Language Link Corporate Site. Presentation-Practice-Production
أنا الشمس لا تخفي الحقيقة اننى نبض الحياة لسائر اللهجات
Presentation, Practice and Production, commonly referred to as PPP, is a kind of instructional sequence, i.e. a model of lesson planning. To read more click on the above link
19/01/2011
Jane Willis and Dave Willis – Willis-ELT
Jane Willis and Dave Willis – Willis-ELT
أنا الشمس لا تخفي الحقيقة اننى نبض الحياة لسائر اللهجات
Last Year I started to teach Arabic to undergraduate students at Westminster University, using Task-based Approach. I was lucky to read this book: 'DOING TASK-BASED TEACHING ' (TBT), by Dave and Jane Willis It changed my approach to teaching.
Ther wrote: A well know form-focused approach is often know as PPP(Presentation-- Practice-- Production) . This begins by highlighting one or two new forms and illustrating their meaning. It then goes on to practise that form under careful teacher control. This control is gradually relaxed until finally learners re offered the opportunity to produce the target form(s) in a communicative activity. This PPP has four characteristics
1-A focus on form(s) start and controlled by teacher.
2-This focus on form comes before learners engage in communicative activity.
3-Teacher control of learner language at the start of the lesson and gradually relaxed.
4-The success of the procedure is judged in term of weather or not learners do produce the target form with an acceptable level of accuracy.
On the other hand the TBT are based on the belief that it is more effective to encourage learners to use the language as much as possible, even if this means that some of the language they produce is inaccurate. Teachers provide learners with opportunities in the classroom to use the language for genuine communication. Hence, focus in meaning. Inevitably, in the course of a meaning- focused activity, learners will sometime naturally focus on language for themselves.
they may ask themselves: How do i best express this next idea? or 'should I be using the past tense here?' when this happens learners are not simply thinking about forms specified by the teacher and how best to incorporate these form in their output. They are thinking about language in general and searching their own language repertoire to decide how best to express themselves in a given communicative situation. This called focus on Language, which (sometimes)will involves teacher participation too.Teachers repeat learner utterances, reshaping them to make them clearer or supply words or phrase to help learner shape their message.When teachers do this they are acting as participants in the interaction. Finally, teachers direct learners'attention to specific forms which occur in the course of a task or an associated text.they may exemplify,explain and practice these forms. This call a focus on form. Teacher should be careful that this focus on form should not detract from a focus on meaning. The simplest way to do this is to withhold this focus on form until after a task has been completed.
so the TBT has three distinction:
1-A focus on meaning in ( communication).
2- A focus on language (learner think for themselves, teacher sometimes help)
3- A focus on form (grammatical forms are isolated and specigied for study, or the teacher comments on student language by drawing attention to problems). (Dave willis and jane willis -Doing Task- based Teaching) Oxford press.
In the above link you will find the authors are immensly helpfull by given free lesson plan.
أنا الشمس لا تخفي الحقيقة اننى نبض الحياة لسائر اللهجات
Last Year I started to teach Arabic to undergraduate students at Westminster University, using Task-based Approach. I was lucky to read this book: 'DOING TASK-BASED TEACHING ' (TBT), by Dave and Jane Willis It changed my approach to teaching.
Ther wrote: A well know form-focused approach is often know as PPP(Presentation-- Practice-- Production) . This begins by highlighting one or two new forms and illustrating their meaning. It then goes on to practise that form under careful teacher control. This control is gradually relaxed until finally learners re offered the opportunity to produce the target form(s) in a communicative activity. This PPP has four characteristics
1-A focus on form(s) start and controlled by teacher.
2-This focus on form comes before learners engage in communicative activity.
3-Teacher control of learner language at the start of the lesson and gradually relaxed.
4-The success of the procedure is judged in term of weather or not learners do produce the target form with an acceptable level of accuracy.
On the other hand the TBT are based on the belief that it is more effective to encourage learners to use the language as much as possible, even if this means that some of the language they produce is inaccurate. Teachers provide learners with opportunities in the classroom to use the language for genuine communication. Hence, focus in meaning. Inevitably, in the course of a meaning- focused activity, learners will sometime naturally focus on language for themselves.
they may ask themselves: How do i best express this next idea? or 'should I be using the past tense here?' when this happens learners are not simply thinking about forms specified by the teacher and how best to incorporate these form in their output. They are thinking about language in general and searching their own language repertoire to decide how best to express themselves in a given communicative situation. This called focus on Language, which (sometimes)will involves teacher participation too.Teachers repeat learner utterances, reshaping them to make them clearer or supply words or phrase to help learner shape their message.When teachers do this they are acting as participants in the interaction. Finally, teachers direct learners'attention to specific forms which occur in the course of a task or an associated text.they may exemplify,explain and practice these forms. This call a focus on form. Teacher should be careful that this focus on form should not detract from a focus on meaning. The simplest way to do this is to withhold this focus on form until after a task has been completed.
so the TBT has three distinction:
1-A focus on meaning in ( communication).
2- A focus on language (learner think for themselves, teacher sometimes help)
3- A focus on form (grammatical forms are isolated and specigied for study, or the teacher comments on student language by drawing attention to problems). (Dave willis and jane willis -Doing Task- based Teaching) Oxford press.
In the above link you will find the authors are immensly helpfull by given free lesson plan.
16/01/2011
13/01/2011
Makharej-alhuruf-al3arabiyah.pdf
Makharej-alhuruf-al3arabiyah.pdf
This link will take you to download a book about مخارج الحروف بالالوان
Please ignor the adverdisment, This is somthing we have to live with. if you disable the adverdisment this would not affect the download.
Some of the Arabic file need special programme to open it ,You can use 7-Zip on any computer, including a computer in a commercial organization. You don't need to register or pay for 7-Zip.(search google for free 7-Zip)or try this http://www.7-zip.org/
This link will take you to download a book about مخارج الحروف بالالوان
Please ignor the adverdisment, This is somthing we have to live with. if you disable the adverdisment this would not affect the download.
Some of the Arabic file need special programme to open it ,You can use 7-Zip on any computer, including a computer in a commercial organization. You don't need to register or pay for 7-Zip.(search google for free 7-Zip)or try this http://www.7-zip.org/
LANGUAGE LEARNING article--A Summary of Stephen Krashen's "Principles and Practice in Second Language Acquisition"
LANGUAGE LEARNING article--A Summary of Stephen Krashen's "Principles and Practice in Second Language Acquisition"
A Summary of Stephen Krashen's "Principles and Practice in Second Language Acquisition"
By Reid Wilson
First appeared: Language Learning #9 and 10
Bibliographic information:
Krashen, Stephen D. 1981. Principles and Practice in Second Language Acquisition. English Language Teaching series. London: Prentice-Hall International (UK) Ltd. 202 pages.
Quote that captures the essense of the book:
"What theory implies, quite simply, is that language acquisition, first or second, occurs when comprehension of real messages occurs, and when the acquirer is not 'on the defensive'... Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill. It does not occur overnight, however. Real language acquisition develops slowly, and speaking skills emerge significantly later than listening skills, even when conditions are perfect. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production." (6-7)
To read more click on the above link.
A Summary of Stephen Krashen's "Principles and Practice in Second Language Acquisition"
By Reid Wilson
First appeared: Language Learning #9 and 10
Bibliographic information:
Krashen, Stephen D. 1981. Principles and Practice in Second Language Acquisition. English Language Teaching series. London: Prentice-Hall International (UK) Ltd. 202 pages.
Quote that captures the essense of the book:
"What theory implies, quite simply, is that language acquisition, first or second, occurs when comprehension of real messages occurs, and when the acquirer is not 'on the defensive'... Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill. It does not occur overnight, however. Real language acquisition develops slowly, and speaking skills emerge significantly later than listening skills, even when conditions are perfect. The best methods are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production." (6-7)
To read more click on the above link.
02/01/2011
www.al-mostafa.com مكتبة المصطفى الالكترونية عالم المعرفة
http://www.al-mostafa.com/disp.php?page=aalam
عالم المعرفة
http://al-mostafa.info/data/arabic/gap.php?file=aalam/Issue-126.pdf
http://al-mostafa.info/data/arabic/gap.php?file=aalam/Issue-108.pdf
عالم المعرفة
http://al-mostafa.info/data/arabic/gap.php?file=aalam/Issue-126.pdf
http://al-mostafa.info/data/arabic/gap.php?file=aalam/Issue-108.pdf
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