The document discusses the TTT (Test-Teach-Test) approach to language teaching, where students first complete a task independently before the teacher identifies language needs and presents the target language based on observed results. This method allows for tailored lessons that address specific areas of difficulty, particularly beneficial for intermediate and mixed-level learners. Overall, TTT enhances students' awareness and understanding of the target language through practical application and focused instruction.

1. Presented by: Fella Boudjema, CELTA holder

2.  TTT is an approach to teaching where learners:
1- Complete a task or activity without help from the
teacher.
2- Based on the problems seen, the teacher plans
and presents the target language.
3- The learners do another task to practise the
new language.

3.  Students first use their knowledge
 Teacher bases his/her target language lesson on
the results of the first test
 Students ability to try first, learn to model, practice
next
 Students become aware of their knowledge of the
TL first, fill up the missing part of the TL then
practice to fully understand its use.

4.  The learners, who have not studied phrasal verbs,
are given a text and asked to find examples. They
are able to do this but not to deduce meaning. The
teacher plans a lesson to help learners develop
this, and then asks them to do a similar activity.

5.  TTT is a useful approach as it enables teachers to
identify the specific needs of learners concerning
a language area and address this need suitably.
 It can be particularly useful at intermediate levels
and above, where learners may have seen
language before, but have specific problems with
it, and also in mixed level classes to help identify
objectives for each individual.

6.  British Council BBC. www.teachingenglish.co.uk

7.  British Council BBC. www.teachingenglish.co.uk