YouTube transcript (4IahfK4eBDA) — Transcript

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1. 0:04Welcome to this video, which is all
2. 0:08about the PPP methodology.
3. 0:10And the PPP methodology is the main
4. 0:14teaching methodology that we're going to
5. 0:16be showing you here on the TEFL course.
6. 0:19Um it's very exciting because it's a
7. 0:21really easy but structured way for you
8. 0:24to learn to teach. So, put your seat
9. 0:26belts on because
10. 0:29uh to introduce this analogy, we're
11. 0:31going to be talking about driving cars.
12. 0:34But let me introduce you first of all to
13. 0:37uh the specific topic that we're going
14. 0:39to be looking at and exactly what we're
15. 0:40going to be covering.
16. 0:42So, by the end of this section, you'll
17. 0:43understand more about what the PPP
18. 0:46methodology is, what the three P's stand
19. 0:50for, and the type of activities that
20. 0:53happen in each stage.
21. 0:58So, let's start. Watch this short video
22. 1:00and identify what the person is learning
23. 1:03to do,
24. 1:04what the teacher, or so-called teacher,
25. 1:07is doing to enable learning, and what do
26. 1:10you think is the reaction of the
27. 1:12learner?
28. 1:13Watch carefully and as I said, put your
29. 1:15seat belts on.
30. 1:16Ready?
31. 1:18Here you go.
32. 1:21>> Yep, into first. Gently, cuz this is
33. 1:23dirt and you CAN SPIN. STOP!
34. 1:25>> [screaming]
35. 1:25>> STOP!
36. 1:26>> IT'S FINE. IT'S OKAY.
37. 1:27>> RIGHT, NOW YOU NEED TO GO THAT WAY.
38. 1:29>> WHAT?
39. 1:30>> STOP, KIERAN. STOP!
40. 1:31STOP!
41. 1:33>> WOW.
42. 1:34>> STOP! IT'S YOU SAID TWO.
43. 1:36>> He's fine.
44. 1:37>> SLOWLY. SLOWLY. UP. UP. RIGHT, CHANGE IT
45. 1:40TO FIRST. FIRST.
46. 1:42>> WE'RE going to stall. We're going to
47. 1:43stall. We're going to stall. We're going
48. 1:43to stall. We're going to stall. Okay.
49. 1:45We're in the middle of the road. How do
50. 1:46I do this?
51. 1:46>> Right, now don't panic. Get into first.
52. 1:48The car is on. Right, ready? I'm going
53. 1:50to drop the clutch, put the revs on, and
54. 1:52let the clutch out gently. Revs.
55. 1:54>> Yep, go. I stalled it.
56. 1:55>> Now, rev it up and slowly.
57. 1:58Yep, keep revving. KEEP REVVING.
58. 1:59>> [screaming]
59. 2:01>> CAREFUL.
60. 2:02RIGHT.
61. 2:03KIERAN, STICK TO THE LEFT.
62. 2:09>> I'VE BURNED THE RUBBER.
63. 2:10>> SORRY, I HAD TO GET OUT OF THAT.
64. 2:15You're in nothing. Watch the fence.
65. 2:18>> Oh, my neck. This will be a chiropractic
66. 2:20job.
67. 2:20>> Change down TO SECOND. CHANGE DOWN TO
68. 2:23THIS
69. 2:23CHANGE DOWN TO SECOND. IT'S A
70. 2:24T-JUNCTION. TURN RIGHT.
71. 2:27WATCH. It's here, Mom.
72. 2:29>> Just stop. You yelling is not being
73. 2:31helpful.
74. 2:32>> Oh, there's a car coming and there's a
75. 2:34caravan. Keep going.
76. 2:37What am I meant to do?
77. 2:40WATCH THE WHITE CAR.
78. 2:42OH, THAT WAS CLOSE.
79. 2:44THAT WAS SO SO CLOSE.
80. 2:46>> IT SAYS FREEWAY. Why are we going on the
81. 2:47freeway? Do I go? Do I go? Do I
82. 2:49>> You need to change to this lane. You
83. 2:51need
84. 2:52>> Wasn't that great?
85. 2:54Um
86. 2:55a brilliant short video there um on how
87. 2:58to learn to drive. So, let's think about
88. 3:00that now. I just want to break down some
89. 3:03of those interesting points about
90. 3:05learning to drive. Um hopefully, if you
91. 3:08had any of your own experiences learning
92. 3:10to drive, um they won't be quite uh
93. 3:13severe as the video.
94. 3:15Um maybe you don't know how to drive
95. 3:17yet, but you have had some lessons.
96. 3:19Maybe you didn't pass your test. Um or
97. 3:22maybe you just
98. 3:24have only ever been in a car with
99. 3:25somebody else that's driving. Either
100. 3:27way, I think that you'll be able to
101. 3:29follow uh as we talk about this. So,
102. 3:32what do we know about the first stage of
103. 3:35driving? Like the very very first
104. 3:37driving test.
105. 3:40Well, obviously, this is where you get
106. 3:41to learn about parts of the car, how to
107. 3:45put everything in together so that you
108. 3:46can drive. At the end of the day, you
109. 3:49need to know how to um maneuver the car
110. 3:52before you could actually get on with
111. 3:54driving any tests. And ultimately,
112. 3:57you're there to rely on the driving
113. 3:59instructor completely.
114. 4:00Um unless, of course, you've had some
115. 4:02other lessons or tried to drive
116. 4:04yourself. But in general, if you're in
117. 4:06the car with a driving instructor, or
118. 4:09like in the video, a family member,
119. 4:12those first lessons um really should be
120. 4:14about kind of finding the car, uh
121. 4:16finding the parts of the car, and
122. 4:18understanding how to drive it, and
123. 4:20relying on the driving instructor to to
124. 4:22be there to support you.
