TEFL Trainee, Ms. Lu Juanna Tipton has made a special presentation applying the concepts of the 3 P's Process - one of the learnings from the TEFL Course. Blog # 34
- paullambert15
- Jun 5
- 2 min read
Ms. Lu Juanna Tipton is an experienced teacher who holds a Masters Degree from the United States. She has undertaken the SLS TEFL course to acquaint herself with teaching Non Native English Speakers.
This is Lu's first presentation of this type and includes the methodology/process for teaching students who are not native English speakers - particularly for Thais in Thailand. It is a structured, confidence building 3 Ps presentation to on-lookers/students, which is observed and commented on by the SLS TEFL Trainer Mr. Cillian Hayes. TEFL Course No. 5, 2026. See the full lesson on this link:
An explanation of the 3 Ps.
The 3 Ps process (or PPP method) stands for Presentation, Practice, and Production. It is a classic, highly structured lesson framework used to teach English as a foreign language (EFL) or second language (ESL) by moving students from guided learning to independent communication.[1, 2, 3]
1. Presentation (Introduce the concept)
In this initial teacher-led stage, you introduce new vocabulary, grammar structures, or functions.[1, 2]
Goal: Ensure students understand the meaning, form, and pronunciation of the target language.
What you do: Set the context, introduce a short dialogue, write target sentences on the board, and ask concept-checking questions.
Student role: Listening, observing, and answering guided elicitation questions.
Time allocation: ~10-15 minutes (about 20-30% of the lesson). [1, 2, 3, 4]
2. Practice (The controlled phase)
Students practice the new language in a safe, controlled environment to build accuracy and confidence. [1, 2, 3]
Goal: Minimize errors and reinforce the correct grammatical forms or vocabulary.
What you do: Lead mechanical and semi-controlled exercises. This includes fill-in-the-blanks, repetition drills, matching games, and substitution exercises.
Student role: Working individually or in pairs on structured tasks with a focus on doing it correctly.
Time allocation: ~15-20 minutes (about 35-40% of the lesson). [1, 2, 3, 4, 5]
3. Production (The independent phase)
Students use the newly learned language in freer, more communicative, and natural activities. [1, 2]
Goal: Develop fluency and the ability to use the language spontaneously in real-world scenarios.
What you do: Step back and act as a monitor while taking notes on errors