The PPP is a successful teaching method. It is widely used throughout the world by most of EFL and ESL teachers and instructors. These teaching stages are the major paces that language instructors go through in the classroom.
However; procedures are the very detailed phases in each teaching stage. Thus, the most popular language teaching stages are the three P’s model, which include presentation, practice and production.
The method is also known as pre – skill, while – skill, and post – skill. Every PPP lesson has linguistic aims, which students should meet by the end of course.
The PPP can be applied to teach structure or grammar items, communicative functions, vocabulary or lexis and even pronunciation. As we said before it consists of three main steps that the instructor should adhere to.
The first stage is the phase after the short warm-up that should proceed it. Here the teacher is the provider of knowledge. He / she should go down to the level of pupils so that they would stay motivated.
At this phase, the teacher introduces new vocabulary and grammatical structures with reference to their contextualized use with real situations.
The teacher introduces a certain situation and presents the target language item(s) in context. This is the warm up stage. When it comes to selecting the input that students probably will leave the classroom with, the teacher must be very careful in his / her selection.
It involves preparation work, such as setting the scene, warming up, or providing key information to the recipients. The items must not be too many or confusing ones.
In this second stage students practice the target language item(s) using accurate reproduction techniques. The instructor provide tasks or real situation where his / her pupils would consolidate the linguistic items in focus.
At this level, the lesson moves from controlled practice ( by the instructor) to guided practice and further to the exploitation of the texts or passages when needed. This stage may include several activities or tasks that the students must perform while they are reading or listening.
Students use the target language item(s) and make their own sentences whether written or spoken. At the post stage, the students are encouraged to make use of what they have learned and practised to perform communicative and meaningful tasks or output.
At this last stage, the focus is on meaning rather than formal accuracy. It provides a real chance for pupils to get feedback on their performance at the practice stage.
This last phase may also involve selected follow-up activities, in which our students relate what they have read or listened to into their proper life and use the language naturally. This stage is often, unfortunately, skipped due to time pressure or the low level of students.
However; the whole process of acquisition will be incomplete without production and the teacher can not have a clear overview of his or her pupils acquisition and real output they will leave the classroom with.
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