Ppp basics
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The document discusses the PPP (Presentation-Practice-Production) approach to teaching English as a second language. It explains that PPP involves first presenting new language structures, then having students practice them through activities, and finally producing the language in communicative activities. PPP is presented as a more effective alternative to the structural approach of just memorizing vocabulary, as it incorporates real communication. The stages of PPP - presentation, practice, and production - are described in detail.
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Ppp mirla
The document discusses teaching methodology for English as a second language (ESL). It explains that presentation, practice, and production work together to create effective language learning. Presentation involves building situations requiring natural use of new language. Practice facilitates progress from initial to final stages. Production is the most important stage, indicating students have become language users by creating personalized language in new situations like role-plays and discussions.
vianchery´s slides
This document discusses different approaches to teaching English as a second language (ESL). It describes the communicative approach, which focuses on using language in real-world situations and aims to develop communicative confidence, as an alternative to the structural approach which emphasizes accuracy through repetition. The document then outlines the Presentation, Practice, Production (PPP) methodology, where new language is initially presented, then practiced through activities, before students produce the language themselves. Examples of activities for each stage are provided. The document also mentions the Engage, Study, Activate (ESA) methodology, which allows more flexibility in moving between stages.
The ppp approach to language teaching
The document discusses the Presentation, Practice, Production (PPP) approach to language teaching. It describes each stage: Presentation involves introducing new language in a meaningful context; Practice tests accuracy and familiarizes students with the language; Production creates situations for students to communicate using the new language. The document provides features and examples of activities for each stage, emphasizing creating meaningful, memorable contexts and opportunities for student use of the target language.
Tbi (1)
This document discusses task-based language learning (TBL-TBI). It defines key characteristics of a task as something learners do using existing language resources to achieve a meaningful goal, which may involve communication between learners. There are two types of tasks: pedagogical and real-world. The document contrasts TBL with the presentation-practice-production (PPP) model, noting that TBL rejects PPP because research shows language is better learned through meaningful interaction, not controlled practice. TBL focuses on using tasks to create interaction and build language skills around task performance.
Task based language learning
This document discusses the background and theory of task-based language teaching (TBLT). Some key points:
- TBLT uses meaningful tasks and social interaction to promote language learning over product.
- Tasks are activities with a focus on meaning, resembling real-life language use.
- Tasks provide opportunities for input, output, and motivation to refine language skills.
- The TBLT approach focuses on real-world and pedagogical tasks rather than language structures.
Summary of chapter 9 & 10 dmavd
- The document discusses implementing task-based language teaching through a 12-week project where students work in groups to conduct surveys, analyze the data, and present their findings. It involves choosing topics, designing questionnaires, collecting data through interviews, analyzing trends, and making presentations. The project aims to provide authentic language practice and intrinsically motivating activities. It allows students to take responsibility for their own language learning.
The ppp teaching method (power point)
The document discusses the PPP (Presentation, Practice, Production) teaching method. It involves three stages: presentation of new language, practice of that language through drills and exercises, and production which allows students to use the language more freely in activities like role-plays and discussions. The presentation stage introduces new structures and concepts. The practice stage focuses on accurate use through activities like drills. The production stage aims for fluency and has students apply what they learned in more communicative ways. The three stages together provide an effective way for students to learn language communicatively.
TPR
TBL, or task-based language learning, is a method of language instruction where students use authentic materials relevant to their needs to complete meaningful tasks with real-world contexts and outcomes. The teacher selects and sequences tasks, prepares learners through pre-task activities that raise awareness of language forms, and allows students to immediately use the target language through task completion.
Recommended
Ppp mirla
The document discusses teaching methodology for English as a second language (ESL). It explains that presentation, practice, and production work together to create effective language learning. Presentation involves building situations requiring natural use of new language. Practice facilitates progress from initial to final stages. Production is the most important stage, indicating students have become language users by creating personalized language in new situations like role-plays and discussions.
vianchery´s slides
This document discusses different approaches to teaching English as a second language (ESL). It describes the communicative approach, which focuses on using language in real-world situations and aims to develop communicative confidence, as an alternative to the structural approach which emphasizes accuracy through repetition. The document then outlines the Presentation, Practice, Production (PPP) methodology, where new language is initially presented, then practiced through activities, before students produce the language themselves. Examples of activities for each stage are provided. The document also mentions the Engage, Study, Activate (ESA) methodology, which allows more flexibility in moving between stages.
