EPR 2203 Assessment 2- Essay

Presentation Practice and Production (PPP)

The PPP is method for teachers and students, the PPP is known in the world and prefect

use to the school. PPP teaching method is approach to language teaching by professional schools

around the world.(Maftoon, Sarem,2016). The known as PPP is a method for teaching structures

(grammar, vocabulary and pronunciation) in a foreign language.( Kostoulas,2012). There are three

stages in this method which are presentation, practice and production.

In this essay, I will discuss the Presentation, Practice and Production (PPP) method. I will

explain which are the three stages and some examples for each stage, its describe the method, and

its the typical techniques, some advantages and disadvantages of the PPP method, and I will

discuss its use in UAE schools.

PPP method is a variation of Audiolongualism and a traditional method of language

teaching. (Harmer, 2007). There are three stages of PPP method, which are Presentation, Practice

and Production.

Firstly, is presentation stage, According to Saroh (2014), The presentation stage usually

consists of two steps: an introductory activity such as warm-up or a lead-in, which is an activity,

intended to raise students interest in the topic; and an introduction of the target language. The

teacher uses to introduce a situation the target language (L2) in perspective. When the teacher use

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a present text, an audio and visual aids demonstrates a situation. Moreover, in presentation, teacher

leads the learners to communication the language from in focus, and new language in a situation.

The teacher gives explanation (grammar and vocabulary) of the topic.

Furthermore, the teachers role is explains the language idea, and she writes the word or

sentences on the board. The teacher speak up a little 15 or 10 minutes, as they are presenting

information and the teacher focuses on accuracy. The students role is, as listeners, and they will

engage in the activity. Finally, the typical activities of presentation, can be used for this stage are

stories on the board, using flash cards, using a song (TPR) or warmer up and using other

resource. For example, in the teaching practicum, teacher shows a video about plants and using

PowerPoint. She is explaining clear in the lesson, and they are listener. She asked a question of

the students what do you show on the board? they would thinking and answered about the

tittle.

Secondly, practice stage, According to Saroh (2014), in the practice stage, the focus is on

form. The researcher provides opportunities for students to practice the learnt items in a controlled

way. student practice the new target language through a drill or controlled practice or substitution

exercises. (Richards,2016). The teacher controls the methods by checking students if they

understand the parts the presented. Also, students practice the language often by repeating after

the teacher in the chorus. This practice requires that the student uses the word correctly.

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Moreover, the teacher's role is, the teacher uses different activities to practice the new

language orally. The teacher models and corrects when mistakes occur. The teacher encourages

pair work and group work, using activities to help students learn useful words. According to

Kostoula (2012), " the teachers role is to direct the activities, to provide positive feedback to

students, correct mistakes and model the correct forms". The student's role that it is work with

other experience individually.

Furthermore, the type interaction practice with teacher and students ( open pairs), and other

students ( closed pairs). Also, they used to communication activity and speaking.( Montenegro,

2012). The typical practice activities include drills, multiple - choice, gap - and- exercises,

transformation, and monitoring. The student now practices the language using specific

reproduction techniques such as choral repetition, individual repetition, and cue- repetition drills.

(Richards,2016). Some activities help students use the language they know and are learning. For

example, in my teaching practicum the teacher gave flash cards and worksheet of the students

about family member, and she told instruction (information gap). Student A had a question such

as where is mother?. Student B has a picture family member. This is very important to sequence

the instructions, so the student understands what to do.

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Thirdly, is production stage, According to Richards (2006), students practice using the

new structure in different contexts, often using their own content or information, in order to

develop fluency. The students try to use the new language in different contexts provided by the

teacher. The production can help motivate the student to communicate using the new language,

they use the newly learn language structure to produce oral or written texts.

Furthermore, the teachers role is to focus on fluency. The student role is to use the

language in a natural through a practical task with minimal input from the teacher. The Type of

interaction in production is pairs work or group work. Some activities in the production are

discussions, role-play, problem - solving activities, descriptions, information gap, tests, games,

debates.( Nieto, 2014). For example, the teacher gives review in the lesson , if the student is

understand. Also, she dive more time allow for student to participate to information gap.

There are some advantage and disadvantage about the PPP method. There are several of

the advantages of the present practice and production teaching method. Firstly, the PPP provides

for the teachers instructional role, and the role of the teacher is clear. Secondly, easy to prepare

of the teacher for learners to remain focused and follow this type of a lesson.(Pavlova,

2016). Thirdly, it is a management time such as explain the lesson, activities, and review. For

example, my MST is follow a time when she used presentation, her start to explain a mount 10

minutes, and 30 minutes gave a student activities if the student understand about the lesson.

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Finally, According to Criado (2017), PPP is useless because it is focused on a linguistic

component which is not the core of communicative use: structures.

On the other hand, there are some disadvantages of the present practice and production

teaching method. Moreover, the teacher will more talk and take more time during the presentation

stage, and they will boring and not attention. Secondly, there is not appropriate for all types of

learning styles. .(Pavlova, 2016)

To sum up, I think that the PPP teaching method an important method to use for the teachers

and the students. The known as PPP is a method for teaching structures (grammar, vocabulary and

pronunciation) in a foreign language.( Kostoulas,2012) In my opinion, it is good way to teach a

second language in the UAE school setting. It is good but may be they will take more time for

students. I used PPP method in the UAE school because it is best. They will improve the quality

of teaching and learning. I will apply in the class used PPP method. The PPP methods important

for teacher and easy use it.

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References
1. Carlos, L. (2013). The ppp method. Slideshare.net. Retrieved 14 November 2017, from
https://www.slideshare.net/luiscarl1981/the-ppp-method-27382016

2. Criado, R. (2017). A critical review of the Presentation-Practice-Production Model (PPP) in

Foreign Language Teaching.. Academia.edu. Retrieved 23 November 2017, from
http://www.academia.edu/3171783/A_critical_review_of_the_Presentation-Practice-
Production_Model_PPP_in_Foreign_Language_Teaching
3. Feira, s. (2010). The PPP Method: Presentation, Practice and
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4. Montenegro, G. (2012). Presentation, practice and production. Slideshare.net. Retrieved 23

November 2017, from https://www.slideshare.net/tavin20/presentation-practice-and-
production

5. Kostoulas, A. 2012 presentation, Practice and Production (PPP), (Online),

http://achiellaskostoulas.files.wordpress.com/2012/01/ppp.pdf

6. Maftoon, P. (2016).A Critical Look at the Presentation, Practice, Production (PPP) Approach:
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ractice_Production_PPP_Approach_Challenges_and_Promises_for_ELT

7. Montenegro, G. (2012). Presentation, practice and production. Slideshare.net. Retrieved 14

November 2017, from https://www.slideshare.net/tavin20/presentation-practice-and-
production

8. Nieto, J. (2017). The ppp teaching method (power point). Slideshare.net. Retrieved 14
November 2017, from https://www.slideshare.net/LisNieto/the-ppp-teaching-method-power-
point

9. Pavlova-A. (2016). Advantages and disadvantages of presentation methods in EFL. Slideshare.net.

Retrieved 14 November 2017, from
https://www.slideshare.net/miroslavapavlova12/advantages-and-disadvantages-of-
presentation-methods-in-efl

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10. Presentation-Practice-Production. (2017). Jobs.languagelink.ru. Retrieved 14 November 2017,

from
http://jobs.languagelink.ru/tefl_clinic/teaching_knowledge/teaching_methodologies/ppp.php

11. Richards, J. C. (2006). Communicative Language Teaching Today. United States of America:
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