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The PPP Triangle

The PPP triangle outlines a teaching method with three stages: presentation, practice, and production. In the presentation stage, the teacher introduces new language in a meaningful context. In the practice stage, students engage in semi-controlled exercises to identify and use the new language. In the production stage, students use the language freely while the teacher observes without correcting. The method provides structure but has weaknesses like sounding unnatural, so teachers should adapt it with techniques like eliciting more in presentation or adding collaborative tasks.

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Perla Kfoury
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46 views

The PPP Triangle

The PPP triangle outlines a teaching method with three stages: presentation, practice, and production. In the presentation stage, the teacher introduces new language in a meaningful context. In the practice stage, students engage in semi-controlled exercises to identify and use the new language. In the production stage, students use the language freely while the teacher observes without correcting. The method provides structure but has weaknesses like sounding unnatural, so teachers should adapt it with techniques like eliciting more in presentation or adding collaborative tasks.

Uploaded by

Perla Kfoury
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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The PPP Triangle

DONE BY: CHRISTELLE BOUDY


ID: 19533
Each P stands for a stage in teaching:
Presentation: controlled by the teacher

 Teachers may introduce vocab, sentence structures or conversation scripts.


 The language of the presentation is presented in a meaningful context.
Practice: semi-controlled environment

 The teacher here gives practice exercises.


 The environment in which the teacher instructs is semi-controlled.
 Students practice identifying and using language. E.g. The instructor says a word and
students match it with correspondent answer.
Production: controlled by students

 Teacher observes students but does not correct them until the end.
 Fluency is the mains focus.
 Students use language they have leaned in an activity. For instance, one student performs
the actions and other students must guess and say which action it is.
Strengths:

 Since students learn by doing, the learning process is more effective


 Classes are more practical than theoretical
 It’s easy to plan for, and has a logical progression
 It is easier for learners to follow up this type of lesson
 Teachers and learners can easily see the progress
 The lesson’s structure is clearer and simpler
 Gives examples since the context of the lesson is beneficial
Weaknesses:

 It may not be the best way to learn or use language as shown through research.
 It may sound unnatural as weaker learners may overuse the target language from the
practice session.
 Learner may not know how to use the target language in different context.
 Students may easily become bored and unwilling to be involved
 Not suitable for all types of learning
Some ways a teacher can adapt to the PPP
teaching structure:

 Spend more time in the presentation stage eliciting


 Turning the PPP from deductive into inductive
 Add collaborative tasks for learners to use the target language
 Students can learn how to learn through incorporating meta-learning strategies
 Interacting with students naturally in an unstructured situation
Purpose/aim:

 Presentation: The aim is to make sure students understand the context, it will make
students start thinking about it. It can also help them in remembering the language and
vocabulary they are already aware about from this subject.
 Practice: The aim of this stage is accuracy. A teacher needs to make sure that he
observers his students and preserves time for error correction because it is essential to
correct errors at this stage.
 Production: The main focus of this stage is for students to use language as fluently and
naturally as possible. Like using it outside classroom.
Conclusion:

 The PPP methodology as mentioned before has three phases. Each phase can contribute in
developing students’ knowledge and performances but it cannot be implemented alone
other methodologies should also be implemented.

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