Presentation, Practice, Production

A PPP lesson opens with the target language given directly, not discovered. The teacher sets up a clear context, models the form once or twice, and checks meaning with CCQs — all before students produce anything themselves. Form comes next, usually a short board summary, then pronunciation: stress, weak forms, drilling chorally and individually. Practice follows in two distinct phases. Controlled practice comes first — gap-fills, substitution drills, matching — with one right answer and the teacher correcting closely as students work. Freer, or production, practice comes last: students use the language to say something of their own, the teacher monitors without interrupting, and feedback on errors is saved for the end. The three stages always run in that order — presentation, then practice, then production — because accuracy work has to come before fluency work in this framework.