This is a presentation about English Language Teaching Frameworks. As teachers, we implement different teaching and learning methods through various teaching models and frameworks. The chief goal is always to make the teaching and learning process an enjoyable and beneficial one.
4. A framework is the overall conceptual plan
and organization used to design lessons or
a unit of instructional materials or to
analyze teaching.
Frameworks are different models or ways of
conceptualizing and organizing our lessons.
TESOL frameworks usually divide the lesson
into different stages, each serving a
different purpose within the lesson objective
as a whole.
(Longman
Dictionary)
Overview
5. Commonly Used
Frameworks
• PPP (Presentation, Practice, Production)
• PPA (Presentation, Practice, Application)
• PDP (Prior, During, Post )
7. PPP / PPU
We most often use this framework to plan lessons
for teaching speaking, grammar, vocabulary and
sometimes writing.
8. • Students are exposed to a new language component.
• This new component might be a grammar point or a
new vocabulary item.
• In a fifty-five-minute lesson, this stage should
probably take around 10 minutes.
Presentation
10. • Students practice the new language in various activities.
• There are often 3 practice activities but not always
(sometimes 2 are enough)
• This stage should normally take about 20 to 30 minutes.
Practice
11. It is usually a controlled practice
activity that focuses on accuracy,
practicing pronunciation, spelling, verb
forms, etc.
Controlled practice means that the
teacher gives students a task where
they focus on the language point being
learned, they have no choice about
what language to use.
1st Practice Activity
• Fill in the blanks.
• Putting words/sentences
in order.
• Selecting the correct
answer to a question.
12. This activity will be semi-controlled.
One where students will focus on using
the new language with the one they
already know.
2nd Practice Activity
• Information gap.
• Games.
• Dialogues.
• Focus on form.
• Choral drills.
• Gap-filling.
• Pair work.
• Monitoring.
13. In this stage, learners use language
independently, creatively, and freely.
Activities are less structured, allowing
learners to express their thoughts and
ideas.
The goal is fluency and natural
communication.
3rd Practice Activity
• Discussions.
• Games.
• Storytelling.
• Writing essays.
• Creating posters.
14. • The activity will allow students to use the new
language in situations similar to one they could meet
in real life.
• This stage takes about 15 minutes.
Making presentations and posters.
Writing job application letters.
Interviews and surveys.
Debates.
Use
17. Drawbacks
17
• TTT is high.
• Accuracy over fluency.
• Focus on linguistic structures.
• Recap is not allowed.
• Focus on discrete items.
• Mechanical drills.
19. TTT
Test-Teach-Test is a very helpful lesson
framework for situations when we, as teachers,
are unsure how familiar students are with the
target language at hand.
20. • The purpose of the first test is to diagnose the students
familiarity and ability to use the target language.
• This stage may be executed with a simple restricted practice
activity (e.g. gap-fill, matching, categorizing) or a freer speakin
activity designed to encourage the use of the target language (e.g
role-play with inviting - target language “would you like to”).
• Feedback from this activity will give us the necessary information
to make the correct choices in the “teach” stage.
Test
21. • This stage needs extensive planning to get it right.
• The first test can result in one of two situations, Either t
students show significant familiarity with the target language,
not.
• In the first case, the “teach” stage can be shortened to save roo
for more productive practice.
• In the second case, however, it becomes necessary to present a
clarify the target language in context.
Teach
22. • Students use the target language in a freer setting.
• This should involve setting up a speaking task with
communicative goal, but no restrictions on language use.
• This allows the teacher to monitor and observe how we
the target language has been absorbed and integrated int
students’ use.
Test
23. A TTT Lesson
Model
• Test - Students discuss whether their parents are strict or easygoing.
• Teach - Students do a variety of exercises with “make/let”.
• Test - Students discuss again the character of their parents.
25. ESA
ESA is a paradigm or model used to describe the typical presentation
of a new language. It means ENGAGE STUDY ACTIVATE.
It allows for much more flexibility, and lessons often move between
the different stages.
However, the same basic structure is given, with the need for a
presentation of some kind before any practice is given.
There is more emphasis on student-led grammar discovery, eliciting
the grammar from students rather than giving a detailed (and often
boring!) teacher-led presentation.