The ppp approach to language teaching
The document discusses the Presentation, Practice, Production (PPP) approach to language teaching. It describes each stage: Presentation involves introducing new language in a meaningful context; Practice tests accuracy and familiarizes students with the language; Production creates situations for students to communicate using the new language. The document provides features and examples of activities for each stage, emphasizing creating meaningful, memorable contexts and opportunities for student use of the target language.
Tbi (1)
This document discusses task-based language learning (TBL-TBI). It defines key characteristics of a task as something learners do using existing language resources to achieve a meaningful goal, which may involve communication between learners. There are two types of tasks: pedagogical and real-world. The document contrasts TBL with the presentation-practice-production (PPP) model, noting that TBL rejects PPP because research shows language is better learned through meaningful interaction, not controlled practice. TBL focuses on using tasks to create interaction and build language skills around task performance.
Task based language learning
This document discusses the background and theory of task-based language teaching (TBLT). Some key points:
- TBLT uses meaningful tasks and social interaction to promote language learning over product.
- Tasks are activities with a focus on meaning, resembling real-life language use.
- Tasks provide opportunities for input, output, and motivation to refine language skills.
- The TBLT approach focuses on real-world and pedagogical tasks rather than language structures.
Summary of chapter 9 & 10 dmavd
- The document discusses implementing task-based language teaching through a 12-week project where students work in groups to conduct surveys, analyze the data, and present their findings. It involves choosing topics, designing questionnaires, collecting data through interviews, analyzing trends, and making presentations. The project aims to provide authentic language practice and intrinsically motivating activities. It allows students to take responsibility for their own language learning.
The ppp teaching method (power point)
The document discusses the PPP (Presentation, Practice, Production) teaching method. It involves three stages: presentation of new language, practice of that language through drills and exercises, and production which allows students to use the language more freely in activities like role-plays and discussions. The presentation stage introduces new structures and concepts. The practice stage focuses on accurate use through activities like drills. The production stage aims for fluency and has students apply what they learned in more communicative ways. The three stages together provide an effective way for students to learn language communicatively.
TPR
TBL, or task-based language learning, is a method of language instruction where students use authentic materials relevant to their needs to complete meaningful tasks with real-world contexts and outcomes. The teacher selects and sequences tasks, prepares learners through pre-task activities that raise awareness of language forms, and allows students to immediately use the target language through task completion.
Task-based Language Teaching
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction in language teaching. It draws on principles of communicative language teaching, where real communication activities that use language for meaningful tasks promote learning. In TBLT, the focus is on process, communication, meaning, and interacting purposefully through activities and tasks that simulate real-life experiences. A task is defined as an activity or goal carried out using language. Lessons following TBLT are designed around objectives and sequenced tasks. The teacher takes on roles of selecting, preparing, and providing feedback on tasks while students take on participant, monitor, risk-taker, and innovator roles.
Task based language teaching
Task-based language teaching (TBLT) focuses classroom activities around tasks that require students to use language for a specific purpose. It emphasizes using language communicatively to complete tasks that simulate real-world activities. There are two types of tasks: target tasks that simulate language use outside the classroom, and pedagogical tasks used in classroom activities and exercises to prepare students for target tasks. TBLT aims to move students beyond abstract language learning to applying language in authentic contexts. While it can make classes more engaging, some argue it may lack guidance on language forms and not promote accuracy.
Task Based Instruction by Aylin Aydın, Uludag University
Uludağ University English Language Teaching Department
AYLİN AYDIN ----- march, 2011
Bursa / TURKEY
What isTask based language teaching?
This poerpoint presentation explains the difference between real life tasks and school tasks and highlights the Task based language teaching
Task based ppt
This document discusses key concepts in task-based language teaching. It outlines that the focus is on meaningful communication through purposeful activities and tasks. Learners interact and use language to complete tasks, which can be real-world or pedagogical. Tasks increase in difficulty and build on learners' previous experience. Vocabulary and structures are used as tools to communicate. The document also provides examples of tasks and roles for learners and teachers.
The PPP Approach to Communicative Language Teaching
The document describes the PPP approach to language teaching. It consists of three stages: Presentation, Practice, and Production. In the Presentation stage, new language is introduced through meaningful examples. Practice involves activities for students to use the new language with accuracy. Production creates situations for students to communicate using the new language. The document also discusses variables to consider like classroom setup, student and teacher roles, and resources available to help make classes more engaging.
