Speak on class modeling in FLTL. Describe three models designed by J.Harmer

For many years Teachers of English have used the PPP model of Presentation, Practice and Production for the preferred model of teaching. It has worked well. The PPP model falls short however, in that it does not work well when teaching more complex language problems beyond the sentence level or when teaching communicative skills.

Traditional PPP means the traditional approach to planning a lesson, including three main parts: Presentation, Practice, and Production. They always followed each other in the same succession and sometimes became the reason for the lessons to be similarly boring. J. Harmer suggested a new approach to lesson planning, based on three elements that can be included into the lesson structure in free variation mode.

Three elements of a class model: Engage, Study, Activate.

Every lesson and class is different. The content depends on what the teacher wants to achieve in the lesson. However it is possible to make some generalizations. Students who are interested in, involved in and enjoy what they are studying tend to make better progress and learn faster.

When thinking about an English lesson it is useful therefore to keep the following three elements in mind - Engage - Study - Activate

Engage
This means getting the students interested in the class. Engaging students is important for the learning process. During the Engage phase, the teacher tries to arouse the students? interest and engage their emotions. This might be through a game, the use of a picture, audio recording, video sequence, a dramatic story, or an amusing anecdote. The aim is to arouse the students interest, curiosity, and attention. Over the years the PPP model has always assumed that students come to lessons already motivated to listen or engage. The results of many years of PPP teaching do not support this assumption.

Study
Every lesson usually needs to have some kind of language focus. The study element of a lesson could be a focus on any aspect of the language, such as grammar or vocabulary and pronunciation. A study stage could also cover revision and extension of previously taught material. The Study phase activities are those which focus on language or information and how it is constructed. The focus of study could vary from the pronunciation of one particular sound to the techniques an author uses to create excitement in a longer reading text. It could vary from an examination of a verb tense to the study of a transcript of an informal conversation. There are many different styles of study, from group examination of a text, to discovery related topic vocabulary, to the teacher giving an explanation of a grammatical pattern. Harmer says, Successful language learning in a classroom depends on a judicious blend of subconscious language acquisition (through listening and reading) and the kind of study activities we have looked at here.

Activate
Telling students about the language is not really enough to help them learn it. For students to develop their use of English they need to have a chance to produce it. In an activate stage the students are given tasks which require them to use not only the language they are studying that day, but also other language that they have learnt. In the Activate stage the exercises and activities are designed to get students to use the language as communicatively as they can. During the Activate, students do not focus on language construction or practice particular language patterns, but use their full language knowledge in the selected situation or task.