Presentation, Practice, Production for teaching a language

1. THE PPP Teaching Method
Presentation, Practice, &
Production
By
Jenny Nieto

2. 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.

3. 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.

4. 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.

5. 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.

6. 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

7. “Tell me and I forget, teach me and I may
remember, involve me and I learn.” Benjamin
Franklin
THANKS