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PPP (Presentation -> Practice -> Production) works through the progression of three sequential stages. Presentation stage represents the introduction to a lesson, and necessarily requires the creation of a realistic (or realistic-feeling) "situation" requiring the target language to be learned that can be achieved through using pictures, dialogues, imagination or actual "classroom situations". The teacher che(cks to see that the students understand the nature of the situation and then he/she builds the "concept" underlying the language to be learned using small chunks of the language that the students already know. Having understood the concept, students are then given the language "model" and engage in choral drills to learn statement, answer and question forms for the target language. This is a very teacher-orientated stage where error correction is important.
It is necessary to take into consideration that at the presentation stage of the lesson eliciting is a useful way of involving the class by focusing students’ attention and making them think; it establishes what students know and what they do not know; and it encourages students to make guesses and to work out rules for themselves. For example, eliciting can be organized on the basis of a picture, or a headline of the text as a pre-reading activity.
The second stage - Practice usually begins with what is termed "mechanical practice" - open and closed pair-work. Students gradually move into more "communicative practice" involving procedures like information gap activities, dialogue creation and controlled role-plays. Practice is seen as the frequency device to create familiarity and confidence with the new language, and a measuring stick for accuracy. Thus, learners have practice making sentences with new words and
structures. The teacher still directs and corrects at this stage, but the classroom is beginning to become more learner-centered.
The third stage - Production is seen as the culmination of the language learning process, whereby the learners have started to become independent users of the language rather than students of the language. The teacher's role here is to somehow facilitate a realistic situation or activity where the students instinctively feel the need to actively apply the language they have been practicing. The teacher does not correct or become involved unless students directly appeal to him/her to do so. At the stage of production learners talk more freely about the known and unknown information/situation This model is effective for teaching a simple language at low levels.
The PPP approach is relatively straight forward, and structured enough to be easily understood by both students and new or emerging teachers. It is a good place to start in terms of applying good communicative language teaching in the classroom. It has also been criticized considerably for the very characteristic that makes it the easiest method for 'beginner' teachers, that is, that it is far too teacher-orientated and over controlled.
A nice alternative to 'PPP' is Harmer's 'ESA' (Engage ->Study-> Activate) based on surveys which have shown that the conditions for successful LL are motivation, exposure to language and chances to use it.
In the Engage stage, a teacher motivate learners and arise their interest by involving their emotion through using games, music, discussions, stimulating pictures, dramatic stories, anecdotes, etc. Other ways of encouraging the learners are: asking them what they think about a topic (predicting, guessing) before reading the text. If learners are engaged they learn better.
In the Study stage a teacher focuses on vocabulary and constructions or information. Successful language teaching/learning depends on the degree of quality language acquisition (getting language knowledge or skills through listening and reading), for example, and study activities organized by a teacher.
Activate is the stage where learners use the language knowledge and skills in given situations. These three stages can be varied, they are not constant. Variation is even recommended for effective teaching/learning EL.
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