PSP2: PRESENTATION, STUDY, CONTROLLED, PRACTICE, AND FREE PRACTICE. PSP2: A methodology for teaching English. I am using this methodology which I call PSP2: Present, Study, Controlled Practice and Free Practice with my students who are in two young learners classes (the ages range from 9 to 18 years old. It is derived from using the components of two currently used methodologies in English language instruction, which are PPP and ESA. The abbreviation stands for Presentation, Study, Controlled Practice, and Free Practice. The “P2” denotes the two forms of practice which the students perform. I call my methodology PSP2. The author advices that he has so far taught at the Flyers level only. I welcome any advice and criticism about it and for its use with other levels as well as the flyers level. In this model there are four components which the teacher uses in sequence. These are explained as follows; PSP2 Diagram Presentation • The teacher presents the students with the model of the language. This can be in the form of material the teacher creates, realia and the class book . The teacher explains what the language is, whether it is the Present Continuous Tense, the Composition of a leaflet, Antonyms or Punctuation. • The teacher explains the language and how it is used by showing some examples of his own or from the class book. The teacher can then elicit some examples from the students. Study • The students use the class book to study as a group, a team or individually. The teacher must see how best to organize this phase . The students can be given a few minutes to pore through what has been taught. The teacher can get the students to study together, in teams or pairs, but this depends on the age, class size and willingness of students to engage in a group study or study as a pair, or as a team1. Controlled practice • The students perform exercises from the class book. • The teacher can then ask questions to check for errors and errors must be corrected before the next stage. • If the teacher finds that they have made too many errors then he must revise the topic with them and use ether the class book or work book to further reinforce their grasp of the language. • If there a few problems then the teacher can go on to the next phase. Free practice • At this stage the students use the workbook to perform exercises either as a team, a group or individually. • The teacher can then check the students’ progress when he/she has the students to provide the answers. • The students can also engage each other in the use of the language in a debate, conversation, reading to each other or any appropriate activity where their knowledge can be used freely. Notes: 1. The teacher can create diagrams, worksheets, or use downloaded worksheets if he/she wants. But it is best to check with the Centre manager first. This author sometimes finds that self-made diagrams and charts help the students. But its usefulness also depends if some the students have already understood the subject matter. However it is best to ignore them and focus on those who have a poor grasp of the subject. Often the class book can be supplemented with additional material from the teacher. The class book is sufficient. 2. Some students often are not keen or enthusiastic about collaborating with their classmates and some are shy to do so. The teacher must take this into consideration.
Posted on: Wed, 16 Oct 2013 05:47:10 +0000
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