PPP

PPP(3Ps)
stands for Presentation, Practice and Production - a common approach to communicative language teaching that works through the progression of three sequential stages.

Presentation represents the introduction to a lesson, and necessarily requires the creation of a realistic (or realistic-feeling) "situation" requiring the target language to be learned. This can be achieved through using pictures, dialogs, imagination or actual "classroom situations". The teacher checks to see that the students understand the nature of the situation, then builds the "concept" underlying the language to be learned using small chunks of language that the students already know. Having understood the concept, students are then given the language "model" and angage in choral drills to learn statement, answer and question forms for the target language. This is a very teacher-orientated stage where error correction is important.

Practice usually begins with what is termed "mechanical practice" - open and closed pairwork. Students gradually move into more "communicative practice" involving procedures like information gap activities, dialog creation and controlled roleplays. Practice is seen as the frequency device to create familiarity and confidence with the new language, and a measuring stick for accuracy. The teacher still directs and corrects at this stage, but the classroom is beginning to become more learner-centered.

Production is seen as the culmination of the language learning process, whereby the learners have started to become independent users of the language rather than students of the language. The teacher's role here is to somehow facilitate a realistic situation or activity where the students instinctively feel the need to actively apply the language they have been practicing. The teacher does not correct or become involved unless students directly appeal to him/her to do so.

Computer-assisted language learning [CALL]

Computer-assisted language learning
Computers have recently become fully effective means in various aspects of language teaching.

Computer-assisted language learning (CALL) is a method of language teaching and learning in which computer technology is used as an aid to the presentation, storage and assessment of the material which is to be learned. Typical Computer-assisted language learning programs present any combination of text, images, sound or video. The user learns the language material by typing at the keyboard, pointing and clicking with the mouse, or speaking into a microphone. Modern Computer-assisted language learning software has embraced CD-ROM and DVD and a wide range of other new technologies, helping in teaching pronunciation, grammar, vocabulary and other aspects of the language.

Reading skill Model

Teaching Reading
Goals and Techniques for Teaching Reading

Instructors want to produce students who, even if they do not have complete control of the grammar or an extensive lexicon, can fend for themselves in communication situations. In the case of reading, this means producing students who can use reading strategies to maximize their comprehension of text, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension.

Focus: The Reading Process
To accomplish this goal, instructors focus on the process of reading rather than on its product.
• They develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language.
• They allow students to practice the full repertoire of reading strategies by using authentic reading tasks. They encourage students to read to learn (and have an authentic purpose for reading) by giving students some choice of reading material.
• When working with reading tasks in class, they show students the strategies that will work best for the reading purpose and the type of text. They explain how and why students should use the strategies.
• They have students practice reading strategies in class and ask them to practice outside of class in their reading assignments. They encourage students to be conscious of what they're doing while they complete reading assignments.
• They encourage students to evaluate their comprehension and self-report their use of strategies. They build comprehension checks into in-class and out-of-class reading assignments, and periodically review how and when to use particular strategies.
• They encourage the development of reading skills and the use of reading strategies by using the target language to convey instructions and course-related information in written form: office hours, homework assignments, test content.
• They do not assume that students will transfer strategy use from one task to another. They explicitly mention how a particular strategy can be used in a different type of reading task or with another skill.

Integrating Reading Strategies
Instruction in reading strategies is not an add-on, but rather an integral part of the use of reading activities in the language classroom. Instructors can help their students become effective readers by teaching them how to use strategies before, during, and after reading.
Before reading: Plan for the reading task
• Set a purpose or decide in advance what to read for
• Decide if more linguistic or background knowledge is needed
• Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases)
During and after reading: Monitor comprehension
• Verify predictions and check for inaccurate guesses
• Decide what is and is not important to understand
• Reread to check comprehension
• Ask for help
After reading: Evaluate comprehension and strategy use
• Evaluate comprehension in a particular task or area
• Evaluate overall progress in reading and in particular types of reading tasks
• Decide if the strategies used were appropriate for the purpose and for the task
• Modify strategies if necessary

