How to Make PPP Lesson Plan
by Shahinur Islam
Presentation, practice and production (PPP)
Presentation, practice, and production lesson plan known as PPP is a deductive approach. That means, the teacher presents the target language and then gives students the opportunity to practise it through very controlled activities. The last stage of the lesson gives the students the opportunity to practise the target language in freer activities which bring in other language elements.
In a 60-minute lesson each stage would last approximately 20 minutes. This model works well as it can be used for most isolated grammatical items. It also allows the teacher to time each stage of the lesson fairly accurately and to anticipate and be prepared for the problems students may encounter. It is less workable at higher levels when students need to compare and contrast several grammatical items at the same time and when their linguistic abilities are far less uniform.
| Group: 5
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Date: 07/05/2017 | Time: 12:00 pm | No. of Students: 15 | ||||
| Recent topic work: Reading text for writing organization | Recent language work: Past simple through a role-play | ||||||
| Aims: (stated in input terms, i.e. what the teacher intends to do) To engage students in a story-based lesson and write 5 narrative sentences about any of their personal life events using past tense | |||||||
| Objectives: (stated in output terms, i.e. what the students are expected to do) To be involved in group discussions for reproducing the story and writing a narrative of their personal events
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| Assessment: Completing the text by the students, coming out with their own ideas, expressing the ideas in a more fluent way, correcting and reformulating the mistakes for more accuracy, rephrasing in past tense, making up a story of their past life | |||||||
| Materials: PowerPoint presentation, Projector, Web extracts, (Pictures), Marker, Whiteboard | |||||||
| Anticipated Problems: Some students may feel shy; the story may be familiar with some; the class may be noisy and chaotic; and it may be time -consuming | |||||||
| Timing | Teacher Activity | Student Activity | Success Indicators | Aims of the stage | |||
| 2 minutes
3 minutes
3 minutes
7 minutes
5 minutes
5 minutes
5 minutes
5 minutes
5 minutes
5 minutes
10 minutes
5 minutes
|
The teacher will start by asking the question if anyone heard any story of a shepherd
Grouping ss, asking them to introduce to one another, and showing them the cover photo or the title of “The Shepherd’s Boy” to predict the story
Introducing the story through the projector and asking one group to read out the text
Assigning each group to read the text in detail
Asking ss to find out signal words ‘once’ indicating past tense and transitional/linking words such as ‘but’, ‘so’
Asking each group to match their prediction with story comprehension
Throwing some true/false questions (either on whiteboard or orally)
Correcting mistakes, adding, and motivating
Asking ss to paraphrase the story of their own
Asking each group to repeat its paraphrasing narrative to each member
Asking ss to write 5 narrative sentences of any of their past events
Asking anything ss didn’t understand, providing feedback and corrections (if any) |
Students will answer if they knew the story
Introducing the group members to one another and reading the title or photo and interpreting meanings from their own perspective in groups
Reading out the story as groups
Reading the story as group comprehension
Discussing to find out signal words and linking words in the story
Starting matching their prediction with comprehension
Answering the questions and changing the false question to true
Advancing with their work
Paraphrasing the story
Repeating the narrative to each other
Writing 5 narrative sentences
Asking questions to clarify everything of the class
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Linking to prior knowledge
Interacting, Guessing, creativity, imagination
Ability to understand the text in possible accurate ways
Finding vocabulary, expressions, narratives, and past tense suitable to the context
Ability to detect signal words and transitional/linking words
Overall reading comprehension
Detailed reading comprehension
Clarifying the ideas and structures suitable to the context
Ability to reproduce comprehension in the framework of the story
Successful completion of narratives in the past tense
Ability to follow similar patterns of the story to write a past event
Successful and satisfactory completion of the production work
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Making the students comfortable by checking their background knowledge and thus getting them thinking
Creating rapport and engaging in an interesting topic of information gap, predicting content, and guessing to use past tense
Contextualizing past tense, skimming and comprehending the gist
Reading slowly to comprehend the story in detail
Identifying past tense, lexical cohesion/coherence, and transitional elements
Matching their own understanding with the text
Checking ss’s knowledge and competence of language in the context
Motivating for more accuracy and fluency
Reconstructing past tense and narrative technique
Interacting and fine-tuning
Meaningful story writing through narratives
Refreshing of ss’s learning |
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| Additional possibilities: discussing vocabulary and use of past tense appearing in the entire task and constructing accurate and fluent narratives as such
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| Homework/Further work: Finding out another similar story, paraphrasing it, and writing a narrative of their own as such | |||||||
Text
Once there was a shepherd boy who tended his sheep at the foot of a mountain. He used to feel lonely during the day. He thought of an idea whereby he could get some company and excitement. He went down to the village and shouted, “Wolf! Wolf.” On hearing his shouts, the villagers came to save him. But no wolf was seen. The angry villagers went back.
The boy enjoyed this trick and after a few days repeated the same act. Once again the villagers came to help him. They realised they had been fooled once more by the naughty boy.
One day a wolf actually came to attack the boy and this time the boy shouted even louder than before. But the villagers thought that the boy was trying to fool them once again. So no one came out to help him and the wolf took the boy away.
Taken from http://shortstoriesshort.com/story/the-shepherd-boy/
True/false Questions:
- The shepherd boy tended his sheep on the mountain.
- He shouted, “Wolf! Wolf!” to frighten villagers.
- The boy fooled the villagers twice to make fun only.
- When a wolf actually came, the boy remained quiet.
- One day the villagers killed him for his lying to them.
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