Presentation, Practice and Production (PPP)
PPP provides Presentation of new language, Practice of new language and Production of new language
INTRODUCTION
In recent years, the purely "structural" approach to language teaching has been criticized, as it tends to produce students who, despite having the ability to produce structurally accurate language, are generally deficient in their ability to use the language and understand its use in. real communication. In recent years, purely structural, "" approach to language teaching has been. Criticized because it tends to produce students who, despite the ability. Producing the correct language structures often lack the ability to understand and use language in real communication.
What is the "structural" approach to language teaching? Learning what is "structure" of language, how? If your classroom is full of students that memorize vocabulary and grammar rules through repitition and rote learning, and are corrected for even the smallest mistake whilst speaking or writing English, then you are a champion of the structural teaching approach. If, in your classroom. filled with students to memorize grammar rules and vocabulary and learn through repitition rote and has been modified for even as few mistakes as possible and speech. Written in English, then you are taught how to structure a champion of the No doubt your students are learning a lot of English, but how effective and how enjoyable is this process? No doubt your students are learning English more. But how effective and how fun is this process or not.
An approach to language teaching has been developed which attempts to overcome the weaknesses of the "structural approach" (which incidentally is the kind of teaching methodology that tends to prevail in Asian public schools). Ways of teaching language will be. developed that attempt to overcome the weaknesses of the method. The "structured as" (which accidentally is a type of teaching methods are likely. Is superior to state schools in Asia) The new approach is based on viewing language as a combination of: a new approach is based on viewing language as a mixture.
a) Linguistic Structures b) Situational Settings c) Communicative Acts) the linguistic structure b) the setting according to the circumstances c) operations for communication.
This is known as the "communicative approach" to language teaching. This is called "Communication" for language teaching. Communication is not simply a matter of what is said (structure / lexis), but where it is said, by whom, when and why it is said. To communicate not only) a matter of what is being said (/ structure, lexis, but that. It is said by whom and why, when it is said In short, this is basically the "communicative function" or "purpose" of language. In short, this is basically a "function of communication" or "point purpose "language.
At the opposite extreme from the structural approach, and with at least as many flaws, is the purely "conversational" approach, where it is assumed that exposure to lots of conversation from a native English speaker will produce a high level of aptitude in the students. . The opposite of serious structural and at least as many flaws. Exhaustive discussion is "how" that will be assumed that the experience of many. Discussions of the owner of English to produce a high level and aptitude of students. Whereas the structural approach promotes accuracy and tends to inhibit communicative confidence, the conversational approach tends to create communicative confidence in combination with many entrenched errors. By the way there. structure promotes the accuracy and tends to inhibit Confidence in communication, the conversation tends to build trust and communication in combination with error. Miss the most entrenched Being keen to communicate and yet not being able to do so properly is almost as risky as knowing what to say but not having the confidence or practice to use it ... is eager to communicate and can not. Doing it correctly almost The risk of knowing what to say. It does not have faith or practices to be used ...
The PPP Approach to Language Teaching PPP methods of language teaching.
The "Three Ps" approach to Language Teaching is the most common modern methodology employed by professional schools around the world. "Three Ps" approach to language teaching as a way to date the most common work done by school professionals. around the world It is a strong feature of the renowned CELTA certification and other TEFL qualifications offered especially in the United Kingdom. It features strong accredited CELTA reputable and qualified TEFL other offers, especially in the United. Kingdom.
While this approach is generally geared toward adult learners, most of the principles involved are also essential to lessons for children (click on the "Young Learners" link above for more information). While this approach is geared to adult learners in general most of the measures. Involved are also needed to learn for children (click on the "Young. Learning "link above for more information) It is very important to understand what" Presentation "," Practice "and" Production "really are, and how they work in combination to create effective communicative language learning. It is very important to understand. what is "proposed", "action" and "production" and how it is. Working together to create a language for effective communication.
