Presentation, Practice and Production (PPP) approach
What is PPP?
Present – Practice – Produce (PPP) is a way of teaching new language in which the teacher presents the language, gets the students to practise it in exercises or other controlled practice activities and them asks students to use the same language in a communicative way in their practice.
Example of a PPP lesson
Aim: students learn the difference between countable and uncountable nouns, and when to use a and some with them.
- Ask students what food and drink they like at birthday parties.
- Stick on the board magazine pictures of different party foods. (They should be a mixture of countable and uncountable nouns e.g. ice cream, sandwiches, cola, fruit, bananas, chicken legs, cake, a box of sweets.)
- Ask students the names of the food items, write the names on the board under each picture and then do a quick choral drill on the pronunciation of these words.
- Say to students: ‘I’m having a birthday party this weekend. I’d like a box of sweets and a cake for my party. And I’d like some ice cream, some cola and some fruit. I’d also like some sandwiches, some bananas and some chicken legs.’
- Say ‘I’d like a box of sweets’, ‘I’d like a cake’, ‘I’d like some ice cream’, etc… and ask students to repeat each sentence chorally.
- Point out to the students that you can count some nouns but you can’t count others. These are called countable and uncountable nouns. You use a with singular countable nouns and some with uncountable nouns or plural countable nouns.
- Ask the students some concept questions, e.g. ‘Which of the food items on the board are countable/uncountable/singular/plural?
- Students do a written gap-fill exercise, filling the gaps with a or some
- Students work in pairs with a worksheet of pictures of food and drink items. One student tells the other what they’d like for their party, e.g. ‘I’d like some/a…’, while the other student takes notes. Then they swap roles.
Sections of a PPP lesson
In the PPP lesson (Presentation, Practice and Production):
- There is a language aim.
- The teacher puts the new language into a situation which conveys what it means. This is called contextualisation. This is the first step (step 1).
- Then, the teachers makes certain that the students can remember the language that they have studied in previous lessons which they need to practice the new language. The teacher does this by asking the students to say the language instead of giving the language to them. This is called eliciting. The teacher also does a choral drille. making the entire class repeat what he/she says. These are steps 2-3. (Steps 2-3).
- The new language is presented by the teacher to the students and the students are only required to listen and pay attention. (Step 4).
- Then, the students say the sentences that contain the new language in a controlled or restricted practice This means an activity in which they can use the new language that they have learnt only and they can do it without making mistakes. (Step 5).
- The teacher informs the students about how to use the new language grammatically. (Step 6).
- The teachers asks concept questions from the students. Concept questions are questions that are asked in order to check the student’s understanding of the use of the new language. (Step 7).
- Then the students do another controlled practice activity. (Step 8).
- The students do less controlled or freer practice using the new language. This is where they can make use of their own opinions and ideas. (Step 9)
As you can see, in a PPP lesson, the teacher does these three things:
- The teacher presents the new language to the students in a context.
- She/he makes the students practice the new language in controlled practice activities.
- She/he requests the students to use the new language in less controlled activities, in a communicative way.