Syllabus connotes the subjects as well as the topics covered in the course of study. On the other hand, curriculum

The ppp model


I have had a great number of requests from new teachers and teachers with a few years of experience to help them with their lesson planning. In this article we are going to look at the PPP model. There are many ways one can approach preparing a lesson plan and teaching a language, and the PPP is one such model. It is frequently used in TEFL (Teaching English as a Foreign Language) / TESOL (Teaching English to Speakers of Other Languages) certification courses because it is very practical and lends itself well to many concepts that can enhance a student’s learning (such as having a flow to the class or emphasizing the inclusion of progressive activities that successively prepare the student to become a more independent language user).
There are some minor variations of the model, depending on whose version you come across. Different academies and even different trainers within the same academy might emphasize some elements more than others or see them done in slightly different ways. That is fine. We can learn from different perspectives. The view I take is to first understand the model, and then adapt it to your situation. Some ways one could make such modifications will be looked at later in this article, but first it is best to become acquainted with what it is and how it works.
We’ll look at the basic structure and then go through it a second time, looking a little more deeply into its elements, going through each stage step by step. We’ll also cover what many people have difficulties with – either in understanding the model or challenges they have when trying to apply the concepts behind the model. We’ll also look at some examples and throughout the article there will be many suggestions and tips that might be helpful to you.
I know many teachers come from a background where their role is frequently one as a lecturer and some of the concepts will be a little foreign to them. And there are other teachers, perhaps new to the field, or with only a little or limited experience. To all of you I recommend patience. As a teacher trainer myself, I have seen on countless occasions many eager teachers wanting to get a better grasp on the concepts, and for most, it is a struggle that has to be gone through. For many there is no easy and fast way to get to that understanding. It is a process and different elements become clearer as one accumulates hands-on experience applying the concepts in the classroom. It may only take a half dozen or so challenging lesson plans to work through before it begins to make some semblance of sense, or it may take many more. Even for those who get through it relatively quickly, it will take several years before one can feel more fully in control of lesson planning and what it involves. This is good to keep in mind, and to keep in perspective. The goal should be to begin to understand the model better, appreciate its potential, and then play with it to suit your own needs.
And a final word before we begin. Lesson planning is not an exercise in isolation. The theories behind it, the materials and activities that become part of it, the suggestions and the models one can follow, all have to deal with the inevitable: that it is only a plan and whatever shape it takes, it is to be used in the classroom. The classroom is the acid test. It is the reality that the teacher and the students face. It is normal to be surprised, especially when you are trying out new things. You will have good classes and you will have classes or parts of classes that don’t go over well. This is something that all teachers experience. You learn much from the less positive experiences and it helps you better anticipate what could happen when you consider different options in your planning. Generally speaking, it is a good idea to go into class with a plan you feel comfortable with, but be prepared to adapt to the ongoing circumstances if there are unexpected developments. With more experience, which includes those ‘less successful moments’, you get better at anticipating what could happen and have a greater repertoire available to deal with those developments. If you ever have the opportunity to observe a very good teacher in action, you can bet she or he has had many ‘bad’ classes along the way, and has learned how to learn from them.
So then, let’s have a look at one way a person could approach lesson planning, shall we?
You can see a skeleton outline with ten different empty boxes. To the right of that image are ten different titles that are to be placed in those boxes. Without necessarily knowing what those titles might mean, see how many you can place correctly into the boxes. The goal isn’t to get them all correct. The goal is to take a little time to consider what these titles might mean. Consider the order and the relationships they might have with one another.
If you think it’s too difficult or if you want to see you’re on the right track, click on #1 box to see it partially completed. (Then after seeing these hints, you can try to fill in the rest.)
When you are ready to see the answers click on #2 box.