Presentation is the beginning or introduction to learning language, and Production is the culmination of the learning process, where a learner has become a "user" of the language as opposed to a "student" of the language. Provides a starting point or Introduction to learning the language and. Production is the best language learning process, students have become the ". Use "as opposed to" students "of the language Practice is the process that facilitates progress from the initial stage through to the final one. Training is one of the processes that facilitate the progress, starting from the previous steps to final
To explain the process in brief, the beginning of a lesson involves the introduction of the new language in a conceptual way in combination with some kind of real (or at least "realistic feeling") situation. To describe briefly the process of the lessons start. associated with the introduction of the new language in a way. The idea of the kind of real integration. (Or at least "feel real"), the situation When this is understood, the students are provided with a linguistic "model" to apply to the concept they have recognized. When this is understood, students are provided with "language. "The design uses the proven concept that they have With this" model "in mind, the students practice the new language by means of various" controlled "activities. In this way," pattern "in mind. Students practice the new language by means of various control "activities" After sufficient practice, the students move into some kind of "productive" activity, where a situation calls for the language to be used naturally without correction or control. After practice enough. Students moved into some effective "activities" which Situation calls for the use of natural language with no fixed or merger control.
In general, for communicative language learning to be most effective, the three stages need to occur and they must flow easily from one stage to the next. In general, for learning a language to communicate the most effective three-step I have to come up and they should move easily from one stage to another.
PRESENTATION
In recent years, the purely "structural" approach to language teaching has been criticized, as it tends to produce students who, despite having the ability to produce structurally accurate language, are generally deficient in their ability to use the language and understand its use in. real communication. In recent years, purely structural, "" approach to language teaching has been. Criticized because it tends to produce students who, despite the ability. Producing the correct language structures often lack the ability to understand and use language in real communication.
What is the "structural" approach to language teaching? Learning what is "structure" of language, how? If your classroom is full of students that memorize vocabulary and grammar rules through repitition and rote learning, and are corrected for even the smallest mistake whilst speaking or writing English, then you are a champion of the structural teaching approach. If, in your classroom. filled with students to memorize grammar rules and vocabulary and learn through repitition rote and has been modified for even as few mistakes as possible and speech. Written in English, then you are taught how to structure a champion of the No doubt your students are learning a lot of English, but how effective and how enjoyable is this process? No doubt your students are learning English more. But how effective and how fun is this process or not.
An approach to language teaching has been developed which attempts to overcome the weaknesses of the "structural approach" (which incidentally is the kind of teaching methodology that tends to prevail in Asian public schools). Ways of teaching language will be. developed that attempt to overcome the weaknesses of the method. The "structured as" (which accidentally is a type of teaching methods are likely. Is superior to state schools in Asia) The new approach is based on viewing language as a combination of: a new approach is based on viewing language as a mixture.
a) Linguistic Structures b) Situational Settings c) Communicative Acts) the linguistic structure b) the setting according to the circumstances c) operations for communication.
This is known as the "communicative approach" to language teaching. This is called "Communication" for language teaching. Communication is not simply a matter of what is said (structure / lexis), but where it is said, by whom, when and why it is said. To communicate not only) a matter of what is being said (/ structure, lexis, but that. It is said by whom and why, when it is said In short, this is basically the "communicative function" or "purpose" of language. In short, this is basically a "function of communication" or "point purpose "language.
At the opposite extreme from the structural approach, and with at least as many flaws, is the purely "conversational" approach, where it is assumed that exposure to lots of conversation from a native English speaker will produce a high level of aptitude in the students. . The opposite of serious structural and at least as many flaws. Exhaustive discussion is "how" that will be assumed that the experience of many. Discussions of the owner of English to produce a high level and aptitude of students. Whereas the structural approach promotes accuracy and tends to inhibit communicative confidence, the conversational approach tends to create communicative confidence in combination with many entrenched errors. By the way there. structure promotes the accuracy and tends to inhibit Confidence in communication, the conversation tends to build trust and communication in combination with error. Miss the most entrenched Being keen to communicate and yet not being able to do so properly is almost as risky as knowing what to say but not having the confidence or practice to use it ... is eager to communicate and can not. Doing it correctly almost The risk of knowing what to say. It does not have faith or practices to be used ...
