In a grammar or vocabulary lesson, the final stage of the presentation section is the "Noticing Target Language Task".
The students have already processed the model text for meaning. (They've already completed the gist task and the specific information task.) Now it's time to get them to notice the target language.
There are many different ways to get students to notice the target language. This flowchart lists several of them: "Guided discovery, underline Target Language, elicit, sorting, categorizing, matching, information exchange, gallery..."
In my own lessons, I tend to favor the following methods:
* Gap-fills: Students are given a version of the model text in which the target language has been removed and replaced by blanks. They then have to reconstruct the text by writing the target language in the blanks. (For an example of this type of worksheet, see HERE.) This is then checked either by listening to the model text again, or by placing the completed model text outside the room, and students check with a running dictation.
I should also note that "Noticing the Target Language" doesn't always have to be a long activity. It could be done just by having the teacher just display some sentences on the board or on the projector. (e.g. "Now, look at these sentences from the reading.")
Or, it could be done by simply giving the students a version of the model text in which the target language is in bold, or underlined.
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