warm up presentation practice production wrap up

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PPP Framework in Teaching: Presentation, Practice and Production

The PPP Teaching Framework is a model to describe the typical stages of language teaching lesson.

The PPP Teaching framework consist of four main stages: Warm-up, Presentation, Practice and Production and is used to teach speaking and writing lessons.

There is a variation when we use this framework to teach Listening and Reading skills .

The framework that we use to teach passive skills is the PDP framework which stands for Pre, While and Post

Let’s check all that you need to know to use the PPP Framework correctly

Table of Contents

PPP Framework: Criticism

Stages of the ppp framework, presentation, important considerations when planning lessons, considerations when teaching listening and reading, how to teach listening, how to teach reading , questions to ask yourself when creating ppp or pdp lessons, short quiz: how much did you learn, more on english language teaching.

This framework for teaching language classes is often criticized because:

It forces students to use certain grammar structures and vocabulary.
Since it forces students to use a target structure and vocabulary, this reduces the learner opportunities to use the language in spontaneous ways.

These are the stages of the PPP Framework:

It’s an activity at the start of the class to warm up the learners. They tend to be short, dynamic activities.
It is recommended that the warm- up is related to the topic studied during that class.
In my opinion, the most important thing about a dynamic warm-up is that you continue with dynamic activities during the presentation, practice and production stage.

In the presentation stage, teacher introduces:

You can introduce the vocabulary and grammar in two different ways.

Deductively : This involves the learners being given a general rule, which is then applied to specific language examples
Inductively: This approach starts with examples and asks learners to find rules

Important things to take into account:

Choose the vocabulary and grammar structures necessary for your students to succeed.
Don’t introduce vocabulary and grammar that won’t be used during the lesson.
Try not to introduce lots of words. Keep new words to a maximum of 20 per lesson.
Get students involved in the presentation of the vocabulary and grammar so you can reduce teacher talking time and encourage learner-centered instruction

The practice stage aims to provide opportunities for learners to use the target structure and vocabulary used during class.

This stage is also controlled practiced since the tasks prepared by the teacher have controlled results.

Teacher should try to use the vocabulary and structures during the presentation stage for obvious reasons:

What’s the point of introducing vocabulary and grammar you aren’t going to use?
How can you expect students to succeed if you use different vocabulary and grammar to the one you taught in the presentation stage?

All meaningful activities which give students the opportunity to practice the language more freely.

It is impossible to be wrong if:

Your activities encourage peer to peer interaction.
Students are taught grammar inductively.
Your lesson is made up of task that maximize student talking time.
Students stand up and talk to others.
There are games and activities that are fun and meaningful.
Your scaffolding is good because students can do what you want them to do.

The Presentation, Practice and Production is usually used to teach speaking, writing or grammar.

If you want to focus on listening and reading, you have to take into account the PDP Framework

This framework is an approach to teaching reading and listening skills lessons.

PDP means Pre- During (while) and Post

The basic idea is:

Try to help students to know a little about what they’re going to read or listen before they read or hear it
Give them a reason to read or listen by setting questions or other reading listening tasks
Ask them to do something with the information they get from the reading or listening.

The Framework for teaching listening is called Pre, While and Post.

Check out these resources to understand more about this framework

12 Types of Pre-Listening Activities
12 Examples of While-Listening Activities
10 Types of Post-Listening Activities for the ESL Classroom.

The Framework for teaching reading is called Pre, While and Post

Stages for Teaching Reading
15 Examples of Pre-Reading Activities
10 Examples of While-Reading Activities
10 Examples of Post-Reading Activities
Making Reading Communicative

These are some important questions that you should ask yourself when creating a PPP or PDP Lesson.

Are the activities of the PPP lesson plan linked to each other?
Are the activities of the PDP lesson plan linked to each other?
Do the activities belong to the right stage of the lesson? For example, is the pre-reading activity an actual pre-reading activity?
Is the lesson plan based on reality and not on impossible and unrealistic expectations
Is the evaluation strategy measuring what you need to measure?
Are activities engaging to the learner?

These are some statements that you should analyze and assign to a category of the PPP Framework

The categories being: Presentation (A), Practice (B) and Production (C)

Teacher directs the activities during this stage ( )
Teacher provides feedback to students ( )
Activities include drills and multiple choice exercises ( )
Students produce oral and written texts ( )
Teacher uses visual aids to demonstrate a situation ( )
Teacher describes grammar rules ( )
Activities include oral presentations by the students ( )
The teacher doesn’t necessarily intervene in this stage ( )
Language is presented in context ( )
Exercises in this stage can be productive or receptive ( )

I hope that you found everything that you were looking for about the PPP Framework

These are some posts with more ideas and information to teach English

5 Challenges English Language Learners Face
10 Characteristics of Teacher-Centered Instruction
The Most Effective Classroom Seating Arrangements
15 Awesome ESL Games and Activities
ESL Classroom Activities: Dictogloss
Approaches and Methods in Language Teaching

I am Jose Manuel, English professor and creator of EnglishPost.org, a blog whose mission is to share lessons for those who want to learn and improve their English

12 Innovations in English Language Teaching

Interlanguage and Fossilization

Authentic Materials for Listening Lessons

Introduce the concept of using PPP for ESL lesson planning

PPP is an acronym for Presentation, Practice, and Production. It is a popular approach to teaching second language learners. In this lesson, we will introduce the concept of using PPP for ESL lesson planning. You will learn how to plan your lessons by creating a lesson outline using the PPP approach.

Discuss the benefits of using PPP for ESL lesson planning

One of the benefits of using PPP for ESL lesson planning is that it allows teachers to focus on each stage of the language learning process. This helps students to better understand and learn new vocabulary and grammar structures. Additionally, using PPP can help to improve student speaking and writing skills.

Introduce the different types of PPP

There are three main types of PPP: presentation, practice, and production. In the presentation stage, students learn new information. In the practice stage, students use the new information to complete tasks. In the production stage, students use the new information to create something new.

Discuss how to choose the right type of PPP for your ESL lesson

There are a variety of different types of PPP that can be used for ESL instruction. To choose the right type, consider your students' level of English proficiency and what you want to focus on in the lesson. If you're teaching beginners, using a presentation with pictures and minimal text will be most effective. For intermediate students, using a presentation with more text and interactive activities can help them practice their listening and speaking skills. Advanced students might benefit from a project-based learning activity that uses real-world materials.

Introduce the steps for creating a PPP-based ESL lesson plan

In this lesson, you will learn how to create a PPP-based ESL lesson plan. The first step is to introduce the steps for creating a PPP-based ESL lesson plan. Then, you will learn how to identify the type of lesson you are teaching. Finally, you will learn how to choose the activities that best fit your students' needs.

Discuss how to adapt a PPP-based ESL lesson plan for different levels and needs

When planning an ESL lesson, it is important to take into account the students' levels and needs. In particular, it is helpful to adapt a PPP-based lesson plan for different levels and needs. For example, if you are teaching beginners, you may need to provide more scaffolding and support than you would for more advanced students. Additionally, you may need to vary the activities and tasks depending on the students' level of English proficiency.

Summarize the benefits of using PPP for ESL lesson planning

There are many benefits to using PPP for ESL lesson planning. Firstly, it allows teachers to focus on grammar and vocabulary more effectively. Secondly, it helps students to better understand new concepts. Finally, it makes learning English more enjoyable for students.

Teacher experience with lesson planning

"Lesson planning is an important part of teaching, but it can be difficult to know where to start. In this post, we discuss some teaching experience with lesson planning and offer some tips for getting started."

How to quickly and easily design good lessons

Now that you have a basic understanding of ESL lesson planning, it's time to start putting your knowledge into practice. The following tips will help you create effective and interesting lessons quickly and easily.

Start with a plan. Even if your plans never go exactly as planned, having a general idea of what you want to do will help keep your lessons on track.
Get organized. Make sure you have all the materials you need before class starts. This includes textbooks, worksheets, props, and anything else you might need.
Be flexible. Remember that things don't always go according to plan. Be prepared to adapt your lessons on the fly to accommodate unexpected events.
Keep it fun. Learning should be enjoyable, so make sure your lessons are varied and interesting. Try to use different teaching methods and activities to keep students engaged.
Be patient. It takes time to become a good ESL teacher. Don't get discouraged if your lessons don't always go perfectly. With practice, you'll soon develop the skills you need to be a successful ESL teacher.

The three p's of a lesson: Warm-up, Presentation, Practice

When planning an ESL lesson, it is important to keep in mind the three p's: Warm-up, Presentation, and Practice. The warm-up should get students engaged and ready for learning, the presentation should provide clear instruction and examples, and the practice should give students a chance to use what they have learned. following these steps will help ensure that your lessons are well-organized and effective.

How to quickly and easily design good lessons for your students

In this second part of the introduction to ESL lesson planning, we will be focusing on how to use PPP (Presentation, Practice, Production) lessons for teaching English. This approach is very popular and can be very effective in helping your students learn.

The three p's of a lesson: warm-up, presentation, practice, production, and wrap-up

ESL teachers often use the "three p's" method for lesson planning. This involves having a warm-up activity, followed by a presentation of new language, and then practice/production activities. The wrap-up is important to ensure that students understand what they have learned and to review any grammar or vocabulary points.

Using PPP lessons for teaching English - Intro to ESL Lesson Planning (Part 2)

In the previous lesson, we discussed the basic framework of PPP lessons for teaching English. In this lesson, we will focus on how to plan an ESL lesson using the PPP approach. First, let's take a look at some common objectives that teachers aim to achieve in their ESL classes. Then, we will outline a step-by-step process for planning a PPP lesson.

The three p's: warm-up, presentation, practice, production, and wrap-up

In this article, we will discuss the "three p's" of ESL lesson planning: warm-up, presentation, and practice. Each of these stages is important for a successful lesson, and they should be planned accordingly. Let's take a closer look at each one.

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Eriberto Do Nascimento has Ph.D. in Speech Intelligibility and Artificial Intelligence and is the founder of English Phonetics Academy.

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Creating PPP Lesson Plans: How to Teach ESL Effectively Using Presentation, Practice and Production

Want your students to be enthused, energetic learners?

Here’s a secret: It’s all in the lesson plan.

Using the PPP structure for your lessons will help you stay on track, deliver new material effectively and most importantly, help your students build new English skills.

PPP is a lesson plan template that consists of Presentation (P1), Practice (P2) and Production (P3) , and it’s often used for ESL (English as a Second Language) classes. It focuses on giving students a solid foundation for new concepts, then encouraging them to apply these on their own.

Read on to find out how to deliver awesome ESL lessons with the PPP template!

What Makes an ESL Lesson Plan Exceptional?

How to make esl lesson plans with a ppp template, 1. presentation, 2. practice, 3. production.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

Clear aims and objectives. First off, make sure you have a good understanding of your main goal for the lesson and how you propose to reach that goal. It’s also a great idea to share these with your students so they’ll know exactly what they will accomplish.
Grading. Careful, we’re not talking about correcting work and giving letter grades here! This is the concept of climbing a hill, starting off with something easy or relatable to your students and then making the material more challenging as you ascend.
PPP structure. This is one of the most used lesson plan formats in ESL. PPP (presentation, practice, production) allows you to develop a structured, graded and time-efficient lesson plan that conveys the material in an understandable way.
Effective time breakdown. Knowing when you should talk and when you should allow your students to engage is another key component. One strategy is jotting down time limits for each activity in the margins of the lesson plan sheet. For the PPP structure, a good time allotment might be 15 minutes of Presentation (P1), 20 minutes of practice (P2) and 25 minutes of production (P3).
Relevant material. Take a few moments to gauge your student’s level, their interests, hobbies, work and home life. Consider showing videos, trending articles and other native content that your students would enjoy. For instance, FluentU features English videos like movie trailers and TV series clips, with interactive subtitles and transcripts for learners.

Let’s go through each step of the PPP template:

teacher presenting a lesson in front of students

Presentation is the first step, and it’s also the most important. This is your time to shine because it’s the main part of teaching : you’ll be explaining new concepts to your eager students.

At this stage, teachers should talk approximately 75% of the time.

