Ministry of Higher Education and Scientific Research

Teacher-Training College of Bouzareah, Algiers

Department of English

Materials Design & Development

4th year students (PEM)

Planning Lessons under PDP or PPU Frameworks

1-PPU Framework

Presentation - Practice- Use (PPU) Framework is a framework that

describes how a teacher can structure a lesson. It is used in planning the stages of a
lesson. It provides a simple template for teachers to follow illustrating...
The Presentation needs to be short and students can only learn so much new
information. The majority of the time in a PPU lesson needs to be the learners’
working with the language. The focus should be on communication (use).
This is a framework for designing speaking lessons. It is not the only one, but is
effective for helping create lessons that are organized, coherent, and lead to a clear
lesson objective.

The stages of a speaking lesson organized in this way are:

• Presentation - During this phase, Ss understand the context being used, the
form, meaning and use of the vocabulary, function(s), pronunciation point or
grammar, and/or the speaking skills (stating an opinion, pausing while
speaking, interrupting, etc.), which are the focus of the lesson. (Awareness)
• Practice - Ss practice the speaking skills and/or the language component of
the lesson by doing tasks which
➢ are designed to help learners increase their accuracy or correctness
➢ move from learners having no choice of what to say (repetition or
drills) to more, but still limited, choice of the form, meaning, or use of

ENSB, Materials Design & Dvlpmt, 4th year PEM students, Designing lessons under PDP or PPU frameworks . DD. Page 1
 the skill or language they use in the activity. (Accuracy)
• Use - Learners use the language or skill to complete a communicative task
similar to an activity they will or may do outside the classroom. (Fluency)

Stage Rationale Sample activities

• Brainstorming/eliciting vocabulary
Learners need to be •
Presentation

Analyzing/noticing language in a text

exposed to new • Using people and things in the classroom
language and skills in an • Learning a dialogue
authentic way by the • Watch and follow a model
teacher, their peers, or a • Elicitation from students of vocabulary
listening or reading text. they already know

• Gapfill
Learners need time and • Matching
practice to remember the • Cloze
new language or skill • Selecting the correct answer
and to explore the limits • Substitution or transformation drills
of its form, meaning, • Listening/Reading and repeating/saying
Practice

and use. • Finding and correcting errors

• Question and Answer (Q&A)
• Completing a sentence or question starter
• Sorting
• Word prompts
• Information gap

• Guessing
Learners need a chance • Categorizing
to personalize and use • Ranking
the new language or • Comparing/Making Connections
skill, to do something • Interpreting
they are likely to do
Use

• Problem-solving
outside class; fluency
• Ordering
tasks also help learners
• Sharing Personal Information
remember the language
or skill, and give a • Sharing General Information
chance to assess their • Creative project
learning. • Role-play
• Retell
• Structured Discussion

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2. PDP Framework

Pre- during- post framework (PDP) is a great approach to teaching reading

and listening skills lessons. The basic idea is that the teacher tries to help learners to
know a little about what they are going to listen or read before they read or hear it.
The teacher gives them a reason to read or listen to a piece by setting questions or
other reading listening tasks, and then asking them to do something with the
information they get from the reading or listening.
This lesson framework helps teachers plan and deliver effective listening,
video and reading lessons. The framework is based on research and using it helps
ensure students are motivated, engaged and active before, while and after (pre, during
and post listening to, watching or reading a text.

The stages of the framework are:

• Pre : Learners prepare to listen :

- They talk about their knowledge or and experience with the topic of the
listening or reading.
- They understand the meaning of key vocabulary in the text.
- They understand what they will listen or read for in the text before they
begin working with it.
- They can make predictions about what the text/ video will be about.
• During: Learners focus their attention on the listening or reading text and
complete tasks which develop and deepen their understanding of the text
progressively (i.e., from simpler and more general to more complex and more
specific). They can also do tasks that help them develop specific listening and
reading skills.

• Post: Learners extend and integrate the understanding and knowledge they
gained from working with the listening or reading text into other skills areas or
context.

ENSB, Materials Design & Dvlpmt, 4th year PEM students, Designing lessons under PDP or PPU frameworks . DD. Page 3
Stages Rationale Sample activities
In most cases, learners did not choose • Word splash
to listen to, watch or read the text, so • Match vocabulary to
they need to develop an interest and pictures
desire to work with it. • Categorize vocabulary
They need to know key vocabulary under headings
they will hear or see, and they need to • Predict from a headline,
PRE

understand why they are going to title, group of words,

listen to/ watch/read the text. pictures, etc
• Arrange pictures in the
order to be confirmed or
changed after listening to,
reading the text
• Talk about the main topic(s)
Learners do a series of tasks which • Listen /read and draw
help them understand the text and • Answer general information
which may help them develop (gist) questions such as
“What are they talking
DURING

listening and reading skills. The first

task(s) should help learners about?” “Do the speakers
understand the text at a very general, sound happy or upset?”
non-specific level. Then, tasks can • Listen/read and arrange
move learners into a more detailed pictures or events in order
and deeper understanding of the • Listen/read and find the
text. Before they do each task, mistakes
learners need to know what they are • Listen/read and answer
listening, watching or reading for. No detail questions such as
task should ‘test’ Ss’ memory of “What did they say about
details. Learners need to check their _____?”
answers in pairs or small groups • Listen/read and point
before sharing answers with the • Complete a grid
whole class.
After the During tasks, learners need • Discussion questions
a chance to work further with the text, • Role-plays
its topic, its content and/or • Project (ex. Create a ___)
vocabulary, functions or grammar • Make and tell a similar or
used in it, OR to speak and/or write personal story
(also to read and/or listen) further • Discuss a topic, the issue or
based on the text - for example for the information in the text
learners to tell the story of something • Complete and discuss a
POST

that happened to them, to write a noticing task such as “Find

letter of complaint to a restaurant, to all of the verbs in the past
carry out a similar interview, etc. tense” or “Underline the
Learners need an opportunity to parts of the questions that
personalize what they have heard or make them polite.”
read; they need to see how the text • Speculate about what
relates or is applicable to them and happened before or after the
the world outside the classroom. events in the text
• Speculate about the people
in the text

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Recapitulation

Implementing 2nd Generation programmes planning.

1 Initial situation 1- I listen and do ( PDP )

2- I pronounce ( PDP )

2 Installing ressources (LGP) 3- My grammar tools ( PPU )

4- I practise ( PPU )
5- I read and do ( PDP )

3 Situation of integration 6- I learn to integrate ( PPU )

4 Assessment 7- I think and write ( PDP )

8- Now I can

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