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  • What Is The Process The Teacher Used? Describe Each Step of The PDP in Detail

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    Jessica Laurente Santos
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    The teacher used a Process-Driven Pedagogy (PDP) approach to teach students about traditional foods in Spain and Thailand. In the pre-listening stage, the teacher engaged students with a board game and had them work in groups to describe foods and their preparation methods while checking their work. New vocabulary was elicited using students' prior knowledge. During the listening, students had to understand the traditional dishes and how to prepare them from the first listening. Comprehension was checked in the second listening by asking questions. In the post-listening stage, students discussed traditional foods in their own countries using the same questions, and the teacher provided corrections on vocabulary.

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    Original Title

    LISTENING

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    The teacher used a Process-Driven Pedagogy (PDP) approach to teach students about traditional foods in Spain and Thailand. In the pre-listening stage, the teacher engaged students with a board game and had them work in groups to describe foods and their preparation methods while checking their work. New vocabulary was elicited using students' prior knowledge. During the listening, students had to understand the traditional dishes and how to prepare them from the first listening. Comprehension was checked in the second listening by asking questions. In the post-listening stage, students discussed traditional foods in their own countries using the same questions, and the teacher provided corrections on vocabulary.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    12 views2 pages

    What Is The Process The Teacher Used? Describe Each Step of The PDP in Detail

    Uploaded by

    Jessica Laurente Santos
    The teacher used a Process-Driven Pedagogy (PDP) approach to teach students about traditional foods in Spain and Thailand. In the pre-listening stage, the teacher engaged students with a board game and had them work in groups to describe foods and their preparation methods while checking their work. New vocabulary was elicited using students' prior knowledge. During the listening, students had to understand the traditional dishes and how to prepare them from the first listening. Comprehension was checked in the second listening by asking questions. In the post-listening stage, students discussed traditional foods in their own countries using the same questions, and the teacher provided corrections on vocabulary.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 2

    LISTENING MET 3

    1. What is the process the teacher used? Describe each step of the PDP in
    detail

    STEP DESCRIPTION

    - Teacher started the class engaging


    students by a game on the board.
    - Students have to make groups in order to
    describe a traditional food of Spain or
    Thailand and also its preparation; while
    PRE-LISTENING
    teacher is checking their work
    - Teacher explains some new vocabulary by
    eliciting previous knowledge (Teacher
    gives the meaning and the have to say the
    word)

    - At the first listening students have to


    get what are the traditional dishes and
    how to prepare it
    - At the second listening Teacher checks
    DURING-LISTENING
    comprehension by asking some questions
    like How to prepare food, What it takes
    like, and When the eat it) recognize
    details)

    - Students have to discuss about


    traditional food in their country using the
    POST-LISTENING
    questions of the second listening.
    - Finally Teachers gives some corrections
    about vocabulary.
    LAURENTE SANTOS, Jessica Milagros

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