125. 4:25Then the next stage is really you have
126. 4:28to have a go, right? Because you can't
127. 4:30learn to drive a car without driving a
128. 4:31car.
129. 4:32So,
130. 4:34the instructor is there taking semi
131. 4:36control.
132. 4:37They help to build confidence in you,
133. 4:40and they'll show you what to do so that
134. 4:42you can basically start driving and have
135. 4:43a practice.
136. 4:45Um obviously, they won't be far away.
137. 4:46They'll give you the confidence to try.
138. 4:48They'll um be patient and supportive,
139. 4:51hopefully. Not like the um the mother
140. 4:54[clears throat] in the car there with in
141. 4:55the video.
142. 4:57But they'll try to uh guide you and and
143. 5:01and
144. 5:02uh let you drive yourself.
145. 5:04I particularly remember with my own
146. 5:06driving test that my uh instructor was
147. 5:09was very patient.
148. 5:11Um and because it was an official
149. 5:13driving school and an an official
150. 5:15driving instructor, he had a brake um
151. 5:20a brake pad, I guess, on his own side of
152. 5:22the car, the passenger side. Maybe that
153. 5:24has uh been your experience. And for me,
154. 5:27that just gave me confidence to know
155. 5:29that if I did make any mistakes, that
156. 5:32uh he would put his foot on the brake,
157. 5:34and and everything would be fine. So,
158. 5:37having that kind of extra support, but
159. 5:39without interfering, um was particularly
160. 5:42helpful for me during my driving
161. 5:44lessons.
162. 5:46And the next stage, the final stage
163. 5:47basically, once you've had um your
164. 5:50driving lessons and if you're like me, I
165. 5:52had quite a few, um you have to then
166. 5:54take your test. This is the part where
167. 5:57you
168. 5:58get to prove that what you've learned,
169. 6:01what you've been practicing, and you can
170. 6:03put into to reality and drive.
171. 6:07So the big day arrives and it's the
172. 6:09test.
173. 6:10And of course, at this point, you're
174. 6:12you're feeling ready to step away from
175. 6:14the controlling instructor and go it
176. 6:16alone. This is why you take the test
177. 6:18when you're at that point where you're
178. 6:20ready. Um you've taken what you've
179. 6:22learned and now you have to put it into
180. 6:25practice.
181. 6:26And where's your driving instructor at
182. 6:28this point? Well, basically nowhere to
183. 6:30be seen
184. 6:32because they can't do anything more for
185. 6:34you now. It's literally your decision to
186. 6:37get in the car and drive.
187. 6:39Now, maybe you're like me, didn't pass
188. 6:41the first time. Maybe you did,
189. 6:43congratulations. But either way, you can
190. 6:47prove that you've learned what you've
191. 6:49learned and either you need to keep
192. 6:51refreshing and go again or you
193. 6:54or you pass and you go driving from
194. 6:57there on, which is amazing.
195. 7:00So I want us to keep this analogy in
196. 7:02mind when we're looking at the PPP
197. 7:05methodology because it also sits in
198. 7:07three stages and is all about moving
199. 7:12from
200. 7:13complete reliance on the teacher to more
201. 7:16free use
202. 7:19of the language, which is what we're
203. 7:20teaching at this point.
204. 7:24So let's take a little bit more of a
205. 7:25look at the PPP methodology.
206. 7:28This is a methodology that really
207. 7:31provides a good structure to learning
208. 7:34foreign language. So it doesn't require
209. 7:37you as the teacher to have any knowledge
210. 7:40of the learner's native language. So for
211. 7:42example, here in Spain, it is not
212. 7:44necessary for you to speak Spanish in
213. 7:47order for you to connect with Spanish
214. 7:49people to teach them English. So, I hope
215. 7:52that that puts any concerns out of the
216. 7:54way if you don't know any Spanish. Um
217. 7:57this is really a supportive structure
218. 7:59that can be used um at a very low level
219. 8:02as well as well as very high levels and
220. 8:05allows you to
221. 8:07um
222. 8:08structure it and teach it in a way that
223. 8:11they can understand and can follow you
224. 8:14whatever the limitations of their their
225. 8:16understanding
226. 8:17uh is in in English.
227. 8:22What we're doing in this structure is
228. 8:24allowing you as a teacher to guide your
229. 8:27students through the learning process
230. 8:30and note the word guides here. So, we
231. 8:33are helping your student. Go back to the
232. 8:35driving analogy. This is what your
233. 8:37instructor is helping you to do. They're
234. 8:39guiding through um guiding you through
235. 8:43the different ways to drive the car so
236. 8:45that you can basically go alone.
237. 8:50The importance of this methodology is
238. 8:52that it's focused on the students,
239. 8:56giving them activities, and having
240. 8:59limited uh as much as possible just kind
241. 9:02of teacher-led activities. So, it's um
242. 9:06quite different here in Spain to what
243. 9:07they're used to in their own schooling
244. 9:09system. Um
245. 9:11in the schools even to this day, it's
246. 9:13quite a traditional kind of teaching
247. 9:16style where the teacher talks and the
248. 9:18students take notes. Well, the PPP
249. 9:20methodology is is opposite to that. It's
250. 9:24much more about guiding the students
251. 9:26through activities so that they can
252. 9:27practice themselves and then be able to
253. 9:30use the the the language freely.