Make your lesson exciting and relatable

Remember how boring it was when you had a teacher who only lectured, with little enthusiasm? Well, don’t be that teacher—break the mold and become animated. Students learn through context, so tell a story or use resources that excite students to learn more. Peaking interest is essential.

To lead students into the lesson, you can start with something familiar, such as material discussed in a previous class. For example, if you’re talking about house vocabulary, focus on the bedroom first, then break down the vocabulary inside of the bedroom.

Show visuals like photos and videos

Use visuals to stimulate understanding and get your students curious about a topic.

If you are presenting key places in a city or town, using pictures of your students’ town/s will invoke interest and be relevant to their world.

For teaching home-related vocabulary, you can display photos from your home, relating them to relevant vocabulary. After that, show your students how to use vocabulary nouns with prepositions of place through statements like “The toaster is on the counter.”

Ask thoughtful questions

Once introduction is complete, you can then guide your students to analyze the material more closely. You are still in control of your classroom so keep presenting, but ask questions and make your students think more about what it is they are seeing and hearing.

Questions are also great for checking if students understand the new material. Don’t let them off the hook so easily. Try not to tell them answers, allowing them to work it out in English!

Practice is the second stage of the PPP lesson plan template. This is when you will hand over a bit of control to your students and let them try out the new material themselves. If your presentation was well-developed and awesome, your students will be more than ready to jump in.

In this stage, you will give your students a set of tasks or activities . These tasks should be challenging and only solvable with the new material, but not too difficult.

The students will do most of the talking since they’ll be going over the material with you and their classmates. Generally, you can aim to let your students speak 65% of the time and just jump in every now and then to point out something new or answer questions.

Guide your class through exercises

For a smooth transition into the practice stage, do exercises together with your students first, or work through questions together.

To continue with the same example of rooms in a house, a great practice activity would be to let your students label nouns and prepositions of place around the room. There are many techniques for this, and you can go around the room looking out for trouble areas and helping out as needed.

Do pair and group practice

Once your students get more used to the material, you can begin pair and group activities.

Allowing students to brainstorm and work together will encourage them to communicate more and learn about their classmates. For groupwork, you can even divide the class and organize a contest to make them more eager to focus on the material.

ESL student talking in front of everyone

Production is the final stage in a PPP lesson plan. This is also referred to as the fluency stage—your students will now be like birds leaving the nest for the first time.

In the production stage, teacher talk time is at its lowest and almost nonexistent. Let your students be creative and develop their own work , speaking 90% of the time to your meager 10%. It’s important for them to gain confidence in English on their own.

Set up writing or speaking activities

Most production activities involve writing or speaking, and sometimes both are combined if necessary. This allows your students to build confidence and be creative when using the new material, as it’s solely in their hands.

Carrying our example house vocabulary lesson through the final step, you can now let your students craft a short story or presentation involving the many things they have in their own home. They can write a script and present it to the class during production.

Encourage production through groupwork

Similar to the previous stage, you can separate your class into pairs or groups for production. They can construct dialogues, monologues, scripted plays and so on together.

One great pair exercise you can use is to have two students create a script using the new material and then let them act it out in front of the class.

A great, fun and material-rich lesson will keep your students encouraged to learn more and build their confidence as English speakers.

So for lesson plan success, be sure to construct a well-developed and exciting lesson plan using the PPP template. Good luck, and enjoy!

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warm up presentation practice production wrap up

The Ultimate Guide to Prepare Any English Lesson

I taught English for many years.

And many of the classes I did were for students of different levels and ages. Some were young kids and some for teenage kids in middle school and high school.

Others for older students in university and college. And I also did many, many classes for adults working in companies.

One thing I found was that no matter what age or level the students, they often liked the same kind of activities and structure to the class.

I could be teaching a bunch of high-energy 7-year-olds or a group of overworked twenty-somethings in a Fortune 500 company; the class structure could stay the same.

Once I established this, it became very easy to write a lesson plan for any class.

So below is my standard lesson plan.

Feel free to use it in your class!

Table of Contents

The Basic Lesson Plan

This is what it looks like:

Presentation

You may notice that I use the PPP method for planning lessons — Presentation, Practice, and Production .

This method receives some criticism I think, but I find it very practical to use in most English and ESL classes. There are other methods you can use — such as ESA (Engage-Study-Activate), TTT (Teach-Test-Teach) and TBA (Task-Based Approach), but I found I liked PPP best.

It works for me, but there are other ways to prepare your English or ESL lesson.

The Warm-Up

You must start the class with a warm-up exercise.

You can’t just waltz into the classroom and start your lesson.

Remember — the students have come from outside . An environment where they are speaking and engaging in their own language. Now they are in front of this teacher who is speaking English to them.

Start your English Class with a Song

For young kids, I would always start with a song.

I don’t mean me belting out a tune.

Most classrooms these days have a projector or maybe an interactive screen that you can use. Use this to show a video that includes the song.

The song may be directly connected to the content of your lesson — but sometimes not.

You just want the kids to start singing something they all know in English. Get them singing and thinking in English. This is a great start.

Songs also work very well with middle school and high school kids. But they will feel far less inclined to jump around like smaller kids!

But just the familiar words of an English song is a good way to start classes with kids.

You can find hundreds of music videos on YouTube.

Here are some great channels for you to use.

Super Simple Songs

Lead-in Questions

Questions are a great way to start the lesson.

Especially for older students.

These should be related to the content of your lesson.

So, for example, maybe you are doing a speaking lesson on FISH. Your lead-in questions could be:

What is a fish?
What kind of fish do you know?
Where do fish live?

You could write them on the board as the students are coming into the class. Or you could have them displayed on a screen.

But this gets the students thinking about the topic at hand.

A Warmer Activity

This is a great way to start any class.

A good warmer activity will have lots of physical activity. It will also force the students to think and engage in English.

The warmer can be directly related to your lesson plan or not. It depends on the students you are teaching.

You can find some great warmer exercises that I wrote about here:

Start Your ESL Class With a Warmer

Revise the Last Lesson

If you are doing a continuation of a previous lesson, then you should start by going over the main points of the last lesson.

This can remind the students of what they have been studying. Plus, it can lead in nicely to the next lesson.

No matter what kind of warm-up you do, it is an essential part of your lesson plan. It helps the students acclimatise to using English in the classroom. Also, it can lead in very well to the main part of your lesson plan.

In terms of timing, if your lesson is between 45 minutes and an hour, your warm-up should be about FIVE minutes.

If your lesson is two hours, then the warm-up should be about TEN minutes.

The transition is where you introduce that main part of your lesson.

This is where you steer the students to the topic you want them to learn.

The transition could be in the form of

some lead-in questions

You might have a series of pictures that you want to use in the presentation part of your lesson plan. But you can use ONE picture to push the students in the direction of your lesson plan.

For example, you might be doing a lesson on jobs.

So you could show a picture of a policeman and ask the students if they know what this job is. Then you could follow that up by asking them if they know any other jobs in English.

Now they are in the right space for your presentation.

Also, you could show the first minute or so from the video. Then pause the video and ask the students for an explanation.

Maybe you are doing a lesson on pollution as a speaking topic. You watch the video for the first minute and then you can ask the students what they saw.

Then you use the remainder of the video as the presentation part of your lesson plan.

The transition part should be very short. No more than FIVE minutes.

Now we begin the main part of your lesson.

This is the part where you introduce the topic, grammar point or vocabulary that you want the students to learn.

This can take place in the form of

a reading (by the students but monitored by you, the teacher)
some pictures
a personal anecdote by yourself
realia — objects that you have brought in to class

If you are teaching some vocabulary, then you might use a series of pictures with the words written beneath each picture. You could then recite the words out loud and ask the students to repeat them.

If you are teaching a grammar point, you might have to spend some time explaining the rules and use of the grammar point. And then show some example sentences to illustrate what you mean.

Then again, if you are just talking about a topic in English with more advanced students, then you might just show a video or do a reading.

You could even tell a personal anecdote as an example of the grammar, vocabulary, or talking topic in your lesson plan.

But in the presentation part, you are doing most — or all — of the talking. The students are probably listening to you and seeing for the first time a series of vocabulary or a grammar point.

Depending on what level of class you are teaching — and what the topic of the class is — the presentation part of your lesson could take between FIFTEEN and TWENTY minutes.

Once you have presented all the information to the students, now you need them to practice.

In this section, you should assist the student. But let them try on their own, too.

You can practice vocabulary using

vocabulary exercises
a writing test

In this part, it depends on the age and level of your students.

If they are young, then using flashcards would be ideal. For older students, you may prefer to practice using exercises.

You can also use exercises and questions to practise a grammar point. But also use some structured speech patterns.

For a reading class, you may have a selection of reading comprehension questions. This will show how much the students have understood.

The practice part of your lesson can be FIFTEEN minutes for a one-hour lesson, but up to THIRTY minutes for a two-hour lesson.

I often find that I may bounce between production and practice in one lesson.

Introduce some aspects of vocabulary or grammar, then get the students to practice. Then introduce again or elaborate, then get the students to practice again.

This is where you allow the students to show you they can do it on their own.

In this part, you can see how much they have learned in the production and practice parts.

In the production stage, you can use the following methods:

communication tasks

Obviously, for much younger students, you’re not going to have a discussion or debate. But there could be a very simple exchange of dialogue.

For example;

What is this?
This is a ball
How are you today?

But for older students — and for any student who is capable — you should push them to do more demanding tasks like conversation and role plays.

The production part could be about TEN or FIFTEEN minutes in a one-hour lesson. But it could be up to THIRTY minutes in a two-hour lesson.

So you finish your lesson, but you can’t just say, That’s it, folks! and walk out the door.

You have to give the students something to do when they leave the room.

For younger students, you can sing the Goodbye Song . And maybe show the video too so they can do all the actions.

For older students, you can ask them two or three questions as they leave the room.

For any vocabulary class, you can ask each student to give you examples of the vocabulary learned in the lesson.

With younger students, you might just show the flashcards and ask them to reel off the words.

But for older students, you might say: Give me THREE examples of jobs we talked about today.

And if there is any homework, you absolutely must check that all the students understand what this is. You can do this in the wrap-up part of the lesson.

The wrap up should take no more than FIVE minutes. It might take a little longer for more advanced classes if you are explaining the homework to them in detail.

And there you have it.

My master lesson plan.

I didn’t invent it — and I think it has been around for many years. But for me, I found it was foolproof to create any kind of lesson plan.

To a degree, I didn’t have to think too much about what I have to do for each class. Just think of the goals of the lesson, then fill in all the blanks as I go through each stage.

I hope this is useful to you too.

Please let me know your thoughts in the comments below!

How to keep your students interested in your English class

Icebreakers for the first day of English class

How to teach Absolute Beginners in the English Class

Resource 9: Presentation Warm-Ups and Practice Drills

Presentation warm-ups and practice drills.

Public speaking and communication is a full body experience, especially since it is something that makes many of us tense and nervous. The purpose of warming up is to:

Relax and cope with anxiety
Promote good vocal technique
Get focused and “in the zone”
Prepare for the needs of the speech

Ideally, a warm-up should take around 10-15 minutes to be truly effective. The focus of a warm-up should be on any or all of the following:

Establishing a neutral standing or seated position (i.e. no leaning, hands in pockets, hunched shoulders, fidgeting).
Breathing exercises (i.e. deep breathing and slow hissing releases to practice breath control)
Stomach muscles (i.e. going through consonants with a hand on your stomach)
Stretching and relaxing the jaw, tongue, face, shoulders, neck, knees, hips, feet and hands – basically anywhere that gets tense when speaking or interferes with good vocal production, facial expressions, gestures, and movement
Face and facial expression -- wake up your mouth, eyebrows, eyes
Gestures (i.e. review different gestures, such as pointing, painting a picture, circling the hand)
Enunciation (i.e. tongue twisters, diction exercises and consonants, gradually increasing/decreasing in speed)
Volume, including practicing speaking quietly with energy, gradually increasing volume, maintaining volume at the ends of sentences, and not yelling or pushing the voice.

Use any of the following activities during your warm-up for any length of time to target certain issues:

PPP TEFL Teaching Methodology

What is presentation, practice and production (ppp).

