Wesleyan University – Philippines

THE GRADUATE SCHOOL

Cabanatuan City, Nueva Ecija

MASTER OF EDUCATION IN LANGUAGE EDUCATION

NAME: DIANNE MAE G. DAGA

TASK 4

1. Does PPP lesson cycle play any role in your current teaching?

Yes, it does PPP is a successful teaching method since it simplifies planning and can be adopted
by anyone. It entails more than just mechanical training. Furthermore, there is a lot of evidence to
suggest that students who do this are more likely to succeed. Even if they do well in the practice
phase, they fail to translate this talent to the production phase, and even if they do, they fail
miserably. They frequently fail to translate their abilities to manage the production phase outside
of the classroom.

2. Have you experienced or observed any limitation of the PPP cycle?

Yes, because weaker students may employ the target language from the practice session
excessively, making it sound strange. Learners may be unsure about how to utilize the target
language in various situations. When used regularly with higher-level students, it might get
tedious.

3. Like the Direct Method, Oral Approach was inductive and in its pure form, did not explain
grammar. What do you think might be some pros and cons to this approach in grammar?

Direct Method Advantages and Disadvantages –

Advantages
1. Oral Practice is the main focus. As a result, the pronunciation gets better.
2. This strategy is effective for teaching vocabulary such as words and idioms.
3. Because thought and expression are inextricably linked, it aids learners in developing fluency.
A teacher who uses the direct technique assists pupils who have an excellent command of the
English language.
4. The teacher uses this strategy to move from the specific to the general, and from the concrete to
the abstract.
5. It makes teaching English a lot easier and more enjoyable. A teacher explains his or her
argument through a variety of images/pictures.
6. This strategy produces a conducive learning atmosphere for English.
 7. Because a sentence is the unit of speech in Direct Method, pupils learn to speak whole
sentences.

Disadvantages
1. Because of the overemphasis on oral practice, the other abilities, like as reading and writing,
are mostly overlooked.
2. Average and below-average pupils, particularly those from rural backgrounds, struggle to
understand what is taught using this method.
3. This is a costly strategy because the teacher must employ some teaching aids.
4. Competent teachers are required for this strategy. However, there is a scarcity of qualified
English teachers in the country. This strategy cannot be used successfully by inept teachers.
5. This strategy is absolutely ineffective in the early stages of learning.
6. For this strategy to work, the background at home must also be conducive to learning a foreign
language. This strategy is more beneficial to pupils whose parents are fluent in English.

4. “ In the mid-1960s, however, applied linguist began to call into question the view of language,
language learning and language teaching underlying SLT” Can you think of reasons why SLT
may still be useful and relevant in certain teaching contexts today?

Many teachers who still believe in the structural practice of language find situational language
teaching appealing. Its usefulness in the teaching of grammar patterns has led to the approach's
long survival. Furthermore, its emphasis on oral practice continues to draw support from
language teachers.

5. On page 47 is a list with the main characteristics of the Oral Approach. Point (2) is “ The target
language is the language of the classroom” Can you think of reasons why in some situations this
might be difficult to implement?
.
It might be difficult to implement especially when the students are in a silent period in which they
listen, but do not speak in English. They may respond using nonverbal cues in attempt to
communicate basic needs. Also, if they are shy in expressing themselves in the language thinking
that they may speak grammatically incorrect.

6. Point (5) is “Items of grammar are graded following the principle that simple forms should be
taught before complex ones” Can you think of situations where it would be sensible to break this
general rule?

We can skip this rule when the students have the higher proficiency level in speaking and writing
the grammar.

7. Point (6) “Reading and writing are introduced once a sufficient lexical and grammatical basis is
established.” Can you think of situations where it would be sensible to focus on reading and/or
writing sooner?

It would be sensible to focus on reading or writing when a child is motivated in learning. Also,
when the child can speak the sound of a letter or words.
 8. Look at the list below that summarizes the teacher’s responsibilities in Oral Approach. How does
this compare with your own list of teaching responsibilities?

1. Timing
2. Oral practice, to support the textbook structures
3. Revision (i.e. review)
4. Adjustment to special needs of individuals
5. Testing
6. Developing language activities other than those arising from the textbook

Differentiation is the key to effective instruction for all students. Students of varying proficiency
levels can learn the same content when the teacher provides a wide range of learning opportunities for
students with different academic and linguistic needs. Three key strategies for this approach include
differentiating or modifying the texts, creating grouping structures, and targeting the amount and nature
of support based on students' needs (Opitz & Ford, 2008).

Modifying the text: Teachers can differentiate the text by selecting various levels of text difficulty on
similar content, or they can also divide the text up into smaller portions appropriate for certain
groups/individuals for a jigsaw activity. Another idea is to summarize text that might be too difficult and
provide ways to make the text more accessible (such as vocabulary support, visual support, connecting to
background knowledge, etc.).
Creating grouping structures that set students up for success: While some grouping structures can be
established according to language or literacy skill levels and needs, it is also important to think about
providing students exposure to interact with peers who demonstrate a wide range of different language
and literacy skills. Additionally, teachers can improve engagement and motivation by creating
choice/interest groups where students gather, read, discuss and work together on topics of common
interest.
Targeting the amount and nature of student support: It is important to think about scaffolding the
experience and using comprehensible input to make it accessible for all students. Comprehensible input
means that students should be able to understand the gist of what is being said or presented. There are
many ways to do this, such as selecting key vocabulary, using context or visual cues, building background
knowledge, building on experiences the students have had, using consistent language, and providing
images or visual representations to support vocabulary and content. Teachers can support their students
by embedding comprehensible input into their whole-group instruction, but this also becomes particularly
effective when used in the different grouping structures. Teachers can also modify the amount of support
and interaction between teachers and students depending on their individual and group needs.