254. 9:36So, we're going to have a look at the
255. 9:37three stages. I'm sure you've already
256. 9:39guessed the three stages will be the PPP
257. 9:43methodology. So,
258. 9:45um let's have a look. The presentation
259. 9:48stage. The presentation stage is the
260. 9:50first P, okay? This is um and I'm going
261. 9:54to give you a bit more detail about
262. 9:55this. This is where you as the teacher
263. 9:57are are instructing in the initial
264. 10:00stages.
265. 10:02Then you've got the practice stage where
266. 10:03the students are allowed to go on um and
267. 10:07practice the language but in a
268. 10:08completely safe, controlled environment.
269. 10:12Remember the driving instructor with the
270. 10:14foot on the on the brake pedal?
271. 10:17Uh in this case, it's a bit like this.
272. 10:19So, they they can have a go, but you're
273. 10:21there if they need them.
274. 10:23If they need you.
275. 10:25And the production stage is where
276. 10:27they're free to use the English that
277. 10:29you've just taught them in another way
278. 10:31that's that gives less structure and and
279. 10:34allows them to go and say, "Okay, now
280. 10:36now I want to have a go."
281. 10:41We use some different terminology here
282. 10:43which um you would have been introduced
283. 10:45to uh earlier in in previous videos. And
284. 10:48this is about target language. So, the
285. 10:51target language is the vocabulary or
286. 10:54grammar that you are teaching in that
287. 10:55particular class, okay?
288. 10:58So, the whole idea to go through these
289. 11:01three stages is that the student gets
290. 11:04introduced to the target language in the
291. 11:06first stage. Then during the class, the
292. 11:09activities range from being controlled
293. 11:11and structured to less controlled and
294. 11:13structured so they can use it freely.
295. 11:16So, that takes them through the practice
296. 11:17and production stage.
297. 11:22So, here's a bit more info about
298. 11:25presentation stage itself.
299. 11:27This is where you as the teacher are
300. 11:30leading at this point because the
301. 11:32students don't know what you're
302. 11:34teaching. So, it's important for you to
303. 11:37have this information prepared and
304. 11:40actually start to teach. So, this is
305. 11:42where you can say the teacher shines as
306. 11:45of all of the three stages.
307. 11:47But, that doesn't mean that you will
308. 11:49dominate with high teacher talk time. It
309. 11:52just means that you've got more control
310. 11:54of this particular session.
311. 11:57And you will use a range of techniques
312. 11:59to introduce the topic, the theme, the
313. 12:02target language as we mentioned, and
314. 12:05encourage your students to talk and get
315. 12:07involved during that so that they're
316. 12:09still learning and there's still some
317. 12:11interaction. Doesn't have to feel
318. 12:13completely teacher-led.
319. 12:15So, you'll introduce a new target
320. 12:17language and with that target language,
321. 12:21whether you're teaching vocabulary or
322. 12:23grammar,
323. 12:24you'll help your students understand the
324. 12:27meaning of the the words that you're
325. 12:29teaching, the form of the grammar
326. 12:31structure, any pronunciation and that
327. 12:34they would need to know and and how to
328. 12:37write it correctly if that's the case as
329. 12:38well.
330. 12:43Then, we've got the practice stage,
331. 12:45okay? So, this is where the students get
332. 12:47to practice what you've just taught
333. 12:50them. You've just given them some new
334. 12:52language, some new structures to
335. 12:54grammar, and we want to see that they
336. 12:56can now put it into to practice. But,
337. 12:59you're going to have these activities
338. 13:01that are structured, okay? Cuz we want
339. 13:02to make them feel like they're in a safe
340. 13:04environment to practice and it's not
341. 13:07really a problem if they can't get it
342. 13:09right in the beginning stages. It's the
343. 13:11first time they've had a go. So, make
344. 13:14sure that the environment is set so and
345. 13:17the activities are set so that they can
346. 13:19do that in a in a structured way. So,
347. 13:22they'll let them have a go. They'll
348. 13:24they'll practice with each other.
349. 13:26They'll practice with you, either way,
350. 13:29um but they'll be able to to give it a
351. 13:31go without any real support. Okay? What
352. 13:35you'll notice in this stage is that
353. 13:37there will be a much higher proportion
354. 13:40of students all the time, um and where
355. 13:43possible getting them to work together.
356. 13:45Um it helps to have different dynamics
357. 13:47in the group, so if in the teacher
358. 13:50stage, it's much Sorry, in the
359. 13:52presentation stage, it's much more
360. 13:53teacher to student, student to teacher,
361. 13:56then we love to see in the practice
362. 13:58stage more work with students among
363. 14:01students, okay? Whether that's pair work
364. 14:03or group work, etc. With you as a
365. 14:05teacher just kind of watching,
366. 14:08um letting them see that uh that you're
367. 14:11there,
368. 14:12monitoring them, keeping an eye on them,
369. 14:14and listening in on how they're doing,
370. 14:16and being there to support them and
371. 14:18correct them if they need help at that
372. 14:20point.
373. 14:23And then the production stage is where
374. 14:26now they get to use that language that
375. 14:28they've been practicing in a much freer
376. 14:31activity. They use it in a more
377. 14:33free-flowing way. They can be more
378. 14:35creative, can be a bit more fun, can be
379. 14:38a bit more active, etc. And the
380. 14:40activities here will be completely
381. 14:42student-focused. So,
382. 14:44when it gets to the production stage,
383. 14:46that in the interaction from you as a
384. 14:49teacher should be absolutely limited. Um
385. 14:52really just setting off the activity,
386. 14:54ensuring that they know what they're
387. 14:56doing, and then sitting back and letting
388. 14:58them have a go.
