The PPP Approach and Variations on a Theme Part 1

The Early Communicative ApproachPart One: 

The Early Communicative Approach Part One Functional materials Functional/Structural Materials The PPP Format and … Variations on a Theme

Functional Materials: 

Functional Materials -Early materials often did away with a structural syllabus and grammar explanations all together Eg Johnson and Morrow, Approaches, CUP 1979 – purely functional organisation Others kept a “surreptitious” structural syllabus while giving the unit contents notional and functional labels – eg the Strategies series

PPP Format: 

PPP Format Presentation - introduction and explanation of new language Practice - controlled - semi controlled Production (or Free Practice)

PPP Format : Presentation: 

PPP Format : Presentation Establish the context Feed in the target language Check understanding of form and concept

A Typical T-led Presentation …: 

A Typical T-led Presentation … Establish context T shows 2 magazine pics of the same man at different ages – previously poor now rich. Asks Ss how they think he made his money and establishes that he won the football pools.

A Typical T-led Presentation …: 

A Typical T-led Presentation … Feed in the target language Using more pics the teacher feeds in sentences using the target structure used to : He used to drive a Ford but now he drives a Ferrari; he used to go on holiday to Brighton but now he goes to the Bahamas etc

A Typical T-led Presentation …: 

A Typical T-led Presentation … Check understanding of form and concept T elicits the sentences from the SS and writes them on the board. Concept check questions : Does he go to Brighton for his holidays now? Did he go there in the past? Once or regularly? Form (including pronunciation) and meaning added to the board, possibly with an explanatory timeline.

A Typical T-led Presentation …: 

A Typical T-led Presentation … Boardwork Form: He used to go to Brighton for his holidays used to + infinitive /justə/ Meaning : Regular events in the past which are no longer true Now Brighton Football pools

Headway extract: 

Headway extract Materials led presentation but same sequence : The T can use the shopping list to set the scene The dialogue feeds in the target language The concept is checked

PPP : Controlled Practice: 

PPP : Controlled Practice All the language is given. The student doesn’t have to decide what to say, only how to say it. The target language is continually present. Types : Repetition work Receptive practice Productive practice etc

Controlled Practice 1:Repetition work: 

Controlled Practice 1: Repetition work Short chunks – use backchaining Silent repetition Choral repetition (whole class/group) Individual repetition Whisper/Shout /Laugh it repetition

Controlled Practice 2:Receptive Practice: 

Controlled Practice 2: Receptive Practice Gives the students a chance to see more examples of the target structure than can be included in the Presentation. Eg : Read and decide meaning Match the beginnings and ends of a dialogue TPR activities Picture bingo …… etc

Controlled Practice 2:Receptive Practice: 

Controlled Practice 2: Receptive Practice Read and decide meaning – eg : Look at the sentences, then answer the questions below them. a. I've lived in New York for three years. Where does he live now ? a) In New York b) We don't know b. I studied English for two years. Does she study English now ? a) Yes b) No

Controlled Practice 2:Receptive Practice: 

Controlled Practice 2: Receptive Practice Match the questions (a-e) with the replies (1.5) below. a. How long have you had your car ? b. Is it true that you’ve bought a new house? c. Have you known Terry for very long ? d. How's your new job going ? e. Did you have a good holiday ? 1. Oh, yes. Since we were children. 2. Oh, it's too soon to say. I've only been there for three days. 3. About four years now. I'd like to get a new one. 4. Wonderful. I've wanted to go to Africa since I was a child. 5. No. Where did you hear that ?

Controlled Practice 2 :Productive Practice: 

Controlled Practice 2 : Productive Practice Contextualised substitution drilling eg – Headway Practice 1 and 2 The degree of communicative challenge may be increased by incorporating an information gap eg – appointments activity