PRESENTATION – PRACTICE – PRODUCTION

I. Background knowledge:
The Presentation, Practice, Production (PPP) method is a structured approach to
language teaching that has been used in various educational settings, particularly
in the teaching of second languages.
1.1 Development and Origin:
 Behaviorism and Structuralism (early 20th Century)
The PPP method has its roots in behaviorist theories of language learning, which
emerged in the mid-20th century. Behaviorism focused on observable behaviors
and reinforcement of correct responses.
 Audiolingualism (1940s-1960s):
During and after World War II, the audiolingual method became popular,
especially in the United States. This method emphasized the teaching of
language structures and vocabulary through repetitive drills and pattern practice.
The PPP method shares similarities with audiolingualism particularly in its
emphasis on practice through repetition and drills.
 Communicative Languague Teaching (1970s – 1980s)
The communicative approach emerged as a reaction against the perceived
artificiality and rigidity of methods like audiolingualism. It emphasized the use of
language for communication and advocated for teaching methods that included
more realistic and practical language use. The 'Production' stage of the PPP
method aligns with this philosophy, as it allows students to use language in a
more communicative and natural way.
 Strutural Approach:

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PPP is a structural approach to language teaching meaning it focuses on teaching
language elements (vocabulary, grammar, etc.) in a systematic and organized
manner
1.2 Contemporary Views and Criticisms:
In recent decades, the PPP method has been both utilized and critiqued. Critics
argue that it is too linear and teacher-centered, and doesn't adequately prepare
learners for real-life language use. Proponents, however, appreciate its clear
structure and ease of use, especially for beginner learners or in contexts where a
more structured approach is beneficial.
II. Principles of PPP method
 Gradual Introduction of Language Concepts:
In the Presentation stage, new language concepts (like grammar, vocabulary, or
pronunciation) are introduced in a clear, understandable, and often
contextualized manner. This gradual introduction helps learners absorb and
understand new material without being overwhelmed.
 Controlled to Free Learning Environment:
The PPP method progresses from a controlled environment (Practice) to a more
open and free environment (Production). This transition allows students to first
practice new language items in a structured setting before using them in less
controlled, more natural situations.
 Emphasis on Accuracy and Fluency:
While the Practice stage focuses on accuracy in using the new language
structures, the Production stage shifts the focus towards fluency, giving students
the opportunity to use the language more freely and creatively
 Sequential Learning:

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The method relies on a sequential approach, where each stage builds upon the
previous one. Understanding and mastering each phase is crucial before moving
to the next, ensuring a solid foundation is laid before advancing
 Repetition and Reinforcement:
Repetitive exercises and drills during the Practice stage are designed for
reinforcement of the new language concepts, aiding in memorization and
internalization
 Teacher’s role as Facilitator and Guide:
In the initial stages, the teacher plays a central role in presenting new material
and guiding practice. However, as students progress to the Production stage, the
teacher’s role shifts to that of a facilitator, offering support and feedback while
encouraging student independence
 Balancing Form and Function:
The PPP method aims to balance the teaching of language form (grammar,
structure) with its function (how it is used in context). This ensures that students
not only learn the rules of the language but also understand how to use them
effectively
 Adaptablitiy to Student’s Needs:
While the method follows a structured approach, it also allows for some
adaptability to cater to the diverse needs, levels, and learning styles of students.
Teachers can modify activities and pacing based on the class's progress and
feedback.
III. Three Stages of PPP method
3.1 Presentation:

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In this initial stage, new language concepts, such as grammar, vocabulary, or
pronunciation, are introduced to the learners. The teacher presents the new
material in a clear and contextualized manner, often using real-life scenarios,
pictures, or stories. The goal is to make the learners understand the form,
meaning, and use of the new language.
 Note:
Clarity and Comprehension: The focus is on making the new material clear and
comprehensible to the learners. The teacher ensures that students understand
the key points and principles of the language elements being presented
Interaction: There may be opportunities for teacher-student interaction during
this phase, allowing students to ask questions and seek clarification
3.2 Practice:
After the presentation, students engage in controlled practice activities. These
activities are designed to reinforce the new language concepts, allowing students
to use them in a guided and structured manner. The practice is typically done
through drills, exercises, or structured tasks where the focus is on accuracy rather
than fluency. This step helps in solidifying the learners' understanding and usage
of the new language elements.
 Note:
Controlled Contexts: Practice activities can include drills, exercises, role-plays,
dialogues, and other controlled language exercises. These activities provide a safe
and structured environment for students to use the language in context.
Error Correction: During the practice phase, the teacher may correct errors and
provide feedback to help students improve their language skills.

