3. Detailed Objectives
1. To introduce the 3Ps Model.
2. To identify the Pros and Cons of the
model.
3. To get familiar with the suitable
activities for each phase.
4. To introduce a sample lesson.
5. To prepare a lesson according to the
model.
9. Activity: Time to think
• Dear Teacher:
Work with your group and try to write
down what takes place in each step. Provide
examples of the activities/techniques that can
be implemented in each stage.
10. Presentation: Different Possibilities
• The teacher presents new words or
structures, gives examples, writes them on the
board, etc.
• The teacher first ‘present’ the new language,
possibly by playing a recording dialogue or
getting the learners to read a written text.”
11. Practice: Different Possibilities
• Students practice using words or structures in
a controlled way, e.g. making sentences form
prompts, asking and answering questions, giving
sentences based on a picture. Practice can be
oral or written.
• The new language is practiced in a controlled
way, possibly by completing written exercises
using the new language or in controlled pair
work practicing similar dialogues.
12. Production: Different Possibilities
Students use language they have learnt to
express themselves more freely, e.g. to talk or
write about their own lives and interests, to
express opinions, or imagine themselves in
different situations. Like practice, production
can be oral or written.
(Doff 97)
14. Notes on Drilling
• Drilling is not a new or a fashionable
classroom technique, but, when used
appropriately in the classroom, it can be of
great value to our learners.
• Only drill language that will benefit from
being drilled (for example if it causes
pronunciation problems)
15. Notes on Drilling
• Don't drill too much and keep drilling stages
lively.
• Respond to your learners' needs - drill if
you, or they, think it will help them pronounce
or memorize words or language chunks.
• Vary the way in which you do drills to help
make the language more memorable
16. An Example of a PPP lesson
(elementary level)
Giving Directions
First, the teacher might present the target
language by asking the learners to listen to a
recording of someone asking for directions and
to complete some sentences on a worksheet.
The sentences would include the language of
directions. The learners then practice this
language using simple maps provided by the
teacher.
17. An Example of a PPP lesson
(elementary level)
Finally, they can produce the language more
freely by giving directions to places they
actually know, possibly using real maps brought
into the classroom for this purpose by the
teacher or drawn by the learners themselves.
18.
19. Activity: Advantages of the 3Ps
Dear Teacher:
Brainstorm with your group and list as many
advantages of the 3Ps model of teaching.
20. Advantages of the PPP Model
• Makes life easier for the teacher
• Language presented in context
• Integrates all the skills into lesson
• Flexible presentation stages
• Traditionally students like controlled practice
• Builds confidence
• In stages 2 and 3 teacher can help weaker
students
• Helps lead learners towards autonomy
21. Advantages of the PPP Model
• PPP lessons provide clear and simple
structure of the lesson.
• Lesson are easy to prepare because the
materials used are ordered from the simplest
to the most difficult and types of activities
are arranged from the most controlled to the
least controlled.
22. Advantages of the PPP Model
• Availability of materials.
• The teacher sees the progress of students in
the lesson clearly and easily.
• Relatively easy for beginner students and
• Effective communication
23. Activity: Application Time
Dear Teacher:
Now its your turn to apply what you have
learned. Working with your group, choose a
lesson then write a lesson plan in which you
implement the 3Ps model.
24. Time for Reflection
Dear Teacher:
How can applying the 3Ps
model enhance your students
learning process?
Notes de l'éditeur
It is not the time now to ask about the 3Ps in details; just find out if they know what each (P) stands for.
Oral discussion of what they expect to take place. Try to have this activity done in no more than 5 minutes. Get response from two to three teachers and then move on to the next slide.
The teacher presentsnew language items; the learners practice the items through drills, individual and choral repetition, fill in the gap, transformation of sentences, etc.; and then produce the language for themselves, expressing what they want to say rather than what the teacher has directed them to say.
To save time, have each group work on a different step so that by the end of this activity you will be able to discuss the three different stage of the 3Ps model.
Explain the different types of drilling that a teacher can utilize in the classroom. See the attached handout.
It would be enough if the design an activity in which they apply the 3Ps model of teaching.