Skip to main content
UploadLanguage (EN)Support
BusinessMobileSocial MediaMarketingTechnologyArt & PhotosCareerDesignEducationPresentations & Public SpeakingGovernment & NonprofitHealthcareInternetLawLeadership & ManagementAutomotiveEngineeringSoftwareRecruiting & HRRetailSalesServicesScienceSmall Business & EntrepreneurshipFoodEnvironmentEconomy & FinanceData & AnalyticsInvestor RelationsSportsSpiritualNews & PoliticsTravelSelf ImprovementReal EstateEntertainment & HumorHealth & MedicineDevices & HardwareLifestyle
Lis Nieto, profile picture
Uploaded byLis Nieto
PPTX, PDF24,587 views

The ppp teaching method (power point)

The document discusses the PPP (Presentation, Practice, Production) teaching method. It involves three stages: presentation of new language, practice of that language through drills and exercises, and production which allows students to use the language more freely in activities like role-plays and discussions. The presentation stage introduces new structures and concepts. The practice stage focuses on accurate use through activities like drills. The production stage aims for fluency and has students apply what they learned in more communicative ways. The three stages together provide an effective way for students to learn language communicatively.

Education◦
THE PPP Teaching Method Presentation, Practice, & Production By Jenny Nieto
What is The PPP Method? • The "PPP" approach to Language Teaching is the most common modern methodology employed by professional schools around the world. This method for teaching language items follows a sequence of presentation of the item, practice of the item and then production ( use) of the item. • It is very important to understand what "Presentation", "Practice" and"Production" really are, and how they work in combination to create effective communicative language learning.
The PPP method is very useful for the acquisition of structures. PRESENTATION • There is aural exposure and teacher modeling. • The teacher introduces a situation and presents the target language in context. PRACTICE • Students practice the target language through drills or controlled practices . • The teacher controls the practices by checking students’ understanding of the items presented in the first stage. PRODUCTION • The students transfer the previously studied structures to different situations. • The aim is to increase fluency in linguistic use, through “autonomous and more creative activities”. The strategies for achieving such a goal are based on a freer use of the targeted structures.
Presentation Suggested Activities Stage This stage has two steps: 1. An introduction of the structure to be taught in L2 2. A warm up or a lead –in activity is used to raise students’ interest in the topic. This stage is characterized by having memorable and realistic examples, it has logical connection with the next stage. It is clear and meaningful and has meaningful repetitions to help students with the context. Brainstorming: It is used to get information from the students about a specific topic. Repetition drills: The purpose is to help students improve their pronunciation. Using the topic in context: the students are provided with a linguistic "model" to apply to the concept they have recognized.
Practice Stage Suggested Activities  Students have the opportunity to practice what they learned avoiding mistakes.  This stage focuses on form. The teacher’s role is to monitor what students are doing. This stage must be attractive for students, it should be clear and understandable and promote confidence to the students. Drills: embody the most common type of practice activities, but not the only one. Monitoring: Conceptual questions are asked to students to check their understanding about the structured presented. Information gap activities: Students complete some exercises using the items learned.
Production Stage Suggested Activities This stage centers on fluency giving students the opportunity to interact in communicative activities. Students demonstrate their learning by working and sharing with each other. In this stage the language is used naturally in real situations. The three stages are essential to achieve communicative language learning. They must flow easily from one stage to the next. Some of the activities in the production stage may imply: -discussions - debates -role-plays - narratives -problem-solving activities -descriptions -information gaps -quizzes -games
“Tell me and I forget, teach me and I may remember, involve me and I learn.” Benjamin Franklin THANKS