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3.3 Production:
The final stage involves activities where students use the new language more
freely and creatively. The focus here shifts from accuracy to fluency, allowing
learners to integrate the new language with their existing language knowledge.
This stage often includes open-ended tasks like conversations, role-plays, or
writing assignments. It provides an opportunity for learners to use the language
in more realistic and personal contexts
 Note:
Communication and Fluency: Activities in this stage often involve group
discussions, debates, storytelling, or writing essays. The emphasis is on fluency
and the ability to communicate effectively
Independent Use: Students are encouraged to express themselves independently,
using the language they've learned. The goal is for them to use the language in
real-life situations.
IV. Teaching and Learning Issues
 Learner Proficiency Level:
Tailor the PPP method to the specific proficiency level of the learners. Adjust the
complexity of the content and exercises accordingly to match their abilities.
 Engagement and Motivation:
Keep learners engaged and motivated throughout the lesson. Incorporate
interactive activities, real-life examples, and varied materials to maintain interest
 Timing and Pace:
Be mindful of the timing and pace of each stage. Spend an appropriate amount
of time on presentation, practice, and production to ensure that learners grasp
the material without feeling rushed or bored

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 Variety of Activities:
Use a variety of activities during the Practice and Production stages to cater to
different learning styles and preferences. Incorporate speaking, listening, reading,
and writing exercises to provide a well-rounded learning experience
 Feedback and Error Correction:
Provide constructive feedback and error correction during the practice stage.
Ensure that learners are aware of their mistakes and have the opportunity to
correct them
 Assessement and Evaluation:
Develop assessment methods that align with the PPP approach. Assess both the
accuracy and fluency of learners' language use during the production statge
 Flexibility:
Be prepared to adapt the lesson plan if it becomes evident that learners are
struggling with a particular concept or if they are progressing faster than
expected
V. Necessary Teaching Skills for Sucessful Application of PPP Method
 Lesson planning:
Skill in designing well-structured lesson plans that include clear objectives, appropriate
materials, and a logical sequence of activities for each stage of PPP

 Clear Explanation:
Ability to explain new concepts, vocabulary, or grammar rules in a clear and
comprehensible manner during the Presentation stage. Using appropriate examples and
visual aids can enhance understanding

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 Engagement:
Skill in engaging students' interest and curiosity through varied teaching techniques,
including storytelling, anecdotes, and real-life examples
 Effective communication:
Strong communication skills, including clear articulation, active listening, and the ability
to ask open-ended questions to promote student participation
 Scaffolding:
The ability to provide appropriate support and scaffolding during practice activities to
help students gradually build their language skills
 Classroom management:
Effective classroom management skills to maintain a positive and productive learning
environment, including managing time, transitions, and student behaviors
 Assessment:
The ability to assess students' progress and understanding of the material through
various assessment methods, including quizzes, exercises, and observation
 Reflective Practice:
The habit of reflecting on teaching practices and continuously seeking ways to improve
and adapt the PPP method to better meet students' needs.
VI. PPP Lesson Plan
Lesson Title: Talking about Past Experiences
Level: Intermediate
Duration: 60 minutes
Materials: whiteboard markers, handouts with exercises, audiovisual resources (optional)
Objectives: By the end of the lesson, students will be able to describe their past
experiences using appropriate vocabulary and verb tenses

