Module 8: Lesson 3 - PPP lesson approach

Question 1

When would you use the PPP vs skills-based lesson?

Answer 1

If you are teaching language systems (grammar or vocabulary), a common choice is to use a PPP lesson.

If your main focus is on learners practicing and developing skills (reading, listening, speaking, or writing), you could use a skills shape (pre-while-post).

Question 2

What is the difference between PPP and skills-based lessons?

Answer 2

PPP is concerned with exposing students to a language point or vocabulary set and showing them how it works (presentation), giving students the chance to do some limited practice with the language (practice), then finally, loosening the reins and giving learners the opportunity to engage in some freer practice (production).

Skills-based lessons are focused around the actual skill that is being taught, so they inherently cannot function in the same manner as a grammar lesson. Skills lessons begin with the “pre” stage, where the lesson topic and basic overview is introduced to the learners. Then in the “while” stage, learners actually use the skill (reading, writing, etc.). Finally, they consolidate that knowledge in the “post” stage with some kind of extension activity such as a discussion.

Question 3

Explain the PPP approach in terms of:
- Lesson focus
- Lesson shape
- Why?
- The PPP approach

Answer 3

Lesson focus: language systems (vocab/grammer/pronunciation)

Lesson shape: PPP (present, practice, produce)

Why? To teach new language structures, and for learners to understand it, practice it, and use it.

The PPP approach:
Present: to teach new language, drill it, focused on context.
Practice: practice in controlled environment, focus is accuracy.
Produce: produce language in a freer environment, focused on fluency.

Question 4

What are six elements to keep in mind when creating a lesson plan?

Answer 4

• Overview information: helps to define the scope of the lesson.
• Stage name: defines which stage of the lesson is which.
• Stage timing: gives a good idea of the timing of the overall lesson and individual pieces.
• Stage procedures: tells you what you’ll be doing at every stage of the class (most important).
• Stage aims: helps teacher reflect on why they’ve chosen that procedure, how it benefits the learner, and how it helps them learn.
• Interaction patterns: trying to reduce TTT vs STT, this is a visual way to see the balance.

Question 5

Name six parts of an entire PPP lesson.

Answer 5

• Lead in
• Presentation stage
• Practice stage
• Production stage
• Error correction / feedback
• Setting homework (written)