The PPP Approach to Language Teaching PPP methods of language teaching.
The "Three Ps" approach to Language Teaching is the most common modern methodology employed by professional schools around the world. "Three Ps" approach to language teaching as a way to date the most common work done by school professionals. around the world It is a strong feature of the renowned CELTA certification and other TEFL qualifications offered especially in the United Kingdom. It features strong accredited CELTA reputable and qualified TEFL other offers, especially in the United. Kingdom.
While this approach is generally geared toward adult learners, most of the principles involved are also essential to lessons for children (click on the "Young Learners" link above for more information). While this approach is geared to adult learners in general most of the measures. Involved are also needed to learn for children (click on the "Young. Learning "link above for more information) It is very important to understand what" Presentation "," Practice "and" Production "really are, and how they work in combination to create effective communicative language learning. It is very important to understand. what is "proposed", "action" and "production" and how it is. Working together to create a language for effective communication.
Presentation is the beginning or introduction to learning language, and Production is the culmination of the learning process, where a learner has become a "user" of the language as opposed to a "student" of the language. Provides a starting point or Introduction to learning the language and. Production is the best language learning process, students have become the ". Use "as opposed to" students "of the language Practice is the process that facilitates progress from the initial stage through to the final one. Training is one of the processes that facilitate the progress, starting from the previous steps to final
To explain the process in brief, the beginning of a lesson involves the introduction of the new language in a conceptual way in combination with some kind of real (or at least "realistic feeling") situation. To describe briefly the process of the lessons start. associated with the introduction of the new language in a way. The idea of the kind of real integration. (Or at least "feel real"), the situation When this is understood, the students are provided with a linguistic "model" to apply to the concept they have recognized. When this is understood, students are provided with "language. "The design uses the proven concept that they have With this" model "in mind, the students practice the new language by means of various" controlled "activities. In this way," pattern "in mind. Students practice the new language by means of various control "activities" After sufficient practice, the students move into some kind of "productive" activity, where a situation calls for the language to be used naturally without correction or control. After practice enough. Students moved into some effective "activities" which Situation calls for the use of natural language with no fixed or merger control.
In general, for communicative language learning to be most effective, the three stages need to occur and they must flow easily from one stage to the next. In general, for learning a language to communicate the most effective three-step I have to come up and they should move easily from one stage to another.
PRESENTATION
This is the first (and perhaps most crucial) stage to the language learning process, as it usually has a profound influence on the stages that follow and governs whether those stages are effective or not. This is the first (and probably most important) step. Now for the language learning process as it is often a profound influence in the process. Compliance and whether these steps are effective or not.
Presentation involves the building of a situation requiring natural and logical use of the new language. Represent the language the new building of the desired nature and situation logic to use When the "situation" is recognized and understood by the students,. they will then start instinctively building a conceptual understanding of the meaning behind the new language, and why it will be when the "situation" was. Acceptance and understanding of students as they begin to build intuition. Understand the concept of the meaning behind the new language and why it will be
relevant and useful to them. relevant and useful to them When the situation surrounding the the new language and the conceptual meaning of it has been achieved, the new language should be introduced by means of a linguistic "model". when it. the circumstances surrounding a new language and thinking it means to be, a new language should be guided by the "language" a It is this model that the students will go on to practice and hopefully achieve naturally without help during a productive. activity. This is the version of events that students will go on to practice and hope to achieve naturally without the help of the production.
