Archive for the ‘Lesson planning’ Category

Thanks to Appy Linguist for mentioning the PPP approach while talking about the CELTA because I’ve been meaning to write about it for a while. The question is: should teachers still be trained to teach PPP and it’s offshoot (or bastard offspring, depending on your point of view) TTT? First of all, to recap what they mean:

In PPP (presentation, practice and production), you present a language point, students do some controlled practice of the language and then they are given a freer speaking task to do where they can produce the language you have presented and practiced if they wish. TTT (test, teach, test) is similar, but you test the students on their knowledge and ability to use the language you want to teach first, see where the hole in their language is and then do the stages in PPP. The possible things you can do at each stage are:

Presentation

1. Write an example of a grammatical form up on the board and translate it into the students’ language
2. And/ or write an example of a grammatical form up on the board and explain what the name of the form is, how it is used and what it means (in English or in L1*)
3. Do the same as 1 or 2, but eliciting the translation or explanation from the students
4. Do the reverse of 1 or 2, providing a sentence in L1 for translation or giving the name or meaning of the form and getting students to provide an example sentence
5. Do the same as 4, but eliciting the form with a cue such as a picture, a story, a gapped sentence or a timeline*
6. After a listening, reading or video watching activity, pull examples of the form you want to teach out of the text and do the same as 1 to 5 above
7. Do the same as 6, but providing the explanation, translation etc. as asking students to find examples in the texts
8. Students do any one of 1 to 7 above, but individually or in pairs from their textbooks or a worksheet. Check answers as a whole class.

Once you are sure that all the students understand the meaning and construction of the form you want to teach (this stage usually includes a few concept check questions to make sure that is in fact the case), you are ready to move onto the practice stage

Practice

1. Students are drilled on more sentences similar to the one used in the presentation, making sure their pronunciation is okay 
2. Students translate more sentences with the form in to and/ or from English
3. Students complete multiple choice, gap fill etc. written tasks including the form being taught
4. Students produce examples of the form based on prompts provided by the teacher or textbooks (e.g. book- I like reading books, flower- I like picking flowers etc.)
5. Students produce examples of the form to answer questions by the teacher or in the textbook (When did uyou have breakfast? I had breakfast at 8:15), either their own real answers or based on cues in the textbook
6. Students ask questions with the form being taught to match answers given by the teacher or in the textbook (I was walking down the street- What were you doing when you last met your best friend?- That’s right)
7. Countless other speaking and/ or writing games that involve a limited range of language
8. Any of the production activities below, but with students being told to use the form being taught or even to only use the form being taught

It is possible to use two or more of the practice activities above, often moving from very controlled (e.g. drilling) to freer (e.g. language games).

Now that students are capable of making some correct sentences with the form being taught, they are ready for the next stage. In the practice stage above, even when the tasks are, in the best of cases, genuinely communicative (that is, students learn some real information about each other they didn’t know before) they still use an unrealisitically limited amount of language. Hopefully, the students are now ready to try to use the same structures in a situation where a lot of other different language could also come up.

Production

1. Roleplays
2. Writing longer texts like stories, letters etc.
3. Problem solving and logic puzzles
4. Many many more which don’t spring to mind at the moment

I’m going to deal with the criticisms of PPP in PPP RIP? Part Two, but before I forget a point that has just occured to me, I would like to say that modern so-called PPP classes, textbooks and teacher training courses tend to include just as much emphasis on skills development as on items of language taught through PPP- a point often forgotten by both critics and defenders due the fact that the name is not PPPPS (PPP plus skills) or such like. It’s amazing how much a snappy acronym* can change history

*L1- The students’ first language, e.g. Spanish

*Timeline- A picture of wiggly lines, straight lines and crosses that is supposed to show the time connections of different tenses

* Acronym- Strictly this is not an acronym because it is not pronounced like a word (like NATO), but I don’t know what it really is, so on this blog an acronym it remains

Here are some game-like resources for teenagers and adults who are going to travel and/ or are working in the travel industry:

http://www.tefl.net/alexcase/worksheet-accomodation-rules-guessing-game-modals-travel-english/

http://www.tefl.net/alexcase/worksheet-air-travel-mimes-collocations/

http://www.tefl.net/alexcase/worksheet-travel-english-what-are-you-going-to-do-future-household-vocab/

http://www.tefl.net/alexcase/worksheets-travel-english-compound-nouns-blackjack/

http://www.tefl.net/alexcase/worksheets-air-travel-compound-nouns-articles-dominoes/

http://www.tefl.net/alexcase/worksheet-travel-advice-country-guessing-game-modals-culture-uk-auz-nz/

http://www.onestopenglish.com/section.asp?catid=58025&docid=153941

All tried and tested, but feedback still gratefully received

Just in case anyone thinks I am overdoing it on slagging off native speaker English teachers in Japan, here’s another reminder how being a TEFL teacher (even a shite one) isn’t the worst thing in the world. At least we don’t work for pharmaceutical companies:

http://www.iht.com/articles/ap/2007/08/09/america/NA-GEN-US-Red-Cross-Lawsuit.php

