DELTA 2010-2011

Presenting and Practising Language

Edith FlahiveDELTA 2010-2011Models for Presenting Language

PPP Present, Practice, ProduceESA Engage, Study, ActivateARC Authentic Use, Restricted Use, Clarification and FocusOverviewPPP Model Communicative ApproachPresenting LanguagePurpose:To give Ss the opportunity to realise the usefulness and relevance of a new language item.To present meaning and form (deductive, inductive approaches).To check understanding.Important Features

Clear, motivating, natural and relevant contextModel sentence(s)Concept checkingTeacher controlled, T modelsType of interaction: T-Ss (group), T- Std (individual)Correction important to ensure Ss have correct grasp of forms

Checking UnderstandingConveying meaning and checking understanding

Realia and visualsMime and gestureGive examplesExplanation or definitionTranslationConcept questionsTime lines

Visuals

Pictures to distinguishbetween differentthings, e.g., cup/muglane/road/motorway

Time Lines

Shes been working here since 2001.

Structure: Present Perfect Continuous + since (from that time until now)

2001~~~~~~~~~~~~~~~~~~~~~~Present~~~~~~~~~~~~~~~~~Future

Since + a specific point in time:

She/ s / been / working / here / since 2001.

In sentences with since, we use present perfect or past perfect in the main clause (Parrot, p. 520).

Concept Checking

Target sentenceIf I won the lottery, Id buy a new car.

Checking questionsHave I won the lottery?No.Am I going to win the lottery?Probably not. Have I got a lottery ticket?Maybe.Is this real or imaginary?Imaginary.

Practising LanguagePractice may be defined as any kind of engaging withthe language on the part of the learner, usually underthe teachers supervision, whose primary objective is toconsolidate learning (Ur, 1988, p. 11).Purpose:

To provide maximum practice within controlled but realistic and contextualised frameworks.To build confidence in using new language.

Important Features

Framework provides guidance for utterances, reduces scope of errorsClear and realistic promptsStudents talking time maximisedTeacher controlled, students have limited choiceType of interaction: T-Ss, Std-Std (pair work)Correction by teacher, other students, or self

Controlled or Guided Practice Activities

Repetition drillsTransformation DrillsSubstitution DrillsQuestion-Answer DrillsChain DrillsInformation GapShadow reading/listeningFlowcharts Sample ActivitiesSubstitution Drills

T: Hes going to drive the car.Ss chorally: Hes going to drive the car.T: Hes going to drive the bus.Ss chorally: Hes going to drive the bus.T: TaxiSs chorally: Hes going to drive the taxi.T: LorrySs chorally: Hes going to drive the lorry.Find Someone Who

Crossword

Producing LanguagePurpose:To provide the opportunity for students to use new language in freer, more creative ways. To check how much has really been learnt.To integrate new language with old.To practise dealing with the unpredictable.To motivate students and give them confidence.

Important Features

Purposeful tasksStudents work together at their own paceClear instructionsAllowance for making mistakesTeacher monitors, advises, encourages Type of interaction: Ss-Ss (pairs, groups, mingling)Greater element of freedom

Freer Practice Activities

RoleplaysDebatesDiscussionsGamesDescribing activities with pictures, photos, etc.Problem solving activitiesBrainstorming whole class, groupPresentations Decision making activities court, committeeSetting up/designing a project advertising campaignSimulations job interviews, etc.

ESA Model HarmerEngage

Aim:To arouse students interest and curiosity through games, pictures, videos, audio recordings, stories, etc.

Study

Aim:To focus on language and how it is constructed, e.g., examination of a verb tense, study of an informal conversation, teacher giving an explanation of a grammatical pattern controlled practice.

Activate

Aim:To get students to use the language as communicatively as they can in the selected task or situation.

ARC Model - ScrivenerAuthentic Use

Aim:To promote fluency and communication by engaging students in practising real language through reading, writing, listening and speaking.Restricted Use

Aim:To engage students in controlled practice activities such as drills, guided writing, reading stories, listening to discrete sounds, etc.

Clarification and Focus

Aim:To focus students attention on form, meaning, and use, using techniques such as diagrams, timelines, concept questions, error analysis, visuals, gestures, mime, repetition, elicitation, etc.ReferencesAzar, B. (1989). Understanding and Using English Grammar. New Jersey: Prentice-Hall.Evans, D. (1999). A Review of PPP. University of Birmingham, Paper.Graham, W. (2006). Concept Questions and Time Lines. Cambridge: Chadburn Publishing.Harmer, J. (1983). The Practice of English Language Teaching. Harlow: Longman.Harmer, J. (1998). How to Teach English. Harlow: Longman.Parrott, M. (2000). Grammar for English Language Teachers. Cambridge: Cambridge University Press.Scrivener, J. (1994). Learning Teaching: a guidebook for English language teachers. Oxford: Heinemann.Ur, P. (1988). Grammar Practice Activities: a practical guide for teachers. Cambridge: Cambridge University Press.