1.
9
PPP vs TBL
Aims Syllabus area Timetable t Interaction pattern Timing Materials needed Types of activities and tasks for language and skills development After input on PPP and TBL teaching approaches Pair work or group work 20 minutes One copy of jigsaw board A (1.9A), one copy of jigsaw board B (1.9B) and one set of procedure cards (1.9C) for each pair or group
Trainers notes
Exam Link: Module 1 Part 3
To review PPP (Presentation, Practice, Production) and TBL (Task-Based Learning) lessons To demonstrate the differences between PPP and TBL lessons
Trainees often nd it hard to understand the difference between a PPP and TBL lesson plan shape. This is a practical exercise which features similar lesson content being taught through both a PPP and a TBL approach.
Answer key
Lesson A Approach: PPP 1. G 2. F 3. E 4. A 5. C Lesson B Approach: TBL 6. D 7. B 8. H 9. I
Instructions
1. Divide the class into pairs or groups of three and hand out one set of boards and cards to each pair/group. 2. Ask trainees to look at the two different aims and identify which lesson features a PPP approach and which is a TBL approach. Elicit that the main aim of a PPP lesson is usually a language aim, while the main aim of a TBL lesson is to complete a task in L2. Draw trainees attention to the right-hand column on both boards, which gives the typical stages of each lesson type. 3. Draw trainees attention to the empty procedure squares and the additional cards. Explain that their task is to place the cards in the correct place on either board. They should do this using the links between the previous and following stages in each lesson plan, and by thinking about the aims of each stage within each lesson type. Allow about ve minutes. 4. Have trainees stand up and move to another pairs or groups boards. Without moving any pieces, they notice any differences between the matches made. Conduct feedback about these differences, without giving the correct answers. 5. Have trainees move back to their boards and make any changes they think necessary. 6. Conduct feedback, giving the correct answers.
Follow-up
Have trainees focus their attention on either the PPP or TBL model and suggest a variation in one of the procedures for any of the stages. These suggestions could be called out and discussed; or written down, collected in and feedback conducted on at the following input session.
The TKT Course Training Activities by Joanne Welling Cambridge University Press 2009
1.9 A
PPP vs TBL
Exam Link: Module 1 Part 3
Lesson A Aim: to review, introduce and practise items in the lexical set holiday clothes and accessories Approach: Procedure 1. Aim Provide a context
Teacher invites students to guess what items are in the suitcase. For every correct guess (e.g. sunglasses, swimsuit), the teacher praises the students and pulls the item out of the suitcase.
Revise previously studied language
2.
Provide written and spoken form of new vocabulary
Teacher conducts a choral and individual drill with the new vocabulary. Teacher holds up each item from the suitcase in turn and says the word. The class repeats.
Accuracy of pronunciation
3.
Concept check new vocabulary
4.
Model controlled practice activity
Teacher puts students into pairs and gives each pair a set of ashcards. Partners take it in turns to take on teacher role from previous stage and respond to their partners sentences with yes or no.
Controlled practice activity
5.
Freer practice activity
The TKT Course Training Activities by Joanne Welling Cambridge University Press 2009
PHOTOCOPIABLE
1.9 B
PPP vs TBL
Exam Link: Module 1 Part 3
Lesson B Aim: to create lists of items to take on different holidays Approach: Procedure 6. Aim Discussion on the topic
Students sit in new groups according to their preferred holiday (4 or 5 groups).
Vehicle for meaningful task
7.
Gives the students a task to do
Teacher monitors and feeds in vocabulary and pronunciation needed. Compiles word list in a lexis column on the right-hand side of the board.
Feed in and compile the language needed for task completion
8.
Content feedback
Students now put away ashcards and look at the list of words. Teacher asks about pronunciation and meaning. Teacher asks some concept questions: Which item would you NOT need on the beach?
Language feedback
9.
Practice with the new vocabulary
The TKT Course Training Activities by Joanne Welling Cambridge University Press 2009
PHOTOCOPIABLE
1.9 C
PPP vs TBL
Procedure cards
Teacher picks up a beach ashcard (from a pile of ashcards showing different types of holiday). He or she says: On a beach holiday, I take ... and names 3 items from the list of items on the board. Sometimes, one of the items is not appropriate for that type of holiday. Students listen and respond yes or no.
B Teacher shows a small empty suitcase and asks each group to make a packing list for their trip to their chosen destination. Everything they choose to take must t into the suitcase. For every item on the packing list, students make a picture ashcard. C
Students get into four groups. Each group chooses a holiday destination from picture cards. The group talk together and compile a packing list including items presented in class and their own ideas. Teacher feeds in other new vocabulary where necessary. Teacher discusses favourite past and future holiday destinations and activities with the class. Students choose what type of holiday they would most like to go on next summer, if they could do anything (for example beach, mountains, adventure, jungle, safari, cruise, resort). Teacher holds up an item, e.g. the swimsuit, and says a simple sentence, e.g. This is a beach ball. If the sentence is correct, the students repeat it. If there is a mistake, they call out: No! Its a swimsuit! Choral and individual practice. Teacher also invites some students to lead this activity.
Teacher models correct form of any mispronounced vocabulary and provides English form of L1 guesses, writing them on the board. Teacher then introduces the few additional items which class did not guess.
Teacher brings a suitcase into class and tells the class he or she is going on holiday soon.
Groups present their packing lists to the rest of the class using pictures and words. Other groups decide if all items are necessary for the destination and whether they will t into the suitcase.
Students spread all the groups ashcards out on the classroom oor for all to see. Students work in pairs or individually to make a holiday suitcase word search with written clues: They are long and wide and you put them on your feet when you want to swim quickly underwater. (answer: ippers)
PHOTOCOPIABLE
The TKT Course Training Activities by Joanne Welling Cambridge University Press 2009
Exam Link: Module 1 Part 3
