2. 2
The three stages of a PPP lesson
• In the EFL classroom, a common way to
introduce information to the classroom is
the PPP technique.
3. 3
• This EFL teaching method of presentation,
practice and production is an approach
that follows a definite sequence:
4. 4
• 1. The teacher presents the new
information and explains the form and use
of the language in a meaningful context.
5. 5
• 2. The students practice this new
information through controlled activities
such as worksheets or question and
answer activities.
6. 6
• 3. The students use or produce what they
have learned in a communicative activity
such as a role-play, communication game,
or question and answer session.
7. 7
Teaching English using the PPP
technique
• Each stage of the Presentation, Practice
and Production lesson must be planned
well to be effective. However, PPP is a
highly flexible approach to teaching and
there are many different activities a
teacher can employ for each stage.
9. 9
Presenting new words and concepts
• Students will all process newly learned
information differently. Some will use
visual techniques, some aural and others
through movement. Most people use a
combination of all three and for this reason
it is most helpful for students to hear, see
and relate new information to memorable
contexts .
10. 10
Methods of presentation for new information
include:
• using real objects (realia)
• mime or acting
• drawing a picture or symbol
• showing flash/word cards
• making sound effects
• making illustrations
• using synonyms and antonyms
• putting the word into a sentence, e.g. ‘you bake a cake in the
…’,
• definitions
• describing the word, remembering to avoid using any language
that is more complicated than the target word.
• encouraging students to use a monolingual dictionary.
11. 11
Ideas for presenting the word ‘beard’ could
be:
• pointing at your chin, or if possible at a
real beard on someone on the classroom;
• showing a picture of a person with a
beard;
• using beards on picture flashcards
when encouraging description games with
the class;
• asking if the student has a beard.
12. 12
Ideas for presenting "Adverbs of frequency":
• putting the word into context, e.g. ‘I go
swimming every day / once a week /
regularly / occasionally’
• explaining the word using similar
phrases such as ‘now and then’, ‘not very
often’.
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• It is important that the teacher discovers
whether or not a student has understood
the concept of the new information .In
order to check this, a teacher can make
use of various checking techniques.
15. 15
• If the teacher tried to check the
comprehension of the word ‘sweets’ by
simply pointing to the object of a paper
bag of sugared almonds on the desk, this
might give students the idea that any
similar bag, whether of jellies, candy,
chocolate or nuts is called ‘sweets’.
16. 16
• The teacher needs to differentiate
between a bag of boiled sweets, a pack of
chewy sweets, a bar of chocolate, nuts
coated in sugar or chocolate and plain
nuts etc.
• It is always useful to ask some questions
to check the students’ understanding of a
word or phrase.
17. 17
Comprehension questions for the word
‘scream’:
• Do you make a quiet sound?
• Is it loud?
• How are you feeling at the time?
• How do people feel when they scream?
18. 18
• These questions can be answered by the
students as a group or individually and
from their responses the teacher will be
able to deduce whether they have grasped
the concept of a scream.
19. 19
Comprehension check questions for‘ action
words or feelings’
• What am I doing?
• Am I happy?
• Do I feel sad?
• How do you think I feel?
• What is the opposite word?
20. 20
• After the student has understood the
words presented, they then need to
practice the words and produce their new
vocabulary in new situations
22. 22
Helping students to practice new
words
• In order to help students to get practice
using their new vocabulary, teachers need
to come up with ideas for activities during
which students get opportunity to use their
new words alongside their existing
knowledge.
23. 23
These activities could include:
• devising written and spoken role-plays
• writing letters
• taking part in question and answer
session with a partner
• playing games
• group questions
25. 25
• Practice is a vital part of learning new
elements of a language. Teachers need to
have enjoyable EFL games and activities
ready to help students practice their newly
acquired language. Learning through
playing games can help to consolidate a
student’s knowledge.
26. 26
• The memory is stimulated in a fun way
and the words become embedded in the
student mind much more easily than if
words are listed and simply repeated by
drilling.
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Techniques for practicing new
vocabulary in games:
• Memory games.
• Crosswords.
• Affixation: Using prefixes and suffixes to
make new words.
• Matching pictures to words.
• Giving antonyms.
• Anagrams.
• Word searches.
• Hangman.
• Shopping lists
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Other activities for more organized
practice:
• Obeying instructions, e.g. drawing shapes
and pictures
• Ticking off items or words they hear
• Answering true/false questions or statements
• Detecting mistakes
• Filling in the gaps in a pre-prepared text
• Guessing definitions
• Filling in a timetable or chart
• Answering comprehension questions
• Summarizing – reducing the information to
the important points
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Encouraging students to produce
new vocabulary
• The production stage of the lesson allows
for the proper assessment of student
development, where the teacher can
discover just how much the students have
learned.
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Ideas for activities for the production stage of an EFL
lesson:
• Dialogues, dramas and role plays, for
example, students play the parts of a hotel
receptionist and a guest, acting out a
problem.
• Giving map directions – students have
to give and follow directions on a map to
see where they end up.
• Question and answer – in groups/pairs,
students write comprehension questions
for the other students to answer
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• Surveys and questionnaires – students
prepare questions on various topics and then
conduct surveys by interviewing each other.
• Discussions and debates, centered around a
set topic or interest of the group.
• Continue the story: the class has to finish a
story the teacher begins, either written or
spoken.
• Summarizing a story
• Correct mistakes in the text
• Write an article, letter or diary entry
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• Crosswords.
• Affixation: Using prefixes and suffixes
to make new words.
• Gap fill exercises: Selecting
appropriate words to insert in sentences.
• Matching the beginnings and the ends
of words together.
• Matching pictures to words.
• Using antonyms.
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Other activities for production (for
writing exercises in particular):
• Exercises for EFL writing practice include:
• Descriptions (home, family members,
friends, jobs, a favorite place)
• Short biography of self, family member
or famous person
• Letters to a pen-friend
• Diary or journal entry
35. 35
• Letters requesting information, giving
information or giving thanks
• Magazine problem pages
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The world we live in is a rich and diverse
place.If we're smart, we can take advantage of
different aspects of the stimulating
environment we all live in to help us teach
creatively.
• music
• video
• books
• floor puzzles
• quizzes
• worksheets
37. 37
• If you can stimulate your students, you
have a better chance at keeping them
interested in learning more. But being
creative offers more benefits than just
holding a kid's attention. If you are able to
present material in many different ways,
your students have a better chance of
understanding it. Being a creative teacher
encourages students to be creative
learners too.
38. 38
• Most teachers accept that learning is most
effective when it is enjoyable, but they are
given little direct advice about how to
achieve the creative and motivating
classrooms that educationalists appeal for.
