2. • The Updated Curriculum aims to
empower our young people to
develop their potential as individuals
and to make informed and
responsible decisions for living and
working in the 21st century.
Our society today needs young people
who are flexible, creative, who can
solve problems, make decisions, think
critically, communicate ideas
effectively and work efficiently within
teams and groups.
3. Aim:
• To analyze and compare two
presentation techniques
(PPP versus TBL)
4.
5. • Team Based Learning
• Team-Based Learning (TBL) is an instructional
strategy that combines case-based learning,
flipped classroom, and group work. TBL can be
used in any subject area. This method removes
the common pitfalls of group work, TBL is
traditionally broken into 4 essential elements:
6. • Teams must be properly formed and managed
• Students must be motivated to come to class
prepared
• Students must use course concepts to solve
problems, and
• Students must be truly accountable.
7. РРР:
• The lesson has a language aim.
• The teacher first contextualizes the new language.
• The teacher then makes sure that the students
remember previously studied language by eliciting it
and doing a choral drill.
• The teacher next presents the new language and
students just listen.
• The teacher explains the use of the new grammar
item.
• The teacher asks concept questions.
• Students carry out a controlled activity.
• Students do freer practice
8. TBL:
• The aim of the lesson is for students to do a
task (and they have to communicate to do so)
• The teacher starts by holding a discussion on
the topic of the lesson.
• The teacher then gives students a task to do.
• The teacher and students discuss any new or
problematic language they need for the task.
• The students do an exercise on the new
language
9. Compare:
• РРР:
- Presents new language in
a context –
- Gets students to practice
it in controlled practice
activities -
- Asks students to use the
new language in less
controlled activities, in a
communicative way
• TBL:
- Gives students tasks to
do -
- Presents new language
after the students have
needed to use it.
10. РРР +
Creates a safe, risk-free environment for
students
Students practice new grammar material
before using it in communication and make
fewer mistakes
РРР –
Students do not always understand the necessity
for learning new language material
11. ТBL+
Students clearly understand why they are
learning new language.
Students communicate throughout the whole
lesson
The lesson is student-centered
ТBL –
Some students may find this type of tasks
challenging if they have not experienced TBL
before.
12. • A selection of Tasks
•
• Doing puzzles and solving problems
• Simon Says
• Writing and solving riddles
• Sorting word cards/pictures into groups and
explaining why
• Using maps
• Measuring and weighing things
• Conducting surveys
13. • Following and writing recipes
• Interviewing people
• Making things (masks, puppets...)
• Pretend play and drama
• Inventing and designing things
• Playing bingo
• Listening to a story
• Listening to a song and doing actions
• Collecting cards (Happy Families)
• Memory games (Kim's Game)
14. • Planning things (an outing, a party)
• Inventing games
• Playing a board game
• Writing letters
• Reading and designing brochures
• Matching games
• Designing/recording a TV programme
• Finding out (from reading a text)
• Filling in forms
• Making charts and graphs
• Saying a rhyme
15. • Painting/drawing and describing
• Choosing (films, clothes...)
• 1 Round-up
• Ask participants to reflect on the following
question:
• What have you learnt today about classroom
management skills?
• How do you plan to improve your classroom
routines?
• Feedback – ask any participants to write three
goals from this section of the course.
•
16. • TBL lesson
• A Perfect Story
• Using your imagination, complete these
questions about a story. 1. What is his / her
name? 2. What is __________ about them? (e.g.
strange, unusual, nice) 3. What was their
problem last year? 4. What happened? 5. Why
have they become so ________? 6. How many
_________ have they ________? 7. Who have
they been ____________? 8. What have they
been_____________? - - - - - - - - - - - - - - - - - -
- - - - - - - - - - - - - - - - - - - -
18. Discuss in pairs:
• What are the criteria for choosing a
presentation technique for your
lesson?
19. Factors that influence the choice of a
presentation technique:
• The language material in question
• The lesson aims
• Students’ level of the language
• Students’ age
• Students’ characteristics and preferred learning
styles
• Number of students in the group
• Etc.
20. Aim: students will distinguish PPP lesson
between countable and
uncountable nouns, use А и Some
Procedure:
1. T. asks Ss. what food and drinks
they like.
2. T. shows pictures of food and
drinks and asks Ss. which words
they already know.
3. T. writes down the food items on
the blackboard, Ss. repeat the words
after the T.
4. T. says, «I’d like a box of sweets
and a cake», «I’d like some ice
cream, some cola and some fruit»,
etc. Ss. repeat in chorus and individually.
5. T. explains the difference
between countable and
uncountable nouns, and the use of Some и A.
6. T. asks concept questions
«Which words on the blackboard
are countable/uncountable/ can be
used in the singular/ plural?»
7. Ss. fill in the gaps with Some
and A.
8. Ss. work in pairs. One student
says which food items s/he
chooses for a party, the other one makes up
sentences. Then they
change roles.
TBL lesson
Aim: students will choose food and
drinks for a party
Procedure:
1.T. asks Ss. what food and
drinks they like.
2. T. divides Ss. Into small groups
(3-4children) and gives them pictures with names
of food and drinks and
their prices
3. T. gives Ss. a task: to choose food
items and drinks for a party.
(There will be 10 people at the party,
and they only have 40 $)
4. Ss. are working at the task. The T. walks around
the class, answers
Ss’s questions.
5. Each group prepares a list of food
items for the party. Ss. ask T. how to make a
sentence, pronounce
a word, etc.
5. Groups exchange food lists and
compare them.
