PPP (presentation - practice - production)
Each P is a stage of procedure
- Teaching skills: S,L,R,W (pre-, while-, post-)
+ pre: provides std with input knowledge
TEACHING VOCABULARY (W7)
1. What is vocabulary?
- words
- word families
- phrasal verbs
- collocations
- idioms
2. How should we teach vocabulary?
- create intentional learning opportunities: direct instruction of target
language
- create incidental learning opportunities: unplanned learning that
results from diff. Activities (lis, read)
=> help learners develop vocabulary learning strategies
3. What words to teach? Some criteria for selecting vocabularies
- range: the extent to which a word occurs in the diff types of texts
-coverage: the capacity of a word to replace other words
- frequency
- learnability
- language needs
Using PPP procedure
Stage 1: presentation
1. Def+goals
- pronun, spelling, meaning, usage
- connect new words to what they knew
- ensure std understand words before “practice”
2. Structure
- warm - up: engagement, activate knowledge
+ brainstorming:
+ guess the word:
+ quick poll
+ mini discussion
- teaching target vocab
+ visual aids
+ concept check questions
+ pronun + spelling
Stage : Practice
1. Objectives and goals
- Objectives
+
- Goals: reinforce accuracy, encourage repetition, ensure
comprehension, develop automaticity
2. Application
- controlled exercises
+ stds complete strcutured tasks
+
+
- repetition and drills
+ stds repeat words in diff contexts and aid retention
- guided application
+ teachers provide cues, prompts, or structured frameworks
- teacher support and feedback
+ monitors + correct errors
+ immediate feedback --> boost correct usage + pronun
- gradual increase in complexity
3. The main roles if ters + stds
- teacher’s roles in the practice stage : facilitator, monitor, model
(correct pronun, meaning, example sentences), activity organizer,
active participants ( engage in structured exercises ), listeners and
responders (listen carefully)
- std’s role
+ collaborators
4. Suggested activities
STAGE 3: PRODUCTION
1. The aim of production stage
- transition from controlled practice to real-world communication
- stds use vocsb independently wihtout teacher prompts
- final test: std express with confidence
2. Applications
- maximizing student talk
- focusing on the target words: push std to use new words, avoid
vague answer that doesn’t reinforce new vocab
- using real-life contexts: connect vocab to students life situations
- prompting independence: remove hints to challenge memory recall
- encourage std to recall words without using notes
3. Correcting mistakes
- delayed correction is important --> help std motivate and train their
thought
+ listen and note mistakes
+
+
4. Suggested activities
- role-plays (phone conversation, going shopping,..)
- communication and collaborative task (presentation, debates,
discussion..)
ADVANTAGES
1. Clear structure for effective learning
- move form teacher-led instruction to independent use through 3
stages
2. High adaptability
3. Active engagement and retention
DISADVANTAGES AND SOLUTIONS
- teacher - centric approach --> passive learning
- limited personalization and real-world application
- emphasize on accuracy over fluency
Solutions
- incorporate student - centered activities
- integrate personalized TBL to create connection
- balance accuracy-focused activities with fluency-building exercises
Btvn: quay video 5-7ph dạy phần Presentation topic AI: robot,
program, smart, machine, computer.
TEACHING GRAMMAR
Form, Meaning, Use
1. Challenges
- Abstract, complicated
- Too many rules, exceptions
- Developmental sequence
- Descriptive vs. Perscriptive grammar
- Students’ negative attitudes
2. Approaches to teaching grammar
- Inductive Teaching
+ Learners discover rules for themselves
+ Actively involved and collaborative
+ Time consuming
- Deductive Teaching
+ Saves time as rules is explained by teacher
GRAMMAR PRESENTATION METHODS
1
2
THE GUIDED DISCOVERY METHOD
- similar to inductive method
- carefully guided
- contectualised scenarios
The most effective is the combination of methods
1. Defi
3.
Deductive approach
- rules for studs with ex
- pratice (std)
- relevant ex
- work with rules --> own ex (std)\
Input vs output
Input:
Skills together:
=> it would make little sense to reach each skill in isolation -
although we will have moments when we focus more on one skill
than any other
Teaching receptive skills
- top-down vs bottom-up processing
- a procedure for teaching receptive skills
+ top-down: looking at a forest (the reader/ listener gets a general
view of the reading or listening passage)
+ bottom-up: studying the individual tree within a forest (the reader/
listener focuses on individual words, phrases or cohesive devices….)
Adapting materials vs. Authentic Materials
Listening
Pre - listening: teacher’s role, aim, the importance, activities
(brainstorming, previewing the text/ questions, make predictions
