(bright music)
- Welcome to part three of our five-part
example PPP lesson plan video series.
Part two looked at the introduction
and the presentation stages of the lesson.
And in this video, we'll look at the second P
which is the practice.
Now that we have given our students some meaningful
and contextualized input in the presentation stage,
we're ready to move on to the second P
which is the practice stage.
For lessons that are over 30 minutes, and most of them are,
you're probably going to have multiple practice activities
within the practice stage,
you can see that this lesson plan
actually has four practice activities.
And that's really important because
the practice stage is where we skip the students to start
to use the language on their own, both for comprehension
and maybe to start filling in some blanks
and even creating some language.
A good practice stage uses multiple activities
but it uses multiple groupings.
So, individual work, pair work,
groups of three or four,
it also uses all of the different skills, ideally.
You know, we want some listening, some reading,
some writing, some speaking,
and we're going to be looking for different,
just sort of a dynamic group of activities
that hit different learning styles
and different intelligences.
And I think that this is a pretty good example of that.
So if we look at these practice stages,
practice one is slotted for five minutes
and it uses the text that we had on the board
in the presentation.
So this is called teacher's three truths and two lies.
And this is a great classroom game.
You can play two truths and one lie,
three truths and two lies, five truths and three lies,
any number will work here.
And so the teacher tells the class that,
remember we had the sentences on the board
that gave five things from the teacher's life experience,
well, the teacher will tell the class,
"Only three of the sentences on the board are true."
That means two of them are false.
So in groups of three, students must discuss,
with their partners, the sentences on the board,
talk about which two they think are false and why.
Give them a couple of minutes to talk about that.
You can sense how long it's taking them.
But after some whole class discussion,
what do you guys think?
Which ones do you think are true?
Which ones do you think are false?
Teacher can reveal the answers
by changing the sentences on the board,
pointing out the use of the negative.
So if you notice here, sentences one, two, and four
were actually true.
I have lived in three countries,
I have traveled to 16 countries, and I have eaten snake.
Sentences three and five were false.
I'm going to make them true.
So for sentence three, I'm going to add,
I have not jumped out of a plane yet but I want to.
So this is not part of my life experience.
And same with number five. I have never met Barack Obama.
It's not part of my life experience.
And so practice one is still using input,
it has the students talking to each other
but it has them talking about
whether or not they think the sentences are true or false.
Practice number two is a grammar worksheet.
It's pretty straightforward.
It's a sentence-level practice handout
to be completed individually.
And like any good lesson plan,
I've included that material here.
You see this is a present perfect worksheet.
Part one, the directions are to use the simple past
or the present perfect to complete the following exercises.
And really what we're looking for here is
for them to recognize that
when we talk about a specific time in the past,
for example here it says in 2012,
we'll be looking for the past simple, he took.
But when we're talking about general life experiences
in his life, we're looking for that present perfect.
So he has visited.
And that's the first three examples are that
some of them use the past simple,
some use the present perfect.
And part two starts to move towards production
and it focuses on the yes or no question.
So it says, use the verb phrases
to form yes or no questions.
Use the present perfect and ever
and then answer the question about yourself with yes, I have
or no, I haven't and tell the truth.
And there's an example here, eat snake.
So we want them to write, have you ever eaten snake?
And then if they have, they would write, yes, I have.
If they haven't, they would write, no, I haven't.
So you can see we have be on TV, break a bone,
meet someone famous.
We're just looking for them
to form a yes or no question of this.
And you could follow up having them ask their partners
these questions, yes or no,
but in this particular lesson we're not going to do that.
And you'll see why.
So that would be practice two, the grammar worksheet.
For practice three, this is much longer.
We've slotted 12 minutes for practice three.
And this is a dictogloss.
A dictogloss is my all-time favorite classroom activity
because it's very dynamic.
It's similar to a dictation,
but a dictation is where you give sentence-level input.
In a dictation, you read individual sentences
and the students have time to copy those sentences.
But in a dictogloss, it's at the paragraph level.
So, teacher reads the short passage
about their travel experience two times out loud,
stressing that it is true.
Students listen and take notes if desired.
And so this text right here is what I would read out loud.
I have prepared that text and that's important
because I want to read it exactly the same way
every time I read it.
The students right now can't see it. They have to listen.
So I will read this paragraph two times fairly slowly.
It contains many examples of the present perfect
both in the affirmative and the negative form.
After I read it twice, in groups of three,
students will work together to recreate the passage
as close to the original as possible.
So the teacher can read the text again
if the students are struggling.
So now they're in groups of three,
they've listened to my paragraph,
they have to work together and try to reconstruct it.
They're not going to get it perfect,
but we want them to try to get it as close as possible.
And this is great because they've heard my life experience,
my travel experience using the present perfect many times,
and they're in groups gonna talk about it,
they're going to use the present perfect a lot
when they negotiate how to recreate this paragraph.
And we'll give them a lot of time.
And then eventually I'll just show them the correct answer
and we'll talk about what they got wrong
and why this is all true about me
and note some of the grammar that's in it.
And finally practice four.
We've got five minutes.
And this is pair speaking practice.
In pairs, the students tell a partner
three places they have traveled to
and three places they have not traveled to but want to,
and that's going to be modeled after my paragraph.
They've just, in the dictogloss in practice three,
they've heard me talk about several places I have traveled
and then a couple of places I have not traveled.
And we're going to ask them to talk about themselves
as the final practice.
So in these four practice activities,
they've practiced all skills,
they've used the grammar a lot both to understand input
and to start creating their output.
Now we're ready for that final P of PPP, the production,
which we will talk about in video number four.
(gentle music)