CELTA - Different approaches to teaching language -PPP to TBL
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- เผยแพร่เมื่อ 27 ก.ย. 2024
- Different approaches to language presentation and thoughts about them. If you like this, check out my other material for English language teachers at www.elt-traini... including the CELTA Toolkit, 'Grammar for language teachers' and 'Lesson planning made easy'.
I think this is a well-prepared and quite well-delivered presentation from a highly competent language teacher. Thanks a lot for sharing such useful, enlightening materials that would clarify matters for teachers.
One possible additional plus to TTT is that the students may be more motivated to experience the lesson, now with a better awareness of what they lack in order to communicate more effectively using the particular language focus..
im hispanic and fluent at both english and spanish, im learning to teach english for extra cash...except im not charging yet to put in the practice. these videos, I must say, are gold! pure gold!.
As a new Celta graduate, I'm very glad I found your channel!
Thank you so much for such a very enriching sharing and informative presentation. I am not a language teacher but I attempt to do language teaching. As I tutor my son, I noticed his inadequacies in English communication skills and a number of students of his age suffer the same difficulties, too. I'm trying to look for more appropriate approach that would supplement their defeciencies as a means of intervention. I really find this video helpful. A heartfelt thanks and more blessings!
Thank you for the video. I see grammar rules - as references, which I can remind my student about to encourage self correction. So grammar presentation is a piece of knowledge, that a student meets for the first time during PPP, but then it needs reinforcement. First with special hint words that can remind a student about the pattern they are using. For example when they are using present continuous instead of present simple tense, I ask them: oh, are you doing it right now? So they can remember the essence of the tense they are using and reflex on whether it's what they need. After they start to correct themselves very fast, I use only my "magic wand" - show them my daughter's glitter hairbrush, to tell them without words, that there is a grammar mistake. My adult students like it a lot. After months of correcting grammar they finally master this particular rule.
Teaching grammar chunks is to create a library. But then a teacher should show a student when to go there and how to find the right book. I usually teach present perfect tense for two months. We learn it function by function and have plenty of practise. In slavic languages there is no such thing in grammar, so not only we need to learn the rules, but the new vision of reality through the new language. And a student must obtain the need to use this tense. It isn's something you get just by learning grammar rules. It's a long process. I like your comparison with the garden. And I would add that in this grammar garden you never stop seeding new plants, and all the plants are on the different stages of development. That is why I like giving individual classes. So to give a student maximum support, and have clear understanding of what is going on.
Great presentation and very clear explanations. Simply effective for all teaching levels!
How many people have already told you how delightful your voice is? I wish Disney hires you eventually to do the voice of a lovely character or even the voice off a big film. It would be great! Apart from that, thanks a lot for the information!
#random
I've watched a couple of your videos and I must say you inspire me so much!!! You fill my soul with enthusiasm and good vibes. I can't thank you enough.
Ahh- thank you! You've made my day :)
I just want to send my massive gratitude to Jo Gakonga for sharing this wonderful knowledge.
Ah- what a lovely thing to read! You’re welcome😀
Thank you very much for your time to create such spectacular material.
Fantastic! This advice is so useful. I am planning a vocabulary lesson and didn't know how I was going to structure it, but your tutorial have really helped me in many ways. You only have a few videos but they are invluable. Thank you so much!
Chris
You're the best. Thank you, love from Algeria.
Thank you for such helpful videos.
1-what are the different features of learners from different levels?
2-what are the appropriate teachings techniques and activities for each level; beginners - advanced.
I've had a bit of a drop in confidence lately when it comes to teaching grammar. This video as given me a sense of the direction and how to think about how to plan the lesson. Thanks you so much!
Hi Michael - that's such lovely feedback. Great that the video was helpful :)
Thanks for yoru positive feedback - hope that the rest of your course goes well amd do check out my other videos!
Additional knowledge in teaching ESL here in my own Country Indonesia.
Many thanks
Really excellent presentation - thank you!
I like the analogy of the garden and the wall. Thanks a lot!
THANK YOU! For making this accesible to everyone who is interested in teacher´s development :)
I'm noticing that I was taught the TBL approach differently 😔 that it was basically PPP but with a real life task as a happy ending. Like, teaching all the proper elements they need to write a résumé so they can write one at the end of the unit. Now, this definition makes more sense if they are selling it as something innovative and not just adding a step. Thanks for the explanation.
I can't thank you enough for this video! Pure gold!
Yes, I would heartily agree that it's not so much what but how we teach--the approach. There is a continuum between teacher as informer using a deductive-explicit approach and an inductive-implicit approach, the later engaging the students in the learning process.
