repeating new vocabulary aloud or silently repeating new vocabulary aloud or silently using images to remember new vocabulary using images to remember new vocabulary using refe[r]
(1)THE TEACHING OF THE TEACHING OF PRODUCTIVE SKILLS PRODUCTIVE SKILLS
Đặng Hiệp Giang Đặng Hiệp Giang
Secondary Education Dept. Secondary Education Dept.
(2)Steps to activity Steps to activity
Present activities step-by-step:Present activities step-by-step: Model the target item.Model the target item.
Highlight all the strategies you want the Highlight all the strategies you want the
students to learn. students to learn.
Ask students to one practice first with you Ask students to one practice first with you
or with a partner. or with a partner.
(3)FUNDAMENTAL PRINCIPLES: FUNDAMENTAL PRINCIPLES:
PPP PPP
PPP stands for presentation, practice, and PPP stands for presentation, practice, and
production It was popular throughout the 1980’s
production It was popular throughout the 1980’s
Very beneficial at lower levels and is still widely
Very beneficial at lower levels and is still widely
used today.
used today.
Presentation involves presenting a language point.Presentation involves presenting a language point. Practice refers to controlled practice.Practice refers to controlled practice.
Production refers to freer practice; students use the Production refers to freer practice; students use the
(4)FUNDAMENTAL PRINCIPLES: FUNDAMENTAL PRINCIPLES:
ESA ESA
ESAESA stands for engage – study – activate stands for engage – study – activate
Engage involves getting the students’ attention or interest, Engage involves getting the students’ attention or interest, getting them involved If students are involved or engaged,
getting them involved If students are involved or engaged,
they are more open to the learning process
they are more open to the learning process
Study as the name suggests involves focus on a language Study as the name suggests involves focus on a language point
point
Activate involves having students use the language, Activate involves having students use the language,
preferably in a realistic context that is as close to real life as
preferably in a realistic context that is as close to real life as
possible Try to incorporate activities that have students
possible Try to incorporate activities that have students
using any language they know and not just focused on one
using any language they know and not just focused on one
structure (controlled language use)
(5)Some speaking and listening
Some speaking and listening
activities supporting different
activities supporting different
learning strategies
learning strategies
asking a teacher or other native speakers for asking a teacher or other native speakers for
repetition, explanation, or examples repetition, explanation, or examples
repeating language from a CD or video repeating language from a CD or video
taking part in and listening to conversations taking part in and listening to conversations
working with other students to solve a problem working with other students to solve a problem recording one's own speech; then correcting recording one's own speech; then correcting
pronunciation, grammar, or vocabulary pronunciation, grammar, or vocabulary
(6)Reading, Vocabulary, and Writing
Reading, Vocabulary, and Writing
activities supporting different
activities supporting different
learning strategies
learning strategies
previewing, skimming, or scanning the material previewing, skimming, or scanning the material before studying or reading
before studying or reading
guessing meaning of unknown words from context guessing meaning of unknown words from context reading aloud reading aloud
repeating new vocabulary aloud or silently repeating new vocabulary aloud or silently using images to remember new vocabulary using images to remember new vocabulary using reference materials to check spelling, using reference materials to check spelling,
pronunciation, or meaning
pronunciation, or meaning
(7)