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This document outlines the PPP (Presentation-Practice-Production) model for language teaching. It discusses the key components of each step: presentation involves getting learners' attention through clear and concise delivery; practice provides opportunities for active learner participation through exercises; and production involves real-life communicative tasks. The document also discusses principles for effective grammar teaching, including keeping instruction contextualized, communicative, economical, relevant to learner needs, and appropriate to learner characteristics.
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- 1. PPP MODEL * PRESENTATION * PRACTICE * PRODUCTIVITY * PRESENTATION ( SHORTEST PROCESS IN ORDER TO BE CLEAR, ACCURATE, TO KEEP ATENTION AND TO BE SURE THAT THERE WILL E ENOUGH TIME TO TAKE AND PAY ATTENTION TO EACH LEARNER DURING PRACTICE AND PRODUCTIVITY PROCESSES) ( TEACHER IS ACTIVE WHILE THE LEARNER IS PASSIVE PARTICIPANT. THIS IS EXACTLY WHY YOU SHOULD TAKE THEIR ATTENTION AND THUS IT IS AN IMPORTANT DECISION TO TAKE ATTENTION EITHER TO FORM OR MEANINGOR MAYBE BOTH OF THEM BALANCED ATTENTİON TO BOTH IS PREFERRED) EVALUATING OUR MATERIALS FOR TEACHING ( PRESENTATION IN GENERAL) 1. CONTEXTUALITY ( main purposes: real life usage, attention to meaning, understanding instead of memorizing , adapting to the changes of forms according to the meaning aimed to be given ) 2. COMPLEXITY ( even if the learners are from the same level of language, their comprehension levels and styles might be different, so the possibility of the hardest learning student should be taken into account; such as a learner from completely different cultural background i.e: multicultural classes AND/ OR your material should be the least complex in order to prevent misunderstandings so that you or the stuent willnot lose time) 3. LEARNABILITY 4. TEACHABILITY ( Your materials and presentation should be both student and teacher based. If it is teachable for you that means you are ready for all kind of related questions in your materials. That also means there will be slight possibility of irrelated questions and you will not get out of context and vice verse. Those two are directly related) *PRACTISE ( THIS IS THE PROCESS THAT LEARNERS BECOME ACTIVE PARTICIPANTS. SO BE SURE THAT YOUR EXERCISES INCLUDE EVEN THE SLIGHTEST DETAIL YOU HAVE TAUGHT AND THEY SERVE AT LEAST TO TWO OF YOUR AIMS. AS FLUENCY NEEDS A SKILL AND INSTINCT , IT IS COMPLETELY DEPENDANT TO LEARNERS’ SKILLS AND THE PREVIOUS LEARNING HABITS ( However you can make them gain that ability in one to one teaching circumstances with enough effort) AIMS AND WAYS OF PRACTISE 1. ACCURACY : Forming the language structures correctly and using them appropriately 2. FLUENCY : Producing the language structure quickly and smoothly ( that is an instinct and skill ) 3. RESTRUCTRING : Integratig new and more complex language structures into the set of structures already known and learned. DRILL TYPES THAT CAN BE USED FOR PRACTISING a. Cue – response drill ( stimulus and response) b. Substitution drill ( by bus > by train ) c. Sentence expansion / transformation drill ( i wake up early > i wake up early in the mornings > i wake up early in the mornings on Mondays > i wake up early in the mornings on Mondays every week ) d. Chain drill ( dialogues) e. Question and answer drill f. Cognates ( spelling/ sound pattern correspondance between L1 and target language) ( must ( eng) muss ( ger) g. Fill in the blanks drill h. Info- gap i. Repetition ( mostly for pronunciation or word memorizing practices