Instructed second-language r. ellis
This document provides a literature review on instructed second language acquisition commissioned by the New Zealand Ministry of Education. It examines theories and research on effective pedagogical approaches for teaching a second language in a classroom setting. The review is divided into three main sections:
1) It discusses three general approaches to language teaching - oral-situational, notional-functional, and task-based - and the learning theories that inform them.
2) It considers empirical studies on various classroom language teaching techniques and their effectiveness.
3) It proposes ten general principles for successful instructed language learning based on the theories and research.
Task- Based Language Teaching
This document discusses task-based language teaching and provides an example of a task-based lesson on job interviewing. It defines what a task is, including that it is an activity undertaken for a purpose, with a focus on communication. A task should require negotiation of meaning between students, have a clear goal, and facilitate language learning. An effective task engages students in social interaction and has them work towards a shared outcome or understanding. The example job interview lesson consists of several preparatory tasks to build students' interview skills and knowledge, culminating in a main task where students conduct mock interviews that provide authentic language practice.
Task based language learning
Task-Based Language Teaching (TBLT) is an approach that provides students opportunities to communicate through completing tasks using language. Tasks involve setting a goal, such as making tea or writing an essay, and using language to achieve that goal. There are four phases to TBLT: pre-task introduction, task cycle of completing the task and planning/reporting, language focus of analyzing and practicing new vocabulary and structures, and post-task follow up with similar tasks.
Task based-learning
This document provides an overview of task-based language learning (TBLL) as a methodology. It describes TBLL as focusing on completing real-world tasks through a series of activities and preparation steps. This allows learners to use language in an authentic context. The document outlines the key stages of TBLL - pre-task, task preparation, task realization, and post-task. It also discusses factors to consider when implementing TBLL, such as learners' profiles, language abilities, and learning styles.
Tbl presentation
Task-based learning is an instructional method that uses tasks as the core unit of planning and instruction. There are six types of tasks: 1) listing, 2) ordering and sorting, 3) comparing, 4) problem solving, 5) sharing personal experiences, and 6) creative tasks. The task-based learning framework includes a pre-task stage to introduce the topic and task, followed by a task cycle of task completion, planning, and reporting. It concludes with a language focus stage of analysis, practice, and application. Task-based learning supports the key conditions for language learning: exposure, use, motivation, and instruction.
Textual Enhancement
This document discusses using textual enhancement to improve grammar learning. Textual enhancement involves manipulating text, such as underlining, bolding, or italics, to make grammatical forms more noticeable. The goal is to draw learners' attention to linguistic patterns without explicit instruction. The document provides background on the difference between input (what learners are exposed to) and intake (what is processed in the mind). It also discusses theories that noticing and understanding grammatical rules is important for second language acquisition. Textual enhancement is presented as an implicit, external method of input enhancement aimed at helping learners notice grammatical patterns in context.
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task Based Language Teaching - TBLT
Here are the items the group selected and the total weight:
- 2 waterproof sheets of fabric (6 kilos)
- 1 fire lighting kit (500 grams)
- 1 medical kit (2 kilos)
- 4 bottles of water (6 kilos)
- 2 packets each of sugar, flour, rice, powdered milk, coffee, tea (6 kilos)
- Total weight: 20.5 kilos
The group had to carefully consider the weight and usefulness of each item to stay under the 20 kilo limit while maximizing survival necessities and entertainment. They opted for essentials like water, first aid, cooking basics but included one lighter item for enjoyment. Good problem-solving
task-based instruction
Uploaded by Ferdinand Bulusan, Master of Arts in Language Education student at Cagayan State University, Andrews Campus. This will help you better understand Task-Based Instruction. If you need more elucidations of the topic, you can contact me via email: fgbulusan_gmail@yahoo.com or pm me via my facebook account. I can likewise be invited to lecture on variegated language topics and issues. Thanks --FERDZ
What is the difference between Task And Exercise ?
Here is my presentation of Course No. 12 – A: English Language Teaching – 1 (ELT). My topic is based on difference between Task And Exercise.
Paper no 12 English language teaching -1
This presentation is one of my Academic activities in Department of English at M. K. Bhavnagar university submitted to Dr. Dilip Barad
Task-Based Assessment
The document discusses task-based language teaching (TBLT). It defines TBLT as an approach that integrates the four language skills through meaningful, practical tasks. These tasks engage learners in authentic language use to develop communicative competence. The document outlines benefits of TBLT like allowing student freedom and a natural context. It defines tasks and characteristics like student-centeredness and creative language use. Frameworks for analyzing tasks and checklists for evaluating tasks are also presented.
