Chapter 9

By
Angcharin Dedduang
Code 56254912
Silpakorn University

gggdssPPP and PBL
•The PPP
paradigm
• Some problem
with PPP
•Comparing PPP
and TBL
•From PPP
teaching plan and
PBL framework
Introducing
PBL
• Help learner
adapt
• Countering
learner
resistance
Textbook and
TBL
• Appraising
course book for
TBL content
•Adapting
textbook materials
to TBL
•Supplementing
text book
materials to TBL
•Planning TBL
input
Assessmen
t and TBL
• How TBL
can help with
exams
•External
exam with
tasks
•Progress
testing with
TBL

 To set TBL against the background of common language-teaching
practice
 To address some of the issues that face the practicing teacher and
trainer when attempting to introduce a new approach which center
on learner.
 To show how TBL can benefit classes preparing for exams.
 To summarize the advantage task – based approach.

PPP (presentation, practice, production)
The aim of lesson is to teach specific language form –
grammatical structure or realization of particular function or
notion.

Presentation
stage
Practice
stage
Production
stage
the teacher begins by presenting an item of language in a
context or situation with help to clarify its meaning (pattern
sentences presented by teacher/ short dialogue illustrating
target items acted out by teacher/ read on textbook/ heard
on tape)
Student repeat target items and practice sentences or
dialogues, often in chorus or in pairs, until they can say
them correctly. Activities include pattern practice drills,
matching part of sentences. completing sentences or
dialogue, asking or answering questions using pre-
specified forms.
Students are expected to produce in free situation
language items they have just learnt, together with
previously learnt language ,this free situation can be role
play, simulation activity or even a communicative task

1. Some learner manage to do the task or
role play at the production stage without
using the target form at all . this may
because their own developing language
system are not yet already to cope with it use
or because they don’t need the new pattern
to express their meanings they want. They
can , after all, use what language they like at
free stage.

 2. Sometimes they trend to overuse the target
language and unnatural conversation e.g.
what will you do tomorrow ? tomorrow I will go to my
aunt’s house. I will go by bus. I will see my council. I
will play football with them

 3. Learners who do this are probably in practice
mode –they are trying to display control of new form
rather than express their own meaning.
 PPP gives an illusion of mastery as students can
often produce the required confidently in classroom,
but once outside, or in a later lesson they cannot use
them at all or use them incorrectly.

TBL
Pre-task
Introduce to topic and task
Task cycle
Task
Planning
Report
Student hear task recording or read text
Language focus
Analyze and practice;
Review and repeat task
PPP
Presentation
Of single new item
Practice
of new item: drills,exercises dialoge
practice
Production
Activity,role-play or task to
encourage”Free” use of language
instruction
instruction
Use (restricted)
Use spontaneous
Instruction (as needed)
Use (planned)
instructioninstruction
Exposure
Exposure
Exposure
Exposure (planned)
Exposure
Exposure
Exposure ( restricted)
Use (restricted)Use (restricted)
Instruction (Free or partly restricted)Instruction (Free or partly restricted)
Exposure ( restricted)
Exposure
Exposure

Comparing PPP and TBL
The way students use and experience language
in the task cycle is radically different
 All three components (task, planning and report)
genuinely free of language control and learner rely
on their own linguistic resources.
The task supplies the genuine need to use
language to communicate, and the other
components follow on naturally on the task.

• In all three components language is used for a genuine
purpose-there outcome to achieve the task and purpose of
drafting, rehearsal and practice at the planning stage is to
help learners adjust their language for the report stage .
• The report allows s free exchange of ideas, summarizing
learners’ achievement.

• The planning stage encourage learners to consider
appropriateness and accuracy of language form in
general, rather than the production of single form.
• There is a genuine need to strive for accuracy and
fluency as learners prepare to go public for the report
stage; it is not question of either accuracy or fluency at
any one points in the cycle.

