This document discusses different lesson types and structures for teaching grammar. It describes test-teach-test (TTT), present-practice-produce (PPP), and task-based learning (TBL) lesson plans. For each approach, it outlines the basic stages and provides examples. It also discusses the advantages and disadvantages of each. The document concludes by emphasizing the importance of clear lesson aims and connecting all stages of a lesson to those aims. Teachers are encouraged to consider student needs and purpose when selecting activities and to vary their instructional approaches.

1. Week 5
Lesson Types
DR. RUSSELL RODRIGO

2. Teaching
grammatical
structures
1. Meaning – what the language means
2. Use – how/when it is used
3. Forms and Patterns – formation and patterns
of the language
4. Spoken and written form – any differences in
forms. For example in written form ‘I am
going to ..’ often becomes ‘I’m gonna ..’ in
spoken form.

3. Staging Lessons

4. Types of Lesson Plan
1. 2.
3. 4.

5. Types of Lesson Plan
TTT
(Test Teach Test)
IDK
PPP(present
practice produce)
TBL(Task Based
Learning)

6. Types of Lesson Plan
TTT
(Test Teach Test)
IDK
PPP(present
practice produce)
TBL(Task Based
Learning)
2.
1.
4.
3.

7. TTT Lesson
• What can the learners do already? -> Raise awareness / needs
Test
•Language awareness -> Fill knowledge gaps
Teach
•Apply language / skill -> Fulfill task -> Can you do it now?
Test

8. TBL Lesson
• Introduce authentic task
• Model task
• What do learners need for the task? -> Raise awareness / needs
Pre-task
• Apply language / skill -> Fulfill task -> Plan to Report -> Report
Task
• Language awareness -> Fill knowledge gaps
• Practice
Language Focus

9. PPP Lesson
•After introduction, presentation of language (meaning,
form, pronunciation) or (sub-)skill / use / function.
Presentation
•Controlled practice – restricted use
Practice
•Freer practice – personalized / communicative
Production

10. => Task Based Learning (TBL)
Based on TTT
• A TTT Lesson with an authentic “Task”
• Filling out forms for jobs, health insurance, or a library card
• Discussing genres of books, interests, hobbies, and sports
• Emailing a friend about a new hobby or a favourite song or TV show
• Listening to music, podcasts, documentaries, and newscasts
• Writing a letter to a potential employer or to a child’s teacher
• Reading authentic pamphlets, brochures, etc. for information
=> Engage Study Activate (ESA)
Based on PPP
• A PPP Lesson with a stronger focus on “Engagement”
• It allows for much more flexibility, and lessons often move between the different stages.
• More emphasis on student-led grammar discovery, eliciting the grammar from students rather
than giving a detailed teacher-led presentation.
• The final stage, with free practice, is the same as the last stage of PPP.

11. Advantages of TTT
Straight to the point: good use of
time
Collaborative aspect / problem
solving
Teacher can base class on students'
needs
Works well with adult students
Good for skills lesson (reading etc.)
or revision
Disadvantages of TTT
Difficult to prepare
Might not work with younger students
Might not work with low-level students
(who cannot communicate in English)
Very theoretical if no context is used
Some students might not be engaged
when the lesson starts with a task

12. Advantages of TBL
Straight to the point: good use of
time
Collaborative aspect / problem
solving
Teacher can base class on students'
needs
Works well with adult students
Brings abstract concepts to “the
Real World”
Disadvantages of TBL
Difficult to prepare
Might not work with younger students
Might not work with low-level students
(who cannot communicate in English)
Cannot always predict what students will
learn. Can seem “random”.
Students might feel it does not prepare
them for exams

13. Advantages of PPP
Easy to implement, reliable, familiar
It seems to be effective
Most course books assume you will
use PPP to teach the materials
Makes logical sense: understanding
before producing
Especially useful for grammar /
vocabulary lesson
Disadvantages of PPP
Predictable, dull
Teacher led – may not be based on
learner needs
Students may not produce the target
language during the free practice stage
Students might forget the target
language in the next class
It encourages accuracy over fluency

14. Goal of session: staging
curriculum lesson activity

15. Activity Purpose:
a. awareness-raising b. skill-getting c. awareness raiser
1. AIM: To introduce
the topic of hobbies
and pastimes in a
personal way.
I tell the class about my
efforts to learn to play the
piano.
2. AIM: To focus on the
meaning of the words
and on the correct
collocating verb .
The students work alone to
match the words to the
pictures of the pastimes and
the correct verb (go,
play or do). Then they
compare their answers in
groups of 4.
3. AIM: To prepare for
the mingle and allow
thinking time
Individually, the students
select two pastimes from
the list and think about why
they would like to take them
up one day.
This is an awareness-raising activity. You are not expecting the
learners to acquire any new language or skill here (although
they have to listen) so you need to make sure your story is clear
and comprehensible to everyone.
This is a skill-getting activity. You really do want the learners to
acquire new vocabulary and be able to use it with the correct
verb. The fact that it is checked in groups will reinforce it
because there may be a need to explain choices and learn
from each other.
This is mostly an awareness-raiser. You are not requiring the
students to learn anything new or use any language except to
themselves. The fact that the learners have a little individual
space and time to consider the language can, however,
contribute to more effective skill getting.

16. Source:

17. Purpose of Activities
Source:
http://www.eltconcourse.com/training/initial/teaching/activitytypes.html

18. Source:

19. Source:

20. Source:

21. In what order?
Awareness / Skill Getting / Skill Using
TTT/TBL
•1
•2
•3
PPP/ESA
•1
•2
•3

22. Task types
u Matching
u Gap filling
u Role play
u Skeletons
u Ranking
u Discussion / Debate
u Transformation / Transfer
u Information gap
u Information collecting

23. Task types
u Matching -
u Gap filling -
u Role play -
u Skeletons -
u Ranking -
u Discussion / Debate -
u Transformation / Transfer -
u Information gap -
u Information collecting -
Source:
http://www.eltconcourse.com/training/in
itial/teaching/activitytypes.html

24. In summary….
u Consider an adapted PPP/ESA – TTT/TBL approach for (most of)
your lessons
u Have clear aim(s) for the lesson and make sure every stage of
your lesson is connected to the aim
u Consider the 3 basic purposes of activities and the order in your
lesson
u Consider that a type of task can be used for different purposes /
activities
u Change it up a little!

25. Questions to think about
1. What approach did I use in this session? Was it effective? What
was the purpose of my activities? Did they match the aims of
the session?
2. Think about a lesson you taught this week. What type of lesson
was it? Was it effective?
3. Think about an activity you did in class today? What type of
task was it? What was the purpose of the activity? Was it
effective?
4. Are traditional teaching approaches such as PPP and TTT still
relevant in the age of blended learning? How should they be
adapted?

26. Lesson Plan Template

27. Sources used
u http://www.eltconcourse.com/training/initial/teaching/structurelessons.ht
ml
u http://www.eltconcourse.com/training/initial/teaching/activitytypes.html
u http://www.eltconcourse.com/training/initial/teaching/tasktypes.html
u http://twbonline.pbworks.com/w/page/28101465/TEFL%20Program%20-
%20effective%20lesson%20planning%20-%203%20classic%20plans