Task based instruction
Task-based language teaching (TBLT) focuses on using meaningful tasks and authentic materials to encourage language use. It originated in the 1950s and was popularized by Prabhu in India. A task is an activity with a specific outcome, like preparing a meal or solving a problem. TBLT has advantages like developing all language skills through meaningful use, but disadvantages include the difficulty of assessment and lack of focus on accuracy. The roles of both teacher and students differ from traditional methods, with the teacher selecting and sequencing tasks and students collaborating in groups.
Integrating LSRW Language Skills in ESL Curriculum1.pptx
1) The document discusses integrating language skills like listening, speaking, reading and writing into ESL curriculums.
2) It provides examples of classroom activities that can help develop these skills like group work, role playing, using films and audio tapes.
3) The role of teachers is to incorporate activities that engage students and allow them to practice and develop their language skills through interaction, instead of just one-way teaching. This helps students learn in a more realistic way.
Esl teaching methodology
The document discusses the Presentation, Practice, Production (PPP) methodology for teaching English as a second language. It involves three stages: presentation of new language, practice exercises for students to use the language with guidance, and production activities for independent language use. PPP builds students up from initial presentation to independent production, helping develop fluency. It balances linguistic structures with real communication.
M. Ed - LANG. ED..pptx
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Task-based Language Teaching
Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction in language teaching. It draws on principles of communicative language teaching, where real communication activities that use language for meaningful tasks promote learning. In TBLT, the focus is on process, communication, meaning, and interacting purposefully through activities and tasks that simulate real-life experiences. A task is defined as an activity or goal carried out using language. Lessons following TBLT are designed around objectives and sequenced tasks. The teacher takes on roles of selecting, preparing, and providing feedback on tasks while students take on participant, monitor, risk-taker, and innovator roles.
Task based language teaching
Task-based language teaching (TBLT) focuses classroom activities around tasks that require students to use language for a specific purpose. It emphasizes using language communicatively to complete tasks that simulate real-world activities. There are two types of tasks: target tasks that simulate language use outside the classroom, and pedagogical tasks used in classroom activities and exercises to prepare students for target tasks. TBLT aims to move students beyond abstract language learning to applying language in authentic contexts. While it can make classes more engaging, some argue it may lack guidance on language forms and not promote accuracy.
Task Based Instruction by Aylin Aydın, Uludag University
Uludağ University English Language Teaching Department
AYLİN AYDIN ----- march, 2011
Bursa / TURKEY
What isTask based language teaching?
This poerpoint presentation explains the difference between real life tasks and school tasks and highlights the Task based language teaching
Task based ppt
This document discusses key concepts in task-based language teaching. It outlines that the focus is on meaningful communication through purposeful activities and tasks. Learners interact and use language to complete tasks, which can be real-world or pedagogical. Tasks increase in difficulty and build on learners' previous experience. Vocabulary and structures are used as tools to communicate. The document also provides examples of tasks and roles for learners and teachers.
The PPP Approach to Communicative Language Teaching
The document describes the PPP approach to language teaching. It consists of three stages: Presentation, Practice, and Production. In the Presentation stage, new language is introduced through meaningful examples. Practice involves activities for students to use the new language with accuracy. Production creates situations for students to communicate using the new language. The document also discusses variables to consider like classroom setup, student and teacher roles, and resources available to help make classes more engaging.
Instructed second-language r. ellis
This document provides a literature review on instructed second language acquisition commissioned by the New Zealand Ministry of Education. It examines theories and research on effective pedagogical approaches for teaching a second language in a classroom setting. The review is divided into three main sections:
1) It discusses three general approaches to language teaching - oral-situational, notional-functional, and task-based - and the learning theories that inform them.
2) It considers empirical studies on various classroom language teaching techniques and their effectiveness.
3) It proposes ten general principles for successful instructed language learning based on the theories and research.
Task- Based Language Teaching
This document discusses task-based language teaching and provides an example of a task-based lesson on job interviewing. It defines what a task is, including that it is an activity undertaken for a purpose, with a focus on communication. A task should require negotiation of meaning between students, have a clear goal, and facilitate language learning. An effective task engages students in social interaction and has them work towards a shared outcome or understanding. The example job interview lesson consists of several preparatory tasks to build students' interview skills and knowledge, culminating in a main task where students conduct mock interviews that provide authentic language practice.
