1. BY:
KARINA GONZALEZ

2.  Choosing a teaching methodology will make the
process of teaching English as a second language (ESL)
easier and more rewarding for you and your students,
and increase the likelihood of success.

3. THE THREE IMPORTANT STAGES
PRESENTATION
 Presentation is the beginning or introduction to
learning language. Is also presenting the current
language lesson to the student. Depending on the
curriculum chosen, this could be such subjects as
sounds, parts of speech, vocabulary, sentence structure
and grammar.

5.  Presentation involves the building of a situation
requiring natural and logical use of the new language.
When the "situation" is recognized and understood by
the students, they will then start instinctively building
a conceptual understanding of the meaning behind
the new language.

6. PRACTICE
 Practice is the process that facilitates progress from the
initial stage through to the second one. The students
will Practice what they are learning through activities
that require them to speak English. Practice exercises
should progress toward mastery of the concepts
presented.

8.  It is important that practice activities are appropriate
to the language being learned and the level and
competence of the students. Essentially Practice is the
testing procedure for accuracy, and the frequency
procedure for familiarity with the language.

9. PRODUCTION
 The final component is Production, which is an
advanced form of Practice that requires students to
think on their own rather than completing the more
closely targeted Practice exercises. Production is also
the culmination of the learning process, where a
learner has become a "user" of the language as
opposed to a "student" of the language.

11.  One of the most important things to remember is that
Production activities should not "tell" students what to
say. Whereas in Practice the students had most or all
of the information required, during Production they
don't have the information and must think.

12. THREE IMPORTANT COMPONENTS
 Engage, Study and Activate: are different from PPP in
that students move more freely among the three stages
in this methodology.

13. Developing Fluency
 The PPP methodology can help produce fluency
because it builds from least student involvement to
most student involvement, giving students a chance to
learn and demonstrate their increasing abilities.

15. PPP Basics
 In recent years, the purely "structural" approach to
language teaching has been criticized, as it tends to
produce students who, despite having the ability to
produce structurally accurate language, are generally
deficient in their ability to use the language and
understand its use in real communication.

16. The new approach is based on
viewing language as a combination
of:
 a) Linguistic Structures.
 b) Situational Settings.
 c) Communicative Acts.
. Communication is not simply a matter of what is said
(structure/lexis), but where it is said, by whom, when
and why it is said.

18.  At the opposite extreme from the structural approach,
and with at least as many flaws, is the purely
"conversational" approach, where it is assumed that
exposure to lots of conversation from a native English
speaker will produce a high level of aptitude in the
student.

19. The PPP Approach to Language
Teaching
 The "Three Ps" approach to Language Teaching is the
most common modern methodology employed by
professional schools around the world.

20. Examples Of Effective Production
Activities.
 situational role-plays, debates, discussions, problem-
solving, narratives, descriptions, quizzes and games.