🚀 go-pugleaf

Carlos Silva wrote:
 The place I used to work in Brazil emphasized the PPP Approach which
>seemed to be very efficient. But according to Jane this approach is kind of
>old-hat for some, so I'd appreciate some comments about other approaches that
>have been used nowadays.
>

Presentation, Practice, Production may be old-hat if you see it only in
terms of the highly structured models which were sometimes put forward on
RSA courses in the past.  PPP, however, can have many manifestations.  For
example, it forms the framework for language lessons which use reading and
listening texts to present a grammar point.  In these lessons the
Presentation phase becomes a mini reading or listening lesson focusing
firstly on comprehension and then on the grammatical point.  The advantage
of this approach is that the learners see the language embedded in its
natural environment, i.e. text.

A different approach to teaching grammar is Test, Teach, Test.  In PPP
terms, this is Production, Presentation, (Practice if needed), Production.
Scrivener (1994) calls this RCR (Restricted use; Clarification and focus:
Restricted use).  This approach involves the teacher selecting an activity
which requires a specific grammatical point.  The students do the activity.
While they are doing it, the teacher listens in and makes notes on problem
areas.  The teacher then uses the notes to teach and clarify areas about the
grammatical point.  The learners do another activity similar to the first
one.  The input should ensure improved accuracy the second time around.
Obviously the Test Teach Test approach can only be used when the teacher is
sure that the students have already been introduced to the grammar point,
maybe in a previous class or in another life.

Scrivener refers to a variation on Test Teach Test which he calls Authentic
Use, Clarification and focus, Authentic use (ACA).  In this lesson type, the
first and final phases are communicative activities which have no specific
grammar focus.  The teacher makes notes on any areas which she/he considers
important or useful.

I hope this helps.

Margaret Kettle <M.Kettle@MAILBOX.UQ.EDU.AU>
Institute of Continuing and TESOL Education
University of Queensland
Australia

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