1.
Introduction and Presentation
Look at the picture.
Why is the
beginning of a
lesson like this?

2.
Presentation activities show a new text, topic, structure or skill to the
learners. The main difference between introduction and presentation
activities:
The introduction stage is related just to the subject in general.
The presentation stage focuses specifically on the objective of the
lesson.
Introduction activities are sometimes called warm-up, lead in or
pre-task activities. Sometimes we call them a “hook”. They are
used at the beginning of the lesson. An introduction activity is
often very short and simple. It can:
focus learners’ attention on the topic;
get learners interested in the topic;
get learners to think about what they already know about the
topic (and show the teacher what the learners know)

3.
Exercises- Classify these into introduction activities or presentation activities.
1. The teacher gives examples of the grammar structure students are going to study.
2. Students brainstorm examples of types of renewable energy that they know.
3. Children do a Mon action song in a Mon language lesson.
4. Students read a text which gives new information about the Cold War.
5. The teacher gives a quick quiz to see what students know about land law.
6. The teacher demonstrates an experiment showing how batteries work.
7. The teacher writes key words from the text the students are going to read and
they guess the topic from the words.
8. Students listen to a radio programme about ducks.
9. The teacher asks students’ opinion about the US. Election.
10. Students watch a short documentary explaining uses of statistics.

4.
Stir or Settle
A. What do stir and settle
mean?
B. What is the difference
between these activity
types?
C. When would you use each
type?

5.
Look at the list of activities. Put them on the line, depending on how active
the students are when doing them.
1. Children do an action song.
2. Students do a role play in pairs, using a script.
3. Students read a text silently.
4. Students listen to a lecture about the topic.
5. Children practice writing the number of 1 to 10.
6. Students look at a list of words and categories them (women/ men/ both/
neither) depending on who they think they are typically used to refer to.
7. Children label pictures according to the number of objects in them.
8. In pairs, students think of questions about the topic. Pairs join with another pair,
and ask and answer each others’ questions.
9. Children sing a counting song.
10. Students copy a text from the board.
11. Students walk around the room looking at pictures form the media on the walls.
They see how they compare to the information in the texts.
12. Students write an essay on the topic.