Using Authentic Materials and Approaches
For students to develop communicative competence in reading, classroom and homework reading activities must resemble (or be) real-life reading tasks that involve meaningful communication. They must therefore be authentic in three ways.
1. The reading material must be authentic: It must be the kind of material that students will need and want to be able to read when traveling, studying abroad, or using the language in other contexts outside the classroom.
When selecting texts for student assignments, remember that the difficulty of a reading text is less a function of the language, and more a function of the conceptual difficulty and the task(s) that students are expected to complete. Simplifying a text by changing the language often removes natural redundancy and makes the organization somewhat difficult for students to predict. This actually makes a text more difficult to read than if the original were used.
Rather than simplifying a text by changing its language, make it more approachable by eliciting students' existing knowledge in pre-reading discussion, reviewing new vocabulary before reading, and asking students to perform tasks that are within their competence, such as skimming to get the main idea or scanning for specific information, before they begin intensive reading.
2. The reading purpose must be authentic: Students must be reading for reasons that make sense and have relevance to them. "Because the teacher assigned it" is not an authentic reason for reading a text.
To identify relevant reading purposes, ask students how they plan to use the language they are learning and what topics they are interested in reading and learning about. Give them opportunities to choose their reading assignments, and encourage them to use the library, the Internet, and foreign language newsstands and bookstores to find other things they would like to read.
3. The reading approach must be authentic: Students should read the text in a way that matches the reading purpose, the type of text, and the way people normally read. This means that reading aloud will take place only in situations where it would take place outside the classroom, such as reading for pleasure. The majority of students' reading should be done silently.

Reading Aloud in the Classroom
Students do not learn to read by reading aloud. A person who reads aloud and comprehends the meaning of the text is coordinating word recognition with comprehension and speaking and pronunciation ability in highly complex ways. Students whose language skills are limited are not able to process at this level, and end up having to drop one or more of the elements. Usually the dropped element is comprehension, and reading aloud becomes word calling: simply pronouncing a series of words without regard for the meaning they carry individually and together. Word calling is not productive for the student who is doing it, and it is boring for other students to listen to.
• There are two ways to use reading aloud productively in the language classroom. Read aloud to your students as they follow along silently. You have the ability to use inflection and tone to help them hear what the text is saying. Following along as you read will help students move from word-by-word reading to reading in phrases and thought units, as they do in their first language.
• Use the "read and look up" technique. With this technique, a student reads a phrase or sentence silently as many times as necessary, then looks up (away from the text) and tells you what the phrase or sentence says. This encourages students to read for ideas, rather than for word recognition.

This is the example about teaching by reading model.

Listening skill Model

Teaching Listening
Goals and Techniques for Teaching Listening

Instructors want to produce students who, even if they do not have complete control of the grammar or an extensive lexicon, can fend for themselves in communication situations. In the case of listening, this means producing students who can use listening strategies to maximize their comprehension of aural input, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension.
Focus: The Listening Process
• To accomplish this goal, instructors focus on the process of listening rather than on its product.
• They develop students' awareness of the listening process and listening strategies by asking students to think and talk about how they listen in their native language.
• They allow students to practice the full repertoire of listening strategies by using authentic listening tasks.
• They behave as authentic listeners by responding to student communication as a listener rather than as a teacher.
• When working with listening tasks in class, they show students the strategies that will work best for the listening purpose and the type of text. They explain how and why students should use the strategies.
• They have students practice listening strategies in class and ask them to practice outside of class in their listening assignments. They encourage students to be conscious of what they're doing while they complete listening tape assignments.
• They encourage students to evaluate their comprehension and their strategy use immediately after completing an assignment. They build comprehension checks into in-class and out-of-class listening assignments, and periodically review how and when to use particular strategies.
• They encourage the development of listening skills and the use of listening strategies by using the target language to conduct classroom business: making announcements, assigning homework, describing the content and format of tests.
• They do not assume that students will transfer strategy use from one task to another. They explicitly mention how a particular strategy can be used in a different type of listening task or with another skill.
By raising students' awareness of listening as a skill that requires active engagement, and by explicitly teaching listening strategies, instructors help their students develop both the ability and the confidence to handle communication situations they may encounter beyond the classroom. In this way they give their students the foundation for communicative competence in the new language.
Integrating Metacognitive Strategies
Before listening: Plan for the listening task
• Set a purpose or decide in advance what to listen for
• Decide if more linguistic or background knowledge is needed
• Determine whether to enter the text from the top down (attend to the overall meaning) or from the bottom up (focus on the words and phrases)
During and after listening: Monitor comprehension
• Verify predictions and check for inaccurate guesses
• Decide what is and is not important to understand
• Listen/view again to check comprehension
• Ask for help
After listening: Evaluate comprehension and strategy use
• Evaluate comprehension in a particular task or area
• Evaluate overall progress in listening and in particular types of listening tasks
• Decide if the strategies used were appropriate for the purpose and for the task
• Modify strategies if necessary
Using Authentic Materials and Situations
One-Way Communication

