2. The PPP paradigm
Presentation-practice-production
The aimof the lesson is to teach specific language
form-grammatical structure or realization of
particular function or notion.
3. Presentation stage
The teacher begins by presenting an item of
language in a context or situation with help to
clarify its meaning.
4. Practice stage
The students repeat target items and practice
sentences or dialogues -often in chorus or in
pairs- until they can say them correctly.
5. Production stage
Students are expected to produce in free
situation language items they’ve just learnt,
together with previously learnt language.
6. Some problems with PPP
• They don’t use the target form at all
• They overuse the target language
They’re in
practice
• Once they’re outside the classroom or in later lessons
they cannot use PPP confidently.
mode
7. Comparing PPP and TBL
• TBL begins by providing the learner with a holistic
experience of language and then helps them learn more
efficiently.
• PPP provides discrete language items in a vaccum and
then looks for some activities to practice them.
8. From PPP teaching plan to TBL
learning framework
PP
P PPP lesson plan typically set out narrowly
predetermined set of objectives and procedures for
the teacher, and it is usually seen and discussed
from the teacher’s point of view.
Except during the final stage(production),
the teacher is at center stage.
9. TBL
A TBL lesson outline offers a more
flexible framework, enabling learner
to move from language experience to
language analysis.
Teachers have to learn to set things up
and then to hold back.
