"I never teach my students, I just try to create the conditions they can learn."
• Albert Einstein
There are a number of world-class, lessons learned approaches for language learners specializing in language learning. Presentation – Practice Production (PPP) is one of the widely used methods of grammar. This is a traditional approach, but employment should not be considered self-evident; careful planning is needed for expediency. The basics of direct teachers are to stimulate students' growing thinking level through the well-defined goals of the lessons while they are in three phases.
In PPP, teaching can be effective if the target language is directed. Therefore, limit language expressions as subjects such as "yes, there are, are, are and are, these, they and they may and may not, are and can and may and may have their own nouns and common names, counters and non-counters nouns, active and passive modes, positive and negative statements, negative and positive questions with yes-no answers, zero conditional depending on the first conditions, "between several lessons based on the sequenced sketch of the language program. At this point, students should be identified. Determining students is the teacher's awareness of students' levels of understanding, age, nationality, and culture, where the creation of tasks and the promotion of effective teaching are based primarily on:
PPP enables the teaching of grammar structures to be more operative, instructive language expressions. By combining natural contexts, their interests are stimulated or encouraged by knowledge and experience. Cases such as hobbies, movies that are mostly guarded, actors from other parts of the world, favorite games, the happiest and most dangerous dreams, historical events they know about other countries, folk songs and rural English songs, and more, that students' thematic backgrounds tend to be sensitive to class activities when they manipulate the situations they are closely linked to. Providing this type of framework can reduce student learning passivity, which is primarily due to lack of knowledge or lack of knowledge.
The basics of PPP are explained in two different ways. (A) One is the use of different language goals at every stage to explain the underlying bases, and (B) the other is a merging single target language that is linked to three phases. PPP Application in Different Language Purposes
At the presentation stage, the language goal is encouraged by the demonstration strategies used by the teacher's discretion. Students expect to see how new languages are created with the teacher's diverse presentation. In fact, it is not appropriate for students to learn directly about what new lessons they have. There is a good saying from the teacher: "There is a new grammar lesson that connects your favorite sports actors around the world." "Can you tell the name of your favorite player?" instead of saying, "We will learn common names and nouns." "Your favorite sportsmen are actually their own nouns." Presentation should include the discovery method that may lead to the introduction of support materials such as images, timeline, real objects, cited situations, movie clips, and teachers' discretion. At the end of this phase, students will be aware of the target language, with the initial rules and structures that you are inferring.
Second, the practice section explores the language features after discovering students. Based on the activities prepared by the teacher, rules and structures apply. Assuming that the lessons relate to one and plural nouns, we can examine them by highlighting what they learned in the demonstration as the nouns in the second image are mentioned and listed each word in two columns of things and people. The task of students is to identify individual original and column words from the two original columns that have been created to allow them to produce two more columns: one and plural nouns for people, single and plural nouns for places. Together, in each column, the class converts words to singular or plural. Depending on the availability of time, the teacher may introduce additional exceptions to the general rules for plural plurality of nouns. Probably, the teacher presents activities that show some of the nouns whose plural forms are not & # 39; or & # 39; & # 39; & # 39; ending. For example: children's children, cactus cactuses, radius rays, memorandum reminders, women's women, men, mouse mice, geese. In addition, the teacher may include some countless nouns: milk, sugar, cheese, salt, tea, coffee, bread and many other examples.
Production is a stage where students' previous grammatical knowledge and the two sections embedded in a given task show all-embracing learning outcomes. We suggest that production activities should relate to reality for communication purposes. Provided that the target language is present in the future, the teacher may ask students what they will be doing this afternoon to respond to complete sentences. Expected responses are the application of the previously introduced formula of the language, which is present-verb + verb in the -ing form + in the future. At this point, students expect to show an example by speaking about verbs. In this situation, students choose "van", "van" and "am", though they are usually "used" or "in practice" in practice. Furthermore, since the question is independent of them, you have to decide which object to use. To add, you have to decide which speech is to be used. And since when: "I have decided that they will know that pronouns will be used specifically by the noun pronouns rather than having the subject from the nouns." Because of these stimulating activity, the cognitive ability of students continues to play an important role. As an example, "I will meet with my friend this afternoon", "I travel to Islamabad this evening." Like the other language focus, students are encouraged to manipulate language expressions for any purpose that can really serve as target language forms and
B. PPP application is a merging one lesson
The easiest way to understand PPP is to use a PPP application to integrate a PPP application into a merging one lesson
in three interlocking stages we realize that there is an explicit lesson that demonstrates a single linguistic focus, as well as demonstrating the associated activities in a rising way.
PPP will be clarified through an interactive dialogue between the teacher and the students, and answers are the latest achievements of the tasks that are followed by commentaries that include the significance of some practical learning processes and which presumably support measures. trying to achieve this method.
The target language is "customary" and the teacher keeps in mind that the class has already learned grammatical points such as subjectual pronouns, tacit-oral agreement, and simple simple forms that support the new lesson, which means that in an institutional language course the lessons are organized according to the students' learning needs.
