In this post, we will continue our discussion on various methods of teaching English. In particular, we will look at the Presentation, Practice, and Production method (PPP) along with variations of this approach.

The PPP method is actually derived from the Audiolingualism method. The difference between PPP and audiolingualism is that PPP places language in obvious situational contexts. The teacher uses a scenario that provides contextualization of the language acquisition. Students practice the language within the context. For example, if the context is movies the students or the teacher would develop phrases related to the topic of movies.

The PPP method is divided into the following procedure

• Presentation
• Practice
• Production

Presentation

Presentation is the teacher sharing the context of the discussion. For example, the teacher may show a picture of people in the library. The teacher may then point to various people in the picture and ask the students what the people in the picture are doing.

As the students respond the teacher listens for the grammar that she wants to isolate for practicing. If the goal is to develop students understanding of contractions this is what the teacher will listen for as the students provide answers to her question. Another way to do this is by the teacher modeling the answer she wants. By allowing the students to generate the material it can help in improving relevancy for the students. This experience leads to the next step in the PPP procedures.

Practice

At this stage, the students employ what they learned several times in relation to the context. Returning to our library example, the teacher has the students develop several sentences that describe what is happening in the library while using contractions. This process is also called cue-response.

Production

At this stage, the students are no longer answering the teacher but are developing their own sentences related to the picture. The context can even be extended beyond where the learned the new skill. For example, after learning about contractions in relation to the picture of the library, students might use contraction to describe school, family, friends, etc.

Variations

There are several variations of the PPP method. Most are in response to criticism of PPP. Some claim that this approach is teacher-centered or that the processes are too linear.

One alternative is the Deep-End Strategy which allows a teacher to begin the lesson at any point in the PPP method. Teachers are not bound to start at presentation but can begin anywhere in the procedure. This allows flexibility and removes the linear criticism of the PPP method.

Another variation is the Engage, Study, Activate method. Engage means that the students are emotionally ready to learn. Study is the focus of the student on a form or component of a language such as past tense, passive voice, etc. Activate is the students use of the language in a meaning making activity.

Conclusion

The PPP method is one of many tools that teachers can employ in the teaching of language. It involves the use of context in order to enhance the relevancy for the student. Though this process has its critics, the PPP method is a practical and simple way to teach language.