Materials:
• Radio and television programs
• Public address announcements (airports, train/bus stations, stores)
• Speeches and lectures
• Telephone customer service recordings
Procedure:

• Help students identify the listening goal: to obtain specific information; to decide whether to continue listening; to understand most or all of the message
• Help students outline predictable sequences in which information may be presented: who-what-when-where (news stories); who-flight number-arriving/departing-gate number (airport announcements); "for [function], press [number]" (telephone recordings)
• Help students identify key words/phrases to listen for
Two-Way Communication
In authentic two-way communication, the listener focuses on the speaker's meaning rather than the speaker's language. The focus shifts to language only when meaning is not clear. Note the difference between the teacher as teacher and the teacher as authentic listener in the dialogues in the popup screens.

Writing skill Model

Teaching Writing Skills

Writing, while natural talent helps, is primarily a learned art, with students being taught all the formal and technical aspects and relying primarily on their own creativity to create. Teaching writing skills can be difficult for any teacher, since the approach will be different for almost every student. Some will learn quickly, while others will need some encouragement and more attention to ensure they understand what they are being taught. There is a general learning arc that most students will go through, regardless of their age.
• Learning basic sentence structure.
• Increasing vocabulary and spelling,
• Increased knowledge of grammatical rules.
• Introduction of new forms of writing.
• Perfecting the language used in each of these new forms.
There's the basic in a nutshell, but how do you create writers using these basis for teaching? One thing excluded from this is actually knowing script and print writing. You can use a cursive writing chart to learn the basics of script writing, while print should already be known.
- Learning Basic Sentence Structure
- Increase Vocabulary and Spelling
- Increased Knowledge of Grammatical Rules and Introducing New
Writing Forms

Tips For Teaching Writing Skills
Learning how to write can be difficult, especially if you are trying to learn both the rules of writing, writing styles, vocabulary, and grammar all at the same time. These tips can help you to both teach writing skills and help your students to learn.
• Have students write about familiar subjects. Things like what they did over their Christmas vacation, about the pets they own, and what kind of food they like are great ways to start. Over time, start making it more specific. Things like what Native Americans lived in Montana or what did you do for Christmas last year will start to help them develop analytical thinking skills while still developing their writing skills.
• Teach them brainstorming techniques early. This will help them to develop clear thoughts and stay organized in their writing.
• Have students write letters and stories to each other. Note passing may become a problem, but if you build it into your lesson plan, where's the issue. This will show students how others are writing and bring give them new ideas on how to develop their writing.
• Revision is the best way to learn spelling and grammar. Those who can edit writing can write, and the other way around.
• Start to introduce different styles of writing and tones, giving young writers a more dynamic range they can build on later.
• Encourage Reading. This is very important. Students will gain a more diverse pool of examples they can draw from in their own writing. Students who read will become students who write well.
• Be patient with students. If you become frustrated with them, they will become discouraged. Some people learn faster than others, but all students will learn more from a calm teacher than and angry one.
• Writing does not just include one medium. Make sure your students are familiar with both electronic writing and handwriting. Even with the advances in computer technology, handwriting is still a key skill to have.

