The English Language Teaching Frameworks.

1. The English Language Teaching
Frameworks
By: Ayoub Oubla & Zakaria El Kouzouni
Supervised by: Prof. Ayad Chraa
CRMEF-SM INEZGANE 2024

2. Table of contents
01
05
04
03
07
02
General definition
of Teaching Framework.
TTT stages and
activities
ESA stages and
activities
PPP stages and
activities
ECRIF Framework
PPU stages and
activities
06
POHE
Framework

3. General definition
of Teaching Framework
01

4. “The art of teaching is the art of assisting
discovery”
-M Van Doren

5. Introduction
The overall conceptual plan and organization used to design lesson or a unit of
instructional materials or to analyze teaching.
Frameworks are different models or ways of conceptualizing and organizing our
lessons.
What is Teaching framework?

6. PPP stages and activities
02

7. • Method to teach grammar, vocabulary, and functions in a foreign language
• A model to describe the typical stages of language teaching lesson.
What is PPP framework?
• PPP stands for: Presentation, Practice, Production

8. Presentation
• A meaningful introduction of the target language
• An introductory activity

9. Activities
• Brainstorming
• Contextualization (Dialogue, text, pictures,
videos, miming, body language…..)
• Choral Repetition

10. Practice
This stage:
• Aims to provide opportunities for learners to use the target structure and vocabulary used
during class.
• This stage is also controlled practice since the tasks prepared by the teacher have
controlled results
• Students are monitored and all mistakes are corrected

11. Activities
• Choral Drill
• Gap-Filling Exercise

12. Production
• All meaningful activities which give students the opportunity to practice the language
more freely
• Use of the language in real-situation like activities

13. Activities
• Discussions
• Problem-solving activities
• Role plays
• Information gaps

14. PPU stages and activities
03

15. • PPU is a framework that describes how a teacher can structure a lesson. It is
mostly used in planning the stages of a lesson
• It includes 3 stages: Presentation-practice-Use
What is PPU framework?

16. Presentation
In this stage:
• Students are exposed to language to be worked on during the lesson
• This new language might be a grammar point or new vocabulary item
• Questions a teacher may think about in designing and implementing the presentation
stage:
 What will the context be?
 How will I present the target language?

17. Activities
• Timelines
• Demonstration
• Dialogues
• Drawing
• Written texts

18. Practice
In this stage:
• Opportunities for students to practice the learnt items
• Students are monitored and all mistakes are corrected
• Students practice new language individually, in pairs or in a group

19. Practice Activities
• Fill in gap
• Putting words/sentences in order
• Information gap
• Dialogue

20. Use
In this stage:
• Teachers design or select a task in which the learners are using the language in a
meaningful, independent and interactive way.
• The activity will allow students to use the new language in situations similar
to one they could meet in real life.

21. Activities
• Presentation.
• Writing job application letter
• Role play interview

22. TTT stages and activities
04

23. • Test-Teach-Test is a very helpful lesson framework for situations when we,
as teachers, are unsure how familiar students are with the target language
at hand
What is TTT framework?

24. Test
• The purpose of the first test is to diagnose the students familiarity and ability to use the
target language.
• This stage may be executed with a simple restricted practice activity
• or a freer speaking activity designed to encourage use of the target language
• Feedback from this activity will give us the necessary information to make the correct
choices in the teach stage.

25. Teach
• The first test can result in one of two situations, Either the students show significant
familiarity with the target language, or not.
• This stage may be executed with a simple restricted practice activity
• In the first case, the teach stage can be shortened to save room for more productive practice.
• In the second case, however, it becomes necessary to present and clarify the target
language in context.

26. Test
• Students use the target language in a freer setting.
• This should involve setting up a speaking task with a communicative goal, but no
restrictions on language use.
• This allows the teacher to monitor and observe how well the target language has been absorbed
and integrated into students use

27. 05
ESA

28. ESA
E.S.A developed by Jeremy Harmer. It is a teaching method which
stands for Engage, Study and Activate.
Harmer (1998)

29. Jeremy Harmer 1998 ‘How to teach English’
Engage phase Study phase Activate phase
- To get the student
talk and think in
English
-1) Boardwork
eliciting
-2) checking
understanding
- Puts the
learner in a
realistic
context.

30. Activities
ENGAGE STUDY ACTIVATE
• Discussion.
• Scenario or situation
building.
• Prompting.
• Question and answer.
• Use of pictures,
drawings, real
objects, mime, etc.
• sentence-building
activities
• through texts and
dialogues.
• Use gap-filling
exercises for guided
practice.
• Use information gaps
tasks for free practice.
• Communication
games.
• Role-play.
• Story building.
• Discussion/debate.

