The PPP Model
1. Presentation
2. Practice
3. Production
1. Presentation
In this lesson as the model procedure says was used to present new language in context. (Comparative Form).ü To get the students in context teacher used the warm up when she said that she has two famous friends and shows them the pictures.
2. Practice:
to help students memorize the form, to help students produce the word order to give intensive practice through repetition to provide opportunities for feedback and error correction to give practice in pronouncing new forms to develop confidenceü Teacher elicited the model sentences doing choral repetition, individual repetition, and backtracking with this the main points above were achieved.
3. Production:
to reduce control and encourage students to find out what they can do to encourage students to use the forms in expressing their own content to help students to see the usefulness of what they have learned To check what has been learned and diagnose problems.ü In this step the students had the opportunity to build sentences with the target language they did it in the worksheet (appendix 2), and for homework the teacher asks the students to produce their own sentences.
This kind of organization is typical and it has a logic that is appealing both to teachers and learners, and it reflects the way that other skills are learned. Knowledge becomes skills through successive stages of practice. This model allows the teacher to control the content and pace of the lesson.
In the PPP model
Language is learned in bits and in steps Fluency develops out of accuracy Grammatical knowledge is proceduralised through practice Thornbury,S. (1999).
PPP is extremely useful in a focus-on-forms lesson, especially at lower levels, but is irrelevant in a skills lesson, where focus-on-form may occur as a result of something students hear or read. (Harmer,J. 2007).
Engage
 |
Study
 |
Activate
Not to let a word get in the way of its sentence;
Nor to let a sentence get in the way of its intention,
But to send your mind out to meet the intention as a guest;
That is understanding.
(Chinese proverb, Forth Century B.C in Wells 1981)
I think, that one of the elements was successful in the lesson were the objectives learning, in each activity the objectives were achieved, because in each task the students practiced and made them correctly, that was one of my principal aims. To think in every activity carefully, meaningful and in a communicative way for the students, it was not easy, but the result was good; because the students could interact each other, when they worked in pairs they helped to their classmates, they participated and the most important objective they learned and produced their own sentences.
To contextualize all the activities in the plan was meaningful and got the students attention from the beginning to the end.
Go from controlled to free work took the students and the teacher to a communicative class, at the end, we practiced the four skills in the lesson in the different activities were planed.
Communication contributes to grammar acquisition.
(Rod Ellis 1997)
Not everything was perfect, there were some aspects not successful in the lesson, for example, when we drilled the models, the students were not prepared for that activity, it was the first time I presented language in that way, in this group, so they felt insecure about doing choral repetition some students did it, and others were distracted, and individual repetition some students were afraid about talking and make a mistake, they did it, but it was difficult for both teacher and students to encourage them to feel comfortable and participate.
When I gave instructions for the written activity , the students did not understand them, because they do not to use to pay attention to them, and they started to do it incorrectly, so when I monitored the activity I noticed that the students were confused about it, I had to stop the activities, and gave an example and checked the instructions again asking to the students what they had to do. I as a teacher had to recognize that it was a mistake not to check the instructions before starting the exercise.
Time was another aspect not successful, because the activities lasted less than I thought so the lesson finished before the time was considered, there were 10 minutes before , I do not like to improvise so I left the students go.
The lesson plan and the activities chosen for a class, have to be planned thinking in some factors: the students the age, interest, likes, and dislikes; the situation has to be in context, and meaningful, the teacher should be motivator, facilitator, well prepared, and knows her aims; those activities should be successfully integrated and focus on meaningful communication.
Teacher has to be sure students know the vocabulary necessary for the activities, be sure students understand instructions clearly so that they know what to do, and the students should be encouraged to say what they need to perform the activity.
Keeping that in mind, take us to a successful lesson; to achieve its aims, and to the students learning and produce the language, which is the main point.
BIBLIOGRAPHY
Bolton, David and Noel Goodey (2003) “English Grammar in steps” Richdmond Publishing
Page 48.
Beaumont, Digby and Colin Granger (1992) “English Grammar” Heinemann
Page 39.
Ellis Rod (1997) “SLA Research and Language Teaching” Oxford University Press.
pp. 47 – 75
Harmer,Jeremy(2007)“ThepracticeofEnglish Language Teaching” UK. Longman
Richard – Amato, Patricia A. (1996) “ Making it Happen” Longman
Page 21.
Thornbury, S. (1999) “how to Teach Grammar”. Pearson. England.