- 2. *PRODUCTIVITY( This is the process when you do real life situation like activities. Now that they have larned the structures correctly and can use and restructure them , let them use those structures in real life communications as they are completely different from the worksheets and the exercises done in classroom enviroment. ) Shortly, as the usage of a language changes according to the meaning speaker wants to give , the productivity part should be real life communicative tasks . NEEDS THAT REAL LIFE SITUATION LIKE ACTIVITIES/ COMMUNICATIVE TASKS FULFILL * PURPOSEFULLNESS *RECIPROCITY *MUTUAL INTELLIGIBILITY *UNPREDICTIBILITY *** FEEDBACK EVALUATION *RULES FOR EFFECTIVE GRAMMAR TEACHING 1. The Rule of Context Even if you get out of context to explain a rule from a different angle, recontextualize as soon as possible to keep the attention Situational context Points of grammar Follow a recipe or instructions from a boxed cake mix to bake a cake. Imperative verb form Present continuous tense Give directions to another person to get to a store, the post office, or a bank using a map. Present tense Non-referential it Role play a shopping trip to buy a gift for a family member or friend. May, might Collective nouns and quantifiers (any, some, several, etc.) Answer information questions: Name, address, phone number, etc. Present tense of verb to be Possessive adjectives Fill out a medical history form. Then role play a medical interview on a visit with a new doctor. Present perfect tense Present perfect progressive Make a daily weather report Forms of verb to be Idiomatic expressions Report daily schedules of people (in the class, buses in the city, airline schedules, trains, etc.) Habitual present Personal pronouns Demonstrative adjectives React to the burglary of your house or apartment in the presence of another person upon discovery (active voice) and in making a police report (passive voice) Present perfect tense Contrast between active and passive voice Direct and indirect object A The’ve been painting the kitchen. B They’ve painted the kitchen. There is nothing to help students untangle the difference between these two sentences. A What a mess!” “Yes, they’ve been painting the kitchen.” B “The flat is looking nice.” “Yes, they’ve painted the kitchen.” Whereas, with slightly more context, the difference in meaning starts to take shape: * the example here is for inductive method 2. The Rule of Use Communicative use in real life language. Always provide opportunities for learners to put the grammar to some communicative use 3. The Rule of Economy:
- 3. To fulfill the rule of use, be economical. This means economising on presentation time in order to provide maximum practice time. With grammar, a little can go a long way. 4. The Rule of Relevance: Teach only the grammar that students have problems with. This means, start off by finding out what they already know. And don't assume that the grammar of English is a wholly different system from the learner's mother tongue. Exploit the common ground. For example, Arabic speakers, who do not have an equivalent to the present perfect, may need a different treatment of this form than, say, French speakers, who have a similar structure to the English present perfect, but who use it slightly differently 5. The Rule of Nurture: Teaching doesn't necessarily cause learning - not in any direct way. Instead of teaching grammar, therefore, try to provide the right conditions for grammar learning. 6. The Rule of Appropriacy: Interpret all the above rules according to the level, needs, interests, expectations and learning styles of the students. E FACTOR / A FACTOR EVALUATION E FACTOR : EFFICIENCY A FACTOR APPROPRIACY EASE: Comprehensible and appliable Efficacy : Beneficial Economy : time Appropriacy: suitable for the age, level, cultural and educational background, motivation i environment and interest HOW TO GIVE GRAMMAR RULE * PRESCRIPTIVE ( make them memorize and learn what to ) * DESCRIPTIVE (make them understand how to) Examples of prescriptive rules: Do not use different to and never use different than. Always use different from. Never use the passive when you can use the active. Use shall for the first person and will for second and third persons. Examples of descriptive rules: You do not normally use the with proper nouns referring to people. We use used to with the infinitive (used to do, used to smoke etc.) to say that something regularly happened in the past but no longer happens. ESSENTIALS OF TEACHING * ATTENTION *FAMILIARITY *THINKING TIME *FEEDBACK Attention to form: i.e : To form the past simple of regular verbs, add –ed to the infinitive. Attention to meaning ( use):i.e : The simple past tense is used to indicate past actions or states. Ezgi GÖKEL