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Este Cmap, tiene informaciĆ³n relacionada con: TEMA 44, PPP in action stages 1, Called PPP (PRESENTATION, PRACTICE AND PRODUCTION) to introduce simple language at ELEMENTARY and INTERMEDIATE levels. We present the FORM (the construction), the meaning and use of thenew language, and then the students practise it (often using DRILLING and CONTROLLED PRACTICE). Finally, when they have become familiar with the new language, we ask them to produce their own sentences or phrases using what they have just learnt. an example of Teaching ideas: showing language construction, PPP in action stages 3, Teaching ideas: showing language construction we can use Lines, boxes and arrows to show such things as the relationship between statements and questions. We can use different coloured pens to highlight such things as verb tense construction orshow agreement between subject and verb, PPP in action in this example The teacher is introducing the third person singular (he, she, it) of the PRESENT SIMPLE tense to describe habitual actions. He wants to make sure that his students understand the way we use the present simple to talk about what people do on a regular basis. He wants to ensure that they understand that we need to add the -s MORPHEME to the verb with the third person singular. He also wants the students to hear the different pronunciations of s (/z/ in goes, /s/ inworks, etc.), 4 . He now gets the students to repeat the new sentence using CHORAL REPETITION (47) (they all say the sentence at the same time) and then INDIVIDUAL REPETITION., 5 . The students now see different pictures to teach sentences such as She works in a hospital, She goes to work by car, etc., PPP in action stages 2, PPP in action stages 5, 1 ???? Final stage, 44. INTRODUCING NEW LANGUAGE 1 a popular way of Introducing a new language, 1 . The teacher shows his elementary students a picture of a young woman. He tells them that her name is Meera. He asks them to guess what Meera does, before confirming them that she is a doctor. Guessing helps to engage the students' attention and we often ELICIT language or information from the class in this way, Final stage . When the students have practised all the sentences about Meera's daily routine, the teacher encourages PERSONALISATION (39) by asking them to make their own sentences about what they themselves do every day (I get up at seven o'clock, I take the train to work, etc.). This is the point at which the students take the language for themselves and make it their own., 3 . He puts the picture of next to a clock face, which The teacher MODELS the sentence by saying: She gets up at six o'clock ... get ... sss ... gets ... she gets up at six o'clock., PPP in action stages Final stage, Teaching ideas: showing language construction we can use Fingers and arms to show language construction (word order, contractions, etc.), Says the sentence normally but then he ISOLATES the main grammar point (gets). He distorts it (get ... s ... get ... s) before modelling the sentence again in a clear voice. he could have written it She gets up at six o'clock. (In this case he didn't think it was necessary), 2 . He puts the picture of next to a clock face, which shows six o'clock. He now introduces the idea of habitual actions by saying (with the students): Monday, Tuesday, Wednesday ... every day. He then MIMES the action of getting up and elicits the sentence he wants, Introducing a new language many teachers use a procedure Called PPP (PRESENTATION, PRACTICE AND PRODUCTION) to introduce simple language at ELEMENTARY and INTERMEDIATE levels. We present the FORM (the construction), the meaning and use of thenew language, and then the students practise it (often using DRILLING and CONTROLLED PRACTICE). Finally, when they have become familiar with the new language, we ask them to produce their own sentences or phrases using what they have just learnt., Called PPP (PRESENTATION, PRACTICE AND PRODUCTION) to introduce simple language at ELEMENTARY and INTERMEDIATE levels. We present the FORM (the construction), the meaning and use of thenew language, and then the students practise it (often using DRILLING and CONTROLLED PRACTICE). Finally, when they have become familiar with the new language, we ask them to produce their own sentences or phrases using what they have just learnt. an example of PPP in action