“I never teach my students, I just try to provide the conditions in which they can learn.” • Albert Einstein There are several instructi...
“I never teach my students, I just try to provide the conditions in which they can learn.”
• Albert Einstein
There are several instructional approaches throughout the world introduced by expert language advocates for language teaching. Presentation-Practice-Production (PPP) is one of the most used methods for grammar instructions. It is a traditional approach, but its use should not be taken for granted; Careful planning is needed for your convenience. Their rudiments direct teachers to allow learning by stimulating students and ascending levels of thinking through lessons. well-defined objectives while rooted in its three stages.
In PPP, teaching can be effective when the target language is controlled. Therefore, to limit the expressions of language as subjects such as “is, are, I am; there is and there is; this, this, that and that; can and cannot; can and could; can and could; proper names and common nouns, accounting and non-accounting nouns, active and passive modes, positive and negative statements, negative and positive questions with yes -no answers, zero conditional versus first conditional, “among many numerous lessons based on the language program. sequenced scheme that is managed. At this juncture, students need to be defined. The definition of the students is the teachers’ awareness of the students. levels of understanding, age, nationality and culture on which the creation of homework designs and examples is mainly based to facilitate effective teaching.
The teaching of grammatical structures through the PPP can be more operational when we associate expressions of instructional language with students & # 39; real world environment By linking natural contexts, your interests are being attracted or stimulated by previous knowledge and experiences. Matters such as their hobbies, movies that mostly watch, trips to other countries, favorite actors from around the world, favorite games, happier and frightening dreams, historical events they know about other countries, folk and English songs they listen to, and they They may suggest more, as the thematic background for students tends to respond in class activities when handling situations that are closely related. In addition, providing such frames reduces students & # 39; Learning passivity that is mainly due to lack of interest or lack of knowledge.
The basics of PPP are explained here in two different ways. (A) One is by using different language objectives at each stage to explain its underlying rudiments, and (B) the other is by means of a unique interlaced target language interconnected to its three stages.
A. PPP application in different languages
In the presentation stage, the language objective is stimulated by demonstration strategies adopted by the teacher’s discretion. Students are expected to observe how new languages are generated from a teacher’s varied presentation. It is a fact that it is not appropriate to feed students directly about their new lessons. Here, it is favorable to hear the teacher say: “Today we have a new grammar lesson that connects with your favorite athletes from around the world.” “Can you tell me the names of your favorite players?” instead of saying: “We will learn about common names and proper names.” “His favorite athletes are actually proper names.” The presentation should incorporate the discovery method that can be carried out by introducing tasks associated with supporting materials such as images, timeline, real objects, cited situations, a movie clip depending on the teachers & # 39; discretion. At the end of this stage, students will know the target language, its rules and initial structures, which they themselves have inferred.
Second, the practice stage is done after the students have discovered the characteristics of the language. Based on activities prepared by a teacher, the rules and structures apply. Assuming that our lessons are about singular and plural nouns, we can review them to highlight what they have learned in the presentation by citing the nouns they see in the second image and listing all the words in two columns according to the names of things and people. You can assign students to identify each word that is unique and plural of the two original columns they have built, allowing them to produce two additional columns: singular and plural nouns for people, singular and plural nouns for places, as provided. Together, in each column, the class transforms the words into singular or plural forms. Depending on the availability of time, the teacher may introduce some exceptions to the general rules on the different pluralization of nouns. Probably, the teacher provides an activity that demonstrates some nouns whose plural forms do not end in & # 39; -s & # 39; or & # 39; -it is. & # 39; For example: children-children, cactus-cactus, radios-radios, memorandum-memoranda, woman-woman, man-man, mouse-mouse, goose-goose. In addition, the teacher can present some countless nouns such as: milk, sugar, cheese, salt, tea, coffee, bread and many other examples.
