Lead-in
This first stage of the lesson is vital in grabbing the students’ attention and engaging them from
the get-go. Here you will discover what they already know about the TL (target language) and
warm them up for the lesson.
The goal here isn’t to teach the students anything new – that happens later. This simply sets the
scene for the topics we’re going to present using the new language.
You should be only spending up to 5% of the lesson on this stage, so try not to get too bogged
down in correcting or explaining things here.
Presentation
Either you or the students will start using the TL here and we need to teach three different things
at this stage:
1. Meaning
We need to find a way for students to discover the meaning themselves here rather than simply
lecturing and telling them. This is called guided discovery. Then you can consolidate that by
explaining the meaning in terms the students have already learned.
2. Pronunciation
You may drill the students (get them to repeat the phrase or word you are teaching) so that they
get a feel for pronouncing what you’re teaching them. Focus on any problem areas such as
contracted forms (haven’t, didn’t), etc.
3. Form
This is the last part you teach. Here you can write the new phrase or word on the board so
students can see how the phrase is built or the word is spelled.
That’s it for the presentation stage, and you need to remember that we don’t teach any new target
language after this in the lesson. This stage should take up about 10-30% of the full lesson,
focussing on introducing the topic before students get involved with it.
The presentation stage features more teacher talking time (TTT) than other stages of the lesson,
and around 50% of it will be made up of you explaining the language. Even though this part of
the lesson is more teacher-centered, you should aim to involve and engage your students as much
as possible through eliciting and building on prior knowledge. You’ll also need to use concept
checking here to make sure the students understand the new TL, which is a technique we’ll
discuss more in Unit 3.
This study source was downloaded by 100000830604181 from CourseHero.com on 03-03-2022 03:29:00 GMT -06:00
https://www.coursehero.com/file/103369186/TEFL-Notesdocx/
, Practice (controlled)
Here students will practice using the language they have learnt through structured activities that
look at the meaning, pronunciation and form of the TL.
This should be done with as few mistakes as possible, with the focus of this stage being on
accuracy rather than fluency, and this is your chance to make sure that students get it all right.
You may want to use as many as three different activities here, which become progressively
more challenging while still focussing on the meaning, pronunciation and form of the TL.
Activities you can use here could include pair work, with writing and speaking exercises to fill in
sentence gaps or fix incorrect sentences that you give them. You could have an activity done
orally as a full class, with the group standing in a circle asking each other questions and giving
answers. There will be more lesson ideas in our resources section.
This stage of the lesson should take up 20-30% of the total lesson time, and be as student-
centered as possible. About 60-80% of this stage of the lesson should be made up of student
talking time (STT).
Production (free)
This stage continues on from the practice stage, and you can reach this stage when you’re happy
that the students have grasped what you have presented and have practiced it with little difficulty.
The activities in the production stage allow them to practice their new TL with all their previous
knowledge of English brought in. This will help them feel more natural using what they’ve
learned, which is the focus of this stage. We are now aiming to improve students’ fluency rather
than their accuracy.
To engage students in activities, you can set up role plays that allow them to use their mix of new
and existing knowledge, or you can ask them to discuss a topic in groups using the new TL.
If you find yourself having to tell them to use the TL, then you haven’t set up the activity in the
correct way and might end up forcing them to use the target language in a way that doesn’t fit.
You can find ideas for this stage of the lesson in our resources section.
The production stage should take up about 30-50% of the full lesson, or as long as you have left.
The STT here should be about 90%, since we want the students to use the language as much as
possible.
The following videos will show you different examples of how each stage of the PPP lesson is
delivered. Pay attention to the amount of TTT and STT in each and try to focus on how the
lesson flows between the explanations and activities the teacher uses.
Here are nine rules to remember when you teach your grammar lessons:
This study source was downloaded by 100000830604181 from CourseHero.com on 03-03-2022 03:29:00 GMT -06:00
https://www.coursehero.com/file/103369186/TEFL-Notesdocx/
This first stage of the lesson is vital in grabbing the students’ attention and engaging them from
the get-go. Here you will discover what they already know about the TL (target language) and
warm them up for the lesson.
The goal here isn’t to teach the students anything new – that happens later. This simply sets the
scene for the topics we’re going to present using the new language.
You should be only spending up to 5% of the lesson on this stage, so try not to get too bogged
down in correcting or explaining things here.
Presentation
Either you or the students will start using the TL here and we need to teach three different things
at this stage:
1. Meaning
We need to find a way for students to discover the meaning themselves here rather than simply
lecturing and telling them. This is called guided discovery. Then you can consolidate that by
explaining the meaning in terms the students have already learned.
2. Pronunciation
You may drill the students (get them to repeat the phrase or word you are teaching) so that they
get a feel for pronouncing what you’re teaching them. Focus on any problem areas such as
contracted forms (haven’t, didn’t), etc.
3. Form
This is the last part you teach. Here you can write the new phrase or word on the board so
students can see how the phrase is built or the word is spelled.
That’s it for the presentation stage, and you need to remember that we don’t teach any new target
language after this in the lesson. This stage should take up about 10-30% of the full lesson,
focussing on introducing the topic before students get involved with it.
The presentation stage features more teacher talking time (TTT) than other stages of the lesson,
and around 50% of it will be made up of you explaining the language. Even though this part of
the lesson is more teacher-centered, you should aim to involve and engage your students as much
as possible through eliciting and building on prior knowledge. You’ll also need to use concept
checking here to make sure the students understand the new TL, which is a technique we’ll
discuss more in Unit 3.
This study source was downloaded by 100000830604181 from CourseHero.com on 03-03-2022 03:29:00 GMT -06:00
https://www.coursehero.com/file/103369186/TEFL-Notesdocx/
, Practice (controlled)
Here students will practice using the language they have learnt through structured activities that
look at the meaning, pronunciation and form of the TL.
This should be done with as few mistakes as possible, with the focus of this stage being on
accuracy rather than fluency, and this is your chance to make sure that students get it all right.
You may want to use as many as three different activities here, which become progressively
more challenging while still focussing on the meaning, pronunciation and form of the TL.
Activities you can use here could include pair work, with writing and speaking exercises to fill in
sentence gaps or fix incorrect sentences that you give them. You could have an activity done
orally as a full class, with the group standing in a circle asking each other questions and giving
answers. There will be more lesson ideas in our resources section.
This stage of the lesson should take up 20-30% of the total lesson time, and be as student-
centered as possible. About 60-80% of this stage of the lesson should be made up of student
talking time (STT).
Production (free)
This stage continues on from the practice stage, and you can reach this stage when you’re happy
that the students have grasped what you have presented and have practiced it with little difficulty.
The activities in the production stage allow them to practice their new TL with all their previous
knowledge of English brought in. This will help them feel more natural using what they’ve
learned, which is the focus of this stage. We are now aiming to improve students’ fluency rather
than their accuracy.
To engage students in activities, you can set up role plays that allow them to use their mix of new
and existing knowledge, or you can ask them to discuss a topic in groups using the new TL.
If you find yourself having to tell them to use the TL, then you haven’t set up the activity in the
correct way and might end up forcing them to use the target language in a way that doesn’t fit.
You can find ideas for this stage of the lesson in our resources section.
The production stage should take up about 30-50% of the full lesson, or as long as you have left.
The STT here should be about 90%, since we want the students to use the language as much as
possible.
The following videos will show you different examples of how each stage of the PPP lesson is
delivered. Pay attention to the amount of TTT and STT in each and try to focus on how the
lesson flows between the explanations and activities the teacher uses.
Here are nine rules to remember when you teach your grammar lessons:
This study source was downloaded by 100000830604181 from CourseHero.com on 03-03-2022 03:29:00 GMT -06:00
https://www.coursehero.com/file/103369186/TEFL-Notesdocx/
