Classroom management : Part 12 ****2 Generation Curriculum & Teaching PPU Speaking Lesson*** **Mr Samir Bounab ** =========================================== **To teach “Speaking Lesson (grammar) “ we need PPU frame work: -->What is PPU? Or 3 PPPs ? (P) = Presentation (P) = Practice (U) = Use “produce” --> NB: "Use" has wider usage *in and outside* the class than **Produce** which can occur just in class. 1) Pre stage : This can be "an ice- breaker, warmer or lead in". 2) Presentation : A/ The teacher : **[decides on the teaching aids to be used]** Conveys the meaning of new material / language to students (inductively or deductively)  Gives them the chance to interact with it and to indicate in some way (not necessarily by producing the language) that they have understood. Provide maximum opportunity to students to speak the target language by providing a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge. Try to involve each student in every speaking activity; for this aim, practice different ways of student participation.......... 2.During Stage : ** PRACTICE **: {engage the students in an interchange of communication using what they have been learning} 3. Post Stage : **USE** = **Produce** = feed back For further reading please download the PFD copy

1. Lesson
3 stages
Pre stage During stage Post stage
To teach “Speaking Lesson (grammar) “ we need PPU frame work:
What is PPU? Or 3 PPPs
(P) = Presentation
(P) = Practice
(U) = Use “produce”
NB: Use has wider usage in and outside the class than Produce which can occur just in class
Why PPU frame work? Because it is conform the Algerian National Curriculum Mars 2015
How to teach PPU?
Pre stage : This can be an ice- breaker, warmer or lead in.
They are nearly the same; there is a slight difference but all serve one objective is to get the learner
ready and ease for the learning session.
Ice breaker : Icebreakers are discussion questions or activities used to help participants relax and ease
into a group meeting or learning situation. The icebreakers can be
used to generate interest in a topic and activate the student’s prior knowledge.
Lead in: Lead-ins (topic) will encourage the sharing of information and resource. Topic Lead-ins will
direct the student into the content that will be taught
Warmer: Warmers are usually fun activities that focus on fluency practice. Ideally, warmers should only
last a few minutes, while a warmer is usually has no direct relationship to the REST of the lesson, a lead-in
is a quick preview of the material that will be covered in class. both lean in and warmer have their
strengths. A fun, breezy warmer can add a bit of variety to a lesson, and might appeal to students who like
a change of pace. On the other hand, a lead-in is a better choice for a more cohesive lesson. This is
particularly important with beginning level students, who need a lot of structure and repetition
The Pre-Stage
(ice breaker – warmer – lead in )
Must be tackled , initiated or introduced
Through
PROBLEM SOLVING SITUATION
by : Mr Samir Bounab ( Teacher trainer )
Yellowdaffodil66@gmail.com

2. The teacher : [decides on the teaching aids to be used]
 Conveys the meaning of new material / language to students (inductively or deductively)
 Gives them the chance to interact with it and to indicate in some way (not necessarily by producing the
language) that they have understood.
 Provide maximum opportunity to students to speak the target language by providing a rich environment that
contains collaborative work, authentic materials and tasks, and shared knowledge.
 Try to involve each student in every speaking activity; for this aim, practice different ways of student
participation
 Provide written feedback like "Your presentation was really great. It was a good job. I really appreciated your
efforts in preparing the materials and efficient use of your voice…“
 Do not correct students' pronunciation mistakes very often while they are speaking. Correction should not
distract student from his or her speech.
 Involve speaking activities not only in class but also out of class; contact other people who can help.
 Circulate around classroom to ensure that students are on the right track and see whether they need your
help while they work in groups or pairs.
 Provide the vocabulary beforehand that students need in speaking activities.
 Diagnose problems faced by students who have difficulty in expressing themselves in the target language
 provide more opportunities to practice the spoken language
 Check Understanding. the teacher should ensure that students understand what they have to do and are
confident with the vocabulary used on the role play handout before they begin.
 Practice. students are given time practice their dialogue (in or out of class), and create the right mood.
 Reduce teacher speaking time in class while increasing student speaking time. Step back and observe students
 Indicate positive signs when commenting on a student's response
Students :
 Talk about subjects of interest to them.
 Students use the material they have already learned
 Acquire new vocabulary in a meaningful context
 Use some of the structures they practiced in the previous lesson.
 Students retrieve and reuse material from previous lessons in a real exchange of ideas.
 Elicit their interest in the present lesson.
How ?:
1. Answering simple Yes/No
2. "Wh-questions,
3. Pointing or marking correct pictures or replies,
4. Ordering pictures ,
5. Matching items ,
6. Deducing and explaining rules or concepts,
7. Creating questions
8. Employ dramatization, role-playing, problem-solving, oral or written reports, discussion, lecturing, grouping,
picture-drawing, showing objects, etc,
9. Discussions: After a content-based lesson, a discussion can be held for various reasons. The students may aim
to arrive at a conclusion, share ideas about an event, or find solutions in their discussion groups. Before the
discussion, it is essential that the purpose of the discussion activity is set by the teacher.
10.Role Play (In role-play, students pretend they are in various social contexts and have a variety of social roles.
In role-play activities, the teacher gives information to the learners such as who they are and what they think or
feel. Thus, the teacher can tell the student that "You are Ahmad, you go to the doctor and tell him what
happened last night, and…" (Harmer, 1984) by Mr Samir Bounab ( Teacher trainer )

