The PPP Approach to Communicative Language Teaching
"PPP" (or the "3Ps") stands for Presentation, Practice and
Production - a common approach to communicative language teaching
that works through the progression of three sequential stages.
Presentation represents the introduction
to a lesson, and necessarily requires the
creation of a realistic (or realistic-feeling)
"situation" requiring the target language to
be learned. This can be achieved through
using pictures, dialogs, imagination or
actual "classroom situations".
The teacher checks to see that the students understand the nature
of the situation, then builds the "concept" underlying the language to
be learned using small chunks of language that the students already
know. Having understood the concept, students are then given the
language "model" and angage in choral drills to learn statement,
answer and question forms for the target language.
This is a very teacher-orientated stage where error correction is important.
be learned. This can be achieved through
using pictures, dialogs, imagination or
actual "classroom situations".
The teacher checks to see that the students understand the nature
of the situation, then builds the "concept" underlying the language to
be learned using small chunks of language that the students already
know. Having understood the concept, students are then given the
language "model" and angage in choral drills to learn statement,
answer and question forms for the target language.
This is a very teacher-orientated stage where error correction is important.
Practice usually begins with what is termed "mechanical practice" - open and closed
pairwork. Students gradually move into
more "communicative practice"
involving procedures like information
gap activities,
dialog creation and controlled roleplays.
Practice is seen as the frequency device
to create familiarity and confidence with
the new language, and a measuring stick for accuracy. The teacher
still directs and corrects at this stage, but the classroom is beginning
to become more learner-centered.
pairwork. Students gradually move into
more "communicative practice"
involving procedures like information
gap activities,
dialog creation and controlled roleplays.
Practice is seen as the frequency device
to create familiarity and confidence with
the new language, and a measuring stick for accuracy. The teacher
still directs and corrects at this stage, but the classroom is beginning
to become more learner-centered.
Production is seen as the culmination
of the language learning process,
where by the learners have started to
become independent users of the language
rather than students of the language.
The teacher's role here is to somehow
facilitate a realistic situation or activity
where the students instinctively feel the need to actively apply the
languagethey have been practicing. The teacher does not correct
or become involved unless students directly appeal to him/her to do so.
languagethey have been practicing. The teacher does not correct
or become involved unless students directly appeal to him/her to do so.
The PPP approach is relatively straight forward, and structured
enough to be easily understood by both students and new or emerging
teachers. It is a good place to start in terms of applying good communicative language teaching in the classroom. It has also been criticized considerably
for the very characteristic that makes it the easiest method for
'beginner' teachers, that is, that it is far too teacher-orientated and
over controlled. A nice alternative to 'PPP' is Harmer's
'ESA' (Engage/Study/Activate)
- click here to find out more.
'ESA' (Engage/Study/Activate)
- click here to find out more.
VDO ตัวอย่างการสอนโดยใช้แผนการจัดการเรียนรู้ PPP
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