At the end of a 50 – minute session, students are expected to:
1. defines the use of the term "used"
2. The term "used" refers to the conversion of sentences that end with a simple past,
3. apply "earlier" to the sharing of their former outside school activities,
4. Write a paragraph about their experiences with the term, and
Goals in each lesson play a very important role. Although we can not cover all the intended results in one lesson, the objectives are set to a a specific type of lesson must be met with the involvement of three areas of the objectives – cognitive, psychomotor and affective – to "cognize", "to use", "employ" the cognitive goals indicators. "Writing" is psychomotor and cognitive, "correction" is indicative of the affective, all of which is expected to be achieved by applying an approach that includes the "used" category in the series of priority activities. These specific goals will become students' performance indicators at the end of the teaching process
1. Section: Presentation
Teacher: Mind you enjoyed your childhood like Munawar's experience when he was schoolchild in Lahore. Listen to some of the unforgettable activities that he did in Pakistan at ten.
climbed the apple trees
hunted with his dad
plays cricket with his friends
read books in the library
harvested fruit during harvest
helped his parents in the farm
prayed with his dad in the mosque
Teacher: All your answers appear on the board. Do you listen to something at the end of each response?
Student: There are no spelling. I mean, there is no complete stoppage.
Teacher: Yes, what do you see yet? See the beginning of all responses.
Student: Not capitalized.
Teacher: All right. Why are not capitalized and stuck in?
Student: Just capitalize and punch them when you say.
Teacher: Did I understand that these answers do not say?
Even if the lessons are not punctuation and uppercase, these essential points should be worked out. This is the case even if students have the opportunity to determine the differences between sentences and sentences. They complement their basic knowledge that can guide their language learning skills. The teacher's responsibility is to integrate these important points as they are natural teaching events that are currently in the middle of a teaching process. A teacher should never assume that the class is aware of these important points because more students are looking forward to absorb the right foundation through the teacher's elaboration. The doubt of one student who had never been raised for some reason could, in many cases, respond to the hesitations of the students in such circumstances.
Teacher: Let's go back and listen to Munawar's childhood activities. What did he do? Let's look at the Munawarot for another form. What should we use to represent Munawar? Go back to the topics and choose the right word that we will use as a topic.
Student: "He" should be used.
Teacher: All right. Why do you think "he" is?
Students: Munawar is unique and man.
Teacher: Exactly. This time I use it fully and insert a point? Why do I get capitalization and puncture?
Students: Yes. We made sentences. That is why we need to justify the words at the beginning and we must stop at the end of each statement.
He then climbed the apple tree.
He was hunted with his father
Cricket playing with his friends.
He watched the TV with his family before he started sleeping.
He picked up fruit during harvest.
He helped his parents in the farm.
He prayed with his father in the mosque.
Teacher: What do you notice in every word from the sentences?
Students: Have they written in the past?
Teacher: What do you think?
Student: The verbs are over.
Teacher Why do we put it at the end of every verb?
Students: they happened when he was a child. These words of action have happened in the past.
Teacher: You will also notice that the former simple verb is in different forms.
What is this word about? Recall the previous lesson about the types of verbs.
Students: an irregular verb.
Teacher: Can we accept this verb?
Student: The past is simply expressed.
Teacher: Can you give more examples of these irregular verbs?
students' answer to irregular verbs
has become a follower
says, "he said
escaped and fled
Teacher: Okay. Is it possible to write these sentences in a different way?
What about inserting the word "used" into the verb, in every sentence we have done?
Students: Yes, we know.
Teacher: You're right. Write the new sentence next to each sentence. Add the word "used" to the verbs, but the main verbs have to be redirected to this simple one.
He climbed the apple tree. She raised apple trees
He was hunted with his father. He had hunt with his dad.
Cricket playing with his friends. Previously he played cricket with his friends.
He watched the TV with his family before he started sleeping. The TV was watching her with her family before she wanted to sleep.
He picked up fruit during harvest. During the harvest, he picked up fruit.
He helped his parents in the farm. He helped his parents in the farm.
Praying with his father in the mosque. He prayed together with his father in the mosque.
Teacher: Considering the second group of responses, do you see that every sentence in every number differs from the first group according to the verbal forms?
Students: Yes, the first group made it simple, while the other changed into a simple, simple form.
Teacher: What has changed the past simple verbs in the second sentence?
Students: "used" to make verbal changes easy.
Teacher: We all know that the first group's sentences are in the past, and that means all of them have been done in the past. When we made another group of sentences, we added that they were "accustomed", but all the words were written in a simple present. Did we make these changes correctly?
Students: Yes, yes. When we put the "usual" in place, we will rewrite the ideas in the past in a different way.
Teacher: Now with the same tension? Do couples have the same meanings?
Students: Yes, yes.
Teacher: Using the simple past form to express past actions, what else can we use?
Students: You can type "used + the base form of the base".
Teacher: Yes, it is accurate to use the "verb + base form of the base" to express past acts.
