The document describes the PPP approach to language teaching. It consists of three stages: Presentation, Practice, and Production. In the Presentation stage, new language is introduced through meaningful examples. Practice involves activities for students to use the new language with accuracy. Production creates situations for students to communicate using the new language. The document also discusses variables to consider like classroom setup, student and teacher roles, and resources available to help make classes more engaging.

1. The PPP Approach to Communicative
Language Teaching
By: Roger Miller Corral
Academic Coordinator
Universidad Sergio Arboleda
Santa Marta
2016

3. It is a new approach designed to make English teaching and learning easier
and funnier, based on a series of steps known as the Three P’s (Presentation,
Practice, Production) which takes the students through an interesting and
entertaining process in order to strengthen, reinforce or learn to master the
four basic abilities in any language learning process.
There is certain and limited
participation from the teacher
or the student depending on
each stage.
What is the PPP approach?

5. Step # 1: Presentation
Presentation involves the building of a
situation requiring natural and logical use of
the new language. With this students know
what they will learn and why.
Features of the presentation:
• Meaningful
• Memorable and realistic examples
• Logical connection
• Context
• Clear models
• Sufficient meaningful repetition
• Staging and fixing
• Briefness and recycling

6. Step # 2: Practice
Practice is the testing procedure for accuracy, and the
frequency procedure for familiarity with the language.
The goal of this stage is to help the students use the
new language.
Pair Work / Group Work
Practice activities need to be:
• Clear and understandable
• Promote confidence
• Attractive (Eye-catching)
• Challenging but within reach (Do not make
it impossible for students to understand or
do it, the simpler the better, so that they
can understand easily, gradually we
increase the difficulty).
Target

7. Activities that can be included in the practice
Some good examples of effective Practice activities include:
1. Fill in the blanks
2. Complete with the missing words
3. Unscramble the sentences
4. Matching
5. Structuring, among others

8. Step # 3: Production
The Production Stage is the most important stage of
communicative language teaching. Successful
Production is a clear indication that the language
learners have made the transition from "STUDENTS" of
the key language to "USERS" of the language.
Production involves creating a situation requiring the
language that was introduced in the presentation stage.
These stage can help motivate students to communicate
meaning with the new language.

9. Activities that can be included in the production
Some good examples of effective Production activities include situational role-plays,
debates, discussions, problem-solving, narratives, descriptions, quizzes and games

10. Use of the PPP on the board (Suggestion)
Presentation Practice Production
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11. In order to get an optimal result when you
are preparing or teaching a good ESL class,
you should take into consideration the
following variables

12. Variables to consider when preparing and teaching a class
Learner’s role - USER
Make sure the students know exactly what they
are going to do
Control noise in the classroom
Use group or pair work
Carry out selective checking walking around the
classroom and listening to students
Be aware of the time spent on each
activity, timing is key to reach success in a
class (Time management)
Be aware of the seating arrangement (Space
management, next slide)
Provide any necessary feedback
Teacher’s roles in a class (next slide)

13. Effective Classroom Seating Arrangements
Factors That Influence Classroom Configurations:
1. Classroom Size and Shape
2. Distractions (Air-corditioner)
3. Student Age and Size
4. Teaching Style & Objectives
Who do you want to be the focus of the class?
Teacher-Centered Class: If your class is going to be lecture- and presentation-
centric, use a configuration where all students can see you and the lectern.
Learner-Centered Class: With these classes, student discussion and group work are
paramount. Find a seating arrangement that encourages students to interact with
one another.
Both: Many educators adhere to the belief that a balanced education has a healthy
mixture of both teacher-centered presentations and student-based discussions and
work. Look for seating layouts that are flexible and functional.

14. How do you want the class to interact?
Minimal: Interaction flows from the teacher to the student. Student-to-student
discussion is scarce. Testing and individual work also dominate the class.
Small Groups: Students interact in pairs or small groups.
Large Groups: Students engage in group discussions and lessons with the entire class.
What are your learning objectives?
Knowledge: Students will learn and understand the content of the coursework. Use
configurations that support independent activity and emphasize focus on content.
Skill Growth: Students develop a certain set of skills during this course. For skills that rely
on cooperation, communication, teamwork, reflection, etc., layouts that encourage group
work and discussion are preferred. For more independent skills like troubleshooting,
analysis, listening, etc., look for configurations that support independent work and
minimize distractions.

15. Most Common classroom
Configurations / Classroom layouts

21. Others
1. Circle, teacher
out
2. Circle, teacher
inside
3. Boarding
meetings
4. Mix and mingle

22. The roles of the teacher in a class
Controller/Conductor:
The teacher acts as a controller at the presentation stage, at the practice stage and
in lockstep activities.
• At the presentation stage ,the teacher checks that all the students have
understood the form and meaning (not necessarily in Spanish) of the new
language item.
• At the practice stage, the teacher elicits responses, provides cues and drills,
works out the instructions for the activities and check that the students are
doing the activity in a proper way.
Assessor:
The teacher will correct students’ mistakes at the practice stage. He/She should also
assess how well they are performing.
On the other hand, the teacher will encourage self-assessment. In this way the
students will become more responsible, autonomous and independent, and they will
get more involved in the learning process, which is very important, as it is the center
of learning and a pint of reference.
The teacher must also assess his/her own work as a teacher.

23. Organizer:
The success of many activities depends on good organization and on the students
knowing exactly what they have to do.
The main aim of the teacher when organizing an activity is to give clear instructions
and get the activity going.
Prompter:
The teacher will encourage the students to participate or make suggestions about how
to carry out an activity when there is a silence or when they do not know what to do
next.
Participant:
The teacher will sometimes act as a participant. This will contribute to create a
pleasant atmosphere in the class, and will also give the students the opportunity of
practicing English with someone that speaks it better than they do.
Resource:
The teacher should always be willing to offer help if necessary.

24. Learner’s role
One of the major changes in foreign language teaching refers to the learner’s role,
whereas in the traditional foreign language methods the learner assumed a passive role,
the teacher being the focus, in the communicative approach the learner plays an active
role and is responsible for his/her own learning.

26. Resources and material the D.I.U.S.A has to help teachers make
their classes more interesting, more accurate and better