PPP to TBL Different approaches to language presentation

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…..