2Generation Curriculum & Teaching PPU speaking lesson ( In put Situation) The document deals with : - Guide Sheet or Lesosn Focus - The 3 stages of a lesson - PPU frame work - Why PPU? - How to teach PPU ? - Pre Stage & warming up - ice breaker - lead in - During Stage = Presentation + Practice - Activities to promote teaching speaking - Post stage : Use = Produce = Feed back By : Mr Samir Bounab ( Teacher trainer at MONE)

2. Time
Must
Be
Mastered
Session
After
session
Time
Must
Be
Mastered
Session
After
session
Time
Must
Be
Mastered
Session
After
session
-National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
Teacher
Student
Student
Teacher
Student
Student
Students
Students
Teacher
Student
Student
Teacher
Student
Student
Students
Students
Teacher
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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 at MONE)
Yellowdaffodil66@gmail.com
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3. Time
Must
Be
Mastered
Session
After
session
Time
Must
Be
Mastered
Session
After
session
Time
Must
Be
Mastered
Session
After
session
National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
Teacher
Student
Student
Teacher
Student
Student
Students
Students
Teacher
Student
Student
Teacher
Student
Student
Students
Students
Teacher
Student
Student
Teacher
Student
Student
Students
Students
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.
by : Mr Samir Bounab
yellowdaffodil66@gmail.com
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4. Time
Must
Be
Mastered
Session
After
session
Time
Must
Be
Mastered
Session
After
session
Time
Must
Be
Mastered
Session
After
session
National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
Teacher
Student
Student
Teacher
Student
Student
Students
Students
Teacher
Student
Student
Teacher
Student
Student
Students
Students
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)
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.
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5. Time
Must
Be
Mastered
Session
After
session
Time
Must
Be
Mastered
Session
After
session
Time
Must
Be
Mastered
Session
After
session
National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
Teacher
Student
Student
Teacher
Student
Student
Students
Students
Teacher
Student
Student
Teacher
Student
Student
Students
Students
• 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 activity
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…
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
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6. Time
Must
Be
Mastered
Session
After
session
Time
Must
Be
Mastered
Session
After
session
Time
Must
Be
Mastered
Session
After
session
National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
National
Identity
-National
conscience
-
Citizenship
-Openness
to the
world
Teacher
Student
Student
Teacher
Student
Student
Students
Students
Teacher
Student
Student
Teacher
Student
Student
Students
students
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.
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 at MONE)
yellowdaffodil66@gmail.com
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