I heard this term for the first time during CELTA when we had an input session on TBL (Task-Based Learning). To be honest, I didn’t really understand what it was and how to use it (neither of us did, really). Next time I heard about ‘Deep End’ was during training at my current workplace. It sounded somewhat familiar. I went through an imaginary CELTA folder in my head trying to get a tiny bit of information but failed. It didn’t really ring a bell. The only thing I could remember was the observation video of Jane Comyns-Carr teaching a lesson on Past Perfect using TBL approach, and there was something about ‘Weak End’ and ‘Deep End’, too.
So what is ‘Deep End’?!
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As promised, today’s entry is about Guided Discovery (GD).
So what is GD?
For me, that’s the most exciting way to present TL! Technically, you just have to provide a good example of TL and help your students to find the rules themselves, without you teaching a single tiny thing. Easy to say, yep. Difficult to do? Not really!
First, let’s look at some pros and cons.
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I decided to continue with publishing a small series of posts focusing on Presentation stage.I know some teachers who consider presentation being a bit – well, how should I put it..? – boring. And it can be boring – if you deliver it in a teacher-centred way (like you do it with Presentation-Practice-Production approach). However, there’re some exciting ways to present FL/vocabulary/grammar point, and in this entry, I’ll tell you about one of them: TTT.
What is TTT?
TTT stands for Test-Teach-Test. This approach works for any level and is as simple as a pie. Consider though that you can only implement this approach with students who already have some previous learning experience since it requires them to use their passive knowledge!
So let’s say you want to teach prepositions. How would you do it using TTT?
Continue reading “Systems Presentation: Test-Teach-Test” →