The most important points we have to observe here: utilizing the language's previous knowledge, tightly linking the goals with the target language, linking the goals to each activity, including motivation. The presentation should be inductive so students can deduct the deductive method. When using the inductive method, students need to find out which language to learn and how to structure their structures according to a rule or general rule that they will soon discover. In addition, the use of pre-language may be relevant, as evidenced by the substitution of subjects. Acquiring knowledge is a form of refresher related to the importance of previously learned languages. Here they were given the opportunity to identify the order of expressions in language constructs. For this stage, students had to develop their own formula, which led them to carry out the exercises in a series.
There are some exceptions to the past of irregular verbs. When it comes out, it's best to process the most important points when preparing for processing and manufacturing. This must be reinforced in the tutorial by adding additional activities.
2nd Section: Practice
Teacher: Have more practice in order to better understand the lesson. Here is a list of what a filmmaker did when he made a movie in Quetta. Write them in full sentences using the last simple form and change them all by using the "Usage" command.
seized his crew at a hotel
talked to the mayor of the city
recorded some extra cameras
has gathered other citizens to act
organized the actor's schedule
gave lecturers time to read scripts
was shy before returning home
Seized his crew at a hotel. He was his crew at a hotel
He talked with the mayors of the city. He talked with the mayors of the city.
Hired some extra cameras. He had taken some cameras a while ago.
Collected other citizens to act. She gathered other citizens to act.
Organized the actors' schedule. Formerly organized the actors' schedule.
It has given the entertainers time to read the scripts. It had given the lecturers time to read the scripts.
Before returning home, he cast a party. He had sent the party back a long time ago.
It is important for a teacher to encourage student thinking after the transformed examples to reinforce the presentation stage. Repeat is a form of reinforcement and a form of meaningful practice as students are prepared to think while they are doing. After the activities, it is of the utmost importance to develop the basis for this linguistic focus.
If the term "used" is used, the original verb should simply be present from a simple past. It is desirable for students to discover the changes. Conclusion will be of great help in retaining knowledge. The teacher's role can only stimulate their ability to perceive the structure of the verb. At this moment, the teacher discovers that the thoughts are directly fed to the students.
In true communication practice, these are two expressions: the past is simple and "familiar" mixed. It is best to emphasize that this is possible. Each student should be aware that model models studied in the classroom can be modified and communicated in natural communication, either verbally or in writing
3. Section: Manufacturing
Teacher: What's up with you, do you still remember your past activity years ago? Together with your spouse, note what he did both. Write them down in a simple past verb, and be able to convert these sentences using the "usual". There are three types of lists. Both students speak about the completed tasks. Let's help each other in creating lists.
Possible Student List One (1) One Simple-Life Person
watched each and every day his favorite TV show
played football on the pitch
visited my friends twice
picnics in the family park
went to Dammam every week
visited Bahrain once a month
traveled to Riyadh with our cousins.
Possible list of students with the simple past of two (2) pluralized objects
We watched each and every day our favorite TV show.
We played football on the pitch.
We visited our friends twice.
Picnic at the family park.
We went to Dammam every week.
We traveled once a month to Bahrain.
Three (3) – subjects in the list of students used the term "simplified past"
We watched our favorite TV show every day.
We used to play football on the pitch.
We visited our friends twice.
We were in the family park picnic.
We went to Dammam every week.
We once traveled to Bahrain once a month.
We used to travel to the city of Riyadh with our cousins
Teacher: Go back to the first list and share your ideas.
Students: The first list is introduced by simple verbs.
Teacher: Yes, that's right. What did you see in the list?
Students: Each sentence has a specific theme.
Teacher: Good. The sentences are completed as sentences. Lists 3 and 2 are the same as the ones to do?
Teacher: Now, as a homework, do the five timing of exciting things that you made last summer with the dates and past simple verbs or the "usual" words. Write them in the shape of a paragraph by following a paragraphs that we practiced a week ago.
The students developed the simple past, deciding to use the object and replace it with a list of actions with a simple past. This means that students who are cognitively learning are manifested in production. Their ability to manipulate the structures and rules of the language through the tasks is characterized by an ever-expanding level of thinking skills arising from their display and practical stage. It should therefore be encouraged that teachers can make the production stage workable in the context of a series of related activities, even if this particular stage is similar to merging the two previous stages. Providing these activities allows them more opportunities to manipulate learned language goals and use previously learned language content
. Homework is a production that leads to results that reinforce or enrich what they have learned. We also recommend that the newly acquired language be integrated with the introduction of a new focus such as naming dates as a time term. The date may indicate past steps and these are additional language terms that you can work with in natural communication. In addition, encouraging positive production impacts can also be spread among students if they use languages that are adapted to their actual experiences.
It is not easy to apply language teaching even if it seems so. Teachers need to define students and apply some adjustments. Approaches are not mechanically, but flexibly based on the level of students and on the preparedness of resources. The goals of the lessons must be realized in the teaching process. Teaching experiences show that a strategy is within a method. It is also important to make some reflections that serve the rethinking goals leading to learning directions. Are your activities connected to the goals? Have they been introduced to the input material? Do you just need the setting you want? Are these reflected in the role of teachers and students? Are you connected to the target language? Are the outputs in it? If so, PPP can be a viable method in classrooms.
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