The difference PPP and TBL
PPP TBL
In PPP cycle, the
presentation of the target
language coming first, the
context has to be
invented.
TBL framework, the context is
already established by itself.
By the time learners reach to
language focus phase, the
language is already familiar
V
S

PPP TBL
Simply to repeat,
manipulated and reply
The process of consciousness
raising use in the TBL
language focus activities
encourages students to think
and analyze
V
S

PPP TBL
Made up to illustrate a
single language item
Listening and reading –both
part of TBL framework- provide
more varied exposure to
natural language
V
S

PPP TBL
In a PPP cycle, it is the
teacher who pre-select
the language to be
taught.
The exposure to TBL framework
will include a whole range of word
collections, lexical phrases in
patterns in addition to language
forms pre-selected for focus.
Students will realizes there is
more language than verb tenses
and new words.
V
S

PPP TBL
The exposure to TBL framework
will include a whole range of word
collections, lexical phrases in
patterns in addition to language
forms pre-selected for focus.
Students will realizes there is
more language than verb tenses
and new words.
V
S

PPP TBL
In a PPP cycle, it is the
teacher who pre-select
the language to be
taught.
During the TBL analysis stage,
learners are free to ask about any
aspects of language they notic.
V
S

PPP TBL
A PPP cycle lead from
accuracy to fluency A TBL cycle lead from fluency to
accuracy (Combined with fluency)
V
S

PPP TBL
PPP only provide a paradigm for
grammar and form focus lessons;
it need to be supplementary by
skills lessons to give learner to
practice in listening and reading
and more exposure to language
All skills are naturally integrated
V
S

To summarize the comparison
TBL begins by providing learner with a holistic
experience of language and then helps them
learn more efficiently
PPP provides discrete language items in a
vacuum and then looks for some activity to
practice them
PPP provides discrete language items in a
vacuum and then looks for some activity to
practice them

From PPP teaching plan to TBL learning framework

Introducing TBLIntroducing TBL
According to students , teachers and trainers who have experimented with TBL
in many parts of the world have reported that:
According to students , teachers and trainers who have experimented with TBL
in many parts of the world have reported that:
 They gain confidence in speaking and interacting quite soon after
beginning a task-based course.
They enjoy the challenge of doing tasks and find many of them fun.
 They are able to talk about the language itself in addition to other topic.
They can cope with natural spontaneous speech much more easily, and
tackle quite tough reading texts in appropriate way.
They became far more independent learners.

Introducing TBLIntroducing TBL
The teachers and trainersThe teachers and trainers
 With mixed- level –classes a TBL approach works far better than a
PPP.
 Learners bring their own experiences to lessons and often come up with
interesting and original ideas.
 By the end of the course they are often surprised at how much their
learners have achieved.

‘’ll
Helping learner adept
To adept TBL approach , learners need to understand both the
principle and the purpose of component
To adept TBL approach , learners need to understand both the
principle and the purpose of component
 At the beginning of the course,
talk to the class about the process of
learning, the rationale behind the
classroom activities that will be used.
 Explain to them that TBL might
be a new experience for them, and
different for other styles of teaching they
know.

A list of things to help a TBL run
smoothly
A. Find out about your learners
Why they are learning the language, e.g. it is for travel,
to understand TV or to talk to foreigners? Or just pass
the exam?. What kind of topic are they interested in.

smoothly
B. Explain how people learn languages
(focus 9)
Conditions for learning
Exposure
To the target language
Opportunities to use
The language ,both spontaneously and planned.
Motivation
To listen and talk, read and write study and reflect
.
Instruction
Focus on language form

smoothly
C. Introduce the TBL framework
1. In advance, plan a simple task-planning – report cycle
and obvious outcome, e.g. exchange telephone numbers
to assemble a class phone list, there should be related to
listening or reading text before then after task, select
some language items for the language focus components

smoothly
C. Introduce the TBL framework
2. Show the paradigm of TBL framework.
3. At the language focus phase, use the listening script or reading
text for analyze work(Grammar) after the analyze, do some practice activities
for example, choral, drilling for pronunciation.
4. finally ,suggest that students write down new phases and pattern
they want to remember in language notebook and practice them. Later you
should suggest way to organize their notebook.

smoothly
D. Show how TBL work with their course materials
 To announce the components as you start and finish each one,
what the purpose of each step is.
 At the end of each unit of work, review their achievement and help
them to perceive their process. Highlight what they have learnt.
 Encourage learners to continue to learn outside the class. To
increase their exposure and extend their vocabulary.

