WHAT’S THE PPP

MODEL?
PREPARATION
TO KNOW THE AIMS AND CONTENTS
TO PREPARE THE INPUT AND OUTPUT
TO GATHER THE ADDITIONAL
MATERIAL
TO WARM UP FOR THE NEW
KNOWLEDGE
TO BE FAMILIAR WITH THE NEW
GRAMMAR
TO GO THROUGH THE WHOLE UNIT
WHAT’S THE PPP+P
MODEL?
-PRESENTATION
PREPARATION
 SETTING

 TEACHING NEW KNOWLEDGE

 CHECKING LANGUAGE POINTS

 INTAKING NEW INFROMATION

 CONTENT

 EXPLANATION EXPLICIT GRAMMAR

 AIDS

TOGETHER WITH…
 THETOTAL KNOWLEDGE OF WHAT
IT MEANS

 HOW AND WHEN IT IS USED

 WHAT IT SOUNDS LIKE

 WHAT’S THE PPP+P
MODEL?
PREPARATION-PRESENTATION -PRACTICE
►TRANSLATION ►GAMES QUESTION
AND ANSWER
►DICTATION
►CHECKING

►COPYING
►CUED DIALOGUES
►READING ALOUD

►MEANINGFUL DRILLS
“PRACTICE”?
 “PRACTICE”?
•WITH SUFFICIENT REPETITION BY LISTENING,
DRILLING, WRITING AND READING.
•ONLY AFTER THE TEACHER IS SURE STUDENTS
UNDERSTAND THE NEW LANGUAGE.
•WITH A VARIETY OF LEARNING ACTIVITIES DONE
INDIVIDUALLY, IN PAIRS, ETC.
•BEGINNING IN A SIMPLE WAY, SO THAT THE
TEACHER CONTROLS EVERYTHING STUDENTS
SAY OR WRITE.
•ENDING THIS STAGE WITH LESS CONTROLLED
OR GUIDED ACTIVITIES
 WHAT’S THE PPP+P
MODEL?
PREPARATION-PRESENTATION-PRACTICE
ACTIVITIES THEY MAY HAVE TO DO AFTER
THEY LEAVE THE CLASSROOM:
WRITING A LETTER, REPORTING NEWS
FROM A NEWSPAPER, TAKING PART IN
AN INTERVIEW, ETC.
IN OTHER WORDS, WHATEVER THEY MAY
USE THE LANGUAGE FOR IN THE REAL
WORLD.
STUDENTS MUST USE OTHER
LANGUAGE THEY KNOW OR
HAVE ALREADY STUDIED IN
PREVIOUS LESSONS. TEACHER
SHOULD NOT INTERRUPT,
HELP OR CORRECT ERRORS.
STUDENTS MUST COMMUNICATE
SUCCESSFULLY.
THEN, WHY ARE NEW METHODS AND
APPROACHES APPEARING?

END…………………………..?
• DO STUDENTS EFFECTIVELY RETAIN
WHAT WAS STUDIED IN PREVIOUS
LESSONS?
• DO STUDENTS REALLY ABSORB THE
LANGUAGE THEY HAVE BEEN EXPOSED
TO?
• IS THE SELECTION OF SPECIFIC AND
ISOLATED GRAMMAR ITEMS REALLY
HELPFUL FOR STUDENTS?
• HOW VALID IS THE CONCEPTION THAT A
LANGUAGE CAN BE LEARNT BY
“DECOMPOSING” IT INTO GRAMMAR UNITS TO
BE “STUDIED”?
• HOW ADVISABLE IS IT TO “SIMPLIFY” THESE
GRAMMAR ITEMS, SO THAT STUDENTS DO
NOT BECOME CONFUSED WHEN THEY LEARN
IT?
• IS REAL COMMUNICATION PROMOTED WHEN
WE ASK STUDENTS TO USE -OR OVER USE- A
GIVEN STRUCTURE IN A “COMMUNICATIVE”
TASK?
• IS REAL COMMUNICATION PROMOTED WHEN
WE ASK STUDENTS TO USE -OR OVER USE- A
GIVEN STRUCTURE IN A “COMMUNICATIVE”
TASK?
• DOES STUDENTS’ INTERLANGUAGE
ABSORB AUTHENTIC LANGUAGE VIA
DRILLING?