Production is a stage where students & # 39; Prior knowledge of grammar together with the knowledge acquired from the two stages are incorporated into specific tasks to show a general learning outcome. It is recommended that production activities relate to reality for communicative purposes. Assuming that the target language is the present continuous with future meanings, the teacher can ask the students what they are going to do this afternoon to be answered in complete sentences. The expected answers will be an application of the formula introduced earlier from the language, which is present be-verb + a verb in the form -ing + future tense. At this point, students are expected to produce an example by being specific about verbs. It is in this situation that students must choose between & # 39; is, & # 39; & # 39; & # 39; and & # 39; I’m & # 39; although in general, they were using & # 39; is & # 39; or & # 39; they’re & # 39; in the practice stage. Also, since the question is about them individually, they have to decide which topic they are going to use. To add, they will also have to decide what part of the speech they will use. And since then, & # 39; I & # 39; Once decided, they are aware that the pronoun will be used specifically as a subject pronoun, rather than choosing a subject from nouns. In conjunction with these stimulating activities, students & # 39; Continuous cognitive ability to work in an important way. Therefore, the expected results will be sentences that will be introduced by “I am” As an example, “I will meet with my friend this afternoon”, “I will travel to Islamabad tonight”. Like other language approaches, students are encouraged to manipulate language expressions for any purpose they can really serve through the integration of the target language forms and rules reinforced by their prior knowledge that can be added with a New related language to be processed when follow-up activities are provided, such as homework and other forms of enrichment exercises.
B. PPP application in a single interlaced lesson
The most practical way to understand PPP is to perceive it in its three intertwined stages through an explicit lesson that shows a single-language approach along with its corresponding activities that will be demonstrated in ascending order. Below is an example of its application.
PPP will be clarified through an interactive dialogue between a teacher and students with answers as a result of the tasks given followed by comments presented by some practical learning processes & # 39; meaning that possibly recommends some supportive measures when trying to achieve operational use of this method.
The lesson
The target language is “used” and the teacher is aware that the class has already learned some grammatical points, such as subject pronouns, agreement between subjects and verbs, and simple verbal forms of the past in support of the new lesson, which means that in an institutional language course In summary, the lessons are properly arranged according to the learning needs of the students.
Goals:
At the end of a 50-minute session, students are expected to:
1. determine the use of the expression “used for”,
2. use & # 39; used to & # 39; to transform sentences that are expressed in the simple past,
3. employers & # 39; they used & # 39; by sharing your previous activities outside of school,
4. Write a paragraph about your experiences using the expression, and
5.Improve students & # 39; grammatical ability and creativity through expressing ideas in the past differently.
Commentary
The objectives provide very important roles in each lesson. Although we cannot cover all the results foreseen in a lesson, the objectives must attend to a specific type of lesson involving the three domains of objectives: cognitive, psychomotor and affective. Specifically, “determine”, & # 39; use, & # 39; & # 39; employ & # 39; They are indicators of cognitive objectives. & # 39; Write & # 39; Represents psychomotor and cognitive while & # 39; improvement & # 39; It means affective. It is expected that all of these established goals will be achieved by applying the approach that “gets used to” in a class & # 39; Featured series of activities. These specific objectives become students & # 39; Performance indicators at the end of the teaching process.
Stage 1: presentation
Teacher: Each of you must have enjoyed his childhood similar to Munawar’s experiences when he was a school-age child in Lahore. Listen, some of his unforgettable activities he used to do at the age of ten in Pakistan.
students & # 39; answers:
Climbed apples
went to hunt with his father
played cricket with friends
read story books in the library
fruits collected during harvest time
he helped his parents on the farm
he prayed with his father in the mosque
Teacher: All your answers are shown on the board. Do you notice anything at the end of each answer?
Student: There is no score. I mean, there is no end point.
Teacher: Yes, what else do you see? See all the initial words of these answers.
Student: They are not capitalized.
Teacher: good. Why not capitalize and score?
Student: We only capitalize and punctuate them when they are sentences.
Teacher: Do I have to understand that these answers are not sentences?
Student: yes.
Commentary
Even if the lessons are not about punctuation and capitalization, these important points that have emerged have to be processed. It is also in this environment when students have the opportunity to determine the differences between a sentence and a sentence. These add to their basic knowledge that can guide them in language acquisition skills. It is the teacher’s responsibility to integrate these important points, since these are natural teaching events that currently emerged in the middle of a teaching process. The teacher should never assume that the class knew about these relevant points, as there could be more students waiting to absorb the right rudiments through the teacher’s elaboration. The question of a student who never raised for some reason could answer many students. Doubts in these circumstances.
Teacher: Let’s go back to what you’ve heard about Munawar’s childhood activities. What did he do? Let’s change Munawar for another way. What should we use to represent Munawar? Return to subject pronouns and choose the word we are going to use as the subject appropriately.
Student: “He” must be used.
Teacher: That is correct. Why do you think it’s “him”?
Students: Munawar is unique and he is a man.
Teacher: Exactly. This time, will I capitalize and score using an end point? Why should I capitalize and rate?
