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PPP Procedure

This document describes the Presentation-Practice-Production (PPP) method and some alternatives. PPP began in the 1960s and involves three stages: presentation of new language by the teacher, practice of the language by students, and production where students use the language. It was criticized for being too teacher-centered and not reflecting how language is learned. Alternatives include the deep-end strategy, Engage-Study-Activate method, and various lesson procedures that combine and reorder the stages in different ways.

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Lalila Ziela
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177 views16 pages

PPP Procedure

This document describes the Presentation-Practice-Production (PPP) method and some alternatives. PPP began in the 1960s and involves three stages: presentation of new language by the teacher, practice of the language by students, and production where students use the language. It was criticized for being too teacher-centered and not reflecting how language is learned. Alternatives include the deep-end strategy, Engage-Study-Activate method, and various lesson procedures that combine and reorder the stages in different ways.

Uploaded by

Lalila Ziela
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Variation on audiolingualism

Began from structural-situational teaching


Began in 1960s (not called PPP procedure) P PRESENTATION P PRACTICE P - PRODUCTION

PRESENTATION
Teacher introduces a situation which contextualises

the language to be taught


Language is presented Presentation involves the building of a situation

requiring natural and logical use of the new language


Use whatever English the students have already

learned or have some access to

PRESENTATION
At lower levels use pictures and body language As students progress, dialogues and text can be used Use meaningful, memorable and realistic examples;

logical connection; context; clear models; sufficient meaningful repetition

PRACTICE
Students practise the language using accurate

reproduction techniques
Practice activities need to be appropriate to the

language being learned and the level and competence of the students
Usually involves moving the students from the

individual drill stage into pair work (chain pair-work, closed pair-work and open pair-work)

PRACTICE
Reproduction techniques: Choral repetition Individual repetition Cue-response drills

Cue-response drills have more meaning to students than

simple substitution drills as they are contextualised by the situation

PRODUCTION
Most important stage of communicative language

teaching
Clear indication that the language learners have made

the transition from "students" of key language to "users" of the language


Students use the language to produce their own

sentences in written or oral form

PRODUCTION
Students "produce" more personalized language
Trainers call this stage immediate creativity Examples of effective production activities include

situational role-plays, debates, discussions, problemsolving, narratives essays, descriptions, quizzes and games

CRITICISM of PPP
Teacher-centred
Assumes that students learn in straight lines Start with no knowledge, followed by highly restricted sentence-based utterances and to immediate production

CRITICISM OF PPP
language is full of interlocking variables and systems - Woodward, 1993 PPP is inadequate because it reflected neither the nature of language nor the nature of learning - Lewis, 1993 PPP is fundamentally disabling not enabling - Scrivener, 1994

ALTERNATIVES TO PPP
Deep-end strategy (Johnson, 1982)
ESA: Engage, Study and Activate (Harmer, 2007) Straight arrows lesson procedure Boomerang lesson procedure Patchwork lesson procedure

DEEP-END STRATEGY
Encouraging the students into immediate production Teacher can see where students have problems during

production
Teacher goes to presentation or practice stage when

necessary after production stage


Byrne (1986) joined the three stages into a circle where

teacher and students can decide on which stage to begin with

ESA
E Engage Get students to be emotionally engaged

S Study Teaching and learning focus on form through the teacher or students own noticing
A Activate Students are encouraged to use all/the language learnt through communicative tasks etc.

ESA LESSON PROCEDURES


Straight arrows procedure:
Teacher presents picture/situation Study of meaning or form of language Students activate the new language by using it

ESA LESSON PROCEDURES


Boomerang procedure (EAS):
Teacher gets students engaged

Students do a written task, communicative games, role

plays etc
Students study aspects of language which they lack/

used incorrectly

ESA LESSON PROCEDURES


Patch work procedure:
Lesson may follow a variety of sequences E.g. Engage, activate followed by studying, followed by

activating, engaging and then studying

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