Production Stage of a PPP (3Ps) EFL Lesson with subtitles

See the full article -The PPP (3Ps) Teaching Methodology for TEFL

http://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.

Production -- Part 3 of the 3Ps

The students have now had the target language presented to them clearly and have had an opportunity to practice it in a controlled environment. If we return to the swimming instructor analogy, it is now time to let them take their first few tentative strokes in the pool on their own with supervision and encouragement from the instructor.

As with the practice stage, we have to initiate an activity that allows them opportunities to use the target language in the classroom. In fact, the characteristics of a production stage activity are quite similar to the practice stage with one key difference and that is, student autonomy.

During this stage, the students will be producing the target language with minimal assistance from the teacher as opposed to the practice stage where the teacher will be on hand to assist students rehearse target language that has only just been presented to them.

Here are some of the key aspects of a production stage activity:

1 -- Volume (Amount) of Production

2 -- Production Validity

3 -- Production Contexualisation

4 -- Student Autonomy

5 -- Issuing Instructions for an Activity

6 -- Correcting Errors During the Activity