389. 14:59So, as you can see, there'll be a higher
390. 15:01proportion of working together within
391. 15:04students, and then the student to all
392. 15:07time as well.
393. 15:10Making sure it's important that the
394. 15:11students can apply the language that
395. 15:13they've learned in those activities. Um
396. 15:15I think it's a really good
397. 15:17um thing to realize that if the activity
398. 15:19is not set up well, students just love
399. 15:21to talk, etc. And they can get very
400. 15:24carried away with um use of language in
401. 15:26general. And we must make sure
402. 15:28activities are focused on helping them
403. 15:30use the language we've just taught them,
404. 15:32as well as any other language that they
405. 15:35have.
406. 15:39I think it's important now to try to
407. 15:40recognize um some of the different
408. 15:42activities that can happen in these
409. 15:44stages. And what I think you'll find
410. 15:46really interesting as we go through this
411. 15:48is how there's a lot of interaction in
412. 15:51each stage, even though we know that
413. 15:54teacher is uh more prominent in the
414. 15:56first stage and and then less in the uh
415. 15:58the final stages. Let's take a look at
416. 16:00some different activities in this
417. 16:02section.
418. 16:04Okay, so how could we introduce our
419. 16:07students to some new language or a new
420. 16:10grammar point? But we want to get them
421. 16:12engaged right from the beginning. So, we
422. 16:15can do this in different ways by
423. 16:16starting the presentation stage with a
424. 16:18bang.
425. 16:19Um and this could be through using a
426. 16:22brainstorm activity. It could be, for
427. 16:24example, something that you kick off um
428. 16:27by drawing on the board and putting in
429. 16:29the middle um food, and then asking them
430. 16:33to shout out as many words as they know
431. 16:36um with regards to food. And this could
432. 16:38be a great introduction to teaching them
433. 16:41new language on how to order food in a
434. 16:43restaurant, for example.
435. 16:46The other way you could manage that is
436. 16:47you could give them the title of food
437. 16:49and ask them to brainstorm and then
438. 16:51report back to you afterwards, which is
439. 16:54another good way to get your students
440. 16:55kind of engaged together right from the
441. 16:57offset and give you a moment to to sit
442. 17:00back.
443. 17:02You could use a really nice image to
444. 17:03discuss.
445. 17:05Um for example, if I showed you this
446. 17:07image
447. 17:09and I say, "Guys, what do you see
448. 17:11happening in this picture?" And you
449. 17:13might get all sorts of various um
450. 17:15answers, which will be everything from
451. 17:18are people working, could be a team
452. 17:20meeting,
453. 17:22um could be a project. And they look
454. 17:25like they're at school studying. Um or
455. 17:27there's a TTM Madrid booklet, perhaps
456. 17:29they're doing the TEFL, etc. etc. And
457. 17:32then through that discussion, um you
458. 17:35could lead into your theme, which in
459. 17:37this case could be vocabulary about
460. 17:40education.
461. 17:41Which might be a nice way to start uh
462. 17:43talking about it.
463. 17:46So some quite maybe you want to ask them
464. 17:48some questions. Um we call these gist
465. 17:50questions. They can go at the very start
466. 17:53of the presentation section. And this is
467. 17:56a good way to get your students talking.
468. 17:59Okay, we love students to talk as much
469. 18:01as possible, even in this section where
470. 18:03you're the teacher and you're the main
471. 18:05um contributor. But in this case, we can
472. 18:08ask them some good open questions to get
473. 18:11them chatting. And notice I said open
474. 18:14questions here. It's really important
475. 18:16that we don't go in with too many closed
476. 18:18questions, like do you, have you, would
477. 18:21you, etc. Because you're not going to
478. 18:24get much conversation out of them. So
479. 18:26really good open questions. For example,
480. 18:29let's say our theme for the class is
481. 18:32going to be learning um about families.
482. 18:36So I might ask the questions um for
483. 18:38example, how many brothers and sisters
484. 18:41do you have? And then when we get an
485. 18:42answer to that, tell me about them. Tell
486. 18:45me about their personalities. Tell me
487. 18:48about what they like to do. Um
488. 18:50who likes to go on holiday with
489. 18:52families? Um is it a good thing or is it
490. 18:55a bad thing?
491. 18:56So you can ask them these questions and
492. 18:59then get them to tell you stories, get
493. 19:02them to share experiences, etc. Okay?
494. 19:05We always recommend having five good
495. 19:08gist questions in the lesson plan when
496. 19:11you're planning. This is good because if
497. 19:14you do get any yes or no answers or
498. 19:16someone doesn't have an answer to a
499. 19:17question, you have some backups there to
500. 19:20keep the conversation going.
501. 19:22Um especially at low levels, you might
502. 19:24find that useful. But at higher levels,
503. 19:27you might not need all of them and
504. 19:29that's fine. You don't need to use them
505. 19:30all.
506. 19:32Again, another option is a short, light,
507. 19:35appropriate type video.
508. 19:37Excuse me. For example, the driving
509. 19:41video that I showed you. What a fun way
510. 19:44to introduce a topic.
511. 19:46We found it appropriate today because
512. 19:48we're introducing the three stages of
513. 19:50learning to drive to reflect the three
514. 19:52stages of the PPP methodology.
515. 19:55The video was light, short,
516. 19:59um not too much going on. There
517. 20:00certainly wasn't any need to really
518. 20:02understand the language. So, it didn't
519. 20:06require a lot of effort for that for you
520. 20:09to be able to understand what was going
521. 20:11on. And so in this case, that's where we
522. 20:13would use a short, light, appropriate
523. 20:15video.
