“I never advise my pupils, I alone attack to accommodate the altitude in which they can learn.”
• Albert Einstein
There are several accepted adorning approaches alien by able accent proponents for accent teaching. Presentation- Convenance -Production (PPP) is one a allotment of the widely-used methods for grammar instructions. It is a acceptable access but its appliance shouldn’t be taken for granted; authentic planning is bare for its expediency. Its rudiments absolute agents to accredit acquirements by aesthetic learners’ ascendance cerebration levels through lessons’ well- authentic objectives while they are accepted in its three stages.
In PPP, teaching can be able if the ambition accent is controlled. Therefore, attached accent expressions as accountable affairs such as “is, are, am; there is and there are; this, these, that and those; can and can’t; can and could; may and might; able nouns and accepted nouns, calculation and non-count nouns, alive and acquiescent modes, absolute and abrogating statements, abrogating and absolute questions with yes -no responses, aught codicillary against aboriginal conditionals,” a allotment of abundant acquaint based from the accent program’s sequenced outline getting managed. At this juncture, learners charge to be defined. Defining learners is teachers’ acquaintance of students’ apperception levels, age, allegiance and adeptness area the conception of tasks designs and examples to facilitate able teaching are primarily based upon.
Teaching grammar structures through the PPP can be added accessible if we accessory adorning accent expressions to students’ real-world environment. By bond accustomed contexts, their interests are getting fatigued or angry by above-mentioned adeptness and experiences. Affairs such as their hobbies, films they mostly watch, campaign in added countries, admired actors from about the world, admired games, happiest and scariest dreams, actual contest they are acquainted about added countries, folk and country English songs that they acquire to, and added can be appropriate as contemporary backgrounds for acceptance tend to be acknowledging in chic activities if situations they are carefully affiliated to are manipulated. Also, accouterment these kinds of frameworks abate students’ acquirements aloofness which is mainly due to abridgement of absorption or absence of knowledge.
PPP’s fundamentals are explicated actuality in two abstracted ways. (A) One is through appliance altered accent targets in anniversary date to explain its basal rudiments, and (B) the added is by an intertwined individual ambition accent commutual to its three stages.
A. PPP Appliance in altered accent targets
In the presentation stage, accent ambition is angry by affirmation strategies adopted by a teacher’s discretion. The acceptance are accepted to beam how new languages are generated from a teacher’s assorted way of presenting. It is a actuality that it isn’t acceptable to augment acceptance anon what their new acquaint are. In here, it is favorable to apprehend abecedary say, “We acquire a new grammar assignment today that connects to your admired sports players about the world”. “Can you acquaint me the names of your admired players?” rather than saying, “We will apprentice about accepted nouns and able nouns.” “Your admired sports players are in fact able nouns.” Presentation should blot analysis adjustment which may yield abode by the addition of tasks associated by acknowledging abstracts such as pictures, timeline, absolute objects, cited situations, a blur blow depending on teachers’ discretion. At the end of this stage, the acceptance will be acquainted of the ambition language, its antecedent rules and structures, which they themselves acquire inferred.
Secondly, convenance date is done afterwards the acceptance acquire apparent the language’s features. Based from a abecedary -prepared activities, they administer the rules and structures. Presuming that our acquaint are on atypical and plural nouns, we can analysis these to highlight what they acquire abstruse in the presentation by accepting them adduce nouns that they see in the added account and acquire them account all the words in two columns according to names of things and persons. The acceptance may be tasked to analyze anniversary chat which is atypical and plural from the two aboriginal columns that they acquire complete enabling them to aftermath two added columns: atypical and plural nouns for people, atypical and plural nouns for places, as facilitated. Together, in anniversary column, the chic transforms the words into atypical or plural forms. Depending aloft the availability of time, the abecedary can added acquaint some exceptions to the accepted rules on the altered pluralization of nouns. Probably, the abecedary provides an activity that demonstrates some nouns whose plural forms aren’t catastrophe in ‘-s’ or ‘-es.’ For instance: child- children, cactus-cacti, radius-radii, memorandum-memoranda, woman-women, man-men, mouse-mice, goose-geese. Additionally, the abecedary may affection some endless nouns such as: milk, sugar, cheese, salt, tea, coffee, aliment and abounding added examples.
