country.
Verb tenses: Introducing a verb in the passive voice when the present
tense is already known.
I: Do
people speak English in England?
S: Yes,
they do.
I: Right, people speak English in England, OR English is spoken
in England.
(2)Substitution can be used to introduce other
pronouns, and synonyms: e.g. he, she, etc,; ours, theirs, hers, etc;
can – be able to, should – be supposed to, etc.
5BUILD-UP
(1)With the Combination or build-up technique the
student is lead from known concepts ‘A’ and ‘B’
to the new concept ‘C’.
I: Is Mrs. Smith a teacher?
S: Yes, she is.
I: Does she work at high school?
S: Yes, she does.
I: Mrs. Smith is a teacher who works at high school.
6DICTIONARY
(1)Using questions rather than an explanation,
the instructor gives the student the key characteristics or defining
qualities of the new word. This technique maybe short or long
depending on the concept introduced.
Example – to introduce ‘Hangout’ (i.e., a place
where people informally gather to talk, eat and drink)
I: Do football fans go to Buster’s before and after the game?
S: Yes, they do.
I: What do they do there?
S: They eat, drink and talk about the game.
I: Do they talk to their friends and other patrons?
S: Yes, they do.
I: Do they enjoy going there to relax and have fun?
S: Yes, they do.
I: Buster’s is a favourite hangout for football fans
before and after games.
11OVERVIEWPRESENTATION PAGE 13 OF 13 JULIA POWELL JOHN KELLY
13 SESSION NO 4 PRESENTATION NO 1 COUNTRY FINLAND
1300 EDUCAUSE HELP THIS AUDIO PRESENTATION SLIDES AND TRANSCRIPT
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