524. 20:17You could have group or pair work
525. 20:19conversation, share opinions. So, you
526. 20:21could get them discussing something
527. 20:23first of all.
528. 20:24Um also, they could do some sort of
529. 20:27questionnaire between themselves.
530. 20:28Perhaps they could
531. 20:29um think about um or ask questions about
532. 20:33their daily routines, etc. and find out
533. 20:35a little bit about them. That might be a
534. 20:37really nice introduction to
535. 20:40um a grammar point where you're asking
536. 20:42them to ask questions, for example.
537. 20:46Another more
538. 20:48um
539. 20:48direct way, if you want to and if you
540. 20:51find that timing-wise it's better for
541. 20:53you, you can just go straight into
542. 20:55teaching the target language by writing
543. 20:58the vocabulary or grammar points as well
544. 21:00on the board.
545. 21:02So, to write the vocabulary on the
546. 21:04board, you can um just write the word.
547. 21:08So, for example, it could be restaurant.
548. 21:11And then we can um elicit from the
549. 21:14students what does restaurant mean? What
550. 21:17is a restaurant? And then when they
551. 21:19start to describe it and everybody's
552. 21:21clear what a restaurant is, this is the
553. 21:23time where you can CCQ them and say,
554. 21:25"Okay,
555. 21:26um please use restaurant in a sentence,
556. 21:29um Carlos." Okay?
557. 21:33Using images to show the target language
558. 21:36visually as well. So, um
559. 21:38you might This is not the same as
560. 21:41showing an image to discuss that I
561. 21:42mentioned earlier on. This is actually
562. 21:44about rather than writing the word, it's
563. 21:47to show an image um of the meaning of
564. 21:50the word. So, for example,
565. 21:52um
566. 21:53you could if I go back to the photo
567. 21:55here,
568. 21:56for example, the the word that I want to
569. 21:58teach is
570. 22:00education. So, we could use this word to
571. 22:04elicit what's happening and then write
572. 22:07up the word education.
573. 22:10By that way, you're using something
574. 22:11visual for them to to see.
575. 22:16Writing sentences on the board to elicit
576. 22:18grammar and structures formulas. So,
577. 22:21writing a complete sentence, eliciting
578. 22:23where are the verbs, eliciting where are
579. 22:25the nouns, what's the formula, how do we
580. 22:28create the conditional tense,
581. 22:31and using actual sentences is just a
582. 22:34good way to get straight into the
583. 22:36grammar points if you need to, and using
584. 22:38it um in a structured way.
585. 22:42The other opportunity is to do reading
586. 22:44or listening activities to introduce the
587. 22:46target language. Uh this is not the same
588. 22:49as doing the video
589. 22:50uh that I mentioned earlier, the short
590. 22:52like appropriate video, because that
591. 22:54wouldn't need any intense understanding,
592. 22:57reading, or listening.
593. 22:59But here you can actually use some um,
594. 23:02guided activities where you can
595. 23:04introduce language through an article
596. 23:07they read or through some sort of audio
597. 23:10activity that they listen to.
598. 23:12And you're going to have a um, a
599. 23:15specific video on how to produce reading
600. 23:19and listening activities. So, um, make
601. 23:22sure you keep an eye out for that one.
602. 23:24Um, it's a really good at that activity
603. 23:26to do in a class um,
604. 23:29that that could be very fulfilling for
605. 23:30the students.
606. 23:33Okay, let's go past the picture and move
607. 23:36on to the different teaching techniques.
608. 23:39All right, um, I've already mentioned
609. 23:41this a couple of these already. So,
610. 23:42elicitation, you remember this from the
611. 23:46um, the the uh, teaching skills one
612. 23:49video where we talked about terminology.
613. 23:51So, elicitation is getting the
614. 23:53information from the students, pulling
615. 23:55the information from them with regards
616. 23:58to the meaning of the target language or
617. 24:02the grammar structures that you're
618. 24:03teaching. Okay?
619. 24:05CCQs, concept checking questions. This
620. 24:07is a great way to ensure that your
621. 24:10students have understood by using the
622. 24:13vocabulary or the grammar in their own
623. 24:15sentence. And that way you can check
624. 24:18that they understood not just the
625. 24:19meaning but how to use it as well.
626. 24:23Then we've got TTT, teacher talk time.
627. 24:25We already know that in the presentation
628. 24:27section during all of these kind of
629. 24:29getting these activities introduced, you
630. 24:32as a teacher are going to be
631. 24:33facilitating a lot more here, um,
632. 24:35introducing things, etc.
633. 24:38And then you've got student talk time.
634. 24:40So, whilst it's not necessarily their
635. 24:42predominant activities for them, they
636. 24:44are totally engaged. This is why we have
637. 24:47these activities
638. 24:48in this section, the ones we've just
639. 24:50been talking about, to get them engaged
640. 24:52as we go through uh, teaching them the
641. 24:55target language.
642. 24:57Now, you can use gestures and mime a bit
643. 24:59like I'm doing here using my hands to
644. 25:01talk about elicitation.
645. 25:04Um really useful technique here,
646. 25:06especially at lower levels when they are
647. 25:08not sure if they understand you.
648. 25:11Um you can use all sorts of gestures
649. 25:13with your hands. Um I don't know,
650. 25:15driving a car, for example.
651. 25:18Whatever you you feel is necessary.
