PPP

Teaching methodology

What is PPP?

P
P
P

What is PPP?

Presentation
Practice
Production

Presentation Part 1
Controlled by the teacher.
The teacher might use a text, an audio tape or

visual aids to demonstrate a situation. From

this, she will extract the required language
forms.
Ex: Image and present continuous.

4 key things that should be

occurring in a presentation:
Attention in the Classroom
Perception and Granding of Language
Target Language Understanding
Short term-memory in the classroom

4 key things that should be

occurring in a presentation:
Attention in the Classroom
Perception and Granding of Language
Target Language Understanding
Short term-memory in the classrom

Attention in the classrom

Put the language in some type of context that

students are familiar with.

4 key things that should be

occurring in a presentation:
Attention in the Classroom
Perception and Granding of Language
Target Language Understanding
Short term-memory in the classrom

Perception and Granding of Language

Learners need see and hear the target language easily.
You should to organize the board with different colours

to differentiate between different ideas.

There should be no ambiguity as to what the images
represent.
Teacher needs to check the material has been
perceived correctly, and can do this by asking the
students to repeat the sounds he or she is making.
Is the teachers responsibility to ensure that the
students are notoverloadedwith information and that
clear links are being made between the images and the
associated sounds.

4 key things that should be

occurring in a presentation:
Attention in the Classroom
Perception and Granding of Language
Target Language Understanding
Short term-memory in the classrom

Target Language
Understandin
The learners must be able to understand the

meaning of the material.

We need to have a way of checking if the
learners did indeed, understand the material.

4 key things that should be

occurring in a presentation:
Attention in the Classroom
Perception and Granding of Language
Target Language Understanding
Short term-memory in the classrom

Short term-memory in the classrom

We need to consider that different learners

will remember the material in different ways.

We need to make sure our presentation has
something to enable all these types of
learners to retain the information.

Practice Part 2
Learners

practice saying or writing the

language structure correctly.
Typical practice activities include drills,
multiple-choice
exercises,
gap-and-cue
exercises, transformations etc.
In this phase, the teachers role is to direct the
activities, to provide positive feedback to
students, correct mistakes and model the
correct forms.

Some of the characteristics of an

effective language practice:
Practice validy
Pre-learning
Volume of practicing
Issuing Activity Instructions and Managing the

Activity

Some of the characteristics of an

effective language practice:
Practice validy
Pre-learning
Volume of practicing
Issuing Activity Instructions and Managing the

Activity

Practice validy
The practice activity must have learners

rehearsing the skill or material it purports to

practice.

Some of the characteristics of an

effective language practice:
Practice validy
Pre-learning
Volume of practicing
Issuing Activity Instructions and Managing the

Activity

Pre-learning
Before we ask our learners to practice new

language, we must have ensured that they

have some understanding of the new
language.
If they students have not had the new
language clearly presented to them, then they
will not be practicing at this stage but will be
going through another initial learning stage

Some of the characteristics of an

effective language practice:
Practice validy
Pre-learning
Volume of practicing
Issuing Activity Instructions and Managing the

Activity

Volume of practicing
The more opportunities each student has to

practice the target language, the more

effective this stage of the lesson is. (Create
opportunities!)

Some of the characteristics of an

effective language practice:
Practice validy
Pre-learning
Volume of practicing
Issuing Activity Instructions and Managing the

Activity

Issuing Activity Instructions and

Managing the Activity
Is important to issue clear and unambiguous

instructions for the activity itself so all of your

students are clear as to what is expected of
them.
The teacher must being mobile during the

activity, offering praise and being on hand to

show struggling students where relevant
information may be found on the whiteboard.

Production Part 3
When the learners have completely mastered

the form and have learned how to produce it

without mistakes in controlled exercises, they
can move on to the (free) production phase.
In this phase, they use the newly learned
language structure to produce oral or written
texts.
Typical production activities include :dialogues,
oral presentations, and the production of
sentences, paragraphs or longer texts.

The key aspects of a production

stage activity:
Volume of production
Production Validity
Production Contextualisation
Student autonomy
Issuing instructions for an activity
Correcting errors during the activity

The key aspects of a production

stage activity:
Volume of production
Production Validity
Production Contextualisation
Student autonomy
Issuing instructions for an activity
Correcting errors during the activity

Volume of production
We look to get the students speaking in pairs,

speaking to each other as much as possible,

whilst we as the teachers go around the
classroom offering minimal assistance but lots
of positive reinforcement.

The key aspects of a production

stage activity:
Volume of production
Production Validity
Production Contextualisation
Student autonomy
Issuing instructions for an activity
Correcting errors during the activity

Production Validity
We should initiate an activity that allows the

students to produce the target language that

we presented to them and not a variation on it
(although this is not strictly true with higher
level students).

The key aspects of a production

stage activity:
Volume of production
Production Validity
Production Contextualisation
Student autonomy
Issuing instructions for an activity
Correcting errors during the activity

Production
Contextualisation
The activity should simulate areal

lifesituation where they (the students) may

use the target language.

The key aspects of a production

stage activity:
Volume of production
Production Validity
Production Contextualisation
Student autonomy
Issuing instructions for an activity
Correcting errors during the activity

Students autonomy
Students will be speaking, using the target

language, with ideally, little or no support

from the teacher.
They shouldnt belooking things upon either
the whiteboard or on any materials they have
on their desk, so a teacher may choose to
erase information from the whiteboard for this
stage.

The key aspects of a production

stage activity:
Volume of production
Production Validity
Production Contextualisation
Student autonomy
Issuing instructions for an activity
Correcting errors during the activity

Issuing instructions for an activity

Is important to issue clear and unambiguous

instructions for the activity itself so all of our

students are clear as to what is expected of
them.

The key aspects of a production

stage activity:
Volume of production
Production Validity
Production Contextualisation
Student autonomy
Issuing instructions for an activity
Correcting errors during the activity

Correcting errors
It is important that the students get as many

opportunities to speak using the newly

acquired language. Therefore, a teacher
shouldnt bedrowning them outby speaking
at length, over the top of them to correct any
errors.
Clever use of body language by the teacher
will enable them to be discrete in correcting
errors and will allow them to offer much
needed encouragement to students as well.

What is the difference betwen

practice and production?
Practice activities typically will have only one

correct answer, whereas in free production

several answers will be acceptable.
In the practice phase emphasis is on accuracy
(the ability to produce the correct form),
whereas the production phase is supposed to
develop fluency (the ability to speak
naturally).

Is PPP an effective way to learn?

Effective way to teach;
Some critics have suggested that it rests on a

simplistic view of language learning: language

learning often involves more than mechanical
practice.
There is a lot of evidence to suggest that
learners who do well in the practice phase fail
to transfer this ability to the production phase,
and even if they do successfully manage the
production phase they often fail to transfer
this ability outside the classroom.