Presentation Stage of a PPP (3Ps) EFL Lesson with subtitles
See the full article -The PPP (3Ps) Teaching Methodology for TEFL
- seetefl.com/ppp-tefl-teaching-...
Sally makes teaching English to non-native speakers look easy. However, Sally is a new teacher who only graduated from SEE TEFL a few weeks before this lesson was filmed.
Like most SEE TEFL trainees, she had never taught before, had little awareness of the structures of her own language and had very limited experience of speaking in public. Over 4 weeks her teaching skills, language awareness and confidence were progressively developed. Her 6 observed teaching practices during the last two weeks of training teaching real students in a range of local schools consolidated skills learned in the training room. Sally is a fairly typical SEE TEFL graduate.
SEE TEFL trainees are introduced to classroom skills during the first week of training. Normally, each skill is looked at in isolation. The trainer will discuss and then model the skill. Trainees are then given opportunity to role-play to the other trainees this particular skill themselves. This helps to develop the skill and allows trainees to become more familiar and comfortable with using a whiteboard while communicating with a room of students. There is then constructive feedback from both the trainer and other trainees. In this way, each classroom skill is carefully and methodically developed.
6 observed teaching practices in real schools with real students during the second half of training consolidate these skills within a planned and structured lesson.
Presentation -- Part 1 of the 3Ps
You may have delivered a few presentations in your time but the type of presentation we deliver in a second language classroom will differ quite a bit from those. For a start, you were speaking to proficient users of the English language about something they were, most likely, vaguely familiar with anyway. In an EFL classroom we don't have those luxuries, so we have to be careful about the language we use and how clearly we present the new language that we wish for our students to acquire.
Let's look at 4 key things that should be occurring in an effective second language classroom presentation:
1 -- Attention in the Classroom
2 -- Perception and Grading of Language
3 -- Target Language Understanding
4 -- Short-term Memory in the Classroom
Пікірлер: 24
the hardest job evr. may god be with all teacher of ESL.
The students look so interested in the lesson. Isn't usual to find students like these in the EFL classrooms.
@clflover
5 жыл бұрын
when there is a camera, they usually behave.
too much TTT? I might be wrong, but I would allow a bit more time for elicitation and give more gestures to encourage the students to say the sentences which are already written on the board, before feeding it to them e.g. "No I don't like...." etc. Just a thought, as I said I could be wrong.
Oh darling , go easy on your vocal cords :)
Great lesson
I wish I had a teacher like her
I notice that the intonation (since it is being taught emphatically) is unusual. In the "I don't like ____" the students repeatedly hear and repeat a rising tone in each word. "I" (low to high), "don't" (low to high) etc. For native-English speaking kids this convention is easily understood as transactional -- a special tone to indicate what is going on between the teacher and the student. Intuitively they know that this is not necessarily the "everyday" tone they would use. This is easily confirmed by all other patterns of speech (through variation). What I wonder is how this kind of repetition affects learners who know (and more regularly practice and hear) a tonal language? Should tone be allowed to *vary* in acquisition so that students discover and appreciate that the tone is not bound to meaning? If everything is always spoken (and repeated back) with the rising tone does this initial sense of a word (and its meaning) become overly tied to a rising tone? Or is this easily overcome by later lessons (admittedly more complex since the rules and patterns to tone in English are often unconscious). I am currently in a TEFL course and have seen us using these rising instructive tones and have questioned my teacher on the matter. It was like she couldn't hear the tone I was speaking of. Indeed, as English speakers we don't easily find it relevant - our tone is not constant and the variations have more to do with context and never with individual word meanings. Would there be no difference in teaching initial vocabulary so its meaning is stored in the brain WITHOUT reference to particular tones, vs. teaching it, allowing it to be learned as tonal and then later uprooting this notion?
@babackd.6485
2 жыл бұрын
This is interesting. I'm in a TEFL course as well. You think she always speaks in that rising tone? I'm not so sure really. It might be more of an accentuation idea for introducing that day's specific language point.
Hi. Is this a lesson teaching grammer or vocabulary
How are your pictures stuck to the boards?
@SEE-TEFL-Teacher-Training
Жыл бұрын
blu tack, available in most stationary stores.
Nice 👍👍
Very good
Leave a comment to show I've watched the video.
hope ganto din sa philippines..
@moxigeren50gabe23
5 жыл бұрын
in the Philipines they all speak English
The teacher looks exhausted...
@davidantony2734
6 жыл бұрын
she's not even close to being 'fat' you idiot. in fact she's beautiful.
@moxigeren50gabe23
5 жыл бұрын
rude comment dude, she is just trying so hard to get all the students attention
@yosihabloespanol
3 жыл бұрын
Yeah. It happens the same with me. In some countries, the classrooms don't have AC and the weather is so hot.😓
@msptv6247
4 ай бұрын
The ventilation isn't good...
This is a bit intimidating.
@SEE-TEFL-Teacher-Training
8 жыл бұрын
+Bradley Stone That's why it's important to complete an effective practical-skills teacher training course before stepping into the EFL classroom. Observed teaching practices in real schools are part of the learning process. Our course not only develops classroom skills, language awareness, cultural awareness but also confidence. At the end of our 4-week program, this won't seem intimidating.