This acronym stands for Presentation-Practice-Production. PPP is an approach to language teaching that was very popular in the 1980s. The approach involves first the teacher presenting the form and meaning of new target language to students in a meaningful context (presentation), then giving learners the opportunity to do controlled practice of the target language (practice), then finally letting students use the target language in freer, less controlled activities (production). The rationale for PPP is that learners need an accuracy-focussed stage in which to practise the language in relatively error-free conditions before using it in less guided conditions. This is so as to give them the opportunity to build up good habits and avoid errors, a platform from which they can then engage in more fluency-based activities. The approach has been criticised for being too restrictive and rather artificial, but attempts have been made to respond to these criticisms by making its activities more meaningful and communicative. It currently survives in more subtle forms in many ELT classrooms and materials.
"Some of my students really like PPP-type lessons – I think they like to be guided before jumping into using the language without support. Other students I have clearly find it limiting and a bit meaningless. It depends on their learning styles, so I try to vary the approaches I use across my lessons."
Burns, A. and Richards, J. (2012) Pedagogy and Practice in Second Language Teaching. Cambridge: Cambridge University Press.
Harmer, J. (2007). The Practice of English Language Teaching. Harlow: Pearson.
Scrivener, J. (2011). Learning Teaching, 3rd edition. Oxford: Macmillan.
Thornbury, S. (2006) An A-Z of ELT. Oxford: Macmillan.