This is the example about Teaching Writing



The problems (Post-Writing)
Chatting on MSN, I think it is interesting and the students know what is MSN? But they do not how to play MSN? So this activity difficult for the students those do not about MSN.

Writing by using MSN it is interesting and make you fan when you write to each other and also this activity develop your writing skill.

Speaking skill Model

Teaching Speaking
Strategies for Developing Speaking Skills

Students often think that the ability to speak a language is the product of language learning, but speaking is also a crucial part of the language learning process. Effective instructors teach students speaking strategies -- using minimal responses, recognizing scripts, and using language to talk about language -- that they can use to help themselves expand their knowledge of the language and their confidence in using it. These instructors help students learn to speak so that the students can use speaking to learn.
1. Using minimal responses
Language learners who lack confidence in their ability to participate successfully in oral interaction often listen in silence while others do the talking. One way to encourage such learners to begin to participate is to help them build up a stock of minimal responses that they can use in different types of exchanges. Such responses can be especially useful for beginners.
Minimal responses are predictable, often idiomatic phrases that conversation participants use to indicate understanding, agreement, doubt, and other responses to what another speaker is saying. Having a stock of such responses enables a learner to focus on what the other participant is saying, without having to simultaneously plan a response.
2. Recognizing scripts
Some communication situations are associated with a predictable set of spoken exchanges -- a script. Greetings, apologies, compliments, invitations, and other functions that are influenced by social and cultural norms often follow patterns or scripts. So do the transactional exchanges involved in activities such as obtaining information and making a purchase. In these scripts, the relationship between a speaker's turn and the one that follows it can often be anticipated.
Instructors can help students develop speaking ability by making them aware of the scripts for different situations so that they can predict what they will hear and what they will need to say in response. Through interactive activities, instructors can give students practice in managing and varying the language that different scripts contain.
3. Using language to talk about language
Language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them. Instructors can help students overcome this reticence by assuring them that misunderstanding and the need for clarification can occur in any type of interaction, whatever the participants' language skill levels. Instructors can also give students strategies and phrases to use for clarification and comprehension check.
By encouraging students to use clarification phrases in class when misunderstanding occurs, and by responding positively when they do, instructors can create an authentic practice environment within the classroom itself. As they develop control of various clarification strategies, students will gain confidence in their ability to manage the various communication situations that they may encounter outside the classroom.

by National Capital Language Resouree Center



This is the example of Teaching Skeaking

B-slim Model

B-slim Model
B-SLIM reflects how to think about sequencing and pacing activities for all students. In this day of heterogeneous multi-level classes teachers must oversee the learning of students with varying abilities, interests and learning styles during the same class time period. B-SLIM helps the teacher to plan, organize and implement activities for each learner. See Figure 1. B-SLIM has 5 parts:

Planning and Preparation
Comprehensible Input
Intake – “Getting it”
“Using it”
Output
Assessment
Evaluation

Because assessment occurs throughout the model the teacher is easily able to recognize where a student is ‘at’ – what the student has learned and what the next step(s) should be. For example, if the student is referring to class notes, blackboard or other mounted visual clues or a dictionary then the student is clearly still at the ‘getting it’ stage. Only when content is remembered can it be used in the ‘using it’ phase. Key points about each phase follow.

by Dr. Olenka Bilash
Professor in the Department of Secondary Education)








This is the example of our teaching B-slim model.

Christmas & Happy New Years 2010 party

Christmas day's faculty of Education at old campus, Mahasarakham University.
We celebrated of birthday's Jesus. In this celebration, there are many activity such as performance, feast, show, song and cast lots presents (because we celebrete Chistmas and Happy New Years together).

Halloween

Halloween is an annual holiday observed on October 31, which commonly includes activities such as trick-or-treating, attending costume parties, carving jack-o'-lanterns, bonfires, apple bobbing, visiting haunted attractions, playing pranks, telling scary stories, and watching horror films.

Almshouse

"We go to clean almshouse's area and take care senile"

Social service [old campus MSU] 2010

"In the morning"
"clean at the backside in old campus area"