1. By
Angcharin Thongpan
Silpakorn University

2. gggdss
PPP and PBL
•The PPP
paradigm
• Some problem
with PPP
•Comparing PPP
and TBL
•From PPP
teaching plan
and PBL
framework
Introducing
PBL
• Help learner
adapt
• Countering
learner
resistance
Textbook and
TBL
• Appraising
course book for
TBL content
•Adapting
textbook
materials to TBL
•Supplementing
text book
materials to TBL
•Planning TBL
input
Assessment
and TBL
• How TBL
can help
with exams
•External
exam with
tasks
•Progress
testing with
TBL

3.  To set TBL against the background of common language-teaching
practice
 To address some of the issues that face the practicing teacher and
trainer when attempting to introduce a new approach which center
on learner.
 To show how TBL can benefit classes preparing for exams.
 To summarize the advantage task – based approach.

4. PPP (presentation, practice, production)
The aim of lesson is to teach specific language form –
grammatical structure or realization of particular function or
notion.

5. Presentation
stage
Practice
stage
Production
stage
the teacher begins by presenting an item of language
in a context or situation with help to clarify its
meaning (pattern sentences presented by teacher/
short dialogue illustrating target items acted out by
teacher/ read on textbook/ heard on tape)
Student repeat target items and practice sentences or
dialogues, often in chorus or in pairs, until they can
say them correctly. Activities include pattern practice
drills, matching part of sentences. completing
sentences or dialogue, asking or answering
questions using pre-specified forms.
Students are expected to produce in free situation
language items they have just learnt, together with
previously learnt language ,this free situation can be
role play, simulation activity or even a communicative
task

6. 1. Some learner manage to do the task or
role play at the production stage without
using the target form at all . this may
because their own developing language
system are not yet already to cope with it use
or because they don’t need the new pattern
to express their meanings they want. They
can , after all, use what language they like at
free stage.

7.  2. Sometimes they trend to overuse the target
language and unnatural conversation e.g.
what will you do tomorrow ? tomorrow I will go to my aunt’s house. I will
go by bus. I will see my council. I will play football with them

8.  3. Learners who do this are probably in practice
mode –they are trying to display control of new form
rather than express their own meaning.
 PPP gives an illusion of mastery as students can
often produce the required confidently in classroom,
but once outside, or in a later lesson they cannot use
them at all or use them incorrectly.

9. TBL
Pre-task
Introduce to topic and task
Task cycle
Task
Planning
Report
Student hear task recording or read
text
Language focus
Analyze and practice;
Review and repeat task
PPP
Presentation
Of single new item
Practice
of new item: drills,exercises
dialoge practice
Production
Activity,role-play or task to
encourage”Free” use of language
instruction
instruction
Use (restricted)
Use spontaneous
Instruction (as needed)
Use (planned)
instruction
Exposure
Exposure
Exposure
Exposure (planned)
Exposure
Exposure
Exposure ( restricted)
instruction
instruction
Use (restricted)
Instruction (Free or partly restricted)
Exposure ( restricted)
Exposure
Exposure

10. Comparing PPP and TBL
The way students use and experience language in
the task cycle is radically different
All three components (task, planning and report)
genuinely free of language control and learner rely
on their own linguistic resources.
The task supplies the genuine need to use
language to communicate, and the other
components follow on naturally on the task.

11. Comparing PPP and TBL
The way students use and experience language in
the task cycle is radically different
• In all three components language is used for a genuine
purpose-there outcome to achieve the task and purpose of
drafting, rehearsal and practice at the planning stage is to
help learners adjust their language for the report stage .
• The report allows s free exchange of ideas, summarizing
learners’ achievement.

12. Comparing PPP and TBL
The way students use and experience language in
the task cycle is radically different
• The planning stage encourage learners to consider
appropriateness and accuracy of language form in
general, rather than the production of single form.
• There is a genuine need to strive for accuracy and
fluency as learners prepare to go public for the report
stage; it is not question of either accuracy or fluency at
any one points in the cycle.

13. The difference PPP and TBL
PPP TBL
In PPP cycle, the
presentation of the
target language coming
first, the context has to
be invented.
TBL framework, the context
is already established by
itself. By the time learners
reach to language focus
phase, the language is
already familiar
VS

14. The difference PPP and TBL
PPP TBL
Simply to repeat,
manipulated and reply
The process of
consciousness raising use in
the TBL language focus
activities encourages
students to think and
analyze
VS

15. The difference PPP and TBL
PPP TBL
Made up to illustrate a
single language item
Listening and reading –both
part of TBL framework-
provide more varied
exposure to natural
language
VS

16. The difference PPP and TBL
PPP TBL
In a PPP cycle, it is the
teacher who pre-select
the language to be
taught.
The exposure to TBL
framework will include a whole
range of word collections,
lexical phrases in patterns in
addition to language forms
pre-selected for focus.
Students will realizes there is
more language than verb
tenses and new words.
V
S

17. The difference PPP and TBL
PPP TBL
The exposure to TBL
framework will include a whole
range of word collections,
lexical phrases in patterns in
addition to language forms
pre-selected for focus.
Students will realizes there is
more language than verb
tenses and new words.
V
S

18. The difference PPP and TBL
PPP TBL
In a PPP cycle, it is the
teacher who pre-select
the language to be
taught.
During the TBL analysis stage,
learners are free to ask about
any aspects of language they
notic.
V
S

19. The difference PPP and TBL
PPP TBL
A PPP cycle lead from
accuracy to fluency
A TBL cycle lead from fluency
to accuracy (Combined with
fluency)
V
S

20. The difference PPP and TBL
PPP TBL
PPP only provide a paradigm
for grammar and form focus
lessons; it need to be
supplementary by skills lessons
to give learner to practice in
listening and reading and more
exposure to language
All skills are naturally
integrated
V
S

21. To summarize the comparison
TBL begins by providing learner with a
holistic experience of language and then
helps them learn more efficiently
PPP provides discrete language items in a
vacuum and then looks for some activity
to practice them

22. PPP
PPP lesson plan typically set out narrowly
predetermined set of objectives and
procedures for the teacher, and it usually
seen and discussed from the teacher’s
point of view
In PPP lesson, except during the
final production stage, teacher are
at center stage, orchestrating the
class.
TBL
A TBL lesson outline offers a more
flexible framework, enabling learner
to move from language experience
to language analysis.
In TBL , teachers have to
learn to set things up and
then to hold back,
intervening only when
needed, and reviewing each
phase at the end
From PPP teaching plan to TBL learning framework

23. Introducing TBL
According to students , teachers and trainers who have experimented
with TBL in many parts of the world have reported that:
 They gain confidence in speaking and interacting quite soon
after beginning a task-based course.
They enjoy the challenge of doing tasks and find many of them fun.
 They are able to talk about the language itself in addition to
other topic.
They can cope with natural spontaneous speech much more easily,
and tackle quite tough reading texts in appropriate way.
They became far more independent learners.

24. Introducing TBL
The teachers and trainers
 With mixed- level –classes a TBL approach works far better than
a PPP.
 Learners bring their own experiences to lessons and often come
up with interesting and original ideas.
 By the end of the course they are often surprised at how much
their learners have achieved.

25. ‘’ll
Helping learner adept
To adept TBL approach , learners need to understand both
the principle and the purpose of component
 At the beginning of the course,
talk to the class about the process of
learning, the rationale behind the
classroom activities that will be used.
 Explain to them that TBL
might be a new experience for them,
and different for other styles of
teaching they know.

26. A list of things to help a TBL run
smoothly
A. Find out about your learners
Why they are learning the language, e.g. it is for
travel, to understand TV or to talk to foreigners?
Or just pass the exam?. What kind of topic are they
interested in.

27. A list of things to help a TBL run
smoothly
B. Explain how people learn languages
(focus 9)
Conditions for learning
Exposure
To the target language
Opportunities to use
The language ,both spontaneously and planned.
Motivation
To listen and talk, read and write study and reflect
.
Instruction
Focus on language form

28. A list of things to help a TBL run
smoothly
B. Explain how people learn languages
(focus 9)
Conditions for learning
Exposure
To the target language
Opportunities to use
The language ,both spontaneously and planned.
Motivation
To listen and talk, read and write study and reflect
.
Instruction
Focus on language form

29. A list of things to help a TBL run
smoothly
C. Introduce the TBL framework
1. In advance, plan a simple task-planning – report
cycle and obvious outcome, e.g. exchange
telephone numbers to assemble a class phone list,
there should be related to listening or reading text
before then after task, select some language items
for the language focus components

30. A list of things to help a TBL run
smoothly
C. Introduce the TBL framework
2. Show the paradigm of TBL framework.
3. At the language focus phase, use the listening script or
reading text for analyze work(Grammar) after the analyze, do some
practice activities for example, choral, drilling for pronunciation.
4. finally ,suggest that students write down new phases and
pattern they want to remember in language notebook and practice
them. Later you should suggest way to organize their notebook.

31. A list of things to help a TBL run
smoothly
D. Show how TBL work with their course materials
 To announce the components as you start and finish each
one, what the purpose of each step is.
 At the end of each unit of work, review their achievement and
help them to perceive their process. Highlight what they have learnt.
 Encourage learners to continue to learn outside the class. To
increase their exposure and extend their vocabulary.

32. Encountering learner resistance
Problem ; We don’t do enough grammar
Earlier version of TBL trended to
play down explicit grammar
instruction, learners do not
recognize consciousness raising
activities as relevant substitutes for
being taught proper grammar

33. Encountering learner resistance
Possible solutions
• Highlight the time spend on the language focus component and
do extra practice activities.
• Summarize the main language points at the end of each
session, discuss any useful rules or guideline.
• Ensure learners always have written script or recordings to
study. This give security.
• Include some choral repetition of short sections of the tape and
rote – learning of part they find useful.
• Ensure students keep language notebook.
• Set relevant exercise from student’s grammar book for
homework.

34. Encountering learner resistance
Problem ; We‘d like to correct more when we speak
Student who come from teacher-
center class are used to a constant
focus on accuracy.

35. Encountering learner resistance
Possible solutions
• Make clear the distinction between exploratory talk at the task stage
and plan to talk at the report stage.
• Encourage the learners to correct each other at the planning
stage.
• Hold a language clinic after some report stage, write the
corrected versions of the common errors on a wall poster.
• Individual learners who are keen to perfect their spoken
language may record themselves doing tasks or presenting report.
• Encourage them to listen carefully to their recording and write
down any bits they are not sure to check later.

36. Encountering learner resistance
Problem; We ’ve been doing this course for some time and don’t
feel we’re making progress.
Students used to a grammatical –oriented
PPP style think they are making process
because they are covering a lot of
grammar very explicitly, they seem
mastery at the time of learning it , they
can find later they cannot use it.

37. Encountering learner resistance
Possible solutions
• Help students to keep the record of item covered in their language
notebook, every few weeks hold review a day; students review their
language at home and produce the test to give each other in class
• Have a repeat task a day, with different partners.
• Ask outsider to visit the class once ,or twice a team.
• Record pair works regularly

38. Encountering learner resistance
Problem: we find the recordings of natural speech hard to
understand
Spoken English is very difference than
spoken English

39. Encountering learner resistance
Possible solutions
Explain is likely to be hard but it will be easier and enable them to
understand more when they meet the speakers of target language, and
to do better listening or oral exam.
Break the recording up into shorter section.
Let student follow the transcript and listen at the same time.
Set cloze tests on the transcript
Encourage them to listen to the target language speaker outside class

40. Encountering learner resistance
Problem; we don’t like working pair work with people who
speak our own language.
It feels unnatural to start with and they
are afraid of pick up bad habits from
fellow students

41. Encountering learner resistance
Possible solutions
o Established the target language as the main means of communication
in your classroom
o Research suggested that learners learn a lot from each other even if
they do share a first language. This has been borne out by students by
student feedback
o Make sure learners change partners fairly regularly

42. Assessment and TBL
How TBL help students to do well ?
TBL attain both the knowledge and the skills required in
most kind of exam.
The task stage of TBL cycle help students in any oral
test and give them confident to deploy what language they
have, which help with fluency in writing.
Language focus phase will increase student understand
of grammar.
Exam technique is certainty important and students
improve with training. Tackle the various type of questions can
be done as crash course in term leading up to the exam.

43. Assessment and TBL
External exam with task
Pair and group task are commonly used to test a
student’ ability to communicate and cooperate in spoken
interaction. Many set a variety of reading and listen tasks on
authentic materials but grade level the difficult of the task.
Since such exam reflect the practice in TBL classroom
If you feel that exam you are required to teach for is not
suitable for your students, talk to other teachers about the
possibility of changing it

44. Assessment and TBL
Progress testing in TBL
Review day test, encourage students to review recent
coverage by reading the texts and going through their
language books
Repeat task day are another way to encouraging
students to review their and assess progress.
Pairs can either be asked to perform in front of class

45. Textbook and TBL
Appraising course book for TBL content
The range and type
of exposure to target
language in the
student’s book.
 Is there balance of
spoken and written,
spontaneous and
planned next?
• Is there a
sufficiency range of
types of text?
To Analyze activity
to give learners a
chance to use target
language, asking:
 How many
activities are
intended to stimulate
practice of specified
forms
How many
activities are
communication tasks
l
To analyze materials
take to language
focused work,
asking:
Is grammar tough on
it own?
• What about lexical
phrased,
collocations, and
vocabulary building?
• Is spoken and
written balance?