652. 25:22Drilling and corrections, you'll
653. 25:23remember this was talked about in
654. 25:25teaching skills one as well. Um drilling
655. 25:27and corrections is all about ensuring
656. 25:31that your students understand the
657. 25:32correction and then getting them to
658. 25:34repeat it back. I promise you that if
659. 25:37you don't drill them, it will go in one
660. 25:39ear and out the other. No doubt about
661. 25:42that. So, making sure you get their
662. 25:44attention
663. 25:46um to to listen to your correction and
664. 25:49then get them to repeat it. You say a
665. 25:52couple of times.
666. 25:53Um
667. 25:54and no more than three. Um after that, I
668. 25:56think it it can be a bit difficult for
669. 25:58them, but up to three times is fine.
670. 26:01And all the way through, it's important
671. 26:03that you praise your students. Do not
672. 26:06let them just try and then you just move
673. 26:09on. They need to know whether they're
674. 26:11getting things right or not. And even if
675. 26:14they're not getting it right, we don't
676. 26:15have to say well done if it's incorrect,
677. 26:18but we do need to let them say uh so let
678. 26:20them know that they're getting close or
679. 26:23it's not quite right.
680. 26:25Um it was a good go. Um have another
681. 26:27try. Um
682. 26:29you're doing great. Uh keep going. It's
683. 26:31not easy, so well done, etc., etc. So,
684. 26:33this is the kind of motivation that they
685. 26:35need.
686. 26:37So, that's the presentation stage.
687. 26:41Now, we move on to practice.
688. 26:44Activities in this section
689. 26:46include a whole lot of other things that
690. 26:48we haven't talked about. Now, when just
691. 26:50looking at this list now, I can tell
692. 26:52that you'll already be like, "Oh, okay.
693. 26:54Now I can see where activities come into
694. 26:56place." This is really the like having a
695. 26:59go moment. You know, that second stage
696. 27:01of driving a car. Okay, okay. So, you've
697. 27:03you've shown me how to do it now. I just
698. 27:05really want to have a go.
699. 27:07But remembering we're here to make sure
700. 27:10that the students are supported
701. 27:13um and are learning in a structured way.
702. 27:16So, any of these activities that you
703. 27:18give must have clear instructions. They
704. 27:22must have a very clear model example,
705. 27:25and they must already include the target
706. 27:28language for them in some way so that
707. 27:30they are practicing it. And I know this
708. 27:33might sound obvious, but just a really
709. 27:35good reminder cuz it definitely happens
710. 27:37sometimes. Um we have to make sure that
711. 27:40the students are practicing the target
712. 27:42language we have given them. Yes, they
713. 27:45can use other language as well, but it's
714. 27:48that's what we're checking. Okay, that's
715. 27:49what we're practicing. So, everything
716. 27:51has to be set up and designed to do
717. 27:53that. So, some great activities in this
718. 27:55way can be debates.
719. 27:58Um to keep this structured, we can
720. 28:00already decide who is going to be on
721. 28:02what side of the of the debate. So, you
722. 28:04guys over here are pros. You guys over
723. 28:07here are cons.
724. 28:09Um you're going to be talking about um
725. 28:11whether dogs are better than cats and
726. 28:13you're cats are better than dogs.
727. 28:15Um off you go. Here's the target
728. 28:17language. Um you must use all of it uh
729. 28:20in each group to to define who the
730. 28:23winner is.
731. 28:24And that way you're really structuring
732. 28:26it, okay?
733. 28:28The same with structured role plays.
734. 28:29Role plays are awesome for practice
735. 28:32activities. Really engaging, get the
736. 28:35students talking to each other um and
737. 28:37not directly to you. And if it's
738. 28:39structured, then they will feel
739. 28:41supported. So, for this example, you
740. 28:43would give them the role that they are
741. 28:46playing. So, if they are practicing um
742. 28:49ordering food in a restaurant, then
743. 28:51wonderful. One is the customer and one
744. 28:54is the um the waiter or waitress. You
745. 28:57tell them who's who. You give them a
746. 28:59role-play card. You give them a bit of
747. 29:01information about what they have to do,
748. 29:03what they have to say, what they're
749. 29:05ordering, what they what the problem is,
750. 29:08and then you give them the target
751. 29:09language as well and instruct them to
752. 29:11use it.
753. 29:14So, you can see there how that works.
754. 29:16Games, just there were just lots of
755. 29:18games that you could do. Uh could be
756. 29:20snakes and ladders, for example. Um a
757. 29:22really great way to use snakes and
758. 29:23ladders is to practice grammar. Um so,
759. 29:26giving them different sentences on cards
760. 29:29as they make their way through the
761. 29:30snakes and ladders board, they have to
762. 29:32say whether they're correct or
763. 29:34incorrect. If they get that right, they
764. 29:36get to move up the board. Um if they get
765. 29:39it wrong and land on a snake, they have
766. 29:40to move all the way down the board. You
767. 29:43know more or less how snakes and ladders
768. 29:44goes. So, you can design the games um
769. 29:47for that for them to do that. It's
770. 29:49completely structured um but it's a bit
771. 29:51of fun as well.
772. 29:53Online quizzes, very much the same.
773. 29:56Um Kahoot! is one of the ones that we
774. 29:58see used a lot, where you can actually
775. 30:01design your quizzes. They can be
776. 30:02multiple-choice answers.
777. 30:05Students can get involved by using their
778. 30:07phones.
779. 30:09Um and even then, if they if you can't
780. 30:11do that, you can still display it and
781. 30:12they can uh raise their hands, etc. So,
782. 30:16it's a really nice way for them to have
783. 30:18options for answers.