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Lesson Stages:
1. Presentation (20 minutes)
 Begin the lesson by engaging students in a brief discussion about a memorable
past experience, such as a vacation, a concert, or a special event. Share your own
experience as an example
 Introduce key vocabulary related to past experiences, such as "memorable,"
"exciting," "unforgettable," and “adventure”
 Write the target vocabulary words on the whiteboard and discuss their meanings
and usage
 Present the target verb tenses for discussing past experiences, including simple
past tense (e.g., "I went"), past continuous tense (e.g., "I was doing"), and past
perfect tense (e.g., "I had seen"). Provide examples for each tense
 Use visual aids or real-life stories to make the presentation engaging and
relatable
 Encourage students to ask questions and provide examples related to the topic

2. Practice (20 minutes)

 Distribute handouts with exercises that focus on using the past tenses and
vocabulary. Exercises may include: fill in the blanks with the appropriate past
tense verb and match sentences with pictures illustrating past experiences
 Ask students to work individually or in pairs to complete the exercises
 Circulate around the classroom to provide assistance and answer questions
 Review the exercises as a class, discussing correct answers and addressing
common challanges

3. Productions (15 minutes)

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 Divide the class into pairs or small groups
 Provide each group with a set of picture cards depicting various past experiences
(e.g., travel, celebrations, adventures)
 In their groups, students take turns selecting a card and describing the past
experience shown in the picture using appropriate vocabulary and verb tenses
 Encourage students to engage in meaningful conversations and share their own
past experiences
 Monitor and offer guidance as needed

4. Wrap-Up (5 minutes)
 Summarize the key points of the lesson, including vocabulary and verb tenses
related to discussing past experiences
 Ask students to reflect on how they can use this language in their daily lives or
when sharing stories with friends
 Provide positive feedback and praise for their participation
VII. Merits and Demerits of PPP Method
7.1 Merits
 Structured Learning Process:
PPP offers a clear and structured framework, which can be especially beneficial for
beginners. It provides a step-by-step approach to learning new language concepts,
making it easier for students to follow and understand
 Ease of Implementation:
Due to its structured nature, PPP is relatively easy for teachers to implement. It allows
for careful planning of lessons and ensures that each stage of the learning process is
addressed
 Focus on Accuracy:

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The practice stage of PPP emphasizes correct usage of language structures, which helps
students to develop accuracy in their language use. This is particularly important for
learning grammar and vocabulary
 Gradual Build-up Confidence:
Starting with structured practice before moving to freer production activities can build
students' confidence, as they get the opportunity to practice new language items in a
controlled setting before using them more freely
 Clear Objectives:
Each stage of the PPP method has clear objectives, making it easier for both teachers
and students to understand the goals of each lesson

7.2 Demerits
 Lack of Authentic Communication:
PPP can be criticized for its lack of focus on authentic communication. The controlled
practice stage often involves unnatural or contrived language use, which may not
prepare students for real-life language situations

 Teacher-centered method:
PPP is often teacher-centered, especially during the presentation and practice stages.
This can limit student interaction and the development of communicative competence

 Predictability and Boredom:

The predictable nature of the PPP sequence can sometimes lead to boredom or
disengagement among students, especially those who are more advanced or prefer a
more dynamic learning environment

 Insufficient Focus on Fluency:

While PPP emphasizes accuracy, it may not provide enough opportunities for students
to develop fluency, as the production stage is often too short to allow for extensive
practice in spontaneous language use

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 Lack of Flexibility:
The linear progression of PPP does not always cater to the varying needs and learning
styles of different students. It may not be effective for more advanced learners or those
who benefit from a less structured approach

VIII. Conclusion
The Presentation, Practice, Production (PPP) method has been a foundational and
influential approach in language teaching for several decades. It offers a
structured framework for introducing, practicing, and applying language
elements, which can be particularly beneficial for learners who require a
systematic and scaffolded approach to language acquisition. The PPP method
places a strong emphasis on accuracy and gradual skill development during the
Presentation and Practice stages, providing learners with a solid foundation in
language fundamentals. This can be especially valuable for beginners and those
learning complex grammatical structures or vocabulary. However, as language
teaching has evolved, the PPP method has faced critiques for its potential to
result in teacher-centered and overly structured lessons. It may not always align
with the principles of communicative language teaching, which prioritize
meaningful communication and student engagement. As a result, educators have
adapted and evolved the method to strike a balance between structured
instruction and authentic communication, often integrating elements of learner-
centered and task-based approaches.

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