THE P.E.P.P. MODEL

In today’s class, we have learnt the PEPP model.

This model is divided into two parts:

Firs stage à presentation – exposure.

Second stage à practice – production.

Presentation (Introduce new language items).

The teacher has to create a context in which students perceive the need for the language before it is presented. The input must be comprehensible and the teacher directs the pupil’s attention. The teacher has to introduce the new language using language they already know. To be a good presentation, children have to listen to the word many times and learn vocabulary related to the topic.

 

 

Exposure (to new language items)

The teacher exposes the learners to the new language in different contexts and activities. Students have to use the oral form of the new language. Furthermore, activities like yes/no question and instructions are good to implement comprehension of the new language.

Example:

- Flashcard activities 

- Action songs

- Action stories

- Games

- Stories

  

Practice.

The aim is to shape the language produced by the pupil, so that it conforms to the model provided by the teacher (or other source of input). The common features are imitation, repetition, drilling and correction. This part ends when the students are able to produce the vocabulary without prompting.
 

  

Production.

The aim is to development of automatized and communicative language use. Common activities are pair and group activities (memorize and order flashcard, read lips and guessing words, finds someone who... ‘dialogues, etc). Teacher’s role is to monitor the learner’s performance and to check that communication is taking place.

 

Finally, we watched the next videos about PEPP:
 

We can say that the teacher has to give them the vocabulary they already know, she teaches new vocabulary and then she gives instructions in English with gestures. Also, is very important to attract the child's attention. Ultimately, checking for understand.