Task based language learning
Task-Based Language Teaching (TBLT) is an approach that provides students opportunities to communicate through completing tasks using language. Tasks involve setting a goal, such as making tea or writing an essay, and using language to achieve that goal. There are four phases to TBLT: pre-task introduction, task cycle of completing the task and planning/reporting, language focus of analyzing and practicing new vocabulary and structures, and post-task follow up with similar tasks.
Task based-learning
This document provides an overview of task-based language learning (TBLL) as a methodology. It describes TBLL as focusing on completing real-world tasks through a series of activities and preparation steps. This allows learners to use language in an authentic context. The document outlines the key stages of TBLL - pre-task, task preparation, task realization, and post-task. It also discusses factors to consider when implementing TBLL, such as learners' profiles, language abilities, and learning styles.
Tbl presentation
Task-based learning is an instructional method that uses tasks as the core unit of planning and instruction. There are six types of tasks: 1) listing, 2) ordering and sorting, 3) comparing, 4) problem solving, 5) sharing personal experiences, and 6) creative tasks. The task-based learning framework includes a pre-task stage to introduce the topic and task, followed by a task cycle of task completion, planning, and reporting. It concludes with a language focus stage of analysis, practice, and application. Task-based learning supports the key conditions for language learning: exposure, use, motivation, and instruction.
Textual Enhancement
This document discusses using textual enhancement to improve grammar learning. Textual enhancement involves manipulating text, such as underlining, bolding, or italics, to make grammatical forms more noticeable. The goal is to draw learners' attention to linguistic patterns without explicit instruction. The document provides background on the difference between input (what learners are exposed to) and intake (what is processed in the mind). It also discusses theories that noticing and understanding grammatical rules is important for second language acquisition. Textual enhancement is presented as an implicit, external method of input enhancement aimed at helping learners notice grammatical patterns in context.
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task Based Language Teaching - TBLT
Here are the items the group selected and the total weight:
- 2 waterproof sheets of fabric (6 kilos)
- 1 fire lighting kit (500 grams)
- 1 medical kit (2 kilos)
- 4 bottles of water (6 kilos)
- 2 packets each of sugar, flour, rice, powdered milk, coffee, tea (6 kilos)
- Total weight: 20.5 kilos
The group had to carefully consider the weight and usefulness of each item to stay under the 20 kilo limit while maximizing survival necessities and entertainment. They opted for essentials like water, first aid, cooking basics but included one lighter item for enjoyment. Good problem-solving
task-based instruction
Uploaded by Ferdinand Bulusan, Master of Arts in Language Education student at Cagayan State University, Andrews Campus. This will help you better understand Task-Based Instruction. If you need more elucidations of the topic, you can contact me via email: fgbulusan_gmail@yahoo.com or pm me via my facebook account. I can likewise be invited to lecture on variegated language topics and issues. Thanks --FERDZ
What is the difference between Task And Exercise ?
Here is my presentation of Course No. 12 – A: English Language Teaching – 1 (ELT). My topic is based on difference between Task And Exercise.
Paper no 12 English language teaching -1
This presentation is one of my Academic activities in Department of English at M. K. Bhavnagar university submitted to Dr. Dilip Barad
Task-Based Assessment
The document discusses task-based language teaching (TBLT). It defines TBLT as an approach that integrates the four language skills through meaningful, practical tasks. These tasks engage learners in authentic language use to develop communicative competence. The document outlines benefits of TBLT like allowing student freedom and a natural context. It defines tasks and characteristics like student-centeredness and creative language use. Frameworks for analyzing tasks and checklists for evaluating tasks are also presented.
Task based instruction
Task-based language teaching (TBLT) focuses on using meaningful tasks and authentic materials to encourage language use. It originated in the 1950s and was popularized by Prabhu in India. A task is an activity with a specific outcome, like preparing a meal or solving a problem. TBLT has advantages like developing all language skills through meaningful use, but disadvantages include the difficulty of assessment and lack of focus on accuracy. The roles of both teacher and students differ from traditional methods, with the teacher selecting and sequencing tasks and students collaborating in groups.
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Task Based Instruction by Aylin Aydın, Uludag University
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The PPP Approach to Communicative Language Teaching
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What is the difference between Task And Exercise ?
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3) The role of teachers is to incorporate activities that engage students and allow them to practice and develop their language skills through interaction, instead of just one-way teaching. This helps students learn in a more realistic way.