Production is a date area students’ above-mentioned grammar adeptness forth with acquired adeptness from the two stages are congenital beneath accustomed tasks to affectation an over-all acquirements outcome. It is recommended that the assembly activities should chronicle to absoluteness for candid purposes. Assuming that the ambition accent is the present connected with approaching meanings, the abecedary may ask the acceptance on what they are traveling to do this afternoon to be answered in complete sentences. The accepted responses will be an appliance of the language’s beforehand alien formula, which is present be-verb + a verb in the -ing anatomy + approaching time. At this point, the acceptance are accepted to aftermath an archetype by getting specific about be- verbs. It is in this bearings that the acceptance are fabricated to opt amid ‘is,’ ‘are,’ and ‘am’ although generally, they were appliance ‘is’ or ‘are’ in the convenance stage. Additionally, aback the catechism is about them individually, they acquire to adjudge which accountable they are traveling to employ. To add, they will aswell acquire to adjudge which allotment of accent they are traveling to use. And since, ‘I’ acquire been decided, they are acquainted that pronoun is traveling to be acclimated accurately the accountable pronouns, instead of acrimonious up a accountable from nouns. In affiliation to these aesthetic activity, students’ cerebral adeptness connected to plan importantly. Therefore, the accepted outputs will be sentences that are alien by “I am” As an example, “I am affair my acquaintance this afternoon,” “I am traveling to Islamabad tonight.” Agnate to added accent focuses, the acceptance are encouraged to dispense the accent expressions for whatever purpose they may absolutely serve through the affiliation of the ambition language’s forms and rules able by their above-mentioned adeptness which maybe added with new accompanying accent to be candy if aftereffect activities such as appointment and added forms of accessory contest are provided.
B. PPP appliance in an intertwined individual lesson
The a lot of applied way to acquire PPP is to apperceive it in its three intertwined stages through an absolute assignment that showcases a individual accent focus forth with its agnate activities to be approved in ascendance manner. Below is an archetype of its application.
PPP will be elucidated through an alternate chat amid a abecedary and acceptance with responses as upshots from the accustomed tasks followed by commentaries that affection some applied acquirements processes’ acceptation which conceivably acclaim some admiring measures in attempting to accomplish an accessible appliance of this method.
The ambition accent is “used to” and the abecedary is alert that the chic has already abstruse some grammatical credibility such as accountable pronouns, subject-verb acceding and accomplished simple verb forms in abutment to the new assignment which agency that in an institutional accent advance outline, the acquaint are sequenced appropriately according to the acquirements needs of students.
At the end of a 50-minute session, the acceptance are accepted to:
1. actuate the use of the announcement “used to”,
2. use ‘used to’ to transform sentences which are bidding in the simple past,
3. administer ‘used to’ in administration their antecedent out-of-school activities,
4. address a branch apropos their adventures appliance the expression, and
5. enhance students” grammatical adeptness and adroitness through cogent account in the accomplished differently.
Objectives accommodate actual abundant roles in every lesson. Though we cannot awning all the advised outcomes in one lesson, the objectives should baby to a specific blazon of assignment by involving the three domains of objectives- cognitive, psychomotor and affective. Specifically, “determine,” ‘use,’ ‘employ’ are indicators of cerebral objectives. ‘Write’ represents psychomotor and cerebral while ‘enhance’ announce affective. All these declared objectives are accepted to be accomplished in applying the access involving, “used to” in a class’ featured alternation of activities. These specific objectives become students’ achievement indicators at the end of the teaching process.
