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PPP Technique in EFL Teaching

Presentation, Practice and Production

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The three stages of a PPP lesson

• In the EFL classroom, a common way to introduce information to the classroom is the PPP technique.

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• This EFL teaching method of presentation, practice and production is an approach that follows a definite sequence:

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• 1. The teacher presents the new information and explains the form and use of the language in a meaningful context.

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• 2. The students practice this new information through controlled activities such as worksheets or question and answer activities.

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• 3. The students use or produce what they have learned in a communicative activity such as a role-play, communication game, or question and answer session.

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Teaching English using the PPP technique

• Each stage of the Presentation, Practice and Production lesson must be planned well to be effective. However, PPP is a highly flexible approach to teaching and there are many different activities a teacher can employ for each stage.

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•Presentation

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Presenting new words and concepts

• Students will all process newly learned information differently. Some will use visual techniques, some aural and others through movement. Most people use a combination of all three and for this reason it is most helpful for students to hear, see and relate new information to memorable contexts.

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Methods of presentation for new information include:

• using real objects (realia)• mime or acting• drawing a picture or symbol• showing flash/word cards• making sound effects• making illustrations• using synonyms and antonyms• putting the word into a sentence, e.g. ‘you bake a cake in

the …’,• definitions• describing the word, remembering to avoid using any

language that is more complicated than the target word.• encouraging students to use a monolingual dictionary.

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Ideas for presenting the word ‘beard’ could be:

• pointing at your chin, or if possible at a real beard on someone on the classroom;

• showing a picture of a person with a beard;

• using beards on picture flashcards when encouraging description games with the class;

• asking if the student has a beard.

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Ideas for presenting "Adverbs of frequency":

• putting the word into context, e.g. ‘I go swimming every day / once a week / regularly / occasionally’

• explaining the word using similar phrases such as ‘now and then’, ‘not very often’.

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•Comprehension Checks

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• It is important that the teacher discovers whether or not a student has understood the concept of the new information. In order to check this, a teacher can make use of various checking techniques.

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• If the teacher tried to check the comprehension of the word ‘sweets’ by simply pointing to the object of a paper bag of sugared almonds on the desk, this might give students the idea that any similar bag, whether of jellies, candy, chocolate or nuts is called ‘sweets’.

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• The teacher needs to differentiate between a bag of boiled sweets, a pack of chewy sweets, a bar of chocolate, nuts coated in sugar or chocolate and plain nuts etc.

• It is always useful to ask some questions to check the students’ understanding of a word or phrase.

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Comprehension questions for the word ‘scream’:

• Do you make a quiet sound?• Is it loud?• How are you feeling at the time?• How do people feel when they

scream?

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• These questions can be answered by the students as a group or individually and from their responses the teacher will be able to deduce whether they have grasped the concept of a scream.

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Comprehension check questions for ‘action words or feelings’

• What am I doing?• Am I happy?• Do I feel sad?• How do you think I feel?• What is the opposite word?

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• After the student has understood the words presented, they then need to practice the words and produce their new vocabulary in new situations

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•Practice

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Helping students to practice new words

• In order to help students to get practice using their new vocabulary, teachers need to come up with ideas for activities during which students get opportunity to use their new words alongside their existing knowledge.

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These activities could include:

• devising written and spoken role-plays

• writing letters• taking part in question and answer

session with a partner• playing games• group questions

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•Using Games in the classroom

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• Practice is a vital part of learning new elements of a language. Teachers need to have enjoyable EFL games and activities ready to help students practice their newly acquired language. Learning through playing games can help to consolidate a student’s knowledge.

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• The memory is stimulated in a fun way and the words become embedded in the student mind much more easily than if words are listed and simply repeated by drilling.

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Techniques for practicing new vocabulary in games:

• Memory games.• Crosswords.• Affixation: Using prefixes and suffixes to

make new words.• Matching pictures to words.• Giving antonyms.• Anagrams.• Word searches.• Hangman.• Shopping lists

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Other activities for more organized practice:

• Obeying instructions, e.g. drawing shapes and pictures

• Ticking off items or words they hear• Answering true/false questions or

statements• Detecting mistakes• Filling in the gaps in a pre-prepared text• Guessing definitions• Filling in a timetable or chart• Answering comprehension questions• Summarizing – reducing the information to

the important points

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•Production

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Encouraging students to produce new vocabulary

• The production stage of the lesson allows for the proper assessment of student development, where the teacher can discover just how much the students have learned.

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Ideas for activities for the production stage of an EFL lesson:

• Dialogues, dramas and role plays, for example, students play the parts of a hotel receptionist and a guest, acting out a problem.

• Giving map directions – students have to give and follow directions on a map to see where they end up.

• Question and answer – in groups/pairs, students write comprehension questions for the other students to answer

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• Surveys and questionnaires – students prepare questions on various topics and then conduct surveys by interviewing each other.

• Discussions and debates, centered around a set topic or interest of the group.

• Continue the story: the class has to finish a story the teacher begins, either written or spoken.

• Summarizing a story• Correct mistakes in the text• Write an article, letter or diary entry

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• Crosswords.• Affixation: Using prefixes and suffixes

to make new words.• Gap fill exercises: Selecting

appropriate words to insert in sentences.• Matching the beginnings and the

ends of words together.• Matching pictures to words.• Using antonyms.

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Other activities for production (for writing exercises in particular):

• Exercises for EFL writing practice include:• Descriptions (home, family members,

friends, jobs, a favorite place)• Short biography of self, family

member or famous person• Letters to a pen-friend• Diary or journal entry

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• Letters requesting information, giving information or giving thanks

• Magazine problem pages

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The world we live in is a rich and diverse place.If we're smart, we can take advantage of

different aspects of the stimulating environment we all live in to help us teach

creatively.

• music• video• books• floor puzzles• quizzes• worksheets

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• If you can stimulate your students, you have a better chance at keeping them interested in learning more. But being creative offers more benefits than just holding a kid's attention. If you are able to present material in many different ways, your students have a better chance of understanding it. Being a creative teacher encourages students to be creative learners too.

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• Most teachers accept that learning is most effective when it is enjoyable, but they are given little direct advice about how to achieve the creative and motivating classrooms that educationalists appeal for.

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• If you haven't already, you might want to start by learning about what creative teaching is.