During your SEE TEFL certification course you will become more familiar with an established methodology for teaching English as a foreign language known as 3Ps or PPP – presentation, practice, production. The PPP method could be characterized as a common-sense approach to teaching as it consists of 3 stages that most people who have learnt how to do anything will be familiar with.

The first stage is the presentation of an aspect of language in a context that students are familiar with, much the same way that a swimming instructor would demonstrate a stroke outside the pool to beginners.

The second stage is practice, where students will be given an activity that gives them plenty of opportunities to practice the new aspect of language and become familiar with it whilst receiving limited and appropriate assistance from the teacher. To continue with the analogy, the swimming instructor allowing the children to rehearse the stroke in the pool whilst being close enough to give any support required and plenty of encouragement.

The final stage is production where the students will use the language in context, in an activity set up by the teacher who will be giving minimal assistance, like the swimming instructor allowing his young charges to take their first few tentative strokes on their own.

Advantages of the PPP (3Ps) Method

As with any well-established methodology, PPP has its critics and a couple of relatively new methodologies are starting to gain in popularity such as TBL (task based learning) and ESA (engage, study, activate) . However, even strong advocates of these new methodologies do concede that new EFL (English as a foreign language) teachers find the PPP methodology easiest to grasp, and that these new teachers, once familiar with the PPP methodology, are able to use TBL and ESA more effectively than new trainees that are only exposed to either TBL or ESA.

Indeed, there are strong arguments to suggest that experienced teachers trained in PPP use many aspects of TBL and ESA in their lessons, and that these new methodologies are in truth, the PPP methodology with some minor adjustments.

At this stage you might well be asking, It’s all very well having a clear methodology for how to teach but how do I know what to teach? The language that we call English today has absorbed a great many influences over the last thousand years or so. It has resulted in it becoming a language that can provide us with a sparklingly witty pop culture reference from a Tarantino script, 4 simple words spoken by Dr. Martin Luther King that continue to inspire us today, and something as simple and mundane as a road traffic sign.

The Job of the EFL Teacher

As EFL teachers our job is to break down this rich and complex language into manageable chunks for our students. These chunks of language are what EFL teachers call target languageWe are going to look at an example of what a piece of target language might be and then you will be given more detail on how this would be taught in a PPP lesson before finally watching three videos with some key aspects of each stage of the lesson highlighted for you.

During the course we will spend a great deal of time in the training room equipping you with the tools to employ a successful methodology for teaching the English language. You are going to get opportunities to both hone these skills in the training room and put them into practice in authentic classroom settings.

Of course you might be thinking, I don’t have any experience of being in a classroom! How on earth am I going to cope with standing at the front of a class with 20 plus pairs of eyes looking at me waiting to see what I do?

All good TEFL courses are designed to train those with no teaching experience whatsoever. We will spend the first part of the course in the training room making you familiar with all the new skills you will need whilst giving you opportunities to practice them in a supported and controlled environment.

Only after that, will you be put in an authentic classroom environment. It goes without saying that the first time anybody stands up and delivers their first lesson will be a nerve-racking experience. However, it is also an experience that mellows over time, and one that all teachers remember fondly as time goes by and they feel more at home in a classroom.

There will be some of you out there with experience of teaching in a classroom already. You may be well versed in employing many different methodologies and strategies in your classroom already, but many or most will have been with native English speaking students, or those with a near-native levels of English. This means that some of the skills we will be equipping you with may feel a little alien at first, but your experience will not prove to be a hindrance. Indeed, you will already have successful classroom management skills that can be adapted to fit a second language classroom fairly easily and other trainees on the course will benefit from your presence.

In addition, some of the skills that you will learn on the course can also be adapted to work in a classroom of native speakers too, and it is not unusual for experienced teachers to comment on exactly this after completing a good TEFL course.

Target Language in an EFL Lesson

Recall how it is the job of the EFL teacher to break down the rich tapestry of the English language into manageable bite-size chunks, suitable for study in an average study period of 50 minutes. As mentioned, we refer to these chunks as target language. As EFL teachers we will select target language that is appropriate for both the skill level and the age of the students.

The target language that you will see being presented in the videos is Likes and dislikes for 6 food items.

The teacher you will watch in the video has a clear aim, which is to ensure that:

**By the end of the lesson, students will know the names of 6 food items in English and will be able to express whether or not they like them in a spoken form by entering into a simple dialogue consisting of,

Do you like ___?,
Yes, I like ___., or
No, I don’t like ___.

The six food items are ___. In short, the students will be able to name the 6 food items by the end of the lesson and tell whether they like them or not.**

Presentation – Part 1 of PPP

You may have delivered a few presentations in your time but the type of presentation we deliver in a second language classroom will differ quite a bit from those. For a start, you were speaking to proficient users of the English language about something they were, most likely, vaguely familiar with anyway. In an EFL classroom we don’t have those luxuries, so we have to be careful about the language we use and how clearly we present the new language that we wish for our students to acquire.

Let’s look at 4 key things that should be occurring in an effective second language classroom presentation:

1 – Attention in the Classroom

Learners are alert, have focused their attention on the new language and are responsive to cues that show them that something new is coming up. A simple way to ensure some of the above is if the teacher makes the target language interesting to the students.

The language will of course, be of more interest to the students if it is put into some type of context that the students are familiar with. In the case of likes and dislikes for young learners a visual associated with a facial expression will be something they can relate to. Naturally, the easier it is for them to relate to the context, the more likely they are to be interested in the language presented.

In the case of the target language for the videos a smiley face visual and a sad face visual on the whiteboard linked to the phrases I like ___. and I don’t like ___., respectively. A teacher might make exaggerated facial expressions whilst presenting these ideas to make the ideas both fun and easy to perceive for the students. This is often referred to as contextualization in EFL classrooms.

2 – Perception and Grading of Language

We want to ensure that the learners both see and hear the target language easily. So if a whiteboard is being used, it should be well organized with different colors being used to differentiate between different ideas. If images are being used, there should be no ambiguity as to what they represent and sounds made by the teacher should not only be clear, but should be repeated and the teacher needs to check the material has been perceived correctly, and can do this by asking the students to repeat the sounds he or she is making.

Learners will be bombarded with a series of images corresponding to sounds made by the teacher during the presentation stage and it is the teacher’s responsibility to ensure that they are not overloaded with information and that clear links are being made between the images and the associated sounds.

Therefore, there is an onus on the teacher not to use any unnecessary language at this stage. That is to say the grading of their language should be appropriate for the level of their students and the language they use should consist of the target language and any other essential language required to present the ideas clearly such as commands like listen! The commands should, whenever possible, be supported by clear body language.

3 – Target Language Understanding

The learners must be able to understand the meaning of the material. So in the case of likes and dislikes they perhaps need to see an image of a happy face and associate it with liking something and a sad face and associate that with disliking something.

We also need to have a way of checking if the learners did indeed, understand the material presented without asking the question, Do you understand? as this invariably triggers the response yes! from learners who are keen to please their teacher and not to lose face. We, as teachers, need to be a little more imaginative in checking our student’s understanding of material presented. Ideally, we should be checking the learners’ understanding in context. In the videos you will see, expect to see the teacher doing this during the presentation stage.

4 – Short-term Memory in the Classroom

The learners will have to retain the information from the presentation and use it further on in the lesson when we have consolidated their learning of the material and we will give them an opportunity to produce it on their own.

For the target language to be retained by the learners, it needs to be engaging and we need to consider that different learners will remember the material in different ways. Some by the way the material is seen, others by the way it is heard, and others if it is associated with a physical movement perhaps. We need to make sure our presentation has something to enable all these types of learners to retain the information.

Presentation Stage of a PPP EFL Lesson with subtitles

Practice – Part 2 of PPP

Practice can roughly be defined as the rehearsal of certain behaviors with the objective of consolidating learning and improving performance. Below are some of the characteristics of an effective language practice:

1 – Practice Validity

The practice activity must have learners rehearsing the skill or material it purports to practice. So in the case of the lesson you will view shortly, it must have the learners practicing both the food vocabulary items and the structure of the dialogue, i.e.,

Yes, I like ___, or

2 – Pre-learning

Before we ask our learners to practice new language, we must have ensured that they have some understanding of the new language. We will have done this during the presentation stage. If they have not had the new language clearly presented to them and been aided in being given some understanding of it, then they (the learners) will not be practicing at this stage but will be going through another initial learning stage. Worse still, they will feel like they are being tested on something they haven’t been allowed to gain an understanding of.

3 – Volume (Amount) of Practice

Here, we are referring to the number of opportunities every student in the class has to practice the new language and not the level of sound. The more opportunities each student has to practice the target language, the more effective this stage of the lesson is.

So in the case of likes and dislikes, we might give the students individual worksheets where they have to fill in some part of the dialogue and the name of a food.

4 – Success Orientation

The students should have an opportunity to practice the new language and in order for this to happen they need an activity that both stretches them and is a task they can complete because of course, if it wasn’t, they wouldn’t be getting any opportunity to practice.

5 – Issuing Activity Instructions and Managing the Activity

Of course, whilst it is important to select an appropriate activity, it is equally important to issue clear and unambiguous instructions for the activity itself so all of your students are clear as to what is expected of them. We will be issuing instructions for the activity in the student’s second language so we need to make use of clear visuals to support any language we have to use and strong demonstrations of what is expected.

Managing the activity should consist of the teacher being mobile during the activity, offering praise and being on hand to show struggling students where relevant information may be found on the whiteboard.

Practice Stage of PPP EFL Lesson with subtitles

Production – Part 3 of PPP

The students have now had the target language presented to them clearly and have had an opportunity to practice it in a controlled environment. If we return to the swimming instructor analogy, it is now time to let them take their first few tentative strokes in the pool on their own with supervision and encouragement from the instructor.

As with the practice stage, we have to initiate an activity that allows them opportunities to use the target language in the classroom. In fact, the characteristics of a production stage activity are quite similar to the practice stage with one key difference and that is, student autonomy.

During this stage, the students will be producing the target language with minimal assistance from the teacher as opposed to the practice stage where the teacher will be on hand to assist students rehearse target language that has only just been presented to them.

Here are some of the key aspects of a production stage activity:

1 – Volume (Amount) of Production

As with practice, we want to create as many opportunities for our students to produce the target language albeit this time, more independently. This means we avoid activities where the students speak to the teacher as this allows limited opportunities (the students have to wait their turn before they get a chance to speak to the teacher). Instead for spoken activities, we look to get the students speaking in pairs, speaking to each other as much as possible, whilst we as the teachers go around the classroom offering minimal assistance but lots of positive reinforcement.

2 – Production Validity

Again, we should initiate an activity that allows the students to produce the target language that we presented to them and not a variation on it (although this is not strictly true with higher level students).

So, in the case of likes and dislikes for food, we should set up an activity where the students are saying, Do you like pineapple? as opposed to, What do you think of pineapples?

3 – Production Contextualization

The activity should simulate a real–life situation where they (the students) may use the target language. In the case of likes and dislikes for food this might be a menu with images of the food items or perhaps a series of images of the food items to prompt the dialogue,

Yes, I like ____, or

Note that a successful production activity will also have aspects that set it apart from a practice activity, including:

4 – Student Autonomy

Students will be speaking, using the target language, with ideally, little or no support from the teacher.

They shouldn’t be looking things up on either the whiteboard or on any materials they have on their desk (e.g. a completed practice worksheet) so a teacher may choose to erase information from the whiteboard for this stage and the teacher might also choose to get students to clear their desks.

5 – Issuing Instructions for an Activity

As with the practice stage whilst it is important to select an appropriate activity, it is equally important to issue clear and unambiguous instructions for the activity itself so all of our students are clear as to what is expected of them. We will be issuing instructions for the activity in the student’s second language so we need to make use of clear visuals to support any language we have to use and strong demonstrations of what is expected, just as we will have done during the practice stage.

6 – Correcting Errors During the Activity

It is important that the students get as many opportunities to speak using the newly acquired language. Therefore, a teacher shouldn’t be drowning them out by speaking at length, over the top of them to correct any errors. This obviously differs from the practice where students expect the teacher to assist them as they rehearse (not produce) newly acquired language.