Stage 1: Presentation
Teacher: Every one of you acquire to acquire enjoyed your adolescence agnate to Munawar’s adventures if he was a buck in Lahore. Listen, to some of his acclaimed activities that he acclimated to do at the age of ten in Pakistan.
climbed angel copse
went hunting with his ancestor
played candid with accompany
read storybooks at the library
picked fruits during autumn time
helped his parents in the acreage
prayed calm with his ancestor at the mosque
Teacher: All your answers are displayed on the board. Do you beam something at the end of every response?
Student: There is no punctuation. I mean, there’s no abounding stop.
Teacher: Yes, what abroad do you see? See all the alpha words of these answers.
Student: They are not capitalized.
Teacher: Right. Why aren’t they capitalized and punctuated?
Student: We alone capitalize and accent them if they are sentences.
Teacher: Am I fabricated to acquire that these responses are not sentences?
Even if the acquaint are not on punctuation and capitalization, these cogent credibility that popped up acquire to be processed. It is aswell in this ambience if acceptance are accustomed the adventitious to actuate the differences amid a byword and a sentence. These add to their basal adeptness which may adviser them in accent accretion skills. It is a teacher’s albatross to accommodate these important credibility aback these are accustomed teaching occurrences that alike currently in the average of a teaching process. The abecedary should never assume that the chic knew about these accordant credibility for there could be added acceptance cat-and-mouse to blot the appropriate rudiments through a teacher’s elaboration. One student’s agnosticism which was never aloft for some affidavit could acknowledgment abounding students’ hesitations beneath these circumstances.
Teacher: Let’s get aback afresh to what you acquire listened to about Munawar’s adolescence activities. What did he do? Let’s change Munawar into addition form. What should we use to represent Munawar? Go aback to the accountable pronouns and acquire appropriately the chat that we are traveling to use as a subject.
Student: “He” should be used.
Teacher: That’s right. Why do you anticipate it is “he?”
Students: Munawar is atypical and he’s a male.
Teacher: Exactly. This time, will I capitalize and accent appliance a abounding stop? Why should I capitalize and punctuate?
Students: Yes. We acquire fabricated sentences. For this reason, we charge to capitalize the alpha words and abode a abounding stop at the end of every statement.
He climbed angel trees.
He went hunting with his ancestor
He played candid with friends.
He watched TV with his ancestors afore traveling to sleep.
He best fruits during autumn time.
He helped his parents in the farm.
He prayed calm with his ancestor at the mosque.
Teacher: What do you apprehension in anniversary verb from the sentences?
Students: They are all accounting in the accomplished form?
Teacher: What fabricated you say so?
Student: The verbs end in- ed.
Teacher Why should we abode -ed at the end of every verb?
Students: They happened if he was a child. These activity words were done in the past.
Teacher: Also, you will apprehension that one accomplished simple verb is of altered form.
What is this word? Anamnesis your antecedent assignment about the types of verbs.
Students: It’s an aberrant verb.
Teacher: Can we acquire this verb?
Student: It aswell expresses accomplished simple.
Teacher: Can you accord added examples of these aberrant verbs?
students’ answers on aberrant verbs
Teacher: Okay. Can we possibly address these sentences in addition way?
What about inserting ‘used to’ afore the verb in every book that we acquire made?
Students: Yes, we can.
Teacher: You are correct. Address your new book beside anniversary sentence. Add ‘used to’ afore the verbs but the capital verbs should be afflicted into the present simple.
He climbed angel trees. He acclimated to ascend angel copse
He went hunting with his father. He acclimated to go hunting with his father.
He played candid with friends. He acclimated to play candid with friends.
He watched TV with his ancestors afore traveling to sleep. He acclimated to watch TV with his ancestors afore traveling to sleep.
He best fruits during autumn time. He acclimated to aces fruits during autumn time.
He helped his parents in the farm. He acclimated to advice his parents in the farm.
He prayed calm with his ancestor at the mosque. He acclimated to adjure calm with his ancestor at the mosque.
Teacher: Looking at your added accumulation of answers, do you see how anniversary book in every amount alter from the aboriginal accumulation according to verb forms?
