THE PDP FRAMEWORK
Helps teachers plan and deliver effective listening, video and reading lessons. The framework is based on research and using it helps ensure students are motivated, engaged and active before, while and after (pre, during and post â€“ PDP) listening to, watching or reading a text.
The stages of the framework are: •Pre stage •During stage •Post stage
• Pre Ss prepare to listen: Ø they talk about their knowledge or and experience with the topic of the listening or reading Ø they understand the meaning of key vocabulary in the text Ø they understand what they will listen or read for in the text before they begin working with it Ø they can make predictions about what the text will be about.
Sample •Word splashactivities
•Match vocabulary to pictures •Categorize vocabulary under headings •Predict from a headline, title, group of words, pictures, etc •Arrange pictures in the order to be confirmed or changed after listening to, reading the text •Talk about the main topic(s)
•During Ss focus their attention on the listening or reading text and complete tasks which develop and deepen their understanding of the text progressively (i.e., from simpler and more general to more complex and more specific). They can also do tasks that help them develop specific listening and reading skills.
Sample •Listen/read and draw •Answer generalactivities information (gist) questions such as “What are they talking about?” “Do the speakers sound happy or upset?” •Listen/read and arrange pictures or events in order •Listen/read and find the mistakes •Listen/read and answer detail questions such as “What did they say about _____?” •Listen/read and point •Complete a grid
Post Ss extend and integrate the understanding and knowledge they gained from working with the listening or reading text into other skills areas or contexts.
Sample •Discussion questions •Role-plays activities •Project (ex. Create a ___) •Make and tell a similar or personal story •Discuss a topic, the issue or the information in the text •Complete and discuss a noticing task such as “Find all of the verbs in the past tense” or “Underline the parts of the questions that make them polite.” •Speculate about what happened before or after the events in the text •Speculate about the people in the text
IN MY OWN EXPERIENCE USING THE PDP FRAMEWORK, IT Â´S VERY USEFUL AND HELP ME TO ORGANIZE MY CLASS AS A SEQUENCE EASY TO FOLLOW. THE PDP FOCUS ON LISTENING OR READING ACTIVITIES. THE PRE STAGE ACTIVITIES ARISE STUDENTS INTEREST, DURING STAGE ACTIVITIES STUDENTS DEVELOP ACTIVITIES RELATED TO LISTENING OR READING AND HELP ME TO KEEP MY STUDENTS MOTIVATED AND ACTIVE. THE POST STAGE EXTEND AND INTEGRATE THE UNDERSTANDING AND KNOWLEDGE THEY GAINED FROM WORKING.
THE THREE MOST COMMON STAGES IN TEACHING • PRESENTATION METHOLOGIES FOR ESL • PRACTICE • PRODUCTION
The Direct Method In this method the teaching is done entirely in the target language. The learner is not allowed to use his or her mother tongue. Grammar rules are avoided and there is emphasis on good pronunciation.
Grammar-translation Learning is largely by translation to and from the target language. Grammar rules are to be memorized and long lists of vocabulary learned by heart. There is little or no emphasis placed on developing oral ability.
Audio-lingual The theory behind this method is that learning a language means acquiring habits. There is much practice of dialogues of every situations. New language is first heard and extensively drilled before being seen in its written form.
REPEAT AFTER ME!
Suggestopedia The theory underlying this method is that a language can be acquired only when the learner is receptive and has no mental blocks. By various methods it is suggested to the student that the language is easy - and in this way the mental blocks to learning are removed.
Total Physical Response (TPR) TPR works by having the learner respond to simple commands such as "Stand up", "Close your book", "Go to the window and open it." The method stresses the importance of aural comprehension.
Communicative language teaching (CLT) The focus of this method is to enable the learner to communicate effectively and appropriately in the various situations she would be likely to find herself in. The content of CLT courses are functions such as inviting, suggesting, complaining or notions such as the expression of time, quantity, location.