Thank you so much for the explanation. I am currently taking an ICELT course and your video has helped me to clarify my thoughts about the basic differences between TTT and TBL. Again Thank you so very much.
I will tell my fellow candidates about it.
Thank you very much, I love listening to you.
I love very much what I hear here, very useful, all thanks and regards.
Glad to hear that!
Excellent as usual❤
You're really welcome :) Glad that you found it helpful!
You are very welcome - thanks for taking the trouble to make a nice comment:) I hope that the teaching is going well
Thanks a lot, it's very useful.I want to express my gratitude to the trainer.I need some good listening abilities to hear her name properly.
You're welcome - it's Jo Gakonga!
Thanks a lot.
l loved this video (and all your videos of course)..Really helpful..
a huge help in my CELTA course thank you
Thank you! I am a newly qualified teacher and it is very easy to feel lost some times. This was really helpful and eye opening
That's amazing!!! You're awesome)))
Jo, you're amazing. Excellent work!
+George Tsioumanis Thanks George - hope that all's going well for you :)
very useful presentation, thank you for this.
That was amazingly presented! Thank you for putting a lot of effort in it. I am so happy I found your channel.. I hope to see more about teaching approaches.
It was really informative. Thanks for your generous share.
See www.lexico.com/definition/use from Oxford, or Oxford Dictionary, or Oxford learners sites, re: used to. In past forms and question forms with an auxiliary form of DO, it should be "use to" - just like any other past tense. e.g. I didn't use to teach online. You know there were older forms using inversion rather than an auxiliary; and that used to be a difference between British and American English. We Americans were never used to using a construction such as, "Used you to travel by train?" - still possible in UK, while the negative inverted construction now seems too stilted anywhere.
thank you very much. I learned so much
Excellent. Thank you very much.
Very useful and helpful. Thanks a lot.
Really clear and helpful! Thanks a lot!
Fab. Thank you!
You’re welcome!
Very useful! Thank you so much. "did not used to V" is accurate in the negative form, but I am not sure it indicates habit in the past! As habit, as you know, is expessed by using 3be used to V+ing. Correct me if i am wrong please.
Very useful, thanks a bunch ❤️
I was told in the CELTA by my tutors that It's MPF not MFP. I took the CELTA course in June 2024
It's really not important which order they go in (although keep in mind that 'Meaning' is usually first because it's the most crucial!). Whether you look at pron or form first depends a bit on what you're teaching...
thank you , you helped me actually .
Thank you very much
Very interesting thank you
Bloody brilliant
fruitful lecture
Super-Extra-Ultra-MASTER CLASSSS!!!
Thanks for the video! I have a question regarding the use of coursebooks to teach adult learners. I'm designing my own syllabus and lessons to teach in companies. Do you think it's enough?
Which of these methods is more demanding of a teacher's intuitions about the target language?
Which of these methods is most economical for teachers in the long run?
Which of these methods is least stressful for teachers?
Which of these methods correlates most with the way teachers set about teaching themselves a foreign language?
Hi there - there are no easy answers to your questions. Many teachers would see themselves as having a 'principled eclectic' approach and choosing whichever elements of these that suit the situation. PPP, for example, can work well at lower levels when you are introducing concepts for the first time but a more task based approach may be more appropriate as learners' proficiency improves. Even this is rather simplistic as a lot of the answer to 'what is the best method' will depend on the learners, the teacher, the context and the level with a lot of factors affecting each of these. If you do a Google (scholar?) search for 'Beyond Methods' or 'Coursebook as method' and for 'Dogme' and as you read more about task based learning and whether or not it should have a pre-planned focus on form, you'll find a lot more to think about. I hope that this short introductory video has whetted your appetite to consider these things.
Thanks. After many years of teaching, and teaching beside people who succeed (apparantly) just as well as me, with no formal TESL training, I wonder what my TESL quals have taught me. If everything becomes mixed or eclectic in the end (which I rather like), I also wonder about the merit of presenting these idealizations and narratives about methods in the first place. Perhaps there has never been a single PPP or TBL lesson, other than for experimental or demonstration purposes that has taken place in class room...period? I'll take a look at 'Beyond Methods'..thanks for the upload.
thank you!
So good I think I P'd myself 😂
@@iandavis6952 🤣
Can you advise how teachers with disability can teach. Esp those with dyslexsia and dyspraxsia as sadly in the uk there is very less support or no support at all. I had to ask other staff for help n now I been looked as less able to teach. Employers in education see staff as a burden who have SEN needs.
Hi- I’m afraid that this really isn’t an area that I have any experience of….