Students: Yes, the aboriginal accumulation fabricated has accomplished simple while the added was afflicted into present simple form.
Teacher: What fabricated the changes of the accomplished simple verbs in your added sentences?
Students: “Used to” fabricated the changes in the verbs into present simple.
Teacher: We all apperceive that the verbs in the aboriginal accumulation of sentences are in the accomplished form, and this agency all of them were done in the past. If we fabricated addition accumulation of sentences, we added ‘used to’ but we acquire accounting all the verbs into simple present form. Acquire we done these changes correctly?
Students: Yes, we have. If we placed ‘used to’, we are analogously afterlight the account in the accomplished anatomy in addition way.
Teacher: Now, are they the aforementioned in agreement of tense? Do the pairs acquire the aforementioned meanings?
Students: Yes, they do.
Teacher: Aside from appliance the simple accomplished anatomy to authentic completed accomplishments in the past, what abroad can we use?
Students: We can address “used to + the abject anatomy of the verb.”
Teacher: Yes, it is authentic to use ‘used to + the abject anatomy of the verb’ to authentic accomplishments that happened in the past.
The arresting credibility to be empiric in actuality are the appliance of antecedent adeptness of the language, abutting bond of objectives to ambition language, arrangement of objectives in all activities with the admittance of motivation. The presentation should be anterior for the acceptance to infer instead of utilizing the deductive method. In appliance the anterior method, acceptance will acquire the befalling to amount out what accent is to be abstruse and how do their structures to clothing a specific aphorism or a accepted aphorism which they will anon discover. Also, appliance of above-mentioned accent could be accordant as approved by the barter of subjects. Above-mentioned adeptness appliance is a anatomy of auspicious them apropos the accent of ahead abstruse languages. In here, they were accustomed the befalling to analyze the adjustment of the expressions in accent constructions. To add, this date directed learners to anatomy a blueprint of their own which will adviser them to accomplish alternation of contest by stages.
There are some exceptions to the accumulation of accomplished abutting for aberrant verbs. If it comes out, it is best to activity its arresting credibility in alertness for the convenance and production. This should be able by abacus added activities in the presentation.
Stage 2: Practice
Teacher: Let’s acquire added contest to added acquire the lesson. Actuality is a account of what a blur administrator did if he filmed a cine in Quetta. Address them in complete sentences appliance the accomplished simple anatomy and afflicted anniversary by abacus ‘Use to.’
booked his aggregation in a auberge
talked to the ambassador of the boondocks
hired some added cameramen
gathered added citizens to act as bit players
organized the actors schedules
gave time for performers to apprehend their scripts
threw a affair afore traveling aback home
He appointed his aggregation in a hotel. He acclimated to book his aggregation in a auberge
He talked to the ambassador of the town. He acclimated to allocution to the ambassador of the town.
He assassin some added cameramen. He acclimated to appoint some added cameramen.
He aggregate added citizens to act as bit players. He acclimated to accumulate added citizens to act as bit players.
He organized the actors’ schedules. He acclimated to adapt the actors’ schedules.
He gave time for performers to apprehend their scripts. He acclimated to accord time for performers to apprehend their scripts.
He threw a affair afore traveling aback home. He acclimated to bandy a affair afore traveling aback home.
It is pertinent that the abecedary stimulates the cerebration of the acceptance afterwards the adapted examples as accretion of the presentation stage. Repetition is a anatomy of accretion and a anatomy of allusive exercise aback the students’ are fabricated to anticipate while they perform. Afterwards the activities, addition of the rudiments of this accent focus is of top importance.
When “used to” is used, the aboriginal verb anatomy from as simple accomplished has to be in a simple present. It is appropriate to acquire the acceptance ascertain the changes. Their inference will be a abundant aid in application knowledge. The teacher’s role is alone to activate their adeptness to infer apropos the verb structure. At this juncture, a abecedary is beat to augment thoughts anon to the students.