The Silent Way This is so called because the aim of the teacher is to say as little as possible in order that the learner can be in control of what he wants to say. No use is made of the mother tongue
LEARN ABOUT THESE DIFFERENT METHODS AND TECHNIQUES WAS AMAZING FOR ME, BECAUSE I COULD APPLY THEM IN MY TEACHING PRACTICE. SOME PEOPLE THINK THAT ANYONE CAN TEACH ENGLISH, BUT ONLY TEACH GRAMMAR AND NOT AN EFFECTIVE WAY. KNOWLEDGE MAKES THE DIFFERENCE. AS AN ENGLISH TEACHER WE MUST BE CREATIVE AND PASSIONATE ABOUT TEACH.
How are you?
Could you bring me a bottle of____?
我可以把一个瓶子 Nǐ kěyǐ gěi wǒ yī píng 水= Water Shuǐ
啤酒 = beer Píjiǔ
橙汁 = orange juice
Could you bring me a cup of ______?
我可以把一杯 Wǒ kěyǐ bǎ yībēi Chá 茶 = tea
咖啡 = coffee
THIS CHALLENGE WAS SO INTERESTING FOR US. MY PARTNERS PRESENTED THEIR CLASSES SUCCESSFULLY. IN MY PARTICULAR CASE I COULDNÂ´T PRESENT MY CHINESE CLASS CAUSE OF TIME. BUT I FEEL MOTIVATED ABOUT TEACH ANOTHER LANGUAGE. I PREPARED A PPT PRESENTACION, I WAS WEARING A COSTUME AND SPECIAL MAKE UP AND A COLORFUL CHART WITH CHINESE SOUNDS. ALSO A VIDEO WITH A CHRISTMAS SONG IN CHINESE.
感谢您的关注 Gǎnxiè nín de guānzhù THANKS FOR YOUR ATTENTION
MY FIRST TIME USING GNOMIO WAS HARD BECAUSE THERE WAS A LOT OF DETAILS AND SETTINGS FOR EACH PART OF MY VIRTUAL CLASSROOM. I DIDNÂ´T UNDERSTAND HOW WORKS SOME THINGS AND MISUNDERSTANDING A LOT OF THINGS. BUT I TRYED AGAIN AND ASKED FOR EXTRA DIRECTIONS TO FIX IT, FIRST THE APPEARANCE, POSITION OF LABELS AND TO FOLLOW THE EXAMPLE STRICTLY. I LIKED TO WORK WITH SCREENCAST, LINO, PREZI, POWTOON, ISSUU, VOKI, AND COOLTEXT BECAUSE STIMULATE OUR IMAGINATION AND CREATIVITY. SO AFTER PREPARING THE VIRTUAL CLASSROOM EVERYTHING BECAME EASY. I SPENT A LOT OF TIME IN THIS PROJECT AND I FEEL SATISFIED WITH MY LEARNING. THIS MODALITY IS TRENDY AND ATRACTIVE FOR STUDENTS.
AS A TUTOR I TRYED TO SUPPORT MY GROUP DURING ALL THE PROCESS. I USED THEIR INSTITUTIONAL MAILS TO ENROLL THEM AND TO BE IN CLOSE CONTACT, ALSO WE USING WHATSAPP. I WAS RESPONSIBLE CHECKING FINISHED ACTIVITIES, GRADING, GIVING FEEDBACKS, REMINDERS AND EVERYTHING THEY NEEDED IN ORDER TO ACHIEVE THEIR ACTIVITIES SUCCESSFULLY.
AS A STUDENT I HAD SOME DIFICULTIES, BECAUSE I DIDN´T WORK WITH ALL MY ASSIGNED TEACHERS. I COULDN´T ACCESS IN A VIRTUAL CLASSROOM, I TRIED TO COMMUNICATE WITH THAT TEACHER VIA E MAIL WITH NO RESULTS, HE MISSED SOME CLASES TOO, SO I LOSE THOSE GRADES. ON THE OTHER HAND I FINISHED SUCCESSFULLY ALL THE ASSIGMENTS WITH MY OTHER TEACHERS, THE GIRLS TEACHERS WERE MORE COMMITTED, THEY GAVE ME ALL SUPPORT THAT I NEEDED.
