The PPP Approach to Communicative Language Teaching
"PPP" (or the
"3Ps") stands for Presentation, Practice and Production - a common
approach to communicative language teaching that works through the progression
of three sequential stages.
ในส่วนของวิชาภาษาอังกฤษนั้นการจัดการเรียนการสอนโดยใช้
PPP Model โดยแบ่งเป็น3 ขั้นตอน คือ
ขั้นที่1 Presentation สอนคำศัพท์ การออกเสียง สะกดคำ
และโครงสร้างไวยากรณ์ง่ายๆ
ขั้นที่2 Practice คือการจัดกิจจกรรมสู่ผู้เรียนตาม text ที่ได้สอนไป
ขั้นที่3 Production เป็นขั้นที่ครูอยากเห็นผลผลิตชิ้นโตจากการเรียนการสอนคือจัดกิจกรรมเน้นตาม
textน้อย นอกtextเยอะ
บวกกับความรู้เดิมของผู้เรียน กลายมาเป็นผลผลิตชิ้นใหม่
สุดท้ายประเมินภาระงานและชิ้นงานทุกครั้ง
"PPP" (or the "3Ps") stands for Presentation, Practice
and Production - a common approach to communicative language teaching that
works through the progression of three sequential stages.
Presentation represents the
introduction to a lesson, and necessarily requires the creation of a realistic
(or realistic-feeling) "situation" requiring the target language to
be learned. This can be achieved through
using pictures, dialogs, imagination or actual "classroom
situations". The teacher checks to
see that the students understand the nature of the situation, and then builds
the "concept" underlying the language to be learned using small
chunks of language that the students already know. Having understood the concept, students are
then given the language "model" and engage in choral drills to learn
statement, answer and question forms for the target language. This is a very teacher-orientated stage where
error correction is important.
Practice usually begins with what
is termed "mechanical practice" - open and closed pair work. Students gradually move into more
"communicative practice" involving procedures like information gap
activities, dialog creation and controlled role-plays. Practice is seen as the frequency device to
create familiarity and confidence with the new language, and a measuring stick
for accuracy. The teacher still directs
and corrects at this stage, but the classroom is beginning to become more learner-centered.
Production is seen as the
culmination of the language learning process, whereby the learners have started
to become independent users of the language rather than students of the
language. The teacher's role here is to
somehow facilitate a realistic situation or activity where the students
instinctively feel the need to actively apply the language they have been
practicing. The teacher does not correct
or become involved unless students directly appeal to him/her to do so.
The three stages of a PPP lesson
Firstly, the
teacher presents the new word, an event which involves the presentation of
pronunciation and spelling, all in context. Next the teacher allows the
students to practice the new word in a controlled setting, making sure the
student has understood it properly. Third is the production stage, where there
is less-controlled practice and an informal assessment of learning whereby the
students get chance to use the new word in an original way, to relate it to
their knowledge and experiences. These three stages help the student to
consolidate the new word in their mental vocabulary bank.
This method of presentation, practice and production is an approach that
follows a definite sequence:
The teacher presents the new vocabulary and explains the form of the
language in a meaningful context.
The students practice this new vocabulary through controlled activities
such as worksheets or question and answer activities.
The students use or produce what they have learned in a communicative
activity such as a role-play, communication game, or question and answer
session.
Teaching using the PPP technique
Each stage of the Presentation,
Practice and Production lesson must be planned well to be effective. However,
PPP is a highly flexible approach to teaching and there are many different
activities a teacher can employ for each stage.
Presentation can include mime,
drawing, audio. In fact it is a good idea to try to engage with different sense
of the students to get across the meaning of the new word. It is also important
to make sure that students have understood the new word before getting them to
move on to practice it. It is often fun and highly effective for students to
play games to practice their new vocabulary and to produce it.
ที่มา: http://myenglishlanguage.com/ppp-technique.htm
0 ความคิดเห็น:
แสดงความคิดเห็น