Variation on audiolingualism

Began from structural-situational teaching

Began in 1960s (not called PPP procedure)

P – PRESENTATION

P – PRACTICE

P - PRODUCTION

PRESENTATIONTeacher introduces a situation which

contextualises the language to be taught

Language is presented

Presentation involves the building of a situation requiring natural and logical use of the new language

 Use whatever English the students have

already learned or have some access to

At lower levels use pictures and body language

As students progress, dialogues and text can be used  

Use meaningful, memorable and realistic examples; logical connection; context; clear models; sufficient meaningful repetition

PRESENTATION

PRACTICEStudents practise the language using accurate

reproduction techniques

Practice activities need to be appropriate to the language being learned and the level and competence of the students

Usually involves moving the students from the individual drill stage into pair work (chain pair-work, closed pair-work and open pair-work)

PRACTICE

Reproduction techniques:Choral repetitionIndividual repetitionCue-response drills

Cue-response drills have more meaning to students than simple substitution drills as they are contextualised by the situation

PRODUCTION

Most important stage of communicative language teaching

Clear indication that the language learners have made the transition from "students" of key language to "users" of the language

Students use the language to produce their own sentences in written or oral form

Students "produce" more personalized language

Trainers call this stage ‘immediate creativity’

Examples of effective production activities include situational role-plays, debates, discussions, problem-solving, narratives essays, descriptions, quizzes and games

PRODUCTION

CRITICISM of PPP

Teacher-centred

Assumes that students learn in ‘straight lines’Start with no knowledge, followed by highly

restricted sentence-based utterances and to immediate production

“… language is full of interlocking variables and systems”

- Woodward, 1993

PPP is inadequate because it reflected neither the nature of language nor the nature of learning

- Lewis, 1993

PPP is ‘fundamentally disabling not enabling’ - Scrivener, 1994

CRITICISM OF PPP

ALTERNATIVES TO PPPDeep-end strategy (Johnson, 1982)

ESA: Engage, Study and Activate (Harmer, 2007)Straight arrows lesson procedureBoomerang lesson procedurePatchwork lesson procedure

DEEP-END STRATEGYEncouraging the students into immediate production

Teacher can see where students have problems during production

Teacher goes to presentation or practice stage when necessary after production stage

Byrne (1986) joined the three stages into a circle where teacher and students can decide on which stage to begin with

ESAE – Engage

Get students to be emotionally engaged

S – StudyTeaching and learning focus on form through

the teacher or students own noticing

A – Activate Students are encouraged to use all/the

language learnt through communicative tasks etc.

Straight arrows procedure:

Teacher presents picture/situation

Study of meaning or form of language

Students activate the new language by using it

ESA LESSON PROCEDURES

Boomerang procedure (EAS):

Teacher gets students engaged

Students do a written task, communicative games, role plays etc

Students study aspects of language which they lack/used incorrectly

ESA LESSON PROCEDURES

Patch work procedure:

Lesson may follow a variety of sequences

E.g. Engage, activate followed by studying, followed by activating, engaging and then studying

ESA LESSON PROCEDURES