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Task Base Language Learning
TASK BASED LANGUAGE TEACHING
HISTORICAL BACKGROUND:
Task Based Language Teaching first appeared in the vocationaltraining practices of the 1950s. Task focused here first derived fromtraining design concerns of the military regarding new militarytechnologies and occupational specialties of the period. Task analysisinitially focused on solo psychomotor tasks for which littlecommunication or collaboration was involved. In task analysis, on-the- job, largely manual tasks were translated into training tasks. However,task analysis dealt with solo job performance on manual tasks, attentionthen turned to team tasks, for which communication is required.APPROACH:Task Based Language Teaching refers to an approach based on theuse of tasks as the core unit of planning and instruction in languageteaching. TBLT proposes the notion of “task” as a central unit of planningand teaching. A task is an activity or goal that is carried out usinglanguage, such as finding the solution to a puzzle, reading a map andgiving directions, making a telephone call, writing a letter, or reading aset of instructions and assembling a toy. “Tasks generally bear someresemblance to real life language use”(Skehan 1996). Some of its proponents present it as a logical development of CommunicativeLanguage Teaching since it draws on several principles that formed partof the communicative language teaching movement in 1980s.
http://www.scribd.com/doc/19445226/Task-Based-Language-Teaching
Communicative approach
The communicative approach views language as a means of communication. Its goal is to develop students' communicative competence through providing opportunities to use English for meaningful purposes. This involves integrating the different language skills. Under this approach, the teacher's role is to facilitate communication between students through selecting appropriate activities and materials. Classroom activities focus on having students work together to complete meaningful tasks.
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The document discusses the communicative language teaching (CLT) approach. It emphasizes that the goal of CLT is developing students' communicative competence through meaningful communication. It describes four areas of competence: linguistic, sociolinguistic, discourse, and strategic. The principles of CLT are that students learn through communication, authentic activities should be the goal, fluency is important, and learning involves trial and error. The teacher facilitates communication and acts as a guide, while students are responsible for their own learning. Lessons should incorporate activities that focus on both accuracy and fluency, such as information gap tasks.
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Richards & Rodgers:
A task is an activity or goal that is carried out using Language.
to modify and restructure interaction until mutual comprehension is reached are what enable learners to move forward in their interlanguage development.
Although the learners were not taught communication strategies as part of the project, they were actively taught strategies in the part of the course that focused on the direct teaching of speaking.
Ch
This document summarizes 10 different language teaching approaches: Traditional (Grammar Translation, Direct Method, Audiolingual Method), Communicative (Communicative Approach, Total Physical Response, Natural Approach, Competency-Based Approach), and Innovative (Silent Way, Community Language Learning, Suggestopedia). It provides brief descriptions of each approach's key principles and techniques.
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Ppp basics
- 1. UNIVERSIDAD ESPECIALIZADA DE LAS AMERICAS PRACTICE I PPP BASICS IN ESL TEACHING METHODOLOGY PRESENTATION BY ARACELL CAMPOS
- 2. INTRODUCTION The structural approach to language teaching is produce students who, have the ability to use the language and understand its use in real communication. The structural approach to language teaching consists of learning through memorization and repetition of vocabulary but this process is not sufficiently effective and enjoyable.
- 3. Based on combination Linguistic Situational Communicati structures settings ve acts
- 4. THE PPP APPROACH TO LANGUAGE TEACHING Introduction or biginning to learning language. Involves the building of a situation of the new language. Presentation Is presenting a lesson to students. It could be subject such as sounds, grammar structure, etc. It could be presented by conexions, repetition, clear models, etc.
- 5. lt used as a natural step toward Production. . It is the important middle stage to communicative language teaching. Practice activities need to be clear and understandable. It also appropriated to the language being learned. Practice Practice activity should looks "attractive" to the eye will generate the students' motivation. It could involve chain pair- work, closed pair-work and open pair-work.
- 6. the most important stage of communicative language teaching. The transition from "students" of the key language to "users" of the language. Production is highly dependent on the practice stage. Production activities should not "tell" students Production what to say. during Production, they don't have the information and must think. Production activities include situational role- plays, debates, discussions, problem- solving, narratives, descriptions, quizzes and games.
- 7. Engage, Study and Activate Some students need their teachers to engage them and create in them a desire for language mastery. Developing Fluency The PPP methodology can help produce fluency because it builds from least student involvement to most student involvement, giving students a chance to learn and demonstrate their increasing abilities.