PPP Lesson
planning
Guide
What is a ppp
Lesson plan?
A PPP lesson plan is a type of lesson plan
used in language teaching, especially for
teaching English as a foreign language. PPP
stands for Presentation, Practice,
Production, which are the three main
stages of the lesson.
Stages of a ppp lesson plan
01 02 03
Warm - up Lead - in Presentation
04 05 06
Practice I Practice II Practice 3
07 PRODUCTION
WARM - UP
It is the first activity you do at the beginning
of the class. Its main purpose is to get students
interested, relaxed, and ready to learn. It can be
a short game, a song, a quick question, or any
fun activity that makes students feel
comfortable and motivated. In this stage, the
teacher also does the normal classroom
routines, such as greeting the students, writing
the date, or asking about the weather. The
warm-up can also be used to review
vocabulary or grammar from the previous
lesson, especially if it will be useful for the new
topic.
01
02 Lead - in
It is directly connected to the topic of the
lesson. It helps students start thinking
about the vocabulary, situations, or ideas
they will learn. The teacher usually asks
simple questions, shows pictures, or tells a
short story that introduces the
theme/topic. The lead-in is like a bridge
between the warm-up and the presentation
stage of PPP. In short, the warm-up is for
getting attention and energy, while the
lead-in prepares students for the new
language point. Sometimes teachers join
them together in one activity, but it is
useful to understand the difference.
03. Presentation
It is the part of the lesson where the teacher
introduces the new language item (for example,
grammar or vocabulary). At this stage, the teacher
provides a clear model of the target language,
usually through context, examples, or a short
text/dialogue. The aim is to ensure that students
understand both the form (how the structure is
built), the meaning (what it expresses), and the use
(when it is appropriate to use it). The teacher often
makes use of visual aids, realia, gestures, flashcards,
posters, characters, or the board to clarify meaning.
This stage is essential because it gives students a
correct and reliable model of the new language
before they move on to practicing it.
Drilling
In PPP, drilling usually goes in the Presentation stage,
sometimes overlapping with Practice I. During the Presentation
stage, after the teacher models the new language (words,
phrases, or structures), drilling is used to help students
practice pronunciation, rhythm, and intonation. The teacher
can use techniques like choral drilling (whole class repeats),
individual drilling, echo drilling, or substitution drills. The
purpose of it is to make students familiar and confident with
the spoken form before they begin written practice. It also
reinforces correct pronunciation and helps students internalize
patterns. Sometimes drilling continues into Practice I, especially
if students need more support to produce the language
accurately.
Concept questions
Concept questions are short, simple questions the teacher asks to check if
students understand the meaning and use of the new language. They are
especially useful when teaching grammar, vocabulary, or functional language.
They are usually asked after the teacher presents the target language (after
modeling and sometimes after drilling). Their purpose is to ensure students
don’t just repeat words, but truly understand what they mean and when to
use them. Concept questions are usually yes/no or short answer questions, Ex:
“If I say ‘I can swim,’ can I swim?”. They help the teacher diagnose
misunderstandings early, before moving on to Practice I.
Practice
Stages
(Pactice I –II- III)
The Practice stage is where students begin
using the new language introduced in the
Presentation stage. Its main purpose is to help
learners consolidate understanding and gain
confidence in using the target language.
When planning activities (from Practice I to
Practice III), the practice should move from less
difficult to more difficult tasks, and from more
teacher guidance to less teacher guidance.
Practice I (Controlled
Practice)
It is highly guided by the teacher. Students
focus mainly on accuracy, not fluency. Typical
activities include fill-in-the-blank exercises,
matching tasks, circling the correct word,
colouring, pointing games, true or false or listen
and point/tick. The teacher provides clear
instructions, models answers, and monitors
students closely to ensure correct use of the
language.
Practice ii (Semi-Controlled /
Guided Practice)
It gives students more freedom, while the
teacher still provides support. Activities
allow some personal choice or variation,
while maintaining focus on the target
language. Examples include
sentence/word completion, short
dialogues with cues, or pair work with
prompts. (Depending on the level of the
students). The teacher monitors and
corrects errors gently, encouraging
participation and confidence.
Practice III (Freer /
Communicative Practice)
Students work with less teacher control and
begin using the language more independently.