For obvious reasons, it is naturally easier to "present" new language to ESL students (who are learning English as a Second Language in an English speaking environment) than it is to EFL (English as a Foreign Language) students, who hear little or. no English outside of the classroom. For some reason obviously is naturally easier to "present" a new language to the student on ESL (those who are learning English as a second language in English-speaking environment around.) than it is to teach English. (English as a Foreign Language) students who heard little or No English outside the classroom EFL teachers in particular need to work hard to build "realistic" feeling situations requiring the new language. English teacher, especially in the need to work hard to build a "real" situation and had to use new language If the "situation" appears totally unreal or even farcical to the students, so too will the language they are learning. if "situation" appears all is not true, or even farcical to the students so they will use the language. they are learning.
An important aspect of introducing the situation requiring and concept underlying new language is to build them up using whatever English the students have already learned or have some access to. The most important aspects of the situation to introduce the basic concepts and new language is. Building them up in English what students have learned already have something to At lower levels, pictures and body language are typical ways of presenting new language. That degrades image and body language is a common way to deliver. new language As students progress, dialogues and text can also be used. As the students progress and dialogue text can also be used.
There are a variety of ways in which new language items may be presented but most Presentations should have at least some of the following features: meaningful, memorable and realistic examples; logical connection; context; clear models; sufficient meaningful repetition; "staging" and. "fixing"; briefness and recycling. There are many ways to feature the new language that may represent the most items. However, the presentation should have at least some of the following: model sufficient means unique; Meaningful and memorable example real logical connection; Context; Clear "stage" and "Edit"; Brevity and recycling.
Presentation involves the building of a situation requiring natural and logical use of the new language. Represent the language the new building of the desired nature and situation logic to use When the "situation" is recognized and understood by the students,. they will then start instinctively building a conceptual understanding of the meaning behind the new language, and why it will be when the "situation" was. Acceptance and understanding of students as they begin to build intuition. Understand the concept of the meaning behind the new language and why it will be
relevant and useful to them. relevant and useful to them When the situation surrounding the the new language and the conceptual meaning of it has been achieved, the new language should be introduced by means of a linguistic "model". when it. the circumstances surrounding a new language and thinking it means to be, a new language should be guided by the "language" a It is this model that the students will go on to practice and hopefully achieve naturally without help during a productive. activity. This is the version of events that students will go on to practice and hope to achieve naturally without the help of the production.
For obvious reasons, it is naturally easier to "present" new language to ESL students (who are learning English as a Second Language in an English speaking environment) than it is to EFL (English as a Foreign Language) students, who hear little or. no English outside of the classroom. For some reason obviously is naturally easier to "present" a new language to the student on ESL (those who are learning English as a second language in English-speaking environment around.) than it is to teach English. (English as a Foreign Language) students who heard little or No English outside the classroom EFL teachers in particular need to work hard to build "realistic" feeling situations requiring the new language. English teacher, especially in the need to work hard to build a "real" situation and had to use new language If the "situation" appears totally unreal or even farcical to the students, so too will the language they are learning. if "situation" appears all is not true, or even farcical to the students so they will use the language. they are learning.
An important aspect of introducing the situation requiring and concept underlying new language is to build them up using whatever English the students have already learned or have some access to. The most important aspects of the situation to introduce the basic concepts and new language is. Building them up in English what students have learned already have something to At lower levels, pictures and body language are typical ways of presenting new language. That degrades image and body language is a common way to deliver. new language As students progress, dialogues and text can also be used. As the students progress and dialogue text can also be used.
There are a variety of ways in which new language items may be presented but most Presentations should have at least some of the following features: meaningful, memorable and realistic examples; logical connection; context; clear models; sufficient meaningful repetition; "staging" and. "fixing"; briefness and recycling. There are many ways to feature the new language that may represent the most items. However, the presentation should have at least some of the following: model sufficient means unique; Meaningful and memorable example real logical connection; Context; Clear "stage" and "Edit"; Brevity and recycling.
Method of Teacching Presentation
- The teacher speaks up to 75% of the time, as they are presenting information
- The teacher sets a natural context in which the language is hidden, in order to convey meaning, of new language .