784. 30:20Um it could be, for example, the first
785. 30:23question might be, "What is the meaning
786. 30:25of um
787. 30:27um
788. 30:28um
789. 30:29games?" And it could be um a place that
790. 30:32you go to, uh an activity that you do
791. 30:35for fun, etc. And they have to choose.
792. 30:38Okay? So, in this way they're they're
793. 30:40making it quite You're making it quite
794. 30:41competitive,
795. 30:43um but it's a good
796. 30:44it's a good activity as well for for a
797. 30:46bit of fun.
798. 30:48Flash cards, always good.
799. 30:51Awesome flash cards, pictures on one,
800. 30:53descriptions on another, for example,
801. 30:55you could mix them up, have them
802. 30:58um
803. 30:59decide whether when they turn cards over
804. 31:02whether they match. Um you could just
805. 31:04give them the pictures and say make a a
806. 31:06story, which adds into the next one,
807. 31:08make a story chain up with the words and
808. 31:10the pictures on it. The pictures
809. 31:11obviously relevant to the to the
810. 31:14vocabulary.
811. 31:15Um
812. 31:17other sets of pictures in general you
813. 31:18can use um in any shape or form that you
814. 31:21want. Memory games, so getting them to
815. 31:24remember um meanings, definitions of
816. 31:27words that go together.
817. 31:29Bingo's quite a nice way you can
818. 31:32create some sort of bingo charts where
819. 31:34they have to find people
820. 31:36um
821. 31:37to answer questions um or you shout out
822. 31:40the words, if they have it, the meaning,
823. 31:42etc.
824. 31:43So many ways that you can make your
825. 31:46activities um basically getting them to
826. 31:49practice meanings and structures, making
827. 31:51it fun and interactive. Okay? Sentence
828. 31:54mixing, the final one, is much more
829. 31:56about maybe with grammar or sentences,
830. 31:58having um the kind of a conversation, an
831. 32:01article or paragraph written.
832. 32:04Uh cutting up those sentences, mixing
833. 32:06them up, and then people have to put it
834. 32:07back together um as a group uh which
835. 32:09works really nicely as well.
836. 32:12Okay?
837. 32:14All right.
838. 32:16So, let's have a look at some teaching
839. 32:18techniques which include in this
840. 32:21particular section, corrections and
841. 32:23drilling. Now, this is really key
842. 32:25because this is where they're
843. 32:26practicing, this is where they're still
844. 32:28getting your support. Remember the
845. 32:30driving instructor with the foot on the
846. 32:32pedal, right? So, if you're going too
847. 32:34fast and you're not about to stop, the
848. 32:37instructor can still put their foot on
849. 32:38the pedal and still support you and
850. 32:40instruct you how to do that better going
851. 32:42forward. And it's the same here. Okay,
852. 32:44this is where you can really correct and
853. 32:46drill. So, if they're still getting that
854. 32:47pronunciation wrong of the target
855. 32:50language or they're still not quite
856. 32:52getting that grammar structure correct,
857. 32:54the one that you've taught them, then
858. 32:55this is where you'll just go support
859. 32:57them and give them some ideas on how to
860. 33:02get it back to to where it needs to be.
861. 33:04Okay? So, there's absolutely no problem
862. 33:06doing that.
863. 33:07Um you're going to instruct model
864. 33:10activities so they understand exactly
865. 33:12what is expected of them and you must
866. 33:14always model an activity as well. Give
867. 33:18them an example of what you mean when
868. 33:20you ask them to do something. So, if
869. 33:22it's a debate, you would literally um
870. 33:26model an idea for the pros and the cons.
871. 33:29If it's was a um flashcards with the
872. 33:32language and they had to match it, you
873. 33:34would literally model if I pick this one
874. 33:36and I pick this one, I say they go
875. 33:38together or I say they don't go
876. 33:39together. Okay? And then if they don't,
877. 33:41I turn them back over. So, you
878. 33:43physically do uh the activity. Just an
879. 33:46example enough for them to understand
880. 33:48what is expected of them.
881. 33:50Once you set them off on the activity,
882. 33:52monitoring them, keeping an eye on them,
883. 33:54this involves going over, checking in
884. 33:57verbally, looking at what they're doing.
885. 34:00Um if they're writing something, just
886. 34:02checking that they're focusing on the
887. 34:04right things. Are they using the target
888. 34:05language or are they on their merry way
889. 34:08doing something else? These are the
890. 34:10things you need to monitor for and all
891. 34:11the way through, praise, well done,
892. 34:14you're getting there, this is excellent,
893. 34:16keep going, keep practicing,
894. 34:18um
895. 34:19etc.
896. 34:21All right? So, lots of stuff going on in
897. 34:23practice, lots of energy, lots of
898. 34:25activity, really focusing on them on the
899. 34:28target language, monitoring them,
900. 34:30praising them, and and letting them have
901. 34:32a go
902. 34:33in a supportive way.
903. 34:37And then we have the production.
904. 34:39So, let's go back to the driving
905. 34:41analogy. So, now this point, it's the
906. 34:43driving test. And this is where you have
907. 34:46to take your foot off the pedal if
908. 34:48you're the instructor.
909. 34:49And in this case, as the teacher, you're
910. 34:51going to give them space to practice the
911. 34:54terminology, uh sorry, the target
912. 34:56language or the grammar structure in
913. 34:59their own way.
914. 35:01But obviously, you can't just like give
915. 35:02it to them. Nothing is allowed to do.
916. 35:04You just say, "Right, off you go.
917. 35:06Um go and practice the language now.
