PPP by A.S-D.

PRESENTATION STAGE

2023-12-19 10:58:35 UTC

The purpose is to show learners the usage of new language and why they should study it, to concentrate on meaning of the new language and its degree of formality (when it's appropriate), to pay attention to pronounciation, punctuation, stess, intonation, and to focus on the new grammar.
To give learners situational context (for example giving a situation where they should use a new language) and lingustic context (simply presenting a new language)
You create a scenario and try to make students come up with new words which are suitable for this situation (or you simply give it to them). Try to focus on the first sentence you gave them, because this will be the example of this new language. Make them repeat the set of new language. In the end, check if they really understand their meaning).
A teacher comes up with a situation and motivates students to take part in lesson and come up with right words.
It depends. Either a teacher can dominate, giving a situation and words or they can make the learners take the lead and come up with suitable words.
It's pretty big, because they have to control words with which students come up and decide, if they're good or no.
When some word isn’t good for a situation, clearly explaining why and in which situation it should be used. Motivating students with words that even though it wasn’t the best word, it is still nice they took part in a lesson.
It takes first place in a lesson, as the name says, because it's only presenting a new language. It should take less than half a lesson.

PRACTICE STAGE

2023-12-19 11:00:49 UTC

1. What are the purposes of your 'P'?

The purpose of the Practice Stage is to give students the opportunity to use the newly presented language in a controlled framework, allowing them to memorize its form and assimilate its meaning more fully.

2. What are the important features of it?

Important features include both drills, traditionally teacher-led and recently including interactive communicative activities among students. It emphasizes meaningful drills where students understand the cues, as opposed to mechanical drills, to promote genuine communication and involve students more actively.

3. What are the typical activities of that stage?

Activities include both traditional teacher-led drills and interactive communicative activities between students. The goal is to provide opportunities for controlled practice while increasing students' interest, understanding, and retention of the new language.

4. What are the roles of Ts and Ls?

In drills, the teacher traditionally paces and cues, while students respond. In interactive communicative activities, students control the pace more themselves as they engage in conversation. Both types of activities aim to promote language practice.

5. What types of interaction dominate here?

Both teacher-led drills and interactive communicative activities contribute to the dominant types of interaction in this stage. However, the latter emphasizes student-student interaction for more authentic practice.

6. What is the degree of T's control?

The degree of teacher control varies. In traditional drills, the teacher has more control, setting the pace and cues. In interactive activities, especially pair work, group work, or mingles, the teacher's verbal control is reduced, allowing students more autonomy.

7. What correction techniques can be used here and why?

Correction techniques can include providing feedback during or after activities, addressing mistakes in pronunciation, grammar, or vocabulary. Corrections aim to enhance learning by highlighting errors and guiding students towards accurate language use.

8. What is the length and the place of the 'P' in a lesson?

The Practice Stage typically follows the Presentation Stage in a lesson. Its length can vary but is often a substantial part of the lesson, providing students with ample opportunities to practice the newly introduced language in controlled and communicative settings

PRODUCTION STAGE

2023-12-19 11:08:50 UTC

To encourage students to expand their knowledge using their own examples and it helps them to fix it
Independence, little involvement from the teacher, students are invoved heavily, students have to give feedback to the teacher
Role play and discourse chain
Teacher: observer, helper (only in certain situations), verifier,
Learners: active, topic providers, producers
Student - student, student > teacher, the students have to be relaxed, not afraid to experiment, be confident to try using the language
Almost none, the only one is help necessary for communication to be uninterrupted
Stand back and let the students correct their own mistakes, step in only if necessary
It is the ending stage, in which the language is perfected and speaking confidence is built. This stage should be long, but not too long, about the remaining time after the previous stages