The Academy of Technology and Humanities Poland Abstract The aim of this article is to explore the potential of integrated reading and writing activities within the CLIL classroom from the perspective of the students' linguistic achievements. The paper presents a case study of a 2 semester-long project involving 17 undergraduate students of International Relations, who were offered CLIL classes as an alternative to a traditional EFL course. More importantly, systematic text-responsible writing assignments were incorporated into the framework of the CLIL formula, and it is assumed that such a variable contributed to the effectiveness of this course in terms of foreign language competence growth. In this paper we concentrate on the integration of reading and writing, as this approach has major implications for the CLIL classroom.
The PPP method in English teaching is a three-step lesson plan and teaching approach that helps the student learn, understand and practice new vocabulary. The three stages of a PPP lesson Firstly, the teacher presents the new word, an event which involves the presentation of pronunciation and spellingall in context.
Next the teacher allows the students to practice the new word in a controlled setting, making sure the student has understood it properly. Lastly comes the production stage, where there is a period of less-controlled practice and an informal assessment of learning.
This is where the students get chance to use the new word or phrase in an original way and to relate it to their knowledge and experiences. These three stages of a PPP lesson help the student to consolidate the new word in their mental vocabulary bank.
The sequence of a PPP lesson This EFL teaching method of presentation, practice and production is an approach that follows a definite sequence: The teacher presents the new vocabulary and explains the form of the language in a meaningful context. The students practise this new vocabulary through controlled activities such as worksheets or question and answer activities to check comprehension.
The students use or produce what they have learned in a communicative activity such as a role-play, communication game, or question and answer session.
However, PPP is a highly flexible approach to teaching and there are many different activities a teacher can employ for each stage.
In fact it is a good idea to try to engage with different sense of the students to get across the meaning of the new word.
It is also important to make sure that students have understood the new word before getting them to move on to practise it. It is often fun and highly effective for students to play games to practise vocabulary and to produce it.
Some critics think it can be too formal and structured, with too little focus on student interaction. However, we think the PPP technique in EFL offers a very flexible base from which to construct a lesson that is highly student-centred.
For ideas on ways to present new vocabulary and check comprehensionand activities which allow students to practice and produce their vocabularyplease browse this PPP teaching section.
What do you think about presentation, practice, production as a teaching technique? Do you use the PPP technique?
What is your favourite way to present new vocabulary? Let us know your thoughts in the comments box below.Therefore, the main objective of the study has been to re-story the provision of the context-model-based instruction in teaching EFL writing, and to focus especially on students’ development of the context model and learning to guide EFL writing with the context model.
interdisciplinary area of question. Generally, there are three main types of ESL/EFL writing strategies consisting of product approach (Silva, ; Brown, ), process approach (Silva, ) and genre-based approach (Hyland, a; Hyland, b).
The Difficulties of Writing Argumentative Essays. The PPP technique in EFL teaching uses a 3 step lesson plan to help students learn, understand and practice new vocabulary. The PPP method in English teaching is a three-step lesson plan and teaching approach that helps the student learn, understand and practice new vocabulary.
ESL or ESOL student, teaching English to non-native. These are very common in essays, articles and more academic-type writing, and it is useful for students at this level to be aware of them and to be able to produce them accurately. After some practice with these structures, the lesson ends with a more light-hearted and personalised practice activity.
on EFL College Students’ Rhetorical Organization: Integrating Genre-Based and Process Approaches. Maryam Karimpour *1, Parvaneh Karkia 2.
genre based approach, process approach. The Journal of Applied Linguistics Vol.9, No, pp, Spring & Summer Japanese ESL students' compositions by summary writing found that: the. Cambridge Core - Methodology - Second Language Writing - by Ken Hyland.
Skip to main content revision activities in ESL writing instruction.
TESOL Quarterly, 28 (4), – Messick, S. (). (). Teaching writing in the primary school: a genre-based approach to the development of writing abilities.
Working Papers in Linguistics.