Clever use of body language by the teacher will enable them to be discrete in correcting errors and will allow them to offer much needed encouragement to students as well.

Production Stage of a PPP EFL Lesson with subtitles

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ESL Lesson Plans for Adults: Engaging Strategies and Activities for Language Learning

Struggling with adult ESL lesson plans? You are not alone! This article has lots of experience and new tricks.

It will help you create lesson plans that are fun and keep adults excited. Unlock the key to successful language learning!

The Importance of Tailored ESL Lesson Plans for Adult Learners

Tailoring English as a Second Language (ESL) lesson plans for adult learners is essential for successful language learning. Customized lessons should address the specific needs, interests and goals of adult learners to encourage involvement and motivation.

Varied instructional strategies should be used to suit different learning styles and preferences. This individualized approach supports adult learners and enhances their learning experience.

Authentic materials such as newspaper articles or videos can be included to provide real-world contexts where adults can practice using English. This application-focused approach increases the relevance of the lessons and boosts learner confidence and fluency.

For optimal learning outcomes, it is important for educators to assess and adjust teaching methods regularly. Feedback sessions allow teachers to measure individual progress and make essential changes.

Understanding the Unique Needs and Challenges of Adult ESL Learners

Adult language learners have specific needs and struggles that must be understood to teach them properly. A few of these challenges include:

Busy schedules
lack of confidence
feeling self-conscious

To meet these needs, flexibility in lesson times, supportive environments, and practice and feedback opportunities must be provided.

Furthermore, adult language learners have individual aims for learning English, such as improving career prospects and communicating effectively with colleagues. Instructors should recognize these objectives and use this information to design relevant and captivating lessons.

Research shows that using real-life materials, such as newspapers, videos, and articles, in lesson plans can be very effective in helping adult language learners. This helps them learn grammar and vocabulary in a way that will be useful for daily communication.

With the right amount of flexibility, support, relevant content, and practice, teachers can help adults overcome obstacles and succeed in their language learning journey.

Incorporating Real-Life Contexts in ESL Lesson Plans for Adult Students

Real-life contexts are essential for ESL lesson plans for adult students. Incorporating them can make learning experiences more engaging and successful. Here’s how to bring real-life contexts into your ESL lessons:

In addition, virtual reality and online platforms can simulate real experiences. Also, incorporating cultural and traditional elements into the lessons helps students connect with real-life situations.

Pro Tip: Tailor the content to your adult learners’ interests and backgrounds. This personalization will boost their motivation and engagement in learning English within real-life contexts.

By incorporating real-life contexts, educators foster language acquisition effectively. So use these strategies and watch your adult learners excel in their English proficiency journey! Make language fluency soar by engaging in conversation activities that are more exciting than an awkward blind date.

Engaging Conversation Activities for Adult ESL Learners

Engaging in conversational activities to can be a great way to foster language fluency in adult ESL learners. These activities help with language skills and confidence. Here are some ideas:

To get the most out of language fluency, it’s important to use different approaches. For example, videos can stimulate conversations and give a visual context. Group activities are also great for collaboration and participation.

Interactive Listening Comprehension Exercises for Adult Language Learners

Interactive listening comprehension exercises are a must for adult language learners. Strategies and activities to help with this can be found in the following table:

For more engaging and real-life experiences, incorporate audio materials like podcasts, news articles, and interviews. Provide varied content with different accents, speeds, and topics.

To make the most of these exercises, create an environment where learners feel comfortable making mistakes and participating in discussions about the audio.

Group and pair work based on the listening material can help them develop their listening comprehension and oral communication skills.

Reading Strategies and Materials to Develop Adult Learners’ Reading Skills

Adult ESL learners face difficulty in enhancing their reading skills. This article presents strategies and materials to help them.

Reading comprehension is important to understand written texts, interpret information, and expand knowledge. But, language barriers and limited vocabulary make it tough for adult ESL learners. Strategies and materials can aid progress.

Graded readers: Graded readers are books tailored for learners at different proficiency levels. They provide entertaining stories or texts that suit the learner’s ability. By beginning with simpler texts and moving to complex ones, adult learners can boost their reading comprehension.
Authentic materials: These include newspapers, magazines, online articles, and other real-life texts. They expose learners to various writing styles, vocabulary, and cultural contexts. By regularly encountering authentic texts, adult ESL learners can become more familiar with the language and improve their reading skills.
Active reading: This is another useful strategy. It involves annotating, summarizing, asking questions, and making predictions. This interaction with the text helps comprehension and information retention.

To make the learning process enjoyable, teachers can introduce group discussions or book clubs. Learners can share their thoughts on a text and converse about the content. This allows them to practice their speaking skills while developing their reading comprehension.

Writing Tasks and Prompts to Enhance Adult Learners’ Written Expression

Adults learning a new language often have difficulty expressing themselves in writing. To boost their written expression, a range of interactive writing tasks and prompts can be used.

These activities are not only great for promoting creativity but also help practice and develop skills.

See the table below for some effective writing tasks and prompts for adult learners:

When doing these writing tasks and prompts, create an encouraging environment where learners can use language in new ways.

Pro Tip: After each writing task, provide feedback on grammar, vocabulary and structure for continuous improvement.

Engaging grammar instructions for Adult ESL Students

Grammar instruction is key to creating engaging, relevant experiences for adult ESL students.

By making lessons creative and exciting, teachers can boost engagement and aid language acquisition. Here are four strategies to try:

Incorporate real-life examples. Authentic materials like newspapers or online resources show students how grammar is used in the real world. It helps them see the practical value of grammar rules and encourages learning.
Use interactive activities. Instead of traditional drills, use role-plays, debates, or group discussions to practice grammar concepts. This encourages collaboration and participation, making learning more enjoyable.
Integrate with other skills. Combine grammar instruction with reading, writing, listening, and speaking. This reinforces concepts and gives learners opportunities for meaningful communication.
Make it personal. Tailor grammar instruction to students’ interests and goals. Incorporate topics that are relevant to adults’ lives and professional aspirations.

By implementing these strategies, educators can create an environment that encourages active participation in grammar instruction while connecting it to students’ language learning goals.

A survey at a London community centre found that real-life examples increased engagement in grammar lessons. One student mentioned how news articles improved her understanding of sentence structures. Another was enthusiastic about role-plays as they let him practice different tenses naturally.

These findings show the importance of making grammar instruction engaging and relevant for adult ESL students. Creative teaching strategies empower learners to develop their language skills.

Vocabulary Expansion Techniques for Adult Language Learners

Vocabulary expansion techniques are essential for adult language learners. Growing a strong vocabulary boosts communication skills and boosts language proficiency.

To do this, engaging strategies and activities are important. Here is a table explaining the various vocabulary expansion techniques for adult language learners:

In addition to these techniques, multimedia resources such as podcasts, videos, and online quizzes can engage learners further. Instructional materials and activities should be varied to suit different learning styles.

To demonstrate the effectiveness of these techniques, here is a story of a friend of mine. They were learning English as a second language and found it difficult to communicate due to limited vocabulary. After applying the strategies above consistently, they were much more confident when speaking. This shows the importance of engaging vocabulary expansion techniques for adult language learners.

Pronunciation Practice Activities to Improve Adult Learners’ Speaking Skills

Practising pronunciation is also key to improving speaking. It’s the second-best way to sound like a native speaker!

Some pronunciation practice activities to improve learner’s speaking skills include:

Tongue twisters
Minimal pair exercises
Role-play dialogues
Pronunciation apps/online resources

These activities help with articulation, fluency and distinguishing subtle differences in pronunciation. Other tips include:

Clear instructions and feedback are important, so learners don’t feel overwhelmed.
Conversations with native speakers and language exchange programs are great for real-life communication.
Amazingly, a Cambridge University Press study revealed that regular pronunciation practice greatly improves language learning results for adults!

Incorporating Technology in ESL Lesson Plans for Adult Students

Integrating tech into ESL lesson plans for adult students can boost their learning experience. Through interactive tools and platforms, teachers can engage students in a fun and engaging way.

Here are a few examples of how tech can be used in ESL lesson plans for adult learners:

Moreover, tech in ESL lessons offers opportunities for personalised learning. With access to online resources, learners can customize their lessons based on their needs and interests.

It’s worth noting that tech in ESL lesson plans is not something new. In fact, it’s been evolving over time with the advancements in technology. From language lab systems to the current era of online platforms and digital resources, tech has always been a critical part of language learning for adults.

Group Projects and Collaborative Learning for Adult Language Acquisition

Group projects and collaborative learning are great tools for adult language acquisition. They involve active engagement, interaction, and a student-centred approach.

Group projects provide a supportive and immersive environment for adults to practice their language skills. Working together on tasks or projects improves their speaking, listening, reading, and writing abilities.

Collaborative learning enables communication and cooperation among adult learners. Through peer interactions and conversations, they gain critical thinking skills, cultural understanding, and confidence in expressing themselves.

Group activities also create a sense of community and motivate adult language learners. This means they can benefit from each other’s strengths and experiences.

In order to make the most of group projects and collaborative learning, it is important to include various activities that suit different learning styles and preferences. Games, role-plays, debates, presentations, and problem-solving tasks can make the learning experience enjoyable and interactive. These activities not only help with language development but also boost critical thinking skills, teamwork abilities, and creativity.

Thomas S.C. Farrell’s research reveals the importance of group work in second language acquisition. His study found that collaborative activities positively influence learners’ linguistic competence as well as their motivation levels.

Individualized Instruction: Adapting Lesson Plans to Adult Learners’ Goals

Individualized instruction is key when crafting lesson plans for adult learners. It means adjusting the lessons to fit each individual’s goals and needs.

Tailoring instruction in this way makes adult learners more involved and enthusiastic about learning.

Using a table format is a great way to practice individualized instruction. It helps educators organize and present data clearly. See the table below for an example of adapted lesson plans:

Remember that adult learners come from different backgrounds and have different learning styles. So, always provide various materials and resources to cater to varied abilities and preferences.

To show how individualized instruction can make a real difference, here’s a story. Sarah, an adult learner with a tight schedule, was having difficulty with English grammar rules. She wanted to improve her writing skills for work.

Her teacher stepped in with focused grammar exercises and one-on-one feedback. As a result, Sarah felt confident and her writing improved drastically.

Assessing Progress and Providing Feedback in ESL Lessons for Adults

Assessing Progress and Providing Feedback in ESL Lessons for Adults is key. It helps educators measure students’ growth and give helpful input. Here are five strategies:

Do Regular Assessments: Check comprehension, speaking, vocab and writing skills to track progress.
Use Different Assessment Methods: Oral exams, written tests, group discussions and activities.
Give Timely and Specific Feedback: Point out strengths and areas to improve.
Encourage Self-Assessment: Give learners checklists or reflection exercises to evaluate themselves.
Set Realistic Goals: Work with students to set language goals that suit their needs.

Creating a Supportive and Motivating Learning Environment for Adult Language Learners

For adult language learners, constructing a supportive and motivating setting is vital for their success. This means implementing strategies to stimulate active participation and cultivate a positive atmosphere.

Set clear expectations and goals to inspire learners. Do this by making achievable targets and recognizing progress often.
Encourage teamwork and peer-to-peer interaction by having group activities during the lesson. This way, learners can practice communication while forming a sense of togetherness.
Give constructive feedback that emphasizes growth and not criticism. This will make learners feel helped and inspired to continue learning.

Moreover, pay attention to individual learner needs and provide resources like real-world materials and cultural insights.

Bonus Tip: Utilize multimedia tools and tech in lesson plans to boost involvement and accommodate different learning styles.

Adult ESL Lesson Plan Example 1

Comprehensive ESL Lesson Plan for Adult English Learners

Topic – Business English: Negotiation Skills

Objective: By the end of this lesson, adult English learners will be able to effectively use negotiation skills in business settings, engage in role-plays, and apply appropriate language and strategies during negotiations.