918. 35:08However you want, whatever is fine." No,
919. 35:11we can't do that. We still have to give
920. 35:12them a bit of structure, but it's going
921. 35:13to be less.
922. 35:15So, in this case, we can give them some
923. 35:17um debates again.
924. 35:19But in the difference in this case is
925. 35:22say, "Right, so you know that the topic
926. 35:25today is
927. 35:26um
928. 35:27television, pros and cons, and children
929. 35:31watching it. And so, you guys decide
930. 35:33who's pros, who's cons, and you decide
931. 35:36what you're going to be talking about,
932. 35:38and you decide when you start, who's
933. 35:40leading it, etc."
934. 35:42So, the difference on this occasion is
935. 35:44it's much more about them and getting on
936. 35:46with it. Just make sure to remind them,
937. 35:48"Don't forget, you got to use the target
938. 35:50language."
939. 35:51Absolutely recommend you do that. Um
940. 35:53I've had a lot of very good debates and
941. 35:55discussions and things going on at
942. 35:57production stage. Um but they get so
943. 35:59carried away that they sort of forget to
944. 36:01practice what that we're basically
945. 36:04asking them to practice. So, just a
946. 36:05reminder
947. 36:07um before they start that that's the key
948. 36:09uh overall.
949. 36:11Getting them to do presentations, I love
950. 36:13this one, especially at a higher level
951. 36:16where they can talk a little bit more
952. 36:18freely and they're not so nervous about
953. 36:20speaking in English.
954. 36:21Um if their fluency is better, then the
955. 36:23presentations can be there to help them
956. 36:25practice accuracy. So, getting them to
957. 36:28write a a a presentation, prepare
958. 36:30something on paper, and then standing up
959. 36:32and read it. The only thing you're going
960. 36:34to do is give them the topic and remind
961. 36:36them you have to use the target
962. 36:38language.
963. 36:40Role plays, um again, less structured.
964. 36:42So, they get the theme and then they
965. 36:45decide who's who, what the scenario is.
966. 36:48Um
967. 36:49they could write out their role play um
968. 36:51in terms of who's going to say what, and
969. 36:53then they can actually act it out. Um
970. 36:56but it's kind of free for them to to be
971. 36:58creative with it. The same with games.
972. 37:01Um if it's a game, let them have the
973. 37:04most basic instructions
974. 37:06instructions and then go off and do
975. 37:08that.
976. 37:10So, maybe there's some written outputs
977. 37:12outputs, which might be really good if
978. 37:13it's a for example, a business English
979. 37:16class. Maybe we want them to write some
980. 37:18emails or reports, something where they
981. 37:20have to to literally spend some time
982. 37:23writing it. And then you can go around
983. 37:25and check afterwards
984. 37:27um how they've written it, if there's
985. 37:29any feedback, anything that'll be done
986. 37:31at the end. They could read it out to
987. 37:33the group as well. So, it could be a
988. 37:34two-part activity.
989. 37:36And maybe um creating something,
990. 37:39magazines, some stories, skits, anything
991. 37:43like that can can be fun for them to do.
992. 37:45But what you'll see here in this list is
993. 37:47it really does sort of ask them to
994. 37:49generally work together. Um maybe not so
995. 37:52much for the writing or the
996. 37:53presentations, but ultimately they can
997. 37:56do that to to some degree together as
998. 37:58well if you want them to.
999. 38:00But just remember, the whole point about
1000. 38:02this is that there's some free-flowing
1001. 38:04use of their language, their knowledge
1002. 38:06of the language, plus the use of the the
1003. 38:09terminology and the target language that
1004. 38:11you've taught them.
1005. 38:16And so, here we have some teaching
1006. 38:18techniques included, which is high
1007. 38:21student talk time. This is really what
1008. 38:23we want at this
1009. 38:24uh stage is that the students are
1010. 38:26talking, talking, talking, talking as
1011. 38:28long as they're using the target
1012. 38:29language.
1013. 38:30Um, you're going to praise them for
1014. 38:31their work after and during while
1015. 38:33they're preparing.
1016. 38:35And I guess the main thing to think
1017. 38:37about is just to kind of be really
1018. 38:40hands-off here if possible when they're
1019. 38:42preparing. Um, let them get on with it.
1020. 38:45Let them produce the the language um,
1021. 38:48without any interference. So, we try to
1022. 38:51make um,
1023. 38:52corrections kind of while they're
1024. 38:54preparing during the production minimum
1025. 38:57minimum. Um, but then if there's time at
1026. 38:59the end of the class you can and time at
1027. 39:01the end of the production you can go
1028. 39:03back and make any corrections if you
1029. 39:05want to. Um, that is a good time to be
1030. 39:08able to do that. But do let them have
1031. 39:10that kind of free flow use of the
1032. 39:12language. Let them have a little
1033. 39:13practice and then make any corrections
1034. 39:15if you need to at the end. Okay?
1035. 39:20So, student talk time totally encouraged
1036. 39:22there
1037. 39:23um, in terms of the practice.
1038. 39:27So, there you go. I hope that was really
1039. 39:30useful. Hope you made some notes cuz
1040. 39:32you're going to need them as you go.
1041. 39:33Make sure that you're watching out for
1042. 39:36these techniques as you go through uh,
1043. 39:38any model classes and uh, now it's time
1044. 39:41for you to go and complete the tasks in
1045. 39:44the Google Classroom. So, make sure you
1046. 39:46do that and submit them promptly and
1047. 39:48then you'll be able to move on to the
1048. 39:50next stage of the um, of the videos and
1049. 39:54I look forward to receiving your work
1050. 39:56soon.
1051. 39:57Bye-bye.