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