(soft upbeat music)
- This is part two of the five part series,
walking through An Example PPP Lesson Plan.
In the first part, we looked at an overview of the lesson
and talked about the warm up.
Here in part two, we will walk through
the introduction and the first P which is presentation.
So we are now ready to look at the stage
of the lesson plan called the introduction.
If you watch part one of the video series,
you know that the warm up involved the teacher sharing
his or her best vacation story in the past simple tense
and then the students sharing with each other in pairs
or small groups their own best vacation experience.
And so the introduction is a short stage here,
it's two minutes and a good introduction
seeks to just briefly give an overview of the lesson plan
and the objectives of what we're going to do today
and then importantly, it also can establish
a meaningful context for the lesson
as well as a context for the language input
that is to come in the presentation stage.
So, this introduction has two parts.
And the first part sort of uses some of the example
sentences from the warm up.
The teacher will listen to some of the students report,
what their partner said about their best vacation
and put a couple of those sentences up on the board,
and it's important that those sentences
be in the past simple
and that way we can kind of just review to say,
"Well, why did we use the past simple?"
Because this was describing a trip.
It happened at a specific time in the past
and it's now finished.
This is a review we've been practicing this tense
for awhile now, right?
Well we can now switch sort of over into,
the lesson plan introduction, which is to say,
we have a different tense when we wanna talk about
our experience in general,
when we wanna connect the past experience in our life
to our present state, to our present knowledge
and the time isn't important.
So when we don't use the time in the past
and we're talking about general experience,
we use a grammar tense called the present perfect.
And that grammar tense is what we will learn today
and what we will practice in today's lesson.
And we're going to use all four skills,
reading, writing, listening and speaking.
So now, we are ready to look at the first P in PPP,
which is the presentation.
And this is really of paramount importance
in any lesson plan because,
all second language teaching requires input.
You have to expose them to new language
in order to teach new language.
And the presentation is the stage where you expose them,
you show them that new language
and you wanna to do so in a way that is highly meaningful
and that's highly contextual.
You don't want to simply lecture about a grammar point
and explain what a grammar point is in a vacuum.
No, you want to give them examples of that grammar point
and you wanna make it clear
what you're trying to communicate with that grammar point.
And the same thing goes for vocabulary.
You wouldn't give them a list of vocabulary.
You would wanna contextualize that both for an overall
introduction that gives kind of the overall meaning,
the topic of the lesson.
And then you give them some sort of textual input
that includes the vocabulary.
So for this presentation, we've allotted 10 minutes
in the introduction.
We've already said that we're going to be talking about life
experience and using the present perfect tense.
So the first part of the presentation,
the teacher shows the following sentences on the board,
tells the students to read them carefully.
So this could be something that the teacher
writes on the board on the board
or it could be something that is projected on the board
that's already written.
And you see, there are a five sentences here,
they all use the present perfect with the subject of I.
I have lived, I have traveled,
I have jumped. I have eaten and I have met.
And you wanna ask the students if they understand
these are all fairly simple verbs,
hopefully they would understand the verbs.
But the first question we'd asked them is,
do you guys know what grammar is being used here?
And we already told them in the introduction,
"Yeah, this is the present perfect."
Well, here's the really important question,
what is being communicated?
What am I communicating to you with these sentences?
And the answer is my life experience.
These are things that I, the teacher,
have done at some point in the past, but we don't know when,
we don't know I did these things.
You don't know When I jumped out of a plane,
when I met Barack Obama, and that's not important here,
because we're not talking about that action,
we're talking about the fact that I have done that action
at some point in the past.
This is a present tense, don't forget that.
The past simple talks about the past,
the present perfect is actually a present tense.
It connects to past experience
to the teachers present state.
If we wanna communicate about when something happened,
we use the past simple, just like we did in the warm up,
but here we're not communicating about the past,
we're communicating about how my experience
has changed me in the present.
And so, how is the present perfect formed?
What do you notice about how it's written?
Yes, all of these use I, but the teacher can write
these sort of grammar equations on the board.
If we have I, you, we or they,
we use have, not is optional,
that's why it's in parentheses,
if we were using the negative it would be here.
And then we use verb three or the past participle.
A lot of your students will have already drilled
these things of you know, run, ran, run,
eat, ate, eaten, that sort of thing.
And if we use he, she, it, we don't use have, we use has,
and then not plus the verb three in the past participle.
And so you wanna make the students understand
that these are five things that I have experienced
in my life and when is not important,
it's more about the actual experience
that I wanna communicate.
Now that we've given this presentation,
we'll be ready for practice stage one,
which uses this presentation text.
And I will describe how we do that in video number three.
(soft upbeat music)