The final stage, with free practice, is the same as the last stage of PPP.
26. E Engage phase: To get the student talking and thinking in English.
S Study phase: Boardwork eliciting + Checking understanding.
A Activate phase: Puts the learning in a realistic context.
Jeremy Harmer
‘How to Teach English’ 1998
• Interest
• Motivation
• Attention
• Background Knowledge
• Focus on Language
• Explanation
• Discovery
• Understanding
• Practice
• Use of the Language
• Production
• Communication
• Personalization
29. • To warm up.
• To introduce new language items.
• To activate and or to build up student’s background knowledge
• To review old items.
• To contextualize new language items.
Preparation
30. • To notice.
• To make a certain language form (a structure or
function) salient to learners via receptive input task
(listening or reading).
• To enable students to observe accurately and perceiv
similarities and differences.
• They can recognize the element in focus.
Observation
31. • The tasks used in this stage are learner-centered (pai
work or group work). The focus is:
To help students perceive the value of reflection an
silence to allow them to think.
To allow students to make hypotheses and guesses abou
target rules via self-discovery.
Hypothesizing
32. • This stage aims to engage learners directly in language use, i.e.
they are required to express themselves or process language more
effectively.
• To put their hypotheses into practice to see if they are correct or
not.
• To give students confidence in themselves to use the language.
• To increase their ability to take responsibility and cooperate with
peers.
Experimentation
33. Benefits
33
• Students discover the rules themselves.
• Learning becomes meaningful and memorable.
• Conducive to learner autonomy (Students learn
how to learn the language).
• Empowers the students’ problem-solving skills.
• Problem-solving.
• Meaning and communication in focus (Not just
form).
34. Drawbacks
34
• Students may hypothesize the wrong rule.
• Time consuming.
• May frustrate the learner who would prefer
simply to be told the rule.
36. ECRIF
It was developed by Josh Kurzweil and Mary Scholl
between 2004 and 2005.
It is a way of looking at how people learn. Rather than
prescribing what teachers should or should not do.
It focuses on the learning process that students go
through as they work with the target skill or
knowledge rather than what the teacher is doing
during the lesson.
39. Encounter
Clarify
Remember
Internalize
Fluently Use
The encounter of new knowledge or information for the first time.
In the PPP framework, it’s the presentation. (Difference between
presentation and encountering).
It occurs when learners make sense of the target language. (discovering the
meaning, form, and use of a word / a grammatical structure).
“Clarify” happens inside the learner, teachers help students clarify and
assess their clarification/understanding by asking CCQs.
The clarified knowledge is stored in short-term memory.
This stage is characterized by repetition, practicing, and drilling the target
language.
How the teacher can help learners retain the information (exercises).
At this stage, information is moved from short-memory to long-term
memory.
Learners can refer directly to the information without any support from the
teacher’s prompts.
Learners internalize by association and personalization, peer teaching.
Learners use the newly encountered knowledge communicatively and
spontaneously.
Use language creatively in different contexts and relate it to real-world
purposes.
A non-linear framework + A shift in teachers’ thinking
40.
41. Questions to Consider while Planning
a Learner-Centered Lesson
How will students encounter the
target language?
In what context?
How can I provide them with
opportunities to activate their prior
knowledge and fluency?
How will students clarify the form,
meaning, and use of the target
language?
How will students
remember/internalize the target
language?
What communicative tasks will
provide students with opportunities
to fluently use the target language?
42. Traditional Frameworks ECRIF Framework
o The focus is on what the teacher is doing.
o The emphasis is on teaching.
o The lesson follows strict linear stages.
o Prescription of what students should do.
o They present a teaching process.
o Teacher-centered (thinking)
o The focus is on what students are doing while
learning.
o Description of how students are learning.
o The emphasis is on learning (ECRIF presents the
learning process).
o The lesson is adjusted to serve students learning.
o Learning follows flexible stages.
o Students are in charge of their learning.
o Learner-centered.
44. REFERENCES Monitor Class. (2016). How to teach English 2nd Edition Jeremy Harmer.
www.academia.edu.
Journal, T. E. (2016). Language teaching models in teacher training programs.
www.academia.edu.