Level: Intermediate to Advanced (B1-C1)

Duration: Approximately 90 minutes

Whiteboard or flip chart
Handouts with negotiation phrases and strategies
Role-play scenarios (prepared in advance)
Audio or video materials (optional)
Compromise (noun/verb): An agreement where both parties make concessions to reach a mutual understanding or settlement.
Concession (noun): Something granted or given up during a negotiation, often in exchange for something else.
Counteroffer (noun): A response to an initial offer, presenting different terms or conditions for consideration.
Deadlock (noun): A situation in which there is no progress or agreement during a negotiation, leading to a standstill.
Persuasion (noun): The act of convincing or influencing someone to accept a certain point of view or proposal.
Win-Win (adjective): A situation in which all parties involved benefit from the negotiation, resulting in a positive outcome for everyone.
BATNA (noun): Best Alternative to a Negotiated Agreement – the best available option if the current negotiation fails.
Impasse (noun): A point in the negotiation where progress is blocked or unable to move forward.
Mutual Gains (noun): A negotiation approach that seeks to create value and benefits for all parties involved.
Resolving Conflict (verb phrase): Finding a solution to disagreements or disputes during a negotiation process.
Non-negotiable (adjective): Something that cannot be changed or altered during the negotiation.
Mediation (noun): The intervention of a neutral third party to help facilitate negotiation and find common ground.
Win-Lose (adjective): A negotiation outcome where one party gains at the expense of the other, resulting in an unbalanced agreement.
Deadline (noun): A specific time or date by which a negotiation must be completed or a decision made.
Leverage (noun): Advantage or power used during a negotiation to influence the other party’s decision.
Walk Away (verb phrase): To end a negotiation without reaching an agreement, often used as a tactic to gain better terms.
Verbal Agreement (noun): An agreement reached orally during a negotiation, not yet documented in writing.
Contract Terms (noun): The specific conditions and details outlined in a formal written agreement.
Conciliation (noun): The act of resolving conflicts or disagreements by promoting cooperation and understanding.
Goodwill (noun): A positive and cooperative attitude during negotiations to foster a productive relationship between parties.

Warm-up (10 minutes):

Discussion Starter: Begin the lesson by asking students about their experiences with negotiations in their professional lives. Encourage them to share challenges they faced and successful negotiation outcomes.

Presentation (25 minutes):

Introduction to Negotiation Skills: Present an overview of negotiation skills in a business context. Discuss the importance of effective communication, active listening, and finding win-win solutions.
Key Vocabulary and Phrases: Introduce and discuss common negotiation phrases and expressions used in business negotiations. Write them on the board, and explain their meanings and appropriate usage.

Practice (30 minutes):

Role-Play Practice: Divide students into pairs and provide them with role-play scenarios related to typical business negotiation situations (e.g., negotiating a contract, price, or terms with a supplier or client). Each pair will take turns playing the roles and negotiating using the vocabulary and strategies learned.
Feedback and Analysis: After each role-play, provide constructive feedback to each pair, highlighting their strengths and areas for improvement. Encourage the class to discuss effective negotiation techniques they observed during the role-plays.

Production (20 minutes):

Real-Life Business Negotiation Simulation: As a class, participate in a more complex negotiation simulation. Divide the class into groups, assign roles, and provide a detailed negotiation scenario. Each group will negotiate the terms of a business deal while incorporating the negotiation skills learned.
Debriefing: After the simulation, have a debriefing session where each group shares their experiences and challenges during the negotiation. Discuss the strategies used and the outcomes achieved.

Listening and Speaking (15 minutes):

Listening Comprehension: Play an audio recording of a real business negotiation. Afterwards, ask comprehension questions to assess the students’ listening skills and understanding of negotiation tactics.
Discussion: Engage the class in a discussion about the negotiation they listened to. Ask them to identify the strategies used and discuss the effectiveness of those strategies in the given context.

Wrap-up (5 minutes):

Reflection: Lead a short reflection session where students discuss what they’ve learned about negotiation skills and how they can apply them in their professional lives.

Conclusion:

The ESL lesson plan for adult English learners focuses on an essential business topic – negotiation skills. Through interactive role-plays, simulations, and real-life examples, students will develop their ability to negotiate effectively in professional settings.

The combination of warm-up, presentation, practice, production, and listening/speaking activities creates a comprehensive and engaging learning experience, enabling adult learners to build confidence and proficiency in this crucial aspect of business English.

ESL Lesson Plan Example: Job Interviews and Workplace Communication

By the end of this lesson, adult English learners will be able to confidently participate in job interviews and practice effective workplace communication skills.

Handouts with interview questions and sample responses

Discussion Starter: Begin the lesson by asking students about their experiences with job interviews and any challenges they faced during the process.

Job Interview Preparation: Discuss the importance of preparing for a job interview, including researching the company, dressing appropriately, and understanding the job requirements.
Key Vocabulary and Phrases: Introduce essential vocabulary and phrases commonly used in job interviews, such as “strengths and weaknesses,” “relevant experience,” “team player,” “problem-solving skills,” etc. Write them on the board and explain their meanings and appropriate usage.
Role-Play Practice – Part 1: Divide students into pairs. Provide them with a list of common job interview questions. Each pair will take turns asking and answering the questions using the target vocabulary and phrases.
Role-Play Practice – Part 2: After the first round of role-plays, switch the roles and assign one student as the interviewer and the other as the interviewee. This allows both students to practice both sides of the interview process.
Group Interview Simulation: As a class, participate in a group interview simulation. Assign different roles to students, including the interviewer, interviewee, and observers. Provide a detailed job description, and let the simulation unfold as authentically as possible.
Feedback and Analysis: After the simulation, have a debriefing session where the observers provide feedback on the interviewee’s performance. Discuss strengths and areas for improvement.
Listening Comprehension: Play an audio recording of a mock job interview. Afterwards, ask comprehension questions to assess the students’ listening skills and understanding of effective interview techniques.
Discussion: Engage the class in a discussion about the interview they listened to. Ask them to identify successful communication strategies and discuss how they can apply those strategies in their own job interviews.
Reflection: Lead a short reflection session where students discuss what they’ve learned about job interviews and how they can apply the skills they’ve practiced in their future interviews.

Word List for Job Interviews and Workplace Communication:

Qualifications (noun): The skills, education, and experience that make a person suitable for a particular job.
Resume/CV (noun): A written summary of a person’s education, qualifications, and work experience, usually submitted as part of a job application.
References (noun): People who can provide information about an individual’s character and qualifications, often contacted by employers during the hiring process.
Body Language (noun): Nonverbal cues, such as gestures and facial expressions, that can convey emotions or attitudes during communication.
Teamwork (noun): Collaborative efforts by a group of people to achieve a common goal.
Conflict Resolution (noun): The process of addressing and resolving disagreements or disputes in a constructive manner.
Initiative (noun): The ability to take action and make decisions independently without being prompted.
Multitasking (noun): The ability to handle and manage multiple tasks or responsibilities simultaneously.
Communication Skills (noun): The ability to convey information effectively through speaking, writing, and active listening.
Leadership (noun): The ability to guide and motivate others to achieve a shared goal or objective.
Phrase List for Job Interviews and Workplace Communication:
Tell me about yourself: A common interview question inviting the candidate to introduce themselves and share relevant information.
What are your strengths and weaknesses?: An inquiry about the candidate’s positive attributes and areas for improvement.
Why should we hire you?: A question prompting the candidate to explain why they are the best fit for the job.
Can you give an example of a challenging situation you faced at work and how you handled it?: A request for a real-life example that demonstrates problem-solving skills.
I have experience working with cross-functional teams: A statement highlighting the candidate’s experience collaborating with diverse teams.
I am a quick learner and adaptable to new environments: A response indicating the candidate’s ability to learn fast and adjust to different situations.
In my previous role, I successfully led a team of five members: A statement showcasing the candidate’s leadership experience.
I am proficient in Microsoft Office Suite and have strong written communication skills: A statement highlighting technical skills and written communication abilities.
I am very detail-oriented and prioritize accuracy in my work: A statement emphasizing the candidate’s attention to detail.
Note: During the lesson, these words and phrases can be introduced, practised, and integrated into the role-plays and interview simulations. Providing relevant context and practice opportunities will help adult English learners apply these skills in real-life job interview situations and workplace communication.

Frequently Asked Questions

1. What are some strategies for creating engaging ESL lesson plans for adults?

Some strategies for creating engaging ESL lesson plans for adults include incorporating real-life situations, using multimedia resources, incorporating hands-on activities, providing opportunities for group work and discussions, and personalizing the content to suit the learners’ interests and needs.

2. How can I make sure my ESL lesson plans cater to different language levels?

To cater to different language levels in ESL lesson plans for adults, you can incorporate differentiation strategies such as providing varied activities for different proficiency levels, using scaffolded instructions, and offering additional support or extension tasks as needed. It is also important to assess your students’ language levels regularly to ensure appropriate lesson planning.

3. What are some effective activities for adult ESL learners?

Some effective activities for adult ESL learners include role-plays, debates, multimedia presentations, discussions about current events, group projects, and problem-solving tasks. These activities allow learners to practice their language skills in meaningful and interactive ways.

4. How can I keep adult ESL learners motivated during lessons?

To keep adult ESL learners motivated during lessons, it is important to create a positive and supportive learning environment, incorporate meaningful and relevant content, use a variety of engaging activities, provide regular feedback and praise, and involve learners in the lesson planning process. Additionally, incorporating games, competitions, and rewards can also help maintain motivation.

5. How can I encourage speaking practice in ESL lesson plans for adults?

To encourage speaking practice in ESL lesson plans for adults, you can include activities such as pair or group discussions, role-plays, debates, presentations, and interviews. You can also provide opportunities for learners to share their opinions, experiences, and ideas, and create a safe and non-judgmental atmosphere where learners feel comfortable speaking in English.

6. How can I incorporate cultural and global awareness in ESL lesson plans for adults?

To incorporate cultural and global awareness in ESL lesson plans for adults, you can include activities that explore different cultures, traditions, and customs. This can include discussing festivals, holidays, or historical events from various countries, engaging in cross-cultural comparisons, or inviting guest speakers from different cultural backgrounds. It is also important to promote respect, empathy, and understanding of different cultures and perspectives.

Comprehensive Guide to ESL Lesson Plans: Strategies, Activities, and Resources

What is ‘Presentation, Practice, Production’ (PPP)?

And how can i best use it in my classroom.

Presentation, practice, production (PPP) is a lesson structure, a way to order activities in your lessons.

Although quite old and heavily criticised over the years, PPP is probably the most commonly used lesson structure in teaching English to foreign learners today. It’s also still widely taught to new teachers and seen on initial teacher training courses like the CELTA and CertTESOL.

Most course books that you’re likely to use will structure their chapters in ways similar or the same as PPP, meaning that you’ll get a lot of exposure to this method.

As the name suggests, there are three stages to this lesson structure, which we’ll look at now.

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The ‘presentation’ stage

This is where the language is introduced, or ‘presented’ to the learners, usually by introducing a context or situation. For example, you could:

Tell or act out a short story or anecdote ( “I woke up this morning with a nasty cold… AHHH-CHOOO! I went to the doctor and…”)

Play a short audio clip

Show a clip from a movie or TV show.

Show objects you’ve brought in (e.g. newspaper cuttings, plane tickets, hobby materials)

The aim is to ensure students understand the context and get them thinking about it. You could elicit ideas or suggestions from students, get them to talk to each other about what they know or think about the situation, etc. This also helps them start to remember the language and vocabulary they already know about the topic (or ‘activate the schemata’, if you want the fancy term for it).

The ‘practice’ stage

The ‘practice’ stage is when students use the language in a controlled way. This stage is sometimes divided into two — a controlled practice and a freer practice. Again, among many things, you could get students to:

Drill sentences or sounds, chorally or individually.

Substitution drill in pairs

Sentence matching activities

Gap-fill exercises

Pair work asking and answering questions

The aim of this stage is accuracy . Error correction is important in this stage, so monitor the students closely and take time to correct errors immediately. A delayed error correction section after the activity would be useful for target language errors that seem to be common.

The ‘production’ stage

The ‘production’ stage is where the language is used more openly. Things like:

Communication tasks

Collaborative tasks

Discussion activities

The focus of this stage is using the language as fluently and naturally as possible , as students would do outside of the classroom.