Students: yes. We have made prayers. For this reason, we need to capitalize on the initial words and put an end point at the end of each statement.
students & # 39; answers
He climbed the apple trees.
He went hunting with his father
He played cricket with friends.
He watched television with his family before going to sleep.
He picked fruits during the harvest.
He helped his parents on the farm.
He prayed with his father in the mosque.
Teacher: What notes in each verb of the sentences?
Students: Are they all written in the past form?
Teacher: What made you say that?
Student: The verbs end in ed.
Teacher Why should we place -ed at the end of each verb?
Students: They happened when I was a child. These words of action were made in the past.
Teacher: You will also notice that a past simple verb is differently.
What is this word? Remember your previous lesson about the types of verbs.
Students: it is an irregular verb.
Teacher: Can we accept this verb?
Student: yes.
Teacher: Why?
Student: It also expresses simple past.
Teacher: Can you give more examples of these irregular verbs?
students & # 39; answers about irregular verbs
say said
break
tailor-made
make sense
rocker
become
say -he said
come came
rip
fly flew
run away run away
Write wrote
Teacher: Okay. Can we write these sentences differently?
How about inserting & # 39; used to & # 39; before the verb in each sentence we have done?
Students: Yes we can.
Teacher: You are correct. Write your new sentence next to each sentence. Add & # 39; used to & # 39; before the verbs but the main verbs must be changed to the present simple.
Students & # 39; answers
He climbed the apple trees. I used to climb apple trees
He went hunting with his father. He used to go hunting with his father.
He played cricket with friends. I used to play cricket with friends.
He watched television with his family before going to sleep. He used to watch television with his family before going to sleep.
He picked fruits during the harvest. I used to pick fruits during the harvest.
He helped his parents on the farm. He used to help his parents on the farm.
He prayed with his father in the mosque. He used to pray with his father in the mosque.
Teacher: Looking at your second group of responses, do you see how each sentence in each number differs from the first group according to the verbal forms?
Students: Yes, the first group formed has a simple past, while the other one has changed to a simple present.
Teacher: What made the changes of the past simple verbs in your second sentences?
Students: “I used to” make changes to the verbs in the present simple.
Teacher: We all know that the verbs in the first group of sentences are in the past form, and this means that they were all done in the past. When we did another group of sentences, we added & # 39; used to & # 39; but we have written all the verbs in the form of a simple present. Have we made these changes correctly?
Students: Yes, we have. When we place & # 39; I used & # 39;, we are similarly rewriting ideas in the past in another way.
Teacher: Now, are they the same in terms of time? Do couples have the same meanings?
Students: Yes, they do.
Teacher: In addition to using the simple past form to express actions completed in the past, what else can we use?
Students: we can write “used for + the basic form of the verb”.
Teacher: Yes, it is accurate to use & # 39; used for + the basic form of the verb & # 39; to express actions that happened in the past.
Commentary:
The highlights that will be observed here are the use of prior knowledge of the language, the close linkage of the objectives with the target language, the interconnections of objectives in all activities with the inclusion of motivation. The presentation must be inductive for students to infer instead of using the deductive method. By using the inductive method, students will have the opportunity to discover what language is learned and how their structures adapt to a specific rule or a general rule that they will soon discover. In addition, the application of a previous language could be relevant as evidenced by the substitution of subjects. The use of prior knowledge is a way of updating them with respect to the importance of previously learned languages. Here, they were given the opportunity to identify the order of expressions in language constructs. To add, this stage directed students to form their own formula that will guide them to perform series of exercises in stages.
There are some exceptions to the formation of the past tense for irregular verbs. If it comes out, it is best to process your outstanding points in preparation for practice and production. This should be reinforced by adding additional activities in the presentation.
Stage 2: practice
Teacher: Let’s have more exercises to better understand the lesson. Here is a list of what a filmmaker did when he filmed a movie in Quetta. Write them in complete sentences using the last simple form and change them by adding & # 39; Use to. & # 39;
booked his crew in a hotel
I talked to the mayor of the city
hired some additional cameramen
brought together other citizens to act as little players
organized the schedules of the actors
gave time for artists to read their scripts
organized a party before returning home
Students & # 39; answers
He booked his crew in a hotel. He used to book his crew in a hotel
He spoke with the mayor of the city. I used to talk to the mayor of the city.
He hired some additional cameramen. I used to hire some additional cameramen.