31. ESA teaching method
It allows for much more flexibility, and lessons often move between
the different stages.
However, the same basic structure is given, with the need for
presentation of some kind before any practice is given.
In the ESA method, there is more emphasis on student-led grammar
discovery, eliciting the grammar from students rather than giving a
detailed (and often boring!) teacher-led presentation.

32. Stages, and activities
06
POHE Framework

33. “The Present-Practise-Produce paradigm is rejected, in favour of a
paradigm based on the Observe-Hypothesize-Experiment cycle”
-Michael Lewis in The Lexical Approach (1993)

34.  Michael Lewis claims that students should be allowed to
Observe (read or listen to language) which will then
provoke them to Hypothesize about how the language
works before going on to the Experiment on the basis
of that hypothesis.

35. POHE Stages
Stage 1 : Preparation.
Stage 2: Observation.
Stage 3: Hypothesizing.
Stage 4 : Experimentation.

36. Stage 1: Preparation
 The aim of this stage is:
• To warm up
• To introduce new language items
• To activate and or to build up student’s background
knowledge
• To review old items
• To contextualize new language items

37. Stage 2: Observation (noticing phase)
 The aim of this stage is:
 To make a certain language form (a structure or a function)
salient to learners via receptive input tasks (listening or reading)
 To enable students to observe accurately and perceive
similarities and differences
 They can recognize the element in focus

38. Stage 3: Hypothesizing
 The tasks used in this stage are learner centered (pair work or
group work). The focus is:
 To help students perceive the value of reflection and silence to
allow them to think
 To give students the opportunity to make hypotheses and
guesses about target rules via self discovery

39. Stage 4: Experimentation
 The aim of this stage is to engage learners directly in language use, i.e.,
they are required to express themselves or process language more
effectively.
 To put their hypotheses into practice to see if they are correct or not.
 To give students confidence in themselves to use the language.
 To increase their ability to take responsibility and cooperate with peers.

40. Advantages Drawbacks
 Students discover the rule themselves.
 Learning becomes meaningful and
memorable.
 Conducive to learner autonomy
(Students learn how to learn language)
 Empowers the students’ problem
solving skills .
 Meaning and communication in focus
(not just form)
 Students may hypothesize the wrong
rule
 Time consuming.
 May frustrate the learner who would
prefer simply to be told the rule.

41. ECRIF
Stages, and activities
07

42. ECRIF: Seeing Learning
"The real voyage of discovery consists not in seeking new landscapes, but in having
new eyes."
- Marcel Proust (French author)

43. ECRIF Framework :
 It was developed by Josh Kurzweil and Mary Scholl between 2004 and 2005.
 It is a way of looking at how people learn. Rather than prescribing what
teachers should or should not do.
 It focuses on the learning process that students go through as they work with
the target skill or knowledge rather than what the teacher is doing during the
lesson.

44. A Shift in Teacher Thinking
From Teaching-Centered Thinking to Learning-Centered Thinking

45. By making this shift in thinking the teacher can
start to think about questions such as:
 Did the students encounter the target language? (i.e. I may have presented it, but did
they have their attention focused and realize that there was something they didn't know
and wanted to learn?)
 • What can I do in the lesson to support students so that they encounter target language?
i.e. How can I focus their attention, so that they notice that there is something that they
don't know and so that they feel a need to learn it?
 • What can I do in the lesson so that students can actively clarify the form, meaning, and
use of the target language? i.e. it is the students that must do the work of clarifying it.
The teacher 'telling' does not mean that the students clarified the language point

46. Encounter
• The meaningful and contextualized
encounter of a language item for the first time.
(text, dialogue, video, picture……..)

47. Clarify
 It occurs when learners make sense of the target language. (discovering
the meaning, form and use of a word / a grammatical structure)
 “Clarify” happens inside the learner. ( teachers help students clarify)
 Teachers assess learners clarification/ understanding by asking CCQs.

48. Remember:
 The clarified knowledge is stored in the
short term memory .

49. Internalize
 At this stage information are moved from short-
memory to long-term memory.
 Learners can refer directly to the information
without any support from the teacher ( prompts..)
 Learners internalize by association, personalization,
and peer teaching .

50. Fluency
 Learners use the newly encountered knowledge
communicatively and spontaneously .
 Use language creatively in different contexts and
relate it to real-world purposes.

55. REFERENCES
• Harmer, Jeremy. How To Teach English. England: Longman Inc., 1998.
• Lewis, M. The Lexical Approach: The State of ELT and a Way Forward. Hove, UK: Language
Teaching Publications. 1993.
• “Seeing Learning.” ECRIF, www.ecrif.com/. Accessed 3 Mar. 2024.
• “The PPP & Esa Teaching Methods.” SlideShare, Slideshare, 10 July 2014,