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TTT
TBA
Test Teach -> Test	Task-based approach

The PPP approach could be characterized as a common-sense approach to teaching as it consists of 3 stages that most people who have learnt how to do anything will be familiar with.
The first stage is the presentation of an aspect of language in a context that students are familiar with, much the same way that a swimming instructor would demonstrate a stroke outside the pool to beginners.
The second stage is practice, where students will be given an activity that gives them plenty of opportunities to practice the new aspect of language and become familiar with it whilst receiving limited and appropriate assistance from the teacher. To continue with the analogy, the swimming instructor allowing the children to rehearse the stroke in the pool whilst being close enough to give any support required and plenty of encouragement.
The final stage is production where the students will use the language in context, in an activity set up by the teacher who will be giving minimal assistance, like the swimming instructor allowing his young charges to take their first few tentative strokes on their own.
TASK-BASED LEARNING offers an alternative for language teachers. In a task-based lesson, the teacher does not pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. Similar to the other two approaches, TBA follows a sequential progression: 1) a pre-task introduction to be conducted by a teacher; 2) learners' completion of a central task involving a particular language aspect; 3) reporting, analysis and feedback to be performed by a teacher concerning how learners accomplished the central task; and 4) practice sessions to hone learner proficiencies in the language area.
The advantages of TBL. Task-based learning has some clear advantages. Unlike a PPP approach, the students are free of language control. In all three stages they must use all their language resources rather than just practicing one pre-selected item. A natural context is developed from the students' experiences with the language that is personalized and relevant to them. With the PPP it is necessary to create contexts in which to present the language and sometimes they can be very unnatural. The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. The language explored arises from the students' needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the course book. It is a strong communicative approach where students spend a lot of time communicating. In the classroom TBL can provide an organizational structure for a teacher who believes in the Communicative Approach. TBL provide meaningful communication and an opportunity to acquire language through real language use. Task-based learning may become more appropriate at higher levels.
Test, teach, test (TTT) is an approach to teaching where learners first complete a task or activity without help from the teacher. Then, based on the problems seen, the teacher plans and presents the target language. Then the learners do another task to practise the new language.
Step 1 — Test — students, first, do a controlled task, it’s a kind of screening, diagnostic test. Step 2 — Teach — teachers, based on the mistakes students have made, do an input, clarify the rules of the target language, extend and develop the language area. Step 3 — Test — students do another task to have further practice with the target language. The teacher checks if students have understood the language and if the teacher needs to re-teach.
The aim of this technique is to: get feedback from students about each student’s potential and their problems; see who knows or doesn’t know the target language; how much/well students know or don’t know.
The advantages of the (TTT) approach are:

It is timesaving. Teachers don’t have to spend time on unnecessary explanations of what students already know;
Students use their knowledge, try to do the task based on what they know;	Students learn their weak points of the target language first, and then they fill in the gaps to understand it fully.
It’s goal-oriented. Teachers see the problem areas right away;	Teachers identify the needs of each individual;

WHAT TYPES OF TASKS CAN BE USED?
Discussions on the topic related to the grammar/vocabulary points
Multiple-choice questions	Matching
Gap sentences	Ordering
Open gap	Categorising

Engage-Study-Activate (ESA) is the one of the most effective teaching methodology. Teachers who use ESA can productively organize their lessons. Through ESA, students are focused and highly motivated to learn.
First coined by Jeremy Harmer in his book “How to teach English”, ESA is a method of structuring your lessons in three elements. The different stages of ESA can be flexible and used to keep students engaged at all times.
The Engage Phase – Warming Up. It is essential to always start a lesson with the engage phase. It is here where students start starting and thinking in English. Before learning new content, students need to prepare for learning English. Games, showing pictures, discussions, listening to music, brainstorming vocabulary and storytelling are some excellent activities to engage and immerse students in the class. It is paramount that all students participate and interact with the class during the engage phase. Teachers should focus on facilitating engagement and making sure that every student has at least spoken once before moving on. Once the engage phase has finished, students should be thoroughly warmed up and eager to begin the next part of the lesson.
The Study Phase – Learning New Things. This phase is mainly the board work of the lesson. It is here where students will learn or review English language topics. Teachers can use textbooks, study materials, videos and drilling exercises to help students learn and use the English language accurately. Other activities include gap fill quizzes, matching exercises and word order arrangement. After students learn the topic of the lesson, the teacher then checks their understanding. As a teacher, you must never ask the question “do you understand?” as students are naturally inclined to answer yes despite not fully understanding. Instead, ask a question about what’s been taught and see how they respond. If the student answers the question about the topic correctly, then they will have understood. In cases where students don’t understand, the teacher will go over the text again and ask more questions.
The Activate Phase – Using English Practically. The final aspect of an ESL lesson is the activate phase, where students use what they have learned in activities such as role-plays, dialogues, debates and surveys. The purpose of the activate phase is to apply the topics learned in the study phase in a realistic situation. By doing this, students will begin to use the English language. As with the engage phase, it is vital that every student participates and speaks during the activities. During this stage, teachers help students with their pronunciation, rhythm and fluency. Teachers must conduct the activate phase at the end of the lesson as the way students perform will be an indicator of how much they understood during the study phase.