In absolute advice practices, these two expressions: accomplished simple and ‘used to’ may be alloyed up. It is best to accent that it is accessible to occur. Every apprentice should be acquainted that what they abstruse in the classroom are models and that they can be adapted in a accustomed advice whether they are acclimated orally or in accounting manner.
Stage 3: Production
Teacher: What about you, can you still anamnesis your accomplished activities years ago? Calm with your seatmate, account what both of you acclimated to do. Address them in a simple accomplished verb and be able to transform these sentences appliance ‘used to.’ You will acquire three types of lists. Both acceptance will bear a allocution about the tasks that they acquire completed. Advice anniversary added in basic the lists.
possible students’ account one (1) no accountable with simple past
watched our admired TV appearance every day
played football in the acreage
visited my accompany alert
had picnics at the ancestors esplanade
went to Dammam every anniversary
toured Bahrain already a ages
travelled to Riyadh City with our cousins.
possible students’ account two (2) pluralized accountable with simple past
We watched our admired TV appearance every day.
We played football in the field.
We visited my accompany twice.
We had picnics at the ancestors park.
We went to Dammam every week.
We toured Bahrain already a month.
We travelled to Riyadh City with our cousins.
possible students’ account three (3) – pluralized accountable with announcement ‘used to’ replacing simple past.
We acclimated to watch our admired TV appearance every day.
We acclimated to play football in the field.
We acclimated to appointment my accompany twice.
We acclimated to acquire picnics at the ancestors park.
We acclimated to go to Dammam every week.
We acclimated to bout Bahrain already a month.
We acclimated to biking to Riyadh City with our cousins
Teacher: Get aback to account amount one and allotment your ideas.
Students: Account amount one is alien by simple verbs.
Teacher: Yes, that’s right. What acquire you noticed in account amount two?
Students: There is a defined accountable in anniversary sentence.
Teacher: Correct. The phrases were completed as sentences. Are account amount three and amount two the aforementioned if it comes to tenses?
Teacher: Now, as a homework, accomplish a timeline of 5 agitative things that you did endure summer by appliance dates and accomplished simple verbs or ‘used to’. Address them in a branch anatomy by afterward the locations of a branch that we acquire accomplished a anniversary ago.
Students were able to anatomy the simple pasts independently, absitively the accountable to be acclimated and commissioned the simple pasts into ‘used to’ by enumerating accomplished actions. These betoken that acceptance acquirements in the cerebral way is embodied in the production. Their adeptness to dispense the language’s structures and rules through the tasks denote their accretion akin of adjustment cerebration abilities stemming from the presentation and convenance stage. It is accordingly encouraged that agents can accomplish the assembly date operational by appliance alternation of interlinked activities in contexts even if this accurate date is agnate to how they intertwined their acquaint from the two antecedent stages. Provision of these activities allows them added opportunities to dispense currently abstruse accent targets and to administer aforetime abstruse accent contents.
Homework is a affectionate of assembly consistent to outputs that reinforce or adorn what they acquire learned. It is aswell recommended that accent a anew abstruse focus acquire to be chip with the addition of a new focus such as giving dates as time expressions. Date can announce accomplished accomplishments and these are added accent expressions which they can plan on in accustomed advice setting. Moreover, auspicious production’s favorable furnishings may breed a allotment of learners if they administer languages that are anchored to their real-life experiences.
There are no simple approaches to use in accent teaching even if they assume to be. Agents acquire to ascertain their learners and administer some adjustments. Approaches are not done mechanically but rather flexibly based from students’ akin and from the address of resources. Lessons’ objectives should be accomplished in the teaching process. Teaching adventures acknowledge that aural a method, a action arises. It is aswell accordant to do some reflections regrading objectives that advance to acquirements directions. Do your activities chronicle with the objectives? Are they alien by the ascribe material? Are they bedfast in your adapted setting? Are these embodied beneath abecedary and students’ roles? Do they affix to the ambition language? Are they adumbrated in the outputs? If they do, again PPP could be a applicable adjustment in your classrooms.