The focus shifts from accuracy to both
accuracy and fluency, encouraging real
communication. The teacher provides support
through games, charts, or other visual aids, but
does not control every action. Activities can
include pair work or group work, where students
interact and practice the target language
together (It depends on the level of the sts). For
higher levels, info-gap activities are useful,
where students have different pieces of
information and must ask and answer questions
to complete a task.
production
Students use the language freely and creatively,
focusing on fluency and meaningful communication.
The teacher fosters creativity and encourages
students to make the activity relevant to their
lives, connecting it to their experiences or using their
imagination. Students apply the language in various
ways: they can draw and describe pictures, write
simple sentences, complete exercises with their own
information, or create projects. Activities can be
done individually, in pairs, or in groups, depending on
the task and the students’ level.
Examples:
Kindergarten: Show and tell, describing pictures, drawing
objects and saying their names, singing songs or
chants using target vocabulary, simple role-plays.
Tips!
● Objectives: Clearly define what students ● Teaching Techniques and Instructions: Plan how you will
should know, understand, or be able to do explain activities, give instructions clearly, and use gestures,
by the end of the lesson. examples, or demonstrations to support understanding.
● Student Level and Needs: Consider the ● Classroom Management: Think about grouping students,
age, language level, and learning needs of turns, transitions, and safety, especially for active or hands-
your students. Adapt activities, materials, on activities.
and instructions accordingly. ● Engagement and Motivation: Make activities interesting,
● Lesson Structure: Plan the sequence of meaningful, and relevant to students’ lives or experiences.
stages (e.g., warm-up, presentation, Include ways to encourage participation.
practice, production,) and the timing for ● Differentiation: Plan for students with different needs:
each part. extra support, challenges for faster learners, or
● Materials and Resources: Decide what modifications for special requirements.
materials you will use (flashcards, ● Assessment and Feedback: Decide how you will check
worksheets, books, digital resources), how understanding, monitor students’ performance, and give
to use them, and whether you need any feedback during or after activities.
visual aids or technology. ● Flexibility: Be ready to adapt the lesson if something doesn’t
work as planned or students need more support.
● Take into account that in the
Tips!
Presentation stage, the teacher first
presents the spoken form, focusing ● In the first cycle, it is advisable to always use capital block letters (on
on pronunciation, and then copies, activities, posters, flashcards, etc.). The written form is usually
introduces the written form of the introduced from third/fourth grade onwards in public schools. In
institutes or private schools, it may be introduced in second grade, but
new language.
students should not be expected to write the whole word independently.
● At the end of the teacher’s
● Scaffold learning: each stage should prepare students for the next.
presentation, each student should be
● Keep lessons engaging and student-centered with games, visuals,
given a copy showing the written
pair/group interaction.
form together with the
● Activity & Game Design: When designing activities or games, it’s
corresponding picture. Additionally,
important to describe them in detail so they can be carried out
remember to write the title on the
smoothly. Always include the time limit, the rules of the game, how
board or include it on the students’
turns will be taken, the type of grouping (pairs, groups, whole class),
copies. In terms of lesson planning in
the materials needed, and a clear procedure with both teacher
general, it is important to use
instructions and student actions. Writing step-by-step makes the
characters, objects or themes that
activity easy to follow and ensures that any teacher—or even your
students already know and that can
future self—can reproduce it without confusion
easily capture their attention.
En esta clase se presentaba los números del 11 al 20. Y la clase pasada se enseñó del 1 al
10. Primaria 6to grado.
En esta clase se presentaba los números del 1 al 10. El objetivo del lead in que los
estudiantes comiencen a pensar en el tema de la clase. En este caso lo hicimos con un
juego de adivinar. Sigue siendo 6to grado de primaria.
Presentación de los números del 1 al 10. sexto grado.
Practice 1 de los números del 1 al 10. sexto grado. La explicación debe de ser más
detallada.
Practice 2 de los números del 1 al 10. sexto grado. La explicación debe de ser más
detallada. Actividad un poco más difícil pero de igual manera es controlled.
Coursebook (utilizamos de guía).
Closing de los números del 1 al 10. sexto grado.
Lead in- 6to- Family members
Presentation- 6to- Family members
Presentation- 6to- Family members
Practice 1 6to- Family members
Presentation- 6to- Family members
Practice III 6to- Family members
Production 6to- Who is he?