Theory behind Presentation, Practice, Production

This is where PPP gets criticised. It started in the 1960s, and language learning theory has developed considerably since then. Academics who study second language acquisition get annoyed at how PPP doesn’t tick any of the boxes for how we’re supposed to learn a language and yet is still so widespread.

Some learning assumptions behind presentation, practice, production are:

Students should be told the grammar rules and then practice them (a deductive approach).

Language learning is a skill like any other and should be practised as such.

There should be a high level of teacher control, slowly handed over to learners as the lesson progresses.

Language is a series of items that can be learned in sequence.

The target language should be practised by removing unnecessary language to help focus.

All of these have been shown that this isn’t how we best learn languages (in fact, the opposite is largely true!).

However, it isn’t all bad. Here’s my opinion on the advantages and disadvantages of PPP:

It’s easy to learn for new teachers.

It’s very flexible.

It’s easy to plan for and has a logical progression.

It works for most types of classes, including larger classes.

Most course books use this or a similar method to structure their lessons and chapters.

Disadvantages

Research shows that it may not be the best way to teach/learn a language.

Weaker learners may overuse the target language from the practice session, so it sounds unnatural.

Learners may not know how to use the target language in different contexts.

It can be boring if used repeatedly for higher-level students.

Thoughts on Presentation, Practice, Production

Academics are often far removed from the classroom and the real world, studying the individual phenomenon in isolation.

I’ve often seen a light bulb moment for students whilst teaching PPP (although one could argue that it’s not strict PPP, and it’d be hard to isolate the teaching method from other variables). Teaching over a period of time with this method, you do see students improve. Consider also that it’s not done in isolation — you should be getting your learners to interact in English naturally and read extensively outside of class, for starters.

Presentation, practice, production works. Maybe not as well as something like task-based learning (TBL), but TBL takes longer to plan and implement, which becomes very difficult when your teaching hours are high.

Sure, so it might not be theoretically perfect, but it does work.

How to adapt the PPP method

Also, I believe it has evolved from the ‘traditional’ PPP approach described above. Here are some ways you can adapt the classic PPP structure:

Spend more time in the presentation stage eliciting.

Turn the deductive aspect of explicit grammar instruction into an inductive aspect (so learners have to figure out the patterns themselves).

Add collaborative tasks during the practice stage, which learners must use the target language to complete successfully.

Include meta-learning strategies so students can learn how to learn.

Include more incidental language throughout the class so learners hear language in a more natural context.

Change the final stage into a task, such as you’d find in task-based learning .

These changes turn PPP into something else, a blended approach that addresses many of the criticisms of PPP.

Other structures have sought to improve upon the model of PPP. Variants include ESA (engage, study, activate) and CAP (context, analysis, practice)

However, the simplicity of PPP and its notoriety have kept it the most widely used model. I doubt it’s going away any time soon.

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PPP Technique in TEFL

Presentation, practice and production.

The PPP technique in teaching is a common way to introduce students to new words and concepts. This can be especially useful in the EFL classroom. The PPP method in English teaching is a three-step lesson plan and teaching approach that helps the student learn, understand and practice new vocabulary.

The three stages of a PPP lesson

There are three stages in a PPP TEFL lesson.

Firstly, the teacher presents the new word, an event which involves the presentation of pronunciation and spelling in context.

Next, the teacher allows the students to practice the new word in a controlled setting, making sure the student has understood the vocabulary and usage properly.

Lastly comes the production stage, where there is a period of less-controlled practice and an informal assessment of learning. This is where the students get chance to use the new word or phrase in an original way and to relate it to their knowledge and experiences.

These three stages of a PPP lesson help the student to consolidate the new word in their mental vocabulary bank.

The sequence of a PPP lesson in EFL teaching

This EFL teaching method of presentation, practice and production is an approach that follows a definite sequence:

The teacher presents the new vocabulary and explains the form of the language in a meaningful context.
The students practise this new vocabulary through controlled activities such as worksheets or question and answer activities to check comprehension.
The students use or produce what they have learned in a communicative activity such as a role-play, communication game, or question and answer session.

Teaching English using the PPP technique

Each stage of the Presentation, Practice and Production lesson must be planned well to be effective. However, the PPP method in TEFL is a highly flexible approach to teaching and there are many different activities a teacher can employ for each stage.

Presentation can include mime, drawing and audio. In fact, it is a good idea to try to engage with the students’ different senses to get across the meaning of the new word, using visual, kinaesthetic (movement) and audio techniques.

It is also important to make sure that students have understood the new word before encouraging them to practise it. It is often fun and highly effective for students to play games to practise vocabulary and to produce it.

Current debate about the PPP technique in TEFL

In recent times, there has been increasing debate surrounding the PPP method of teaching, with many critics asking if teachers should be using the PPP technique so often in the EFL classroom.

Some critics of the PPP method in TEFL think it can be too formal and structured, with too little focus on student interaction. However, we think the PPP technique in EFL teaching offers a very flexible base from which to construct a lesson that is highly student-centred.

For ideas on ways to present new vocabulary and check comprehension , and activities which allow students to practice and produce their vocabulary , please browse this PPP teaching section.

Is the PPP method old fashioned or is it still a useful and effective way to teach?
Do you use the PPP technique in TEFL?
What is your favourite way to present new vocabulary?

Let us know your thoughts in the comments box below.

9 thoughts on “ PPP Technique in TEFL ”

may I know who is the actual founder of PPP technique?

Sorry Sifa, we don’t know who originally developed the PPP technique. Can any readers help?

Yes, it was Jeremy Harmer. 😉

Thanks for this information, Miri! If any readers want to check out Jeremy Harmer’s explorations of the PPP technique, you can read more in his book: ‘How to Teach English’, published by Longman.

Catherine may you please help me with the same book by Jeremy Harmer, on soft copy I will highly appreciate it.

Hi Grace, Jeremy Harmer’s book can be found online to read or download at academia.edu.

It PPP useful and used in teaching reading?

Hi Muharram, thanks for your question. Yes the PPP method can be used to teach all areas of language, including reading.

In this type of lesson, any new target words would be presented in the early part of the class (pre-reading) before the student meets the vocabulary within a longer written text. While reading the text during the ‘practice’ stage, students should be able to identify the individual ideas expressed and understand how the new words are used in context.

After reading, students can analyse the material and discuss the text, hold a questions/answer session or write about it in the production stage. This helps them deepen their understanding and test their reading comprehension. I hope this gives you a few ideas – I’ll be adding more details about using the PPP method to teach reading and writing soon.

Can somebody help me with these questions of Unit 3 i-to-i (180 hour units) please:

Match the description to the stages to make a complete PPP lesson. The aim of the lesson is expressing past habits with ‘used to’ + infinitive. For example, When I was younger, I used to watch cartoons.

The teacher repeats the model sentence with natural linking, stress and intonation. The class repeats.

1)Teacher asks, “Did he play football in the past?” (Yes) “Does he play football now?” (No).

2)Teacher says ‘used to’ + infinitive can be used to talk about things we regularly did in the past, but don’t do now.

3)The students answer conversation questions about their childhood to introduce them to the topic.

4)The teacher asks some individuals how many people share their thoughts on living in London and corrects some errors if they are made.

5)The learners use the target language to talk about how their lives are different now they live in London and compare their country’s cultures to the UK.

6)The teacher writes the model sentence on the board. When I was younger, he used to play football. Draws a box round ‘used to’ and writes ‘infinitive’ over play.

7)Learners choose an activity they enjoyed as children then walk round the class asking if other people used to do the same thing. For example, Did you use to watch cartoons?

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Warm up & Wrap up Lesson Plans

Lesson plans for esl kids teachers, this lesson plan is free.

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Warm up lesson plan

Use these ideas at the beginning of every lesson. For the end of the lesson, our wrap up ideas are shown lower down this page.

Members get accompanying song .

Time: 10 -15 mins
Objectives: Greetings and review

Lesson Materials:

Printables: Warm Up lesson sheet
Readers: Reader from a previous lesson
Songs: The Hello Song , Review song from a previous lesson
- cushions (if you have enough floor space)
- name tags for each student
- glove puppet (for kids under 7)
- ball (for kids over 7)
- resources for whatever you are going to review from previous lessons
- CD / Tape player / Computer or something to play the songs on

Other Lesson Plans

Intro Lesson (Ages 3-7)
Intro Lesson (Ages 8-12)
Actions, Verbs & Tenses:
Can - for Ability
Morning Routines
Daily Routines & Times of the Day
Actions - Present Continuous
Future Plans using "going to"
Past Tense Activities - Regular Verbs
Past Tense Activities - Irregular Verbs: Part 1
Past Tense Activities - Irregular Verbs: Part 2
Adjectives:
Describing People
Describing Things
Comparing Things (Comparative Adjectives)
Comparing Things (Superlative Adjectives)
Adverbs of frequency
Farm Animals
Pets & Possessions
Zoo Animals
Parts of the Body
Measuring Parts of the Body
Classroom Objects
Classroom Stationery
Directions:
Directions: left / right / forward / back
Feelings & Emotions:
Feelings & Emotions
Health & Sickness:
Health & Sickness
Holidays & Festivals:
Thanksgiving
Likes, Dislikes & Favorites:
Likes & Dislikes
Favorites and Asking Why
Nature & Our World:
Numbers 1-10
Numbers 1-20
Places & Where We Live:
Places & Where We Live
Places in my Town
Rooms of a House
Prepositions of Location:
Prepositions of Location
Subject Pronouns
Demonstrative pronouns
Shopping & money
Time, Days, Months, Seasons:
Telling the Time
Days of the Week
Months of the Year
Time Frequency
Adverbs of Frequency
Transport & Travel:
Transport & Travel
Wheels on the Bus

The beginning of your lesson is extremely important: you set the tone of your lesson and get everyone in the right frame of mind for learning English. It is also an opportunity to check homework and review previous lessons.

Warm up Procedure:

Suggestions for the start of your lessons:.

1. Welcoming Greet the students by name as they enter the classroom and gesture for them to sit down. If you have space on the floor, it's a good idea to have a cushion for each student as this makes sitting arrangements easy to organize. Try and arrange the cushions beforehand spaced out in a fan-shape around you.

4. Sing " Hello Song " or a review song Sit in a circle and sing along to the song. Encourage students to clap along or pat their laps in time with the music. The Hello Song is a good song to start the lesson with, especially as it has an accompanying Goodbye song to sing at the end of the lesson.

Hello, hello, How are you today? Hello, hello, How are you today?

I’m fine, thank you, I’m fine, thank you, I’m fine, thank you, And how about you?

Hello, hello, How are you today? I’m fine, thank you, And how about you?

( download MP3 here )

Gestures for "The Hello Song"

These are quite straight forward. First time you play the song do the gestures and encourage everyone to do them with you.

Wave as you sing the “Hello, hello” parts.
Gesture to others as you sing “How are you today?”
Point to yourself as you sing “I’m fine, thank you”
Hand gesture towards another student as you sing “And how about you?”.

We also have a video that you can stream in class to sing along with (Internet connection required):

6. Homework check Check each student's homework set in the last lesson. Ask each student some questions about their homework worksheet (e.g. "what color is it?"), give lots of praise, and then put some kind of mark on the homework sheet (e.g. a sticker, a stamp or draw a smiley face). Finally, tell your students to put their homework back into their bags.

Extra activity: Once your students have got to know these exercises you can play "Teacher Says" using these actions.

How to play ... Teacher Says

This is basicallythe game Simon Says but using the words "Teacher says" instead. The teacher tells the students to do an action and they do ask asked (e.g. "Teacher says ... jump 3 times"). The teacher keeps on giving instructions with different actions using "Teacher says ...". At some point the teacher gives a command without using the phrase "Teacher says" (e.g. "Hop 5 times") and the students mustn't do that action - they have to stay still. Any students that do the action have to sit out for the rest of the game. The last student standing is the winner.

8. Review past lessons Reviewing past lessons is very important - students need constant practice of new vocab, structures, songs, games and so on. Always review parts of your last lesson as well as some parts from other previous lessons. You can spend 5-10 minutes reviewing - it's fine to recycle games and activities from your past lessons to review as kids enjoy playing familiar games (although be careful not to play a game to death!).