He gathered other citizens to act as small players. I used to gather other citizens to act as small players.
Organized the actors & # 39; Schedule. I used to organize the actors & # 39; Schedule.
He gave artists time to read their scripts. I used to give artists time to read their scripts.
He organized a party before returning home. I used to organize a party before returning home.
Commentary
It is pertinent for the teacher to stimulate the students’ thinking after the examples transformed as reinforcement of the presentation stage. Repetition is a form of reinforcement and a significant form of exercise since students & # 39; They are made to think while acting. After the activities, the elaboration of the rudiments of this language approach is of great importance.
When used “accustomed to”, the original verbal form of simple past has to be in a simple present. It is recommended that students discover the changes. Your inference will be of great help to retain knowledge. The teacher’s role is only to unleash his ability to infer with respect to the structure of the verb. At this juncture, a teacher is discouraged to feed the thoughts directly to the students.
In real communication practices, these two expressions: past simple and & # 39; used for & # 39; may be mixed It is better to emphasize that it is possible to occur. All students should be aware that what they learned in the classroom are models and that they can be modified in a natural communication, whether they are used orally or in writing.
Stage 3: production
Teacher: What about you? Can you still remember your past activities years ago? Together with your seatmate, list what you both used to do. Write them in a simple past verb and be able to transform these sentences using & # 39; used to. & # 39; You will have three types of lists. Both students will give a talk about the tasks they have completed. Help each other to form the lists.
possible students & # 39; list one (1) without topic with simple past
I watched our favorite TV show every day
he played soccer in the field
I visited my friends twice
I had picnics in the family park
he went to Dammam every week
travels Bahrain once a month
Traveling to the city of Riyadh with our cousins.
possible students & # 39; list two (2) pluralized subjects with simple past
We watched our favorite television show every day.
We play soccer in the field.
We visited my friends twice.
We had picnics in the family park.
We went to Dammam every week.
We visit Bahrain once a month.
We travel to the city of Riyadh with our cousins.
possible students & # 39; list three (3) – subject pluralized with the expression & # 39; used for & # 39; replacing the simple past.
We used to watch our favorite TV show every day.
We used to play football in the field.
We used to visit my friends twice.
We used to picnics in the family park.
We used to go to Dammam every week.
We used to tour Bahrain once a month.
We used to travel to the city of Riyadh with our cousins
Teacher: Go back to list number one and share your ideas.
Students: list number one is introduced with simple verbs.
Teacher: Yes, that is correct. What have you noticed in list number two?
Students: there is a specific topic in each sentence.
Teacher: Right. The sentences were completed as sentences. Are lists number three and two the same when it comes to tenses?
Students: yes.
Teacher: Now, as homework, make a timeline of five exciting things you did last summer using dates and past simple verbs or ‘used to’. Write them in paragraph form following the parts of a paragraph that we practiced a week ago.
Commentary
Students were able to form simple pasts independently, decided on the topic that would be used, and replaced simple pasts in & # 39; they used & # 39; listing experienced actions. This implies that students who learn cognitively manifest themselves in production. Their ability to manipulate language structures and rules through tasks denotes their expansive level of order thinking skills derived from the presentation and practice stage. Therefore, teachers are encouraged to make the production stage operational by using a series of interconnected activities in contexts, even if this particular stage is similar to how they intertwined their lessons from the previous two stages. The provision of these activities gives them more opportunities to manipulate the linguistic objectives currently learned and apply the linguistic contents learned previously.
Homework is a type of production that results in products that reinforce or enrich what they have learned. It is also recommended that the language of a newly learned approach be integrated with the introduction of a new approach, such as giving dates as expressions of time. The date may indicate past actions and these are additional language expressions in which they can work in a natural communication environment. In addition, the favorable effects of encouraging production can proliferate among students when they apply languages that are anchored to their real-life experiences.
There is no easy-to-use approach in language teaching, even if they seem to be. Teachers have to define their students and apply some adjustments. The approaches are not performed mechanically, but are based flexibly on students & # 39; level and availability of resources. Lessons & # 39; The objectives must be realized in the teaching process. Teaching experiences reveal that within a method, a strategy emerges. It is also relevant to make some reflections that review the objectives that lead to the learning instructions. Are your activities related to the objectives? Are they introduced by the input material? Are they confined in their desired environment? Do they manifest under teachers and students? roles? Do they connect to the target language? Are they involved in the results? If they do, then PPP could be a viable method in their classrooms.
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