How to teach PPP (Presentasi Practice And Produce Lesson Plan for Speaking
How to Teach
Speaking Skills: a PPP Lesson Plan
Many textbooks and teachers use a Present-Practice-Produce (PPP) structure for speaking-skills lessons. The presentation and practice stages help to prepare students for the production stage. Look at the sample lesson plan in the file attached to this screen. It is an example of a lesson plan following the PPP lesson sequence. This lesson aims to teach the communicative functions: making suggestions, agreeing, and disagreeing. Students need these communicative functions to achieve the learning outcome: Students can make suggestions and express agreement or disagreement about vacation destinations.
Present: The first stage of a speaking lesson in a PPP lesson is usually a presentation of the key vocabulary, grammar, and formulaic language. This is the language that students need to achieve the learning outcome. In this stage, you can focus on pronunciation.
In this lesson, the teacher first presents nouns and adjectives to describe different vacation places. Here, the teacher models the new words and students repeat. This helps students to focus on pronunciation. Then the teacher presents grammar for making suggestions. The teacher also presents common language used for these communicative functions, for example, Good idea. Finally, the teacher writes this language on the board, drawing students' attention to pronunciation and polite intonation. (See Steps 1–5 on the file attached to this screen.)
Practice: After presenting the new language, the teacher can move on to controlled activities. Here students can practice the key vocabulary and grammar. One example of a controlled activity is for students to practice and repeat short dialogs in pairs. During the practice stage, the teacher can focus on connected speech, for example, linking go and on. (See Steps 6 and 7.)
Produce: In this stage of the lesson, students try to use the language in open-ended activities that are more similar to everyday life. Pair work or group work will give students more opportunities for speaking. These activities include role-plays, class surveys, discussions, and debates. They often require students to exchange information. For example, students work in groups to decide what kind of vacation they would all like. (See Step 8.) While students are working in groups, the teacher can observe specific aspects of the students' speech. For example, the teacher can observe the accurate use of grammar and fixed expressions. (See Step 9.)
[17/05, 00:09] Ms. Ema: Topic 2: How to Teach
Read the text.
Pair and Group Work
Using pair work and group work maximizes the opportunities for students to speak in class. They can also practice using communication strategies, such as interrupting or asking for clarification. Pair and group work also ensure that students' talk time is more than the teacher's.
Before starting a pair or group activity, it is helpful to ask yourself these questions.
Do students know the necessary vocabulary and grammar? (It may be helpful to write these on the board.)
Do students know what they should accomplish by the end of the activity (the learning aim)? (You can tell them before they begin.)
Do students understand the activity? (Give clear instructions. Ask comprehension questions before starting. Model the activity with a student.)
Do students know how much time they have to complete the activity? (Set a time limit before students begin.)
Do students know who their partner is or who is in their group? (You can assign groups or pairs.)
During pair and group activities, move around the room and listen carefully. Take notes of errors and accurate use of language. Support students who are having difficulties. Help them to correct their errors or provide extra vocabulary. When you ask questions, give students plenty of time to answer. When you respond, use an IRF pattern (see Unit 1, Lesson 3). For example, you can follow up with additional questions or give options. This encourages further speaking from the students and is more similar to everyday conversation.
Including Pronunciation in Your Lessons
It is a good idea to use frequent short activities for teaching pronunciation. Five minutes of pronunciation practice in every class at the beginning of your lesson, or in the middle to provide a break, is usually enough. You can use drills (repetition of words or phrases), minimal pairs, songs, poems, and games. Try to relate the pronunciation point to a communicative speaking activity. For example, if you practice the 'th' sound and word stress in thirteen and thirty, students can practice this in a shopping role-play later. When you give feedback on pronunciation during or after a speaking activity, focus on points that interfere with communication.
