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PPPTeaching methodologyPPPWhat is PPP? PresentationPracticeProductionWhat is PPP? Presentation Part 1Controlled 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 ClassroomPerception and Granding of LanguageTarget Language UnderstandingShort term-memory in the classroom4 key things that should be occurring in a presentation: Attention in the ClassroomPerception and Granding of LanguageTarget Language UnderstandingShort term-memory in the classromAttention in the classromPut 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 ClassroomPerception and Granding of LanguageTarget Language UnderstandingShort term-memory in the classromPerception and Granding of LanguageLearners 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 ClassroomPerception and Granding of LanguageTarget Language UnderstandingShort term-memory in the classromTarget Language UnderstandinThe 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 ClassroomPerception and Granding of LanguageTarget Language UnderstandingShort term-memory in the classromShort term-memory in the classromWe 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 2Learners 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 validyPre-learningVolume of practicing Issuing Activity Instructions and Managing the ActivitySome of the characteristics of an effective language practice:Practice validyPre-learningVolume of practicing Issuing Activity Instructions and Managing the ActivityPractice validyThe practice activity must have learners rehearsing the skill or material it purports to practice.Some of the characteristics of an effective language practice:Practice validyPre-learningVolume of practicing Issuing Activity Instructions and Managing the ActivityPre-learningBefore 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 stageSome of the characteristics of an effective language practice:Practice validyPre-learningVolume of practicing Issuing Activity Instructions and Managing the ActivityVolume of practicingThe 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 validyPre-learningVolume of practicing Issuing Activity Instructions and Managing the ActivityIssuing Activity Instructions and Managing the ActivityIs 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 3When 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 productionProduction Validity Production ContextualisationStudent autonomyIssuing instructions for an activityCorrecting errors during the activity

The key aspects of a production stage activity:Volume of productionProduction Validity Production ContextualisationStudent autonomyIssuing instructions for an activityCorrecting errors during the activity

Volume of productionWe 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 productionProduction Validity Production ContextualisationStudent autonomyIssuing instructions for an activityCorrecting errors during the activity

Production ValidityWe 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 productionProduction Validity Production ContextualisationStudent autonomyIssuing instructions for an activityCorrecting errors during the activity

Production ContextualisationThe activity should simulate areallifesituation where they (the students) may use the target language.The key aspects of a production stage activity:Volume of productionProduction Validity Production ContextualisationStudent autonomyIssuing instructions for an activityCorrecting errors during the activity

Students autonomyStudents 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 productionProduction Validity Production ContextualisationStudent autonomyIssuing instructions for an activityCorrecting errors during the activity

Issuing instructions for an activityIs 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 productionProduction Validity Production ContextualisationStudent autonomyIssuing instructions for an activityCorrecting errors during the activity

Correcting errorsIt 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.