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Read about Teaching techniques

Teaching Techniques
In addition to the teaching methodologies themselves, there are also a number of teaching
techniques that you can use to introduce new language to a class.
Presentation, Practice and Production (PPP)
PPP is a relatively simple and logical way of structuring your lessons.  You can combine
it with other teaching techniques to produce a full lesson adjusted to your specific
students’ needs. 
As the name suggests, a PPP lesson has three key stages:
1. Presentation: the teacher presents an item of language in a clear context to get across its
meaning
2. Practice: the lesson moves onto a controlled stage, in which students have to repeat and
practise appropriate items, to ensure that they are using it correctly
3. Production: in the final stage, students carry out activities designed to help them explore
and use the taught language in a much freer way. 
Task Based Learning
Task Based Learning uses tasks as the basic units for planning and teaching. Instead of
being taught predefined language items, students are given problems to solve.  Language
is then provided in response to their needs.
For example, you could give your students a train timetable and ask them to find out the
fastest way from Point A to Point B.  In order to complete the task, they must work with
other students. You, as the teacher, provide individual support with language during the
task plus group feedback at the end. This means that the language the students learn is
determined by what happens during the task.
It is worth noting that, in practice, Task Based Learning is usually applied in a modified
form.  For example, the teacher may provide a model of someone doing the task followed
by tasks that help them develop useful language or strategies.
Text Based Learning
Text Based Learning is based on learning a language through the use of a single text,
usually a book.
However, this doesn’t mean that your students simply read a text.  You need to be
creative: bring the text to life with activities, vocabulary and structures linked to the
topic. It is also important to involve your students in the choice of the text, as they need
to be sufficiently interested in it to keep learning.
Guided Discovery
Guided discovery is a technique in which you, as the teacher, provide examples of a
language item and help the learners to find the rules themselves.  You will usually set
students activities aimed at discovering the rules.
For example, you might ask students certain questions, give prompts or throw out
provocative statements in order to start a discussion.
Test,Teach,Test
In a Test, Teach, Test lesson, you first ask your students to complete a task without any
help.  Whilst the students are carrying out this activity, you monitor the class and identify
your students’ language needs.  You then plan and present language, based on the needs
 you have identified. Finally, the lesson ends with a repeat of the initial activity, which
students should now be able to complete successfully. 

2. Fill in the gaps

Techniqu Advantages  Challenges 

e
PPP Simple and logical way of structuring Lessons are usually structured around
lessons specific areas of language. 
Enables you to use a range of different This leaves less opportunity for students
activities to meet your students’ needs to freely explore vocabulary
Helps students to know what stage There can be a fair amount of teacher-
they have reached in an individual led time in a lesson.
lesson However, this can be overcome by
Helps build students’ confidence, as incorporating a range of interactive-type
learning is in controlled stage activities into your lessons
Task Very interactive / engaging for Lessons need to be prepared and
Based students managed well, to ensure they stay on
Learning S Students gain confidence from trying track
to find new language Students can lose motivation if they
Vocabulary is learnt in a more natural don’t have the language that they need to
way, in response to need carry out the task successfully
Language is not limited to a Learning is unsystematic Students can
predetermined set miss out on important pieces of
vocabulary / language, simply because
they do not arise in the task 
Text Consistent and frequent use of Students can get bored with using the
Based vocabulary same text in every lesson
Learning Real language is being used in a real Vocabulary can be limited and
context – it’s not graded or selected restrictive 

Guided Encourages independence Students can lose motivation if they

Discovery Can increase motivation, as students can’t identify the language points
become confident in their abilities The focus on “discovery” can lead to
Makes learning more memorable students talking in their native language
Can be a good interactive task, if the Lessons need to be well-planned to
discovery is carried out in groups ensure that students are able to learn the
intended points 
Test, Students immediate language needs You need to be very flexible in order to
Teach, are identified and addressed respond to a range of possible needs
Test Students can easily see the progress
that they have made during the lesson, Students can become frustrated and/or
 by comparing the outcomes of the first bored at not completing the initial task
test to the one they complete at the
end of the lesson Students can lose motivation when they
Can be particularly useful for can’t complete the initial task
addressing specific language problems
at intermediate level or above
Can be useful to identify individual
objectives in mixed level classes 

Challenges :

1.You need to be very flexible in order to respond to a range of possible needs

Students can become frustrated and/or bored at not completing the initial task
Students can lose motivation when they can’t complete the initial task

2. Students can get bored with using the same text in every lesson
Vocabulary can be limited and restrictive 

3. Students can lose motivation if they can’t identify the language points
The focus on “discovery” can lead to students talking in their native language
Lessons need to be well-planned to ensure that students are able to learn the
intended points 

● Challenges : around specific areas, lose motivation, overcome, pieces of

vocabulary / language, successfully, unsystematic, teacher-led time

Advantages:

1. Very interactive / engaging for students

Students gain confidence from trying to find new language
Vocabulary is learnt in a more natural way, in response to need
Language is not limited to a predetermined set

2. Encourages independence
Can increase motivation, as students become confident in their abilities
Makes learning more memorable
Can be a good interactive task, if the discovery is carried out in groups

3. Consistent and frequent use of vocabulary

Real language is being used in a real context – it’s not graded or selected
Advantages : controlled stage, comparing, build students’ confidence, mixed
level classes