PPP to TBL Different approaches to language presentation
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The document outlines various approaches to language teaching, emphasizing the Presentation-Practice-Production (PPP) model and its limitations, alongside alternative methods like Test-Teach-Test (TTT) and Task-Based Learning (TBL). It critiques PPP for its linear structure and focus on controlled practice, suggesting TBL as a more flexible, learner-centered alternative. The text ultimately highlights the importance of engaging and authentic language use in lessons.
PPP to TBL Different approaches to language presentation
- 1. Free, monthly video presentations Different approaches to language presentation
- 2. To access a free voiced over presentation of this slideshow go to
- 3. Contents PPP TTT Teaching Language TB
- 4. Possible components of a language lesson freer, authentic use correction clarify MFP monitor rehearsal activate schemata controlled practice listening/reading text context for language
- 5. Who is this man? Where is he from? Is he married? Does he have children? Does he work? What did he do when he was younger?
- 6. He’s retired now. He used to be in the circus. He was a juggler. He used to go from place to place and dress like a clown and everyone used to love him.
- 7. He used to go from place to place. Now
- 8. He used to go from place to place. He used to be in the circus. Now Now
- 9. He used to be in the circus. used + to + bare infinitive
- 10. He used to be in the circus. S + never + used + to+ bare infinitive S + didn’t + used + to + bare infinitive He didn’t used to be in the circus He never used to be late. He wasn’t in the circus.
- 11. He used to be in the circus. Did + S + used + to + bare infinitive Did he used to be in the circus? Was he in the circus?
- 12. He ------- (live) in a caravan. He ------ (have) a dog. He ------ (be) married. He ------- (never be) unhappy.
- 13. Tell your partner what your life used to be like.
- 14. P P P Presentation Practice Production
- 15. Possible components of a language lesson freer, authentic use activate schemata monitor correction rehearsal listening/reading text controlled practice clarify MFP context for language
- 16. PPP Language Output input
- 17. Are all P’s equal?
- 23. What’s good about PPP? Straightforward for (novice) teachers
- 24. What’s good about PPP? ‘Logical’ approach
- 25. What’s good about PPP? Easy format for course books
- 26. Why does PPP have such bad press?
- 27. Delivers language in grammar ‘Mcnuggets’.
- 28. We’ve ‘done’ the present perfect…. Tendency towards a linear view.
- 29. This isn’t how language is learnt.
- 30. It’s more of an organic process..
- 31. Very narrow focus – no room for other, useful language
- 32. Very narrow focus –practice contexts can be a bit forced/inauthentic
- 34. Often major focus is on controlled practice.
- 35. Is it really bad? It depends on how you do it….
- 36. Alternatives
- 37. T T T Test Teach Test
- 39. Monitor and listen to learners What problems are they having with adverbs of frequency?
- 40. Presentation stage A context/ model – your holiday routine Focus on language -informed by learners’ previous use.
- 41. Presentation stage Could use a discovery approach….
- 42. Usually, I go to the beach. I never swim in the sea. I’m often sad when it’s time to come home. I don’t cook often. I sometimes go out in the evenings. Underline the adverbs of frequency. Where can adverbs of frequency go in a sentence?
- 43. Usually, I go to the beach. I never swim in the sea. I’m often sad when it’s time to come home. I don’t cook often. I sometimes go out in the evenings. Write five sentences using these words.
- 44. What do you usually do at weekends?
- 45. Possible components of a language lesson freer, authentic use activate schemata monitor correction rehearsal listening/reading text controlled practice clarify MFP context for language freer, authentic use
- 46. T T T
- 47. PPPP More time spent in production Presentation more focused on learners’ needs
- 49. Task Based Learning Output Language input Jane and Dave Willis
- 50. Task Your class has a choice of holiday. With a partner, prepare to persuade the class to go where you want to go.
- 51. Learners do task and rehearse their language to present to group Teacher monitors and helps. Learners present what they have practised
- 52. Learners listen to native speakers (or more fluent speakers) doing the same task and notice how it is different. Teacher gives input on the ‘gap’. Further practice of this language.
- 53. Possible components of a language lesson freer, authentic use activate schemata monitor correction rehearsal listening/reading text controlled practice clarify MFP context for language
- 54. What’s good about TBL? It motivates a real need for new language
- 55. What’s good about TBL? It deals with learners’ ‘emergent’ language
- 56. What’s good about TBL? It’s very flexible
- 57. What’s good about TBL? It has an ‘organic’ approach to language
- 58. What’s good about TBL? It has the learners, not the material to be covered, at its heart
- 59. BUT…… Potentially unpredictable Difficult for course book writers.. Difficult for teachers
- 60. BUT…… TTT by another name? Does the teacher have an agenda?
- 61. If you want my tuppence worth….
- 62. As with many things in life…. It ain’t what you do it’s the way that you do it … (Bananarama) and
- 63. If it’s not fun, you’re not doing it right…..