What is PPP? TTT? TBL? What are the differences between them? What are the advantages and drawbacks of each of these methods of language presentation? This slideshow explores these issues. For a free, voiced over presentation of this, go to elt-training.com

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Different approaches to
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3. Contents
PPP TTT
Teaching Language
TB

4. Possible components of a
language lesson
freer, authentic use
correction clarify MFP
monitor
rehearsal activate schemata
controlled practice
listening/reading text
context for language

5. Who is this man?
Where is he from?
Is he married?
Does he have
children?
Does he work?
What did he do
when he was
younger?

6. He’s retired now.
He used to be in
the circus.
He was a juggler.
He used to go from
place to place and
dress like a clown
and everyone used
to love him.

7. He used to go from place to place.
Now

8. He used to go from place to place.
He used to be in the circus.
Now
Now

9. He used to be in the circus.
used + to + bare infinitive

10. He used to be in the circus.
S + never + used + to+ bare infinitive
S + didn’t + used + to + bare infinitive
He didn’t used to be in the circus
He never used to be late.
He wasn’t in the circus.

11. He used to be in the circus.
Did + S + used + to + bare infinitive
Did he used to be in the circus?
Was he in the circus?

12. He ------- (live) in a caravan.
He ------ (have) a dog.
He ------ (be) married.
He ------- (never be)
unhappy.

13. Tell your partner what
your life used to be like.

14. P P P
Presentation
Practice
Production

15. Possible components of a
language lesson
freer, authentic use
activate schemata
monitor
correction
rehearsal
listening/reading text
controlled practice
clarify MFP
context for language

16. PPP
Language
Output
input

17. Are all P’s equal?

18. Presentation
Practice
Production

23. What’s good about PPP?
Straightforward for
(novice) teachers

24. What’s good about PPP?
‘Logical’ approach

25. What’s good about PPP?
Easy format for
course books

26. Why does PPP have such bad press?

27. Delivers language in grammar ‘Mcnuggets’.

28. We’ve ‘done’ the
present
perfect….
Tendency towards a linear view.

29. This isn’t how language is learnt.

30. It’s more of
an organic
process..

31. Very narrow focus – no room for
other, useful language

32. Very narrow focus –practice contexts
can be a bit forced/inauthentic

33. Predictable format….therefore boring…..

34. Often major focus is on controlled practice.

35. Is it really bad?
It depends on how
you do it….

36. Alternatives

37. T T T
Test
Teach
Test

38. What do
you
usually do
on
holiday?

39. Monitor and
listen to learners
What problems are
they having with
adverbs of frequency?

40. Presentation stage
A context/ model – your holiday
routine
Focus on language
-informed by learners’ previous use.

41. Presentation stage
Could use a discovery approach….

42. Usually, I go to the beach.
I never swim in the sea.
I’m often sad when it’s time to come home.
I don’t cook often.
I sometimes go out in the evenings.
Underline the adverbs of frequency.
Where can adverbs of frequency go in a
sentence?

43. Usually, I go to the beach.
I never swim in the sea.
I’m often sad when it’s time to come home.
I don’t cook often.
I sometimes go out in the evenings.
Write five sentences using these words.

44. What do you usually
do at weekends?

45. Possible components of a
language lesson
freer, authentic use
activate schemata
monitor
correction
rehearsal
listening/reading text
controlled practice
clarify MFP
context for language freer, authentic use

46. T T T

47. PPPP
More time spent in production
Presentation more focused on learners’ needs

48. Another
alternative

49. Task Based Learning
Output Language
input
Jane and Dave Willis

50. Task
Your class has a choice of holiday. With a
partner, prepare to persuade the class to go
where you want to go.

51. Learners do task and rehearse their
language to present to group
Teacher monitors and helps.
Learners present what they have
practised

52. Learners listen to native speakers (or
more fluent speakers) doing the same
task and notice how it is different.
Teacher gives input on the ‘gap’.
Further practice of this language.

53. Possible components of a
language lesson
freer, authentic use
activate schemata
monitor
correction
rehearsal
listening/reading text
controlled practice
clarify MFP
context for language

54. What’s good about TBL?
It motivates a real need
for new language

55. What’s good about TBL?
It deals with learners’
‘emergent’ language

56. What’s good about TBL?
It’s very flexible

57. What’s good about TBL?
It has an ‘organic’
approach to language

58. What’s good about TBL?
It has the learners, not the
material to be covered,
at its heart

59. BUT……
Potentially unpredictable
Difficult for course book writers..
Difficult for teachers

60. BUT……
TTT by another name?
Does the teacher have an agenda?

61. If you want my tuppence worth….

62. As with many things in life….
It ain’t what you do it’s the way
that you do it … (Bananarama)
and

63. If it’s not
fun, you’re
not doing it
right…..