How much is celta
Thanks very much for your great effort. May I comment about two phrases? The phrase '...didn't used to' is incorrect grammatically speaking as the verb after 'used to' has to be in the basic form, while the other phrase 'didn't use to' is perfectly fine as a negative form of 'used to'. This is what we learned in the grammar books we studied, so I wonder what the verdict is from your point of view. Thanks again.
HI there - you're right, but Michael Swan suggests that both versions are acceptable, and I'd agree with him. TBH, I think it is very rarely written and this (and the fact that both SOUND exactly the same) may be the reason for the discrepancy.
I see what you mean. Thanks for the reply, and many more thanks for the video, which is super helpful for reviewing some effective approaches in teaching grammar.
You're very welcome!
Hi. It was a great explanation of the three approaches. Could you please give me a piece of advise which approach is the best to teach business English vocabulary lesson with the concentration of speaking skill mostly.
Hi Hasmik - it depends a bit on the level. Generally, PPP type approaches are better at lower levels or where the language is new. It also depends a bit on the language you're teaching. For Specific Purpose teaching, a functional or task based approach often works well... Have fun and good luck.
@@elttraining thank you for your detailed answer. My students are advanced level and they want to improve their speaking skill. We have a specific topic "negotiation" In the context of bargain.
Hi there,
Teaching vocabulary follows the PPP method but what methods work well teaching it to higher levels like upper-int?
I'm delivering a lesson on vocabulary related to health and before I elicit/present the language, I am setting a cloze task where the sentences describe the TL in an easy way i.e. Oh my! Your ankle looks much larger than normal! It looks ______________ (swollen). But I'm not sure if this is too easy? After this I am doing 'matching the symptoms with the diagnoses' and then 'matching the doctors advice to the diagnosis'. The freer practice is a role play at the GP.
So none of the exercises require a lot of reading/writing etc. but there will be lots of opportunity for Ss to practice fluency when checking answers.
Would you say this is challenging for a 40 minute lesson in upper int? Would you add/change anything?
Thanks
thanks alot
You are a mazing.
Can you clarify whether this is about approaches or methods?
+Lucinda Hickey Hi Lucinda - it's about methods, really, I guess, not Approaches with a capital A!
Mwathi Gakonga thanks for clarifying.
Very succsessful :)
Americans use "didn't used to.." all the time. This begs the question: Which is correct, the form used by most, or the form taught? (the population of the US is 5 times greater than the UK)
Fair comment (I stand corrected!) and I'm not suggesting a prescriptive approach to grammar. I guess the point that I'm trying to make is the same as the one that you are - that we need to consider use and what is natural language when we teach. Thanks for the comment :)
elttraining Thanks for responding. I forgot to mention that this is a great video. Thanks for uploading.
Nice video
It was helpful. May I know the full name of the author, please?
i have a stupid question im a newbie in here , what is the difference between these methods and the others like"direct method, audio lingual , silent way , suggestopedia" ?
Hi Ramadan - Not a stupid question at all, but a much bigger one than I can answer here :) Most of the methods you mention have fallen out of fashion now but remnants of the techniques they espouse live on in many classrooms. If you want an overview, this video from Scott Thornbury is good on the subject th-cam.com/video/L2q9B2BEV2U/w-d-xo.html and this TH-cam channel th-cam.com/channels/BQ58amRJh3anfDtob6sBSQ.html has a series of examples of some different methods. The videos are quite old (1990) but useful examples, I think. This one, for example, on Suggestopedia th-cam.com/video/3rkrvRlty5M/w-d-xo.html this one on the silent way th-cam.com/video/xqLzbLCpack/w-d-xo.html Hope that this gives you some food for thought. For what my opinion is worth, all of these have some value and as a teacher, you need to be open to try different things to see what works with your learners (and for you). You don't need to feel as if you have to subscribe wholly to any one method. Keep reflecting on what is effective by seeing how the learners react and learn from the process and have fun! Best, Jo
Thank you so much for your fast response, so methods like i mentioned are old as i understood and being replaced by the methods you are taking about or this is a different decision depending on other criterias
The methods you mentioned above are generally seen as old, yes. It's a bit tricky to isolate a clear timeline for methods, though (see Scott's video above). Many academics would say that we are in a 'postmethods' age
(eg. Kumaravadivelu, 2001)
or that the course book has replaced methods, (Akbari 2008) but the reality in classrooms is very varied, I think.
thnaks alot again for your fast reply this was very helpful.
+Ramadan Samir you can find good information in "Teaching by principles. An interactive approach to language pedagogy" by Browm. In this book are mentioned all the methods since centuries ago, you can find it on line!!!