Note: You can also include review activities in the main body of your lesson. Kids can have short attention spans so it's good to be able to pull out lots of activities during different stages of the lesson.

Other ideas to include in your Warm Up:

Knock-Knock This can be used at the beginning of each class. Teach the students to knock on the door before entering the classroom. There are 2 variations for the next step:

When the student knocks, teacher says "Who's there?". The student replies "It's (Koji)" and then the teacher says "Come in (Koji)".
When the student knocks the teacher must guess who it is "Is that (Koji)?". The student replies yes or no - if no, the teacher continues guessing. Having your students develop their own knocking styles makes this even more fun.

Talk about the weather (do after you have taught the weather lesson plan ).

Prepare a weather board. Before the first class prepare a piece of cardboard and cover it with felt – you are going to pin this to the wall. If you can, try and get blue felt (to represent the sky). Write at the top in large letters, "How’s the weather today?". Below the write "Today it's". Cut out weather pictures (such as our weather flashcards) and stick some velcro on the back. Arrange the weather pictures around the edge of the board and then put the board on the wall of your classroom. You can now use this weather board at the beginning of every lesson.
Sing the Weather Song. Sing the song together doing all of the gestures.
Look outside. Get everyone to look outside by saying "How’s the weather? Look outside". Elicit the weather for that day.
Put the weather pictures on the Weather Board. Invite some students to come up and put the weather pictures on the board. Make sure these students say the word as they put the card on the board.

Review the day, date and month (do after you have taught the days and months lesson plan). You'll need a large calendar for this (ideally with the days and months written in English). Before class, set the calendar to the front page. Site everyone down facing you and turn the page of the calendar to January. Ask "Which month is this?" and have everyone shout out "January!". Then ask, "It it January now"? Elicit "Yes" or "No" depending on the month you are in. Keep turning the pages and eliciting months until you reach your current month.

Then ask "What day is it today?" pointing to the days at the top of the page. Get everyone to shout out the day.

Next, point down the column of dates and ask "What is the date today?" and elicit the correct date.

Finally, invite a student to come up to the calendar and stick a star or sticker onto the correct date.

Additionally, you can sing the "Days of the Week" song or "Months March" song.

Print Outs / Worksheets:

The Hello Song

Wrap up lesson plan

Use these ideas at the end of every lesson.

Time: 5 -10 mins
Objectives: Lesson review, assign homework, saying goodbye.
Printables:
- Wrap Up lesson sheet
- Homework worksheet based on the lesson
Songs: The Goodbye Song , Review song from a previous lesson
- resources for whatever you are going to review from today's lesson

The end of the lesson gives the teacher the opportunity to assign homework and do a quick review. Students can say goodbye in a positive atmosphere and therefore look forward to their next lesson.

Wrap up Procedure:

Suggestions for the end of your lessons:.

These activities can be done in the following order at the end of your lesson:

Note: If possible, encourage the parents to help out as much as possible with their child's homework - it is a great way to have your students practice the target language outside of class.

For younger students (under 7s): Glove puppet. Take out the bag again and get everyone to wake up the glove puppet by shouting its name into the bag (e.g. "Cookie Monster!"). Bring out the puppet and go through the same routine as in the warm up - go to each S and say hello, ask their name and the say goodbye / see you. Then put the puppet back in the bag (back to sleep).

3. Sing " Goodbye Song " or a review song The "Goodbye Song" is a good way to sign off the class. Sit together in a circle and sing and clap along. You can also use a different song, especially if your students love a particular song.

Goodbye, goodbye, See you again. Goodbye, goodbye, See you again.

It’s time to go, It’s time to go, It’s time to go, See you next time.

Goodbye, goodbye, See you again. It’s time to go, See you next time.

Gestures for "The Goodbye Song"

Wave as you sing the "Goodbye, goodbye" parts.
Hold your hand above your eyes (as you would when you are looking into the distance and keeping the sun out of your eyes) and look at another student as you sing "See you again".
Tap watch (or imaginary watch) and then point to the door as you sing "It’s time to go".
Point towards another student as you sing "See you next time".

5. Do "Quick Check" Time to leave the class. Make sure everything is put away and the students have gathered their belongings. Have them line up at the door and place yourself between the door and the students. For each student check one new word (e.g. hold up a color or fruit and ask "What's this?"). For very young kids you can hold up one of the worksheets you did in the lesson and ask them to touch an object (e.g. "Touch the melon"). When they give you an answer say goodbye and let them leave.

The Goodbye Song

To view and print a flashcard or worksheet click on the thumbnail image.
For detailed printing instructions, click here .

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+ The Vault , Lessons

5 Presentation Brainstorming Warmups

By: Scott Schwertly

Everyone knows that productive brainstorming sessions are imperative to creating stellar presentations. Everyone also knows that the practice of brainstorming has become a little weary. Our brains are over-stimulated and tired. Even after cups and cups of coffee, sometimes we just can’t WAKE UP! Jumping into a brainstorming session these days seems a lot like jumping into an ice cold swimming pool in early Spring. With that in mind, below are five warm-up exercises that will help ease your team into the brainstorming pool.

Opposite Day To help jump-start your team’s brains, try an exercise in words. Choose five random words and ask your team to come up with their opposites. Bright; Dark. Once they have completed that task, ask them to go one step further and come up with three more words that could be considered opposites of the originals. Bright: Night, Dull, Lackluster. Hopefully, your team will come up with less lackluster words. Regardless, you’ll have them thinking about something other than the memos they need to get out by 5:00.

Improvisational Tools Set up a brief improv performance to encourage your team to put their tin foil thinking caps on. Bring a bunch of ordinary objects to the office and ask people to demonstrate alternative uses for them. You could find out that a grocery bag could double as a papoose or that your sunglasses are really some super x-ray vision goggles meant for use on Neptune. Once your team starts thinking about how to present their ideas, they’ll already be thinking in an inventive way.

Ridiculous Run-through If you are looking to your team to help you creatively solve a problem, try an outlandish brainstorming run-through first to get them in the mood. Pose a silly problem – how did the legless chicken cross the road? – and ask your team to think of different ways to overcome it. On its wing tips? This exercise should make people relax and get into a creative frame of mind. When you present your real challenge, your team will already be practiced in the art of imaginative problem-solving.

Object d’Office For this exercise, break down your brainstorming team into smaller groups. Then, present an everyday object like a ballpoint pen and ask each group to come up with as many uses for it as possible. Encourage everyone to be creative and outrageous. Whether or not the proposed uses are completely feasible shouldn’t matter. If a group can explain how a ballpoint pen can help a person take over the world, more power to them!

Get Outside of the Box Sometimes it really is impossible to be creative in the office environment. Ugh! It’s so beige and boring. Literally get outside of the office box and take your brainstorming team to a different location. Go outdoors, to a coffee shop, to an amusement park – just go anywhere that will get your team to be and think outside of the box. Most of the time, a change in environment works wonders for inspiring creativity.

Wake Up Brain!

Scott Schwertly

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Mastering English through PPP lessons

Updated on Dec 22,2023

Table of Contents :

Introduction

The Three P's of Lesson Structure 2.1. Warm-Up 2.2. Presentation 2.3. Practice 2.4. Production 2.5. Wrap-Up

Designing Quick and Easy Lesson Plans

Using the Three P's Structure
Warm-Up Activities
Presentation Techniques
Creative Practice Activities
Visual Aids in Practice
Moving to Production
Effective Wrap-Up Strategies

The Three P's of Lesson Planning - A Quick and Easy Approach

Teaching can be a rewarding but time-consuming profession, especially when it comes to lesson planning. However, designing good lessons for your students doesn't have to be a daunting task. In this article, we will explore a simple and efficient approach to lesson planning called the Three P's - Warm-Up, Presentation, Practice, Production, and Wrap-Up. By following this structure, you can Create engaging and effective lessons that cater to your students' needs. So let's dive in and discover how to save time while still delivering high-quality instruction.

When it comes to lesson planning, teachers often find themselves spending hours in the evening, gathering resources and preparing activities for the next day. While thorough planning is essential, it can be time-consuming. However, with the Three P's approach, You can streamline your lesson planning process and create quick and easy lesson plans that yield excellent results.

The Three P's of Lesson Structure

The Three P's - Warm-Up, Presentation, Practice, Production, and Wrap-Up - provide a framework for structuring your lessons in a logical and Cohesive manner. By incorporating these elements into your lesson plans, you can ensure that your students are engaged, actively learning, and able to Apply what they have learned.

Every lesson should begin with a warm-up activity. The purpose of this section is to capture your students' interest in the topic of the day and prepare them for the upcoming lesson. The warm-up activity should introduce the lesson's theme without teaching any new information. It can involve a review of previous content or a stimulating discussion. By warming up your students, you create a conducive learning environment and set the stage for the rest of the lesson.

Presentation

The presentation phase is where the teaching takes place. This is when you introduce new material to your students, such as vocabulary, pronunciation tips, or grammar points. During this phase, you can utilize various techniques, such as using visual aids, realia, or interactive activities, to make the learning experience engaging and Memorable . By presenting the new content creatively, you enhance your students' understanding and retention.

After the presentation, it's time for your students to practice what they have learned. This phase can be approached in two ways: as a separate section or interwoven with the presentation phase. In practice, students should have ample opportunities to apply the new language in interactive and engaging activities. Repetition and reinforcement are key during this stage, as they help solidify the students' understanding and fluency in using the language.

The production phase is the ultimate goal of a lesson, where students are encouraged to produce the language independently. In this phase, the aids and supports used during practice are gradually removed to assess whether students can apply the language on their own. This can be achieved through role-plays, communicative activities, or real-life tasks. By reaching the production stage, students demonstrate their ability to use the language authentically and confidently.

To bring the lesson to a satisfying close, it is essential to include a wrap-up section. This can involve summarizing the lesson, reviewing key points, reflecting on what was accomplished, or providing a preview of future lessons. The wrap-up allows students to consolidate their learning and provides closure to the lesson. It also sets the stage for future lessons and helps students understand the bigger picture of their language learning Journey .

By following the Three P's structure, you can create well-organized, engaging, and effective lessons for your students. This approach offers a clear roadmap for lesson planning, ensuring that all essential elements are covered while maximizing learning and engagement.

Now that we have explored the Three P's of lesson structure, let's Delve into how you can quickly design and implement effective lessons. With this approach, you can create lesson plans efficiently while still delivering high-quality instruction. Here are some guidelines to follow:

Start with a simple Outline : Before diving into a detailed lesson plan, begin with a basic outline. Use a piece of paper or a notes app on your phone to jot down the main components of the lesson - warm-up, presentation, practice, production, and wrap-up. This outline will serve as your guiding framework throughout the planning process.

Incorporate engaging warm-up activities: To capture your students' Attention and generate interest in the lesson, choose warm-up activities that are fun, Relevant , and interactive. This could include quick games, discussion Prompts , or short videos related to the lesson's theme. Remember, the goal is to prepare your students mentally and emotionally for the upcoming content.

Utilize creative presentation techniques: During the presentation phase, make use of various techniques to introduce new material effectively. Use visual aids, realia, or technology to grab your students' attention and make the content memorable. Incorporate hands-on activities, group work, or multimedia resources to cater to different learning styles and enhance comprehension.

Foster active participation during practice: The practice phase should provide ample opportunities for students to actively engage with the new language. Use interactive activities, pair or group work, and games to encourage Meaningful practice. Ensure that the activities are relevant, challenging, and aligned with the lesson's objectives. Offer support and feedback to facilitate the students' learning process.

Gradually shift towards independent production: As the lesson progresses, gradually remove scaffolds and prompts to challenge your students to produce the language independently. Encourage authentic communication through role-plays, simulations, or problem-solving tasks. Provide guidance as needed and give constructive feedback to foster growth and confidence.

Close the lesson with a reflection or review: End each lesson with a wrap-up activity that allows students to reflect on their learning. This could involve summarizing key points, discussing what they have achieved, or setting goals for future lessons. By providing closure and reflection, you help students consolidate their learning and provide a Sense of achievement.

