PPP works when the context makes the meaning obvious, clarification covers meaning before form, and freer
practice is the longest stage. scripts/ppp_timing.py times the stages for the lesson length and level;
scripts/ppp_check.py checks the target language analysis (TLA) and practice tasks.
Trigger Conditions
Activate this skill when the user:
- Is planning a lesson that introduces new grammar, a lexical set or functional exponents
- Needs CCQs, a timeline or a drill for a language point
- Wants a PPP lesson timed for 45, 60 or 90 minutes
- Has a PPP lesson where learners "got it" in practice but cannot use it
Whole-plan format and review: language-lesson-plan-builder. For language learners half-know or fluency goals, consider task-based-language-lesson-designer.
Workflow
1. TIME -> python scripts/ppp_timing.py --minutes 60 --level A2
2. CONTEXT -> a text, dialogue or situation that needs the target language
3. MEANING -> concept parts -> CCQs (references/ccq-bank.md), timeline, contrast
4. FORM -> model sentence, positive/negative/question, irregulars, spelling
5. PRON -> stress, weak forms, contractions, linking, intonation; drill plan
6. PRACTICE -> controlled task (one right answer) -> pair check -> feedback
7. PRODUCE -> personalised, communicative freer task; monitor for delayed correction
8. CHECK -> python scripts/ppp_check.py tla.jsonppp_timing.py --json prints stages that drop straight into the lesson plan builder's plan_scaffold.py.
Writing CCQs
Break the concept into parts, ask one simple question per part, never include the target language, and never ask "Do you understand?".
I used to live in a village.
Did I live in a village in the past? (yes)
Once or for a long time? (a long time)
Do I live there now? (no)The full bank (tenses, modals, conditionals, passive, comparison, reported speech, relative clauses, lexis, functions) and timeline conventions: ccq-bank.md. Stage techniques, drills, controlled vs freer tasks, criticisms of PPP: ppp-stages.md.
Review Codes (ppp_check.py)
| Code | Severity | Problem |
|---|---|---|
| PP001 | high | Item without meaning, form or pronunciation |
| PP002 | high | Item without CCQs |
| PP003 | medium | CCQ repeats the target language |
| PP004 | medium | CCQ is "Do you understand?" or similar |
| PP005 | medium | No context |
| PP006 | medium | No controlled or no freer practice |
| PP007 | medium | Freer task is a controlled exercise |
| PP008 | low | Only one CCQ |
| PP009 | low | Pronunciation has no stress / weak form / connected speech |
Output Format
Deliver: timed stage table, the context, a TLA table per item (meaning, CCQs with answers, form, pronunciation,
anticipated problems), the drill sequence, controlled task with answer key, freer task with instructions and
ICQs, delayed error correction plan. Then the ppp_check.py result.
Scripts
python scripts/ppp_timing.py --minutes 60 --level A2 [--json]Exit codes: 0 printed, 2 bad arguments.
python scripts/ppp_check.py tla.jsonKeys: context, items (item, meaning, form, pronunciation, ccqs), controlled, freer. Exit codes: 0 no high findings, 1 high findings, 2 read or JSON error.
Additional Resources
| File | Content |
|---|---|
| ppp-stages.md | Each stage with techniques, MFP clarification, drilling, controlled and freer task types, criticisms |
| ccq-bank.md | CCQs with answers for tenses, modals, conditionals, passive, comparison, reported speech, relatives, lexis, functions; timelines |
academic-english-eap-course-planner
Plan English for Academic Purposes (EAP) courses: pre-sessional, in-sessional, foundation, IELTS preparation and discipline-specific EAP, with syllabus strands (academic reading, lecture listening and note-taking, essay and report writing, paraphrase, summary and synthesis, referencing and plagiarism, seminars and presentations, academic vocabulary, critical thinking), a 10-week pre-sessional outline, exit assessment, IELTS-CEFR alignment and academic style (formality, hedging, cohesion, reporting verbs). Estimates study hours and weeks to close an IELTS gap from overall or per-skill scores (IELTS rounding, minimum per skill, priority skills, feasibility before a deadline), and checks learner texts for contractions, informal words with academic alternatives, unhedged claims, 'you', And/But/So starts, rhetorical questions and missing citations.
actfl-proficiency-curriculum-mapper
Map world language curricula to the ACTFL framework: proficiency levels (Novice, Intermediate, Advanced, Superior, Distinguished with sublevels), functions, contexts, text types and accuracy, proficiency vs performance, the three modes of communication (interpretive, interpersonal, presentational), the 5 Cs World-Readiness Standards, backward-designed thematic units with Integrated Performance Assessments, typical programme targets and FSI time estimates. Looks up approximate ACTFL-CEFR-ILR equivalences with what each level can do, and checks a unit map for missing modes, rehearsed skits mislabelled as interpersonal, translation or word lists as interpretive tasks, and units without an integrated performance assessment.
adult-literacy-esl-lesson-builder
Build lessons for adult ESL learners who are developing literacy (LESLLA learners: pre-literate, non-literate, semi-literate, literate in a non-Roman script): learner profiles and sensitive initial assessment, principles (oral language first, known to new, systematic phonics with adult-relevant text, repetition, classroom skills, respect for experience), a lesson routine (oral warm-up, review, new grapheme, blending, segmenting, decodable text, writing, functional literacy, Language Experience Approach), a phonics sequence for adults, sight words, functional literacy targets (forms, signs, medicine labels) and portfolio assessment. Checks whether a reading text is decodable with the letter-sound patterns and sight words taught so far, catching untaught digraphs, listing non-decodable words with the untaught part, and suggesting the most useful next patterns.
authentic-material-lesson-adapter
Turn authentic material (news articles, podcasts, videos, songs, menus, timetables, adverts, social media posts, forms, infographics) into language lessons by grading the task rather than the text. Selects texts for interest, relevance, exploitability, coverage, cultural load and rights; finds the 4-6 words to pre-teach, words to gloss on the page and words learners can ignore, plus names and cultural references to explain, with reading time by level; and builds a lesson shape (lead-in, pre-teach, gist or scanning, graded detail task, language focus on chunks and register, response) with task ideas per material type and level from A1 to C1. Covers copyright, fair dealing and fair use, Creative Commons and attribution.
can-do-statement-writer
Write and review can-do statements for language courses, units, lessons and learner self-assessment, CEFR or NCSSFL-ACTFL style: action (observable verb) + text or situation + level-specific conditions, learner ('I can') and descriptor ('Can') versions, progressions of one activity from A1 to C1, and coverage of reception, production, interaction and mediation. Includes a verb bank by mode and level and condition and text-type banks. Lints statements for teacher-centred phrasing, knowledge instead of use (learn, know, understand the passive), missing context, two skills in one statement, vague quality words, grammar items as outcomes, overlong statements and missing modes in a set.
cefr-aligned-syllabus-builder
Build language course syllabuses aligned to the CEFR (A1-C2, plus levels, Companion Volume 2020): entry and exit levels, guided learning hours and course length (with an L1-distance adjustment), syllabus type (topic, functional-notional, task-based, skills-based, multi-strand), unit-by-unit can-do outcomes, grammar from a core inventory by level, vocabulary, functions, pronunciation, balance of reception, production, interaction and mediation, recycling and assessment points. Checks a syllabus for units without can-do statements, core grammar for the level not covered, items above the course level, skills missing from most units and units with no vocabulary or functions.