Teach english new edition r

controlled practice 
and may 
involve d rilling - see above) before going on to the production stage in which they talk more 
freely about themselves (‘Next week I’m going to see that new film’) or other people in the 
real world (‘My cousin’s going to buy a new car’, etc). The same procedure can also be used 
for teaching students functions, such as how to invite people, or for teaching vocabulary. 
We can teach 
pronunciation, 
too, using the PPP procedure. After an explanation of how a 
sound is produced, for example, students are involved in the controlled practice of words 
using the sound before they are asked to come up with their own words in which the sound 
is present.
The PPP procedure is still widely used in language classrooms around the world, 
especially for teaching simple language at lower levels. Most m odern coursebooks include 
examples of PPP gram m ar and vocabulary teaching which have retained elements of 
structural-situation m ethodology and Audio-lingualism. But the general consensus is that 
PPP is just one procedure among many, and takes no account of other ways of learning and 
understanding; it is very learning-based (see above) and takes little account of students’ 
acquisition abilities.
Communicative Language Teaching (CLT)
CLT was a 1970s reaction to m uch that had gone before - namely the grammatical 
patterning of structural-situationalism and the rigidity of the drill-type m ethodology that 
Audio-lingualism (and later PPP) made varying use of.
CLT has two main guiding principles: the first is that language is not just patterns of 
gram m ar with vocabulary items slotted in, but also involves 
language functions 
such as 
inviting, agreeing and disagreeing, suggesting, etc (see page 76), which students should 
learn how to perform using a variety of 
language exponents 
(e.g. we can invite by saying 
‘Would you like to come to the cinema?’, ‘D’you fancy coming to the cinema?’, ‘W hat about 
coming to the cinema?’, ‘How about a film?’, ‘Are you on for a film?’, etc). Students also need 
to be aware of the need for appropriacy when talking and w riting to people in terms of the 
kind of language they use (formal, informal, tentative, technical, etc). CLT is not just about 
the language, in other words, it is about how it is used.
The second principle of Communicative Language Teaching is that if students get 
enough