Name: Nguyen Thi Nhung
Class K69A4
A summary of PPP – TTT – TBL
1. Presentation – Practice – Production (PPP)
There are 3 stages:
- Presentation: teacher provides students new knowledge (vocabulary, grammar,..)
and at the same time, he gives examples to help learners understand better. Finally,
teacher has to confirm that students have mastered the paramount knowledge.
- Practice: students are enabled to practice what they have been taught. In other
words, this stage is to reinforce the new language. Games or worksheet can be
used in practice stage.
- Production: This is where the students use what they have just learned to
synthesize new examples, either in written or spoken form. One important thing is
that the production stage should be carried out the largest amount of time.
Possible components:
Context for Controlled
Activate schemata language Clarify MFP practice
Feer, authenthentic Correction Monitor
practice
The advantages
- Easy to prepare according to the course book
- Easy to follow
The disadvantages:
- Teacher-centred method
- Easily get bored
- Unsuitable for all types of learning styles
2. Test – Teach – Test (TTT)
There are 3 stages:
- Test (1): teacher introduce the context and then give students a chance to do a task
or activity. In this stage, students are allowed to speak freely in target language
and teacher observe them in order to find out errors, particularly ones relating to
what teacher are planning to teach.
- Teach: it is time for teacher to present (like presentation stage in PPP approach).
That teacher teaches depends on the previous stage. It means students make errors
with target language, teacher will focus on that. The aim of this stage is to fill in
gaps in knowlegde and to help learners concentrate on accuracy.
- Test (2): students are asked to do another task (controlled test) to improve fluency
with the target language while applying what teacher has taught. Again, teacher
monitors and offers feedbacks to students.
Possible components:
Activate Context for Feer, authentic Monitor
schemata language practice
Feer, authentic Controlled
Correction Clarify MFP
practic practice
3. Task based learning (TBL)
Also, there are 3 stages in this approach
- Pre-task: teacher introduces topic and task to the students. It is suggested that
students should be devided into small groups. The aim of this stage is to engage
the learners, set expectation and give introduction.
- The task: learners do task and rehearse their language to present to their own
group. At this time, teacher monitors and gives hints if students get stuck. This
stage tends to maintain the fluency.
- Language focus: students are likely to listen to native speakers or better speakers
doing the same task and notice what it is different. Subsequently, teacher gives
input on the gap. At last, further practice is conducted. The aim is to improve the
accuracy.
The advantages:
- Make students realise their knowledge gap
- Learned – centred
- Offer more practice
The disadvantages:
- Take long time at first
- Find it difficult for beginners
- Have difficulty in preparing
Possible components:
Activate Context for Rehearsal and Feer, authentic
schemata language monitoring practice
Controlled Listen/read
Correction Clarify MFP
practice text
The advantages:
- Motivate a real need for the target language
- Flexible: teacher can teach what is stuitable for students without following
anything
- Understand deeper
The disadvantages:
- Take long time
- Have no metarial covered
- Potentionally unpredict difficult for teacher, require him a range of skills and
quality.
