"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.
Production is seen as the culmination the language learning process, where by the
The PPP approach is relatively straight forward, and structured enough to be easily
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 engage 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.
the new language, and a measuring stick for accuracy. The teacher still directs
Students gradually move into more "communicative practice" involving procedures
like information gap activities, dialog creation and controlled role plays. Practice is
seen as the frequency device to create familiarity and confidence with
and corrects at this stage, but the classroom is beginning to become more
learner-centered.
Production
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 language they have been practicing. The teacher does not correct or become
involved unless students directly appeal to him/her to do so.
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)
ตัวอย่าง PPT - PPP
ตัวอย่าง PPT - PPP
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