- The teacher shows form - how the grammar is made.
- The teacher demonstrates and works on correct pronunciation and highlights stress and intonation patterns.
- The teacher highlights spelling and any irregularities with the new language
- The teacher focuses on accuracy when correcting students at this stage.The teacher asks concept check questions to see if students have understood. (If not, go back and review some of the process).
PRACTICE
The Practice stage is the best known to teachers irrespective of their training or teaching objectives. Procedure is known with the best teachers, regardless of education, training or purpose However, it is a stage that. is often "over-done" or used ineffectively, either because Presentation was poor (or lacking altogether) or it is not seen and used as a natural step toward Production. but it was not the step that is often "over - finished. and then, or because your best offer. (Or lack of same) or are not seen as a step-by-nature toward the production It is the important middle stage to communicative language teaching, but exactly that the "middle" stage. It was a stage medium importance to. teaching language for communication. But there in the middle "stage."
It is important that practice activities are appropriate to the language being learned and the level and competence of the students. It is important that activity practices are appropriate to the language of learning and the level and ability of students Essentially Practice is the. testing procedure for accuracy, and the frequency procedure for familiarity with the language. In particular, the performance is the process of validation and how often for familiarity with the language It is also a remedial stage. There is also a forum. Remedial A good way to summarize effective Practice is to see it as repetition leading to competence and accuracy in terms of how best to summarize the practice efficiency is seen repeatedly, leading to the ability and accuracy. terms of
Phonology and Syntax. Sound system and grammar.
Practice activities need to be clear and understandable - they should also be directed toward promoting a considerable degree of confidence in the students. Activities, practices need to be clear and understandable - they should also be taken to promote education. degree many of the confidence of several students In general, a carefully laid out practice activity that looks "attractive" to the eye will generate the students' motivation. In general, placed carefully the physical activity that looks "interesting". to the eye to create a 'student motivation They need to be challenged, but they should also feel that the activity is "within their reach". They need to be challenged. But they should also feel that events are "to reach their
Making a smooth transition from Presentation to Practice usually involves moving the students from the Individual Drill stage into Pair Work (chain pair-work, closed pair-work and open pair-work). The change from presentation to practice often. Neu is involved in moving. Learning from the stage, piercing the individual working partner. (So Cool Job opening and closing double double) Communicative practice then leads the way toward Production. Then take to the practice of communications for the manufacturing.
It is important that practice activities are appropriate to the language being learned and the level and competence of the students. It is important that activity practices are appropriate to the language of learning and the level and ability of students Essentially Practice is the. testing procedure for accuracy, and the frequency procedure for familiarity with the language. In particular, the performance is the process of validation and how often for familiarity with the language It is also a remedial stage. There is also a forum. Remedial A good way to summarize effective Practice is to see it as repetition leading to competence and accuracy in terms of how best to summarize the practice efficiency is seen repeatedly, leading to the ability and accuracy. terms of
Phonology and Syntax. Sound system and grammar.
Practice activities need to be clear and understandable - they should also be directed toward promoting a considerable degree of confidence in the students. Activities, practices need to be clear and understandable - they should also be taken to promote education. degree many of the confidence of several students In general, a carefully laid out practice activity that looks "attractive" to the eye will generate the students' motivation. In general, placed carefully the physical activity that looks "interesting". to the eye to create a 'student motivation They need to be challenged, but they should also feel that the activity is "within their reach". They need to be challenged. But they should also feel that events are "to reach their
Making a smooth transition from Presentation to Practice usually involves moving the students from the Individual Drill stage into Pair Work (chain pair-work, closed pair-work and open pair-work). The change from presentation to practice often. Neu is involved in moving. Learning from the stage, piercing the individual working partner. (So Cool Job opening and closing double double) Communicative practice then leads the way toward Production. Then take to the practice of communications for the manufacturing.
