Presenting and Practising Language Edith Flahive DELTA 2010-2011 Presenting and Practising Language Edith Flahive

Models for Presenting Language Overview Models for Presenting Language PPP – Present, Practice, Produce ESA – Engage, Study, Activate ARC – Authentic Use, Restricted Use, Clarification and Focus

PPP Model – Communicative Approach Presenting Language Purpose: 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 context Model sentence(s) Concept checking Teacher controlled, T models Type of interaction: T-Ss (group), T- Std (individual) Correction important to ensure Ss have correct grasp of forms

Checking Understanding Conveying meaning and checking understanding Realia and visuals Mime and gesture Give examples Explanation or definition Translation Concept questions Time lines

Visuals Pictures to distinguish between different things, e.g., cup/mug lane/road/motorway

Time Lines She’s 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 sentence If I won the lottery, I’d buy a new car. Checking questions Have 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 Language “Practice may be defined as any kind of engaging with the language on the part of the learner, usually under the teacher’s supervision, whose primary objective is to consolidate 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 errors Clear and realistic prompts Students’ talking time maximised Teacher controlled, students have limited choice Type of interaction: T-Ss, Std-Std (pair work) Correction by teacher, other students, or self

Drills Drills Controlled or Guided Practice Activities Repetition drills Transformation Drills Substitution Drills Question-Answer Drills Chain Drills Information Gap Shadow reading/listening Flowcharts Drills Drills

Sample Activities Substitution Drills T: He’s going to drive the car. Ss chorally: He’s going to drive the car. T: He’s going to drive the bus. Ss chorally: He’s going to drive the bus. T: Taxi Ss chorally: He’s going to drive the taxi. T: Lorry Ss chorally: He’s going to drive the lorry.

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Producing Language Purpose: 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 tasks Students work together at their own pace Clear instructions Allowance for making mistakes Teacher monitors, advises, encourages Type of interaction: Ss-Ss (pairs, groups, mingling) Greater element of freedom

Freer Practice Activities Roleplays Debates Discussions Games Describing activities with pictures, photos, etc. Problem solving activities Brainstorming – whole class, group Presentations Decision making activities – court, committee Setting up/designing a project – advertising campaign Simulations – job interviews, etc.

ESA Model – Harmer Engage 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 - Scrivener Authentic 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.

References Azar, 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.