I DO NOT AGREE WITH CORRUPTIVE ACTIVITIES, WE ARE ADULTS, WE HAVE JOBS AND FAMILY AND WE NEED TO COMPLY WITH OUR ASSIGNMENTS BY OURSELVES. I THINK IS A PERSONAL COMMITMENT AND NEEDS SACRIFICE. SOME PEOPLE HAS BAD ATTITUDE REFERS TO USE DIGITAL THINGS. ACCORDING TO MY POINT OF VIEW THERE ARE SOME KEY ASPECTS: SOME STUDENTS DONÂ´T HAVE ACCESS TO A PC OR LAPTOP IN THEIR HOUSES OR INTERNET ACCESS SO THEY CAN NOT PRACTICE OR DEVELOP THESE SKILLS AND WHEN THEY HAVE TO WORK IN THESE KIND OF ASSIGMENTS THEY FEEL LOST AND FRUSTRATED. BUT ACTUALLY I KNOW A GIRL WHO DOES NOT HAVE A COMPUTER IN HER HOME BUT MAKES THE TASKS ON HER SMARTPHONE AND COMES EARLY TO USE THE LAB. SHE WANTS TO BE A PROFESSIONAL AND HER ATTITUDE WILL LEAD HER TO SUCCESS.
TEACHER LICDA. IRMA MARTINEZ
SUBJECT PRAGMATIC GRAMMAR
SCHEDULE TUESDAY – THURSDAY 6:30 – 8:00
I HAD LUCKY BECAUSE I HAVE ASSISTED TO LIC. IRMA MARTINEZ IN PRAGMATIC GRAMMAR, SHE WAS NICE AND MAKES ME FEEL COMFORTABLE AND SUPPORT ME, WHEN I DID MY MICROTEACHINGS ALSO SHE TOOK IN TO ACCOUNT MY ACTIVITIES TO ASSIGN SCORE. STUDENTS WAS VERY ACTIVE IN CLASS. IT WAS DIFFERENT TEACHING 5 OR 10 MINUTES IN FRONT OF YOUR PARTNERS BECAUSE IS EASIER THAN TO TEACH 1 HOUR INFRONT STUDENTS WHOM DEPEND OF YOUR EXPLANATION AND SUPPORT TO UNDERSTAN ONE TOPIC COULD BE TAKE INTO ACCOUNT IN THE PARTIAL. ITS A BIG RESPONSIBILITY.
I NEVER THINK IN THIS ASPECT. BECAUSE WHEN YOU WORK AT SCHOOL THE PRINCIPAL EXPECT FROM YOU AN ORDERED CLASS LIKE ANCIENT TIMES, IN WHICH STUDENTS DON Â´T GIVE OPINIONS, MOMORIZED EVERYTHING AND THE TEACHER TALKING ALL THE TIME. SO WHEN I TRY TO MAKE THE DIFFERENCE AND APPLY WHAT I HAVE LEARNED THE PRINCIPAL COMPLAINTS THAT I AM A LAZY TEACHER, EVEN THE PARENTS THINK LIKE THAT. BUT WHEN THEY NOTICE THE SHORT TERM RESULTS EVERYTHING BECAME CLEAR FOR THEM. NOWADAYS I PLANNING MY CLASSES IN A DIFFERENT WAY, STUDENTS PARTICIPATE MORE, LEARN MORE AND FEEL CONFIDENT ABOUT THEIR ACQUIRED KNOWLEDGE.
FINALLY STUDY THIS CAREER WAS THE BEST OF MY LIFE, I STARTED TO TEACH ENGLISH IN 2005 AT SCHOOL IN SOYAPANGO. AT THE BIGINING I DIDN´T PLANNING MY CLASSES BECAUSE I DIDN´T KNOW HOW TO DO IT. I REMEMBER AN IMPROVISED CLASS WITHOUT GOALS AND MEANINGLESS TASKS SO I FINISHED WITH SORE THROAT AND COMPLETELY EXHAUSTED. DURING MY LEARNING PROCESS I WAS MAKING SIGNIFICANT CHANGES AND I FEEL THE DIFFERENCE AND NOTICED THE RESULTS. I GOT THE CONFIDENCE AND THE APPRECIATION OF MY CHIEF AND PARENTS AND FOR THE VERY FIRST TIME I FELT PROUD ABOUT MYSELF. MR. WHITE, YOU HAVE HELPED ME TO BE A BETTER ENGLISH TEACHER.