Method of Teaching Practice
- Students speak up to 60% of the time, teacher up to 40%
- The teacher uses activities to practice the new language orally and in written format.
- The teacher drills for correct pronunciation and accurate form, choral and individually
- Written work focuses on accurate form/structure.
- The teacher models and corrects when mistakes occur.
- The teacher encourages lots of pair work and group work during this stage.
PRODUCTION
The Production Stage is the most important stage of communicative language teaching. The production phase is an important step most of the teaching language for communication Successful Production is a clear indication that the language learners have made the transition from "students" of. the key language to "users" of the language. The successful production is a clear indication that the language has to change. Through the "student" of languages, a "user" of language.
Generally Production involves creating a situation requiring the language that was introduced in the Presentation Stage. In general, the manufacturing process that involves creating situations in which to present the language is known That situation should result in the students "producing" more personalized. language. situations that should result in students "produce" language more Production is highly dependent on the Practice Stage, because if students do not have confidence in the language then they will naturally be hesitant to independently "use" it. production. depends on the procedure because if students do not have confidence in Using natural language, then they will be reluctant to free "use" it.
One of the most important things to remember is that Production activities should not "tell" students what to say. One of the most important thing to remember is that production activities should not "tell" the student what to say Whereas in Practice the students. had most or all of the information required, during Production they don't have the information and must think. While the students practiced most or all of the information during processing, they have no information and think Ideally it. is challenging in that it is representative of "real life" situations. Ideally, it is challenging in that it represents the reality of life "situation."
Creating and engaging in "Productive" classroom activities can require a certain level of cognitive ability. To create and participate in the "production" activities in the classroom to the skill level, some thoughts Production activities for Young Learners in particular. need to be carefully thought out and prepared (click here for more information relevant to Production in Young Learners). production activities for students weak in particular the need to think carefully and Plans (Click here to view For more information related to the production of young learners).
Some good examples of effective Production activities include situational role-plays, debates, discussions, problem-solving, narratives, descriptions, quizzes and games. Some good examples of efficient production activities, including role-plays. Situation debate, discussion and problem description, a description of tests and games.
Generally Production involves creating a situation requiring the language that was introduced in the Presentation Stage. In general, the manufacturing process that involves creating situations in which to present the language is known That situation should result in the students "producing" more personalized. language. situations that should result in students "produce" language more Production is highly dependent on the Practice Stage, because if students do not have confidence in the language then they will naturally be hesitant to independently "use" it. production. depends on the procedure because if students do not have confidence in Using natural language, then they will be reluctant to free "use" it.
One of the most important things to remember is that Production activities should not "tell" students what to say. One of the most important thing to remember is that production activities should not "tell" the student what to say Whereas in Practice the students. had most or all of the information required, during Production they don't have the information and must think. While the students practiced most or all of the information during processing, they have no information and think Ideally it. is challenging in that it is representative of "real life" situations. Ideally, it is challenging in that it represents the reality of life "situation."
Creating and engaging in "Productive" classroom activities can require a certain level of cognitive ability. To create and participate in the "production" activities in the classroom to the skill level, some thoughts Production activities for Young Learners in particular. need to be carefully thought out and prepared (click here for more information relevant to Production in Young Learners). production activities for students weak in particular the need to think carefully and Plans (Click here to view For more information related to the production of young learners).
Some good examples of effective Production activities include situational role-plays, debates, discussions, problem-solving, narratives, descriptions, quizzes and games. Some good examples of efficient production activities, including role-plays. Situation debate, discussion and problem description, a description of tests and games.
Method of Teaching Production
- Students speak up to 90% of the time, teacher up to 10%
- The teacher monitors but does not correct until the end.
- Focus is now on fluency Focus and rather than accuracy.
- The teacher models the production task, gives simple instructions and encourages students to use old and new language.
- Students use the language in a natural, everyday context, through a practical task within minimal input from the teacher.
PPP Lesson Plan
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