# PPP Stage by Stage

PPP (presentation, practice, production) introduces new language in a clear context, clarifies it, then moves
from accurate to fluent use. It suits new grammar, functional exponents and lexical sets at A1-B1, and any
level when the language is genuinely new.

## 1. Lead-in (5-8%)

- Purpose: interest, topic vocabulary, a reason to listen or read.
- Techniques: picture prediction, personal question, quick brainstorm in pairs, a short video clip.
- Avoid: pre-teaching the target language here.

## 2. Presentation in context (8-12%)

The context must make the meaning obvious and need the target language naturally.

| Context type | Example for *used to* |
|--------------|-----------------------|
| Text (reading or listening) | A short article "Life before smartphones" |
| Situation built with pictures | Then-and-now photos of a person |
| Dialogue | Two friends looking at an old school photo |
| Personal anecdote from the teacher | "When I was ten, I used to..." |

Elicit the language from learners where possible: they hear or read it, then the teacher points to the target
sentence and asks for it rather than giving it.

## 3. Clarification: meaning, form, pronunciation (MFP) (14-20%)

Always in this order: meaning first (if they do not know what it means, the form is useless).

### Meaning

- Concept-checking questions (CCQs): short, simple, answerable with yes/no or one word, do not use the target
  language, check each element of the concept. See [ccq-bank.md](ccq-bank.md).
- Timelines for tense and aspect; clines for degree (*always ... never*); visuals for prepositions.
- Contrast with a confusable item (*used to* vs *be used to*; *for* vs *since*).

### Form

- Board a model sentence and highlight the parts: subject + used to + base verb.
- Show positive, negative, question, short answers; note irregular forms and spelling.
- Elicit the form from learners, then board it.

### Pronunciation

- Sentence stress (mark with ● or underline), weak forms (/ˈjuːstə/, /wəz/), contractions, linking,
  intonation for questions and functions.
- Drill: model naturally 2-3 times, choral repetition, then individual; back-chaining for long sentences
  (*...in a village / used to live in a village / I used to live in a village*).
- Substitution drill to move from repetition to manipulation (*cycle -> I used to cycle to school*).

## 4. Controlled practice (12-17%) + feedback (4-5%)

Focus on accuracy. One correct answer per item. Learners check in pairs before whole-class feedback.

| Task | Example |
|------|---------|
| Gap-fill | Complete the text with used to / didn't use to |
| Sentence transformation | I don't smoke now but I did -> I used to smoke |
| Matching halves | When I was a child, ... / ... I used to hate vegetables |
| Picture prompts | Then-and-now pictures -> sentences |
| Error correction | *I use to live in Rome* -> used to |

## 5. Freer practice / production (25-38%)

Focus on fluency and meaning. Learners choose what to say; the target language is needed but not forced.

| Task | Example |
|------|---------|
| Personalised speaking | Tell your partner three things you used to do and do not do now |
| Find someone who | Find someone who used to play an instrument |
| Role play | Grandparent and grandchild talk about life 50 years ago |
| Short writing | Write a paragraph "How my life has changed" |

The teacher monitors and notes errors and good language for delayed correction; do not interrupt fluency.

## 6. Delayed error correction (8-11%)

Board 4-6 sentences you heard (good and incorrect, anonymous). Learners correct in pairs; elicit corrections;
praise good language. Include pronunciation.

## Criticisms and when not to use PPP

- Assumes learners learn what is taught when it is taught; acquisition is slower and less linear.
- Can be teacher-centred and over-controlled, with little production time at higher levels.
- Learners who half-know the language get bored: use TTT (test-teach-test) instead.
- For fluency or real-world outcomes use task-based learning.

Ways to keep PPP effective: keep presentation short, elicit rather than tell, make freer practice the longest
stage, and personalise.