🎉
thanks, it is very nice
'It ain't what you do it's the way that you do it' was by the 'fun boy three' not Bananarama.
Thank you! Now would someone please tell my boss that teaching is not one of three railway tracks to stay on?
Gonzalez Daniel Harris Lisa Martinez Maria
Lewis Linda Martin William Gonzalez John
Lewis Laura Jackson Lisa Lopez Donna
They aren't three different approaches, but one with three different levels. You won't use TBL with an elementary class, will you? And you need smth more challenging and authentic with B2's than PPP, don't you?
Alexander V - hi there. I think you make a reasonable point about the use of these three different approaches at different levels- I’m not sure so much that it’s about level, though as about familiarity with the language. If you are reviewing language, even at lower levels, you might want to use a TBL approach and PPP can be useful for new(er) language even at B2. Thanks for the comment- always nice to hear from other teachers 😀
I think we can use any approach to any level. What makes it different is the task that we're giving to the lesson.
Wilson Karen Thompson Mary Rodriguez Betty
I'm sorry but I am an ESL teacher and I have NEVER seen "didn't used to" or "did you used to". It is without the final d because we need the bare infinitive after the auxiliary did/didn't. Also it's perfectly acceptable to say "did you use play in the street when you were a child?" Sorry but don't agree with these grammar explanation at all!!!
Melanie Burnard strange I think Jo says exactly what you've said in the video with a mention of Swann as a reference.
Yeah, it also surprised me. But I checked that Michael Swann book and it checks out. Being an ESL teacher doesn't mean we know everything. Another officially correct English sentence structure is "don't let's do this" dictionary.cambridge.org/grammar/british-grammar/let-let-s Notice that this reference is "British Grammar"
I've never used that in all my life, but I can't say it's absolutely wrong if it appears, most of our job in the world now will be explaining the context in which words and spellings might be used.
It is grammatically correct. That is how it has always been written. It may have dropped through speech usage. I always write it as 'didn't used to'
Americans learn "used to" so it was totally normal for me...
what can I do to to talk to you? I like your accent i would like to learn it.
ESA is the best.
After teaching, reading etc for years, finally, I came across a video like this that helped me marshal my thoughts! Thanks from the bottom of my heart!
Thanks for the lovely feedback!
@@elttraining Also an excellent summary for DM1 paper 2 task 3! Thank you!
I'm a Delta teacher and this was VERY informative and clearly outlined, now everything is much clearer in my head because I've always thought these different approaches are somewhat similar. Now I can say they are and they aren't. Thank you so much!
You’re welcome- glad that you found this helpful 😀
Marvelous! This is a truly outstanding overview of the most commonly used approaches to language teaching in the CELTA context! Fantastic delivery, really.
Weihan Xingqi Thank you so much. Glad it was helpful😊😊
Thank you so much. This has been very helpful, particularly with your visual presentation.
Lee Linda Johnson Scott Walker Helen
Excellent video! Thank you so much for your work. You gave some food for thought.
Excellent presentation.
Such a helpful video thank you!
Thank you! Can I consider the PPP approach equal to the ESA approach (Engage - Study and Activate)?
'language is a practical skill' ho ho ho that's a can of worms! (great video BTW I'm going to 'borrow' this)
why is that a can of worms?
Dearest teacher forgive me for this stupid question to activate the students' schemata about something is activate their background information of the matter they are having at hand right?
Hi Nora- there are no stupid questions! We all have to learn 😀. Yes, activating schemata is just a fancy way of saying ‘getting them to think about what they already know about that topic’
@@elttraining forever grateful dearest teacher for being always there to help
Great stuff
Hi I haven't comes across any books that contain what you have said in this video. Care to suggest some good titles?
Most methodology books will take you through these things - If you have a look at the free course 'CELTA Toolkit' on my site, section 3 has a list of ideas for books. Hope that this helps:
www.elt-training.com/course?courseid=celta-toolkit
Hi, Jo! Thank you so much for sharing your expert knowledge in these awesome videos:)
Would it be possible for you to explain the difference between the freer and free types of practice?
Can we say that the last P (production) is free practice ?
Yes- last P is free or freer practice. I usually prefer the term freer because it’s not completely free- you want them to use the target language!
Ok, got it. Thank you :)
it was real useful for me. thanks a million.
Thanks. This is helpful.
Are you Susan Hillyard? You have the same voice.
Danguie Mosca nope! I'm Jo Gakonga but interesting to know that I have a voice double😊😊
You are amazing!
Sorry I meant invaluable above.
Excellent 👍