ppp to tbl different approaches to language presentation
DESCRIPTION
What is PPP? TTT? TBL? What are the differences between them? What are the advantages and drawbacks of each of these methods of language presentation? This slideshow explores these issues. For a free, voiced over presentation of this, go to elt-training.comTRANSCRIPT
Different approaches to language presentation
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Contents
TBL
PPPTeaching Language
TTT
Possible components of a language lesson
monitor
freer, authentic useclarify MFP
controlled practice
activate schematarehearsal
listening/reading textcontext for language
correction
Who is this man?Where is he from?Is he married?Does he have children?Does he work?
What did he do when he was younger?
He’s retired now.
He used to be in the circus.
He was a juggler.
He used to go from place to place and dress like a clown and everyone used to love him.
He used to go from place to place.
Now
He used to be in the circus.
He used to go from place to place.
Now
Now
He used to be in the circus.
used + to + bare infinitive
He used to be in the circus.
S + never + used + to+ bare infinitiveS + didn’t + used + to + bare infinitive
He didn’t used to be in the circusHe never used to be late.He wasn’t in the circus.
He used to be in the circus.
Did + S + used + to + bare infinitive
Did he used to be in the circus?
Was he in the circus?
He ------- (live) in a caravan.
He ------ (have) a dog.
He ------ (be) married.
He ------- (never be) unhappy.
Tell your partner what your life used to be like.
P P PPresentation
Practice
Production
Possible components of a language lesson
monitor
freer, authentic use
clarify MFPcontrolled practice
activate schemata
rehearsallistening/reading text
context for language
correction
Language
inputOutput
PPP
Are all P’s equal?
Presentation
Practice
Production
What’s good about PPP?
Straightforward for (novice) teachers
What’s good about PPP?
‘Logical’ approach
What’s good about PPP?
Easy format for course books
Why does PPP have such bad press?
Delivers language in grammar ‘Mcnuggets’.
Tendency towards a linear view.
We’ve ‘done’ the present
perfect….
This isn’t how language is learnt.
It’s more of an organic process..
Very narrow focus – no room for other, useful language
Very narrow focus –practice contexts can be a bit forced/inauthentic
Predictable format….therefore boring…..
Often major focus is on controlled practice.
Is it really bad?It depends on how
you do it….
Alternatives
T T TTest
Teach
Test
What do you usually do on holiday?
Monitor and listen to learners
What problems are they having with adverbs of frequency?
Presentation stage
A context/ model – your holiday routine
Focus on language -informed by learners’ previous use.
Presentation stage
Could use a discovery approach….
Usually, I go to the beach.I never swim in the sea.
I’m often sad when it’s time to come home.I don’t cook often.
I sometimes go out in the evenings.
Underline the adverbs of frequency.Where can adverbs of frequency go in a sentence?
Usually, I go to the beach.I never swim in the sea.
I’m often sad when it’s time to come home.I don’t cook often.
I sometimes go out in the evenings.
Write five sentences using these words.
What do you usually do at weekends?
Possible components of a language lesson
monitor
freer, authentic use
clarify MFPcontrolled practice
activate schemata
rehearsallistening/reading text
context for language
correction
freer, authentic use
T T T
P P P PMore time spent in productionPresentation more focused on learners’ needs
Another alternative
Language
inputOutput
Task Based Learning
Jane and Dave Willis
Task
Your class has a choice of holiday. With a partner, prepare to persuade the class to go where you want to go.
Learners do task and rehearse their language to present to group
Teacher monitors and helps.
Learners present what they have practised
Learners listen to native speakers (or more fluent speakers) doing the same task and notice how it is different.
Teacher gives input on the ‘gap’.
Further practice of this language.
Possible components of a language lesson
monitor
freer, authentic use
clarify MFPcontrolled practice
activate schemata
rehearsallistening/reading text
context for language
correction
What’s good about TBL?
It motivates a real need for new language
What’s good about TBL?
It deals with learners’‘emergent’ language
What’s good about TBL?
It’s very flexible
What’s good about TBL?
It has an ‘organic’approach to language
What’s good about TBL?
It has the learners, not thematerial to be covered, at its heart
BUT……Potentially unpredictable
Difficult for course book writers..Difficult for teachers
BUT…… TTT by another name?
Does the teacher have an agenda?
If you want my tuppence worth….
As with many things in life….
It ain’t what you do it’s the way that you do it … (Bananarama)
and
If it’s not fun, you’re not doing it right…..