Although, having said that, I actually have taught in two pharmaceutical companies in Japan. And it was exactly articles like this about dodgy business practices, dangerous drugs, marketing that doubles as bribery etc. that made my job so difficult. I simply could not find an interesting neutral article or book on the pharmaceutical industry, and nothing in Japan is more likely to produce blank stares than slagging off someone’s industry.

If anyone else is having the same problems, here are some links to my Medical and Pharmaceutical English materials here and elsewhere:

http://www.tefl.net/alexcase/worksheet-medical-english-mimes/

http://www.tefl.net/alexcase/worksheets-and-game-medical-breakthoughs-dominoes-passives/

http://www.tefl.net/alexcase/worksheets-medical-english-difficult-sounds-pairwork/

http://www.tefl.net/alexcase/worksheets-medical-moral-dilemmas-2nd-conditionals/

http://www.tefl.net/alexcase/worksheets-medical-problems-and-symptoms-guessing/

Onestopenglish ESP Medical English section:

http://www.onestopenglish.com/section.asp?sectionType=listsummary&catid=58034&docid=144627

New article of mine on www.developingteachers.com

How the future of textbooks has to be

Looking back on my 12 years of teaching English, if it is not just old age speaking I could swear that the first couple of years after I did my initial certificate (CELTA) were a golden age for EFL textbooks. It’s not that they made your lessons any easier or taught the learners the language any better than the textbooks coming out now, but there was just a feeling in the air that books like Cutting Edge and Innovations were the beginning of a new wave of books that was going to fundamentally change the way we teach forever. You could call that period the Modernist Age of Textbooks.

But modernism leads inevitably, it seems, to post-modernism. Since those optimistic days the ELT publishing industry seems to have given up that radical mission as if changing the world was just a hippy dream. Not that the world of textbooks has entirely stood still, but even the most different-looking of the new bunch (e.g. Natural English) only concentrate on what we should teach rather than how we should teach it- which is strange, because the conclusions that lead people to look for new ways to teach have been backed up by more and more research and have gone from controversial to commonly accepted during that time.

The three most fundamental parts of our newly certain knowledge are:

-What we teach is not the same as what students learn

-There is a long delay and many stages between coming across the language for the first time and mastering it

-People learn differently and so learn different things at different speeds

Until a textbook deals with the points above (and I have yet to see a teacher’s book that even mentions all three in full), whether we teach more natural English, more collocations, more international English etc. is not really a question I can get excited about. The question is how we teach any of these points.

Below are my initial ideas on how to create a textbook that takes the three factors above into account…

Read the rest of the article here and maybe another interesting article about teaching in Japan here, and then comment here:

This is the one simple recipe that teachers all over Japan are using to raise the level of their students’ English:

• Take one copy of the Japan Times that you were going to read anyway
• Cut out one topical and/ or cultural article that might interest your students
• Photocopy
• Make up some comprehension and discussion questions, either before or on the spot
• Explain the 20 or 30 pieces of vocabulary you think they don’t understand while they tap away at their electronic dictionaries at the same time
• Send them home happy that they have ’learnt’ said vocab and read a real newspaper article
• Repeat next week

And really, the punters do love it- because they get the impression of having done something authentic and difficult. However, due to the fact that there are no real comprehension or vocabulary questions and that they can talk about the article using as easy language as they like, they haven’t actually been pushed at all. Just like watching an educational programme on NHK television, the illusion of learning is complete and the actual learning is almost zero. Evidence for the prosecution:

• Students who study this way get no practice of day to day functional questions and linked speech, and so whatever their level they will need to ask a native speaker to repeat social chit chat questions several times before they can reply
• Students almost never use the vocabulary in the texts in that or subsequent lessons, and even less in the rest of their lives
• Such as lesson covers almost none of the language and skills needed to move up to the next level as described in the Common European Framework
• Any approach that is being used a lot in Japan obviously isn’t working, or the Japanese wouldn’t have such a low level of English

Maybe these joker teachers don’t care. Maybe they are just looking for a justification to read the newspaper (I’ve found mine- start a blog!). I do care, and for a perfectly selfish reason. I am sick and tired of getting a student or class of students in Japan that I have to teach pairwork, phonemic script, linked speech pronunciation, basic chit chat and functional language questions, basics of telephoning and emailing, classroom language questions etc. etc. from absolute scratch. And there is only one solution. I hereby ban the use of authentic newspaper articles in class in Japan- no exceptions! And that includes Breaking News English!

Rant over

Trying to find fun stuff to practice emailling in class is one of the banes* of my life, so I think I deserve a little smugness on having come up with a new idea on how to do so. You can see the results on the page “Worksheet- Email error game” on the right. Click now! No, not later, now!

Was it good for you?

As an extra treat, will try to summarize what can make emailing lessons fun:

The fun emailing lessons magical formula

• Make it competitive
• Give time limits 
• Have teams
• Give points
• Make first reading tasks quick and easy
• Make writing tasks interactive (students read and respond to each others’ emails, e.g. deciding if the advice written in it is good or not)
• Cut it up into bits of paper, and if possible get them to shuffle them around
• Turn over the sheets during some of the activities to vary the interactions
• Test their memories, e.g. by having an email on the board that disappears word by word
• Test their logical powers, e.g. by asking them to solve a murder mystery where the clues are all emails
• Use pictures for the arty ones, such as covering emoticons
• Introduce language that is totally inappropriate for business emails too (e.g. What’s up dudes!!), to lighten things up and show them what they can’t do
• Get them moving, e.g. standing in a line in the same order as the cut up paragraphs of the email they are holding or showing thumbs up and thumbs down in response to emails you show them
• Er, that’s it…

Any more hints? Any requests? Am confident I can come up with at least one more fun lesson, or at least more confident about that than I am about ever working out how to give you access to said lessons in an easier to use format (Sorry!) 

*What on earth is a “bane”??

In a moment of inspiration fueled by low tolerance to the stimulating effects of real British “builders’ tea”, have come up with:

The pairwork magic formula

I have yet to teach a class that wouldn’t do and enjoy pairwork eventually. If the magic formula below doesn’t work, then you do indeed know to give up on working in groups. The magic formula is:

1. Make sure there are props and a game factor so you and they can easily see if they are doing nothing at all
2. Make sure there is a clear winner, e.g. the person who guesses their partner is lying more often, so that they know if they have completed the task successfully
3. Make sure some of the prompts are written in English, so that there is not a possibility of playing the game just in L1, e.g. cards with the answers they have to elicit from their partners written on
4. Try a simple, repetitive use of a grammatical formbut leave part of the form blank for students to add their own ideas if they wish, such as chain of First Conditionals that they have to try and make finish with the sentence ending they have been given
5. Try to give them preparation time before they start speaking sometimes, e.g. get them to write 5 pieces of information about themselves that their partner has to guess the questions for
6. If it is one or two students in the class that ruin their groups all the time by pausing too long etc, do pairwork activities as two teams of twos instead

*Well, actually it started with a comment of mine on http://insights-into-tefl.blogspot.com/, but that fact for some reason got the “classic” (i.e. horribly dated) Hot Chocolate song “It started with a kiss” stuck in my head and I could only get rid of it through the magical use of a meaningless blog title. Ah, relief…

Busy, busy, busy, busy. A TEFL Agony Aunt’s work is never done. But does Auntie Alex let it get her down. Of course she doesn’t! There’s no need, when you have the tools of TEFL teaching to save the day. Can she do the same for our next troubled reader? Let’s see…

Dear Auntie Alex,

However do you find the time to rattle on about everything and nothing under the sun?

Have you found the secret of making the 85 hour day a reality (like the alchemists of yore who made gold out of base metal)? Or have you found an updated designer drug called TEFL that replaced the now outdated LSD?

Please spill the beans.

Tired & tense in Tunisia

Dear Tired and Tense

No need for all the flattery my dear! Not a drug, but as you guessed TEFL is the answer!

I like to look at my time in a country as having the same stages as a lesson plan. The first stage when you first arrive should be a warmer- make sure you do enough energetic and fun things to give you a good feeling about the place you are in, as a random example staying out for all night karaoke every Thursday night for almost an entire year.

The next stage of your lesson plan and your foreign stay is of course reception: whenever you are all warmed up with your fun and games/ sightseeing, it’s time to read a book and talk to more expert people at the reasons for all the things you have noticed such as cultural customs. Just as in English teaching, though, the level of input depends on your level- in this case meaning you are probably not ready for authentic materials (talking to cynical long termers in English-themed pubs) at this stage.

Finally, you are ready for production. To give two examples: starting a blog and/ or becoming a TEFL Agony Aunt.

Clear staging brings variety to your lessons and your life, and keeps energy levels up! I hope you can use this TEFL tip to put spice in your couscous too

All the best

Aunty Alex