1. PRESENTATION
PRACTICE & PRODUCTION
Luis Carlos Lasso Montenegro
Based on: http://ejournalufmg.blogspot.com/2010/11/ppp-method-presentation-practice-and.html

2. ¿What does PPP stand for?
The PPP is a successful teaching method and is widely used
throughout the world by many EFL and ESL teachers. Every
PPP lesson has a language aim, which students should fulfill
by the end of it.
The PPP can be applied to teach grammar items, functions,
vocabulary and even pronunciation.

3. The presentation stage
usually consists of two
steps:
1)An introductory activity
such as a warm-up or a
lead-in, which is an activity
intended to raise students’
interest in the topic.
2)An introduction of the
target language (L2).
BRAINSTORMING: The teacher elicits
some activities the students enjoy
doing at the weekends.
CHORAL REPETITION: The suggested
ideas are written on the board and
the teacher helps with any
pronunciation problems there might
be during this step.
PLACING WORDS INTO A CONTEXT:
The teacher uses students' ideas to
make sentences in the present
continuous and talks about his/her
own arrangements for the weekend.
The language item is introduced in a
contextualized way, which is very
important at the presentation stage
of the lesson.

4. • In the practice stage, the
focus is on form.
•The teacher provides
opportunities for students
to practice the learnt items
in a controlled way through
restricted exercises.
•This is a chance for the
students to use what they
have learnt without making
mistakes.
•Students are monitored
and all mistakes are
corrected.
CHORAL DRILLS: Students repeat the
sentences on the board, using the
present continuous.
FOCUS ON FORM: The teacher
explains the grammatical use of L2
referring the present continuous to
its function: making future
arrangements.
MONITORING: The teachers asks
conceptual questions to check
whether students have understood
the use of L2.
GAP-FILLING EXERCISE: Students fill
in the gaps of sentences with
the present continuous form of the
verbs in brackets.

5. •Students use what they
have been taught in realsituation like activities.
•The production stage
focuses on fluency and
provides students with an
opportunity to personalize
the language through less
controlled tasks.
• Students interact by doing
communicative tasks.
COMMUNICATIVE TASK
The teacher gives a copy of a blank
weekly schedule for students to
complete with some arrangements
and activities of their own.
The students work in pairs, asking
about what they are doing at specific
days and times of the week and
which arrangements they have.
The students could try to find out
each other's free time in their
timetables and make arrangements
between themselves.

6. THANKS FOR
YOUR ATTENTION!

7. THANKS FOR
YOUR ATTENTION!