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PPP to TBL Different approaches to language presentation
 

PPP to TBL Different approaches to language presentation

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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 ...

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.com

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  • @jeanius Hi Jean - thank you for your kind feedback - glad that you find the videos helpful! The slides for them are all on Slideshare and you are welcome to download and use them. 'Glamp' is supposed to mislead - there isn't an equivalent word in English, but it's just to make the point that a word that learners might assume in translation may have different semantic boundaries which will cause them to mis-use it. (actually, 'glamp' now means 'glamorous/ up market camping' so perhaps I should change the made-up word to something else!)
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  • Thank you Jo. I too am a Celta trainer and have found your webinars great as consolidation to what I do. Are there also slides to go with those webinars? btw I looked at that 'glamping' thingie and I'd have put in crash too, what is it supposed to be? You are doing excellent work....well done. :-)
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  • This is something that I've often thought, too - but there are some differences. In TTT the initial task tends to be a smaller part of the lesson than in TBL and in TBL there is a rehearsal and performance stage that isn't in TTT. Potentially, a difference may lie in whether or not the language to be introduced is pre-planned or not (it definitely is with TTT but may come more from the emergent language of the learners in TBL). There are certainly a lot of similarities, though. I think that the bottom line is that you don't need to follow any particular structure rigidly, perhaps....
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  • For me, TBL and TTT are very very similar.
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    PPP to TBL Different approaches to language presentation PPP to TBL Different approaches to language presentation Presentation Transcript

    • Free, monthly video presentationsDifferent approaches tolanguage presentation
    • To access a free voiced overpresentation of this slideshowgo to
    • ContentsPPP TTTTeaching Language TB
    • Possible components of a language lesson freer, authentic use correction clarify MFP monitor rehearsal activate schematacontrolled practice listening/reading text context for language
    • Who is this man?Where is he from?Is he married?Does he havechildren?Does he work?What did he dowhen he wasyounger?
    • He’s retired now.He used to be inthe circus.He was a juggler.He used to go fromplace to place anddress like a clownand everyone usedto love him.
    • He used to go from place to place. Now
    • He used to go from place to place. He used to be in the circus. 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 circus He 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 whatyour life used to be like.
    • P P P Presentation Practice Production
    • Possible components of a language lessonfreer, authentic useactivate schemata monitor correction rehearsallistening/reading textcontrolled practice clarify MFPcontext for language
    • PPPLanguage Output input
    • Are all P’s equal?
    • PresentationPracticeProduction
    • What’s good about PPP?Straightforward for(novice) teachers
    • What’s good about PPP?‘Logical’ approach
    • What’s good about PPP?Easy format forcourse books
    • Why does PPP have such bad press?
    • Delivers language in grammar ‘Mcnuggets’.
    • We’ve ‘done’ the present perfect….Tendency towards a linear view.
    • This isn’t how language is learnt.
    • It’s more ofan organicprocess..
    • Very narrow focus – no room forother, useful language
    • Very narrow focus –practice contextscan 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 T Test Teach Test
    • What doyouusually doonholiday?
    • Monitor andlisten to learnersWhat problems arethey having withadverbs of frequency?
    • Presentation stageA context/ model – your holidayroutineFocus on language-informed by learners’ previous use.
    • Presentation stageCould 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 usuallydo at weekends?
    • Possible components of a language lessonfreer, authentic useactivate schemata monitor correction rehearsallistening/reading textcontrolled practice clarify MFPcontext for language freer, authentic use
    • T T T
    • PPPPMore time spent in productionPresentation more focused on learners’ needs
    • Anotheralternative
    • Task Based Learning Output Language input Jane and Dave Willis
    • TaskYour class has a choice of holiday. With apartner, prepare to persuade the class to gowhere you want to go.
    • Learners do task and rehearse theirlanguage to present to groupTeacher monitors and helps.Learners present what they havepractised
    • Learners listen to native speakers (ormore fluent speakers) doing the sametask and notice how it is different.Teacher gives input on the ‘gap’.Further practice of this language.
    • Possible components of a language lessonfreer, authentic useactivate schemata monitor correction rehearsallistening/reading textcontrolled practice clarify MFPcontext for language
    • 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 unpredictableDifficult 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 waythat you do it … (Bananarama) and
    • If it’s notfun, you’renot doing itright…..