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.
- 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.
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