Effective lesson planning doesn't have to be overwhelming or time-consuming. By following the Three P's - Warm-Up, Presentation, Practice, Production, and Wrap-Up - you can structure your lessons in a clear, engaging, and efficient manner. This approach ensures that your students remain actively involved in the learning process, enabling them to grasp and apply new concepts effectively. So, the next time you sit down to plan a lesson, remember the Three P's and watch your teaching become more streamlined and impactful.

Highlights:

The Three P's - Warm-Up, Presentation, Practice, Production, and Wrap-Up - provide a clear framework for effective lesson planning.
Warm-up activities set the stage for learning and generate student interest.
Presentation techniques should be creative and engaging to facilitate understanding and retention.
Practice activities should be interactive, challenging, and aligned with lesson objectives.
Production tasks aim to enable students to use the language independently and authentically.
Wrap-up activities provide closure to the lesson and allow for reflection and consolidation of learning.

FAQ: Q: Can I deviate from the Three P's structure if needed? A: Yes, the Three P's provide a framework, but you can adapt it to suit your teaching style and student needs. Flexibility is key.

Q: How can I incorporate technology into my lesson plans? A: Technology can be a valuable tool for warm-ups, presentations, and practice activities. Utilize interactive apps, videos, or online resources to enhance engagement and learning.

Q: How long should each phase of the lesson be? A: The duration of each phase depends on various factors, such as the complexity of the topic, student proficiency, and time constraints. Aim for a balance between providing sufficient practice opportunities and avoiding information overload.

Q: What are some effective wrap-up strategies? A: Wrap-up activities can include summarizing key points, reflecting on what was learned, previewing future lessons, or even administering a short quiz. The goal is to provide closure and reinforce the lesson's objectives.

The above is a brief introduction to Mastering English through PPP lessons

Let's move on to the first section of Mastering English through PPP lessons

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5 Warm-Up Exercises for Professional Presentations

September 10, 2015 / Blog powepoint designer, Power Point presentation professional, powerpoint deck, PowerPoint Design, powerpoint designs, powerpoint expert, PowerPoint Experts, powerpoint template, Powerpoint tips, presentation designer, presentation experts, presentation templates, presentation tips, Professional Presentations, well-designed PowerPoint deck

Utilizing your whole body is a must when presenting in front of a crowd.

Non-verbal communication makes a difference in getting your message across effectively and concisely. What you do physically should match what you’re saying, as any inconsistency between visual and verbal delivery could make your audience doubt the authenticity of your claims.

After all, audiences don’t only have ears – they have eyes, too.

To make the most out of your body language skills and look more professional, do some warm-up exercises before you step up and deliver your presentation.

1. Take Deep Breaths

As with any warm-up, you have to do some breathing exercises first. This calms you down and prepares your body for the stretching you’ll be doing.

To get yourself at peak alertness, we recommend the Bellows Method . This entails breathing rapidly through your nose, keeping your mouth closed but relaxed. Doing this also invigorates and primes you for that important pitch ahead.

2. Relax Your Neck

While standing up straight, rest your head forward, and slowly rotate your neck around your shoulders. Do this both clockwise and counter-clockwise. Make sure not to overdo it. Rotate as gently and as naturally as possible.

This frees your neck from tension and relaxes you.

3. Wiggle Your Hands

Hand gestures are the easiest tools for conveying your message in a simple and effective manner. Wiggling your hands not only improves blood flow, but also loosens your muscles.

Properly using hand gestures can have a dramatic effect on how your audience listens. Make sure to prepare your hands well to get the best out of them.

4. Stretch Your Legs

Moving around is as important as waving your hands around, especially with a large crowd. Therefore, ensure that your legs are in top shape before you step up. You can achieve this by doing your basic l unges, alternating each leg.

To avoid missteps or trips, stretch your legs before your pitch.

5. Exercise Your Face Muscles

Don’t worry. Your parents were wrong when they said your face would stay that way forever. Your facial expressions are important for emphasizing emotions that you wish to invoke in your audience. Contort your face in every possible way to stretch your facial muscles.

Doing this in front of a mirror also lets you be more comfortable with your appearance, and allows you to pick out the expressions and angles that show you at your best.

Summing It Up

Public speaking isn’t all about using only your mouth. Your body language matters, too. Enhance and complement your pitch by preparing yourself physically and mentally. To avoid cramping up and embarrassing yourself, don’t forget to do preparatory exercises. Make sure to stretch and loosen up your whole body.

Start with some deep breathing to calm yourself down. Breathing exercises prepare you not only for more stretching, but for the coming presentation. Then, work on releasing the tension in every part of your body, starting with your neck. Shake your hands to loosen them up, then do some quick lunges to stretches your legs.

Finally, don’t forget that you face has muscles, too, so make all sorts of expressions to warm them up. Warming up your body helps you warm up your mind, making you more alert and efficient during your presentation.

Need a well-designed PowerPoint deck for more professional presentations? Contact SlideGenius for a free consultation .

“ Breathing: Three Exercises. ” Weil . Accessed September 10, 2015. “ How to Use Body Language Like a Presentation Expert .” SlideGenius, Inc . June 02, 2015. Accessed September 10, 2015. “ Presentation Warm-up Exercises .” Syntaxis . Accessed September 10, 2015.

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COMMENTS

PPP Framework in Teaching: Presentation, Practice and Production
The PPP Teaching framework consist of four main stages: Warm-up, Presentation, Practice and Production and is used to teach speaking and writing lessons. There is a variation when we use this framework to teach Listening and Reading skills. The framework that we use to teach passive skills is the PDP framework which stands for Pre, While and Post.
Introduce the concept of using PPP for ESL lesson planning
The three p's: warm-up, presentation, practice, production, and wrap-up In this article, we will discuss the "three p's" of ESL lesson planning: warm-up, presentation, and practice. Each of these stages is important for a successful lesson, and they should be planned accordingly. Let's take a closer look at each one.
Creating PPP Lesson Plans: How to Teach ESL Effectively Using ...
Use PPP lesson plans to prepare organized ESL classes with step-by-step learning! PPP stands for presentation, practice and production, and it's one of the most reliable templates for teaching English. This guide will show you how to make a PPP lesson plan from start to finish, with practical tips and examples.
The Ultimate Guide to Prepare Any English Lesson
The Basic Lesson Plan . This is what it looks like: Warm-Up; Transition; Presentation; Practice; Production; Wrap Up; You may notice that I use the PPP method for planning lessons — Presentation, Practice, and Production. This method receives some criticism I think, but I find it very practical to use in most English and ESL classes.
Resource 9: Presentation Warm-Ups and Practice Drills
Ideally, a warm-up should take around 10-15 minutes to be truly effective. The focus of a warm-up should be on any or all of the following: Establishing a neutral standing or seated position (i.e. no leaning, hands in pockets, hunched shoulders, fidgeting). Breathing exercises (i.e. deep breathing and slow hissing releases to practice breath ...
What is PPP Teaching Method? How to Create ESL Lesson Plan
What is Presentation, practice and production (PPP)?. During your SEE TEFL certification course you will become more familiar with an established methodology for teaching English as a foreign language known as 3Ps or PPP - presentation, practice, production. The PPP method could be characterized as a common-sense approach to teaching as it consists of 3 stages that most people who have ...
ESL Lesson Plans for Adults: Strategies and Activities for Learning
The combination of warm-up, presentation, practice, production, and listening/speaking activities creates a comprehensive and engaging learning experience, enabling adult learners to build confidence and proficiency in this crucial aspect of business English. ESL Lesson Plan Example: Job Interviews and Workplace Communication. Objective:
What is 'Presentation, Practice, Production' (PPP)?
Oct 24, 2020. Presentation, practice, production (PPP) is a lesson structure, a way to order activities in your lessons. Although quite old and heavily criticised over the years, PPP is probably the most commonly used lesson structure in teaching English to foreign learners today.
PPP Technique in TEFL
Presentation, Practice and Production The PPP technique in teaching is a common way to introduce students to new words and concepts. This can be especially useful in the EFL classroom. The PPP method in English teaching is a three-step lesson plan and teaching approach that helps the student learn, understand and practice new vocabulary. The
A Critical Look at the Presentation, Practice, Production (PPP
This approach to education, typically referred to as the Presentation -Practice -Production lesson, rejects the reliance on conventional teaching approaches, SN Soc Sci (2023) 3:47 Page 3 of 16 47 ...
PDF 5 Warm up) Presentation) Practice) Production) Wrap up)
4.1 ขั้นเตรียมความพร้อม (Warm up) 4.2 ขั้นน าเสนอ (Presentation) 4.3 ขั้นฝึก (Practice) 4.4 ขั้นน าไปใช้ (Production) 4.5 ขั้นสรุป (Wrap up) 5. ขณะที่นักเรียนปฏิบัติกิจกรรม ...
An Example PPP Lesson Plan
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The PPP Method in Detail: Production
The PPP method's production phase is the third and final stage. It often includes games and activities give students some structure while using target language.A language production game/activity is one that allows the students to freely produce the language that has just been practiced. Never ask the student to produce something that you ...
PDF Lesson Planning
10. Have the students work in pairs to read the dialogue. Practice (15 minutes) 1. As a whole class, brainstorm a list of names of the parents' children's schools and teachers. 2. In pairs, have the students practice the dialogues, substituting their own information (i.e., school name, child name, teacher name).
The PPP Method in Detail: Practice
PPP method stands for the Presentation-Practice-Production method of learning English (click here for an overview). Practice is the stage that ... For example, the teacher (or a student) silently holds up a red flashcard and the students shout "It's red!" Another example might be, a student gives a TPR action for 'rain' and the other ...
Warm up and wrap up lesson plan
Try and arrange the cushions beforehand spaced out in a fan-shape around you. 2. Name Tags. Before class prepare some name tags (stickers or pin-on tags) with each student's name written in lower case letters. Sit down with your students and lay out the name tags in front of you. Pick up each tag and call out the name.
How to Write an ESL Lesson Plan in 4 Steps
Presentation. Practice. Production. 1. Introduction, Warm-Up, Revision. Before putting your students directly to sleep by beginning a long lecture, it is best to complete a warm-up type exercise. If you plan on introducing a new lesson, take this as a good time to set the scene of the lesson.
LESSON PLAN (each activity: Warm up, Presentation, Practice, Production
So practical as warm-up speaking activity (and oral discussions) Level: elementary Age: 8-100 Downloads: 193 Daily Warm - Ups 2 (2/10) with Key Level: elementary Age: 9-12 Downloads: 183 Warm up questions Level: elementary Age: 11-17 Downloads: 175 Proverbs III. (Part 1/2) Warm-up: Finish the Proverbs Your Way Level: intermediate Age: 12-17 ...
5 Presentation Brainstorming Warmups
With that in mind, below are five warm-up exercises that will help ease your team into the brainstorming pool. Opposite Day. To help jump-start your team's brains, try an exercise in words. Choose five random words and ask your team to come up with their opposites. Bright; Dark.
Mastering English through PPP lessons
The Three P's - Warm-Up, Presentation, Practice, Production, and Wrap-Up - provide a clear framework for effective lesson planning. Warm-up activities set the stage for learning and generate student interest. Presentation techniques should be creative and engaging to facilitate understanding and retention.
5 Warm-Up Exercises for Professional Presentations
4. Stretch Your Legs. Moving around is as important as waving your hands around, especially with a large crowd. Therefore, ensure that your legs are in top shape before you step up. You can achieve this by doing your basic l unges, alternating each leg. To avoid missteps or trips, stretch your legs before your pitch. 5.
lesson plan warm up-presentation-practise-production worksheet
Warm up worksheets: Warm-ups and games for the English class Level: elementary Age: 6-17 Downloads: 3826 ... Classroom management > Warm up > lesson plan warm up-presentation-practise-production. lesson plan warm up-presentation-practise-production "recently", "already", "yet" and "just". Level:intermediate Age: 10-17 ...
PPP Framework: Presentation, Practice and Production
The PPP Teaching framework consist of four-way main stages: Warm-up, Presentation, Practice and Production and your used to teach talk and writing lessons. It is a variance although we use this basic to teach Listening the Lesungen your. The framework that we use to teach passive skills is who PDP framework which stands for Von, While and Post