Encountering learner
resistance
Problem ; We don’t do enough grammar
Earlier version of TBL trended to play
down explicit grammar instruction,
learners do not recognize
consciousness raising activities as
relevant substitutes for being taught
proper grammar

resistance
Possible solutions
• Highlight the time spend on the language focus component and do
extra practice activities.
• Summarize the main language points at the end of each session,
discuss any useful rules or guideline.
• Ensure learners always have written script or recordings to study. This
give security.
• Include some choral repetition of short sections of the tape and rote –
learning of part they find useful.
• Ensure students keep language notebook.
• Set relevant exercise from student’s grammar book for homework.

resistance
Problem ; We‘d like to correct more when we speak
Student who come from teacher-
center class are used to a constant
focus on accuracy.

resistance
Possible solutions
• Make clear the distinction between exploratory talk at the task stage and
plan to talk at the report stage.
• Encourage the learners to correct each other at the planning stage.
• Hold a language clinic after some report stage, write the corrected
versions of the common errors on a wall poster.
• Individual learners who are keen to perfect their spoken language may
record themselves doing tasks or presenting report.
• Encourage them to listen carefully to their recording and write down
any bits they are not sure to check later.

resistance
Problem; We ’ve been doing this course for some time and don’t feel
we’re making progress.
Students used to a grammatical –oriented PPP
style think they are making process because
they are covering a lot of grammar very
explicitly, they seem mastery at the time of
learning it , they can find later they cannot use
it.

resistance
Possible solutions
• Help students to keep the record of item covered in their language notebook,
every few weeks hold review a day; students review their language at home and
produce the test to give each other in class
• Have a repeat task a day, with different partners.
• Ask outsider to visit the class once ,or twice a team.
• Record pair works regularly

resistance
Problem: we find the recordings of natural speech hard to understand
Spoken English is very difference than spoken
English

resistance
Possible solutions
 Explain is likely to be hard but it will be easier and enable them to understand
more when they meet the speakers of target language, and to do better listening
or oral exam.
Break the recording up into shorter section.
Let student follow the transcript and listen at the same time.
Set cloze tests on the transcript
Encourage them to listen to the target language speaker outside class

resistance
Problem; we don’t like working pair work with people who speak
our own language.
It feels unnatural to start with and they are
afraid of pick up bad habits from fellow
students

resistance
Possible solutions
o Established the target language as the main means of communication in your
classroom
o Research suggested that learners learn a lot from each other even if they do
share a first language. This has been borne out by students by student
feedback
o Make sure learners change partners fairly regularly

Assessment and TBL
How TBL help students to do well
?
TBL attain both the knowledge and the skills required in most
kind of exam.
The task stage of TBL cycle help students in any oral test and
give them confident to deploy what language they have, which help
with fluency in writing.
Language focus phase will increase student understand of
grammar.
Exam technique is certainty important and students improve
with training. Tackle the various type of questions can be done as
crash course in term leading up to the exam.

Assessment and TBL
External exam with task
Pair and group task are commonly used to test a student’
ability to communicate and cooperate in spoken interaction. Many set
a variety of reading and listen tasks on authentic materials but grade
level the difficult of the task. Since such exam reflect the practice in
TBL classroom
If you feel that exam you are required to teach for is not
suitable for your students, talk to other teachers about the possibility
of changing it

Assessment and TBL
Progress testing in TBL
Review day test, encourage students to review recent
coverage by reading the texts and going through their language
books
Repeat task day are another way to encouraging students to
review their and assess progress.
Pairs can either be asked to perform in front of class

Textbook and TBL
Appraising course book for TBL content
The range and type
of exposure to
target language in
the student’s book.
 Is there balance of
spoken and written,
spontaneous and
planned next?
• Is there a sufficiency
range of types of text?
The range and type
of exposure to
target language in
the student’s book.
 Is there balance of
spoken and written,
spontaneous and
planned next?
• Is there a sufficiency
range of types of text?
To Analyze activity
to give learners a
chance to use
target language,
asking:
 How many activities
are intended to
stimulate practice of
specified forms
How many activities
are communication
tasks l
To analyze
materials take to
language focused
work, asking:
 Is grammar tough on it
own?
• What about lexical
phrased, collocations,
and vocabulary building?
• Is spoken and written
balance?

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