3. 11.Simulations: Simulations are very similar to role-plays but what makes simulations different than role plays is
that they are more elaborate. In simulations, students can bring items to the class to create a realistic
environment. For instance, if a student is acting as a president, he/she wears a suit and brings a microphone to
deliver his speech. Role plays and simulations have many advantages.
Such activities motivate the students and increase the self-confidence of hesitant students
12. Information Gap:
• Students are supposed to be working in pairs.
• One student will have the information that other partner does not have and the partners will share their
information.
• Information gap activities serve many purposes such as solving a problem or collecting information. Also,
each partner plays an important role because the task cannot be completed if the partners do not provide
the information the others need.
• These activities are effective because everybody has the opportunity to talk extensively in the target
language.
13. Brainstorming:
• On a given topic, students can produce ideas in a limited time. Depending on the context, either
individual or group brainstorming is effective and learners generate ideas quickly and freely.
• The good characteristics of brainstorming is that the students are not criticized for their ideas so students
will be open to sharing new ideas.
14. Storytelling:
• Students can briefly summarize a tale or story they heard from somebody beforehand,
• They may create/imagine their own stories to tell their classmates.
• Story telling fosters creative thinking. It also helps students express ideas in the format of beginning,
development, and ending, including the characters and setting a story has to have.
15. Interviews:
• Students can conduct interviews on selected topics with various people.
• Conducting interviews with people gives students a chance to practice their speaking ability not only in
class but also outside and helps them become socialized. After interviews, each student can present his or
her study to the class.
16. Story Completion:
• 1- This is a very enjoyable, whole-class, free-speaking activities for which students sit in a circle.
• 2- For this activity, a teacher starts to tell a story, but after a few sentences he or she stops narrating.
• 3- Then, each student starts to narrate from the point where the previous one stopped. Each student is
supposed to add from four to ten sentences.
• 4- Students can add new characters, events, descriptions and so on.
17 .Story completion with key words given:
1. Using a data-show projector, teacher can ask their students to look at the picture and try to imagine what
happened.
2. Students can use some of the words
18 .Picture Narrating :
1. This activity is based on several sequential pictures.
2. Students are asked to tell the story taking place in the sequential pictures by paying attention to the
criteria provided by the teacher as a rubric.
3. Rubrics can include the vocabulary or structures (past simple) they need to use while narrating.
19. Reporting:
1. Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to
their friends what they find as the most interesting news.
2. Teachers can also ask their students to watch a specific program on a specific channel. Time of the
program should be given well-in-advance.
3. Then, students could be asked to report back what they have seen and express their views concerning
what was presented in the program or cartoon film… by Mr Samir Bounab ( Teacher trainer at MONE)

4. 20. Picture Describing :
• Students describe what it is in the picture.
• They discuss the picture with their groups.
• Then, a spokesperson for each group describes the picture to the whole class. This activity fosters the
creativity and imagination of the learners as well as their public speaking skills.
• It could also be used as springboard for a whole class-discussion
2 1 .Speeches
 Teacher may ask the speaker of a group to prepare a speech about the project work they will deliver at
the same time ask learners to prepare questions in order to create a climate of communication
• Teachers can ask their students to prepare a speech about one of the topics that were discussed in class.
• They may also ask them to prepare a speech about a special event or occasion. In fact, lots of students
enjoy such activities as they allow them a great deal of freedom to express their ideas and show their
talents.
• Of course, delivering the speech should be done in class.
22 . Find the Difference : Learners are given two pictures where they compare and contrast
2. During Stage : PRACTICE : {engage the students in an interchange of communication using what they have
been learning}
 Students work with the material in a controlled context to help them develop accuracy, confidence and
move toward fluency .
Activities begin as more controlled : « Guided practice »
a) Repetition
b) Coping
c) Info gaps
d) Picture card games
e) Simple fill-ins (word, dialog, gesture, strategy)
Activities next move to being freer or more complex : « Free practice »
 Question-answer exercises where students are restricted to a particular topic & certain vocabulary
items.
3. Post Stage : USE = Produce ( feed back)
Students are required to choose and discriminate among choices in language within a less controlled
context.
Activities allow for student learning to be demonstrated as defined by the lesson objective.
Common activities include role plays personal reactions , discussions, values clarification and games.
Students are given time practice their dialogue (in or out of class), and create the right mood.
By : Mr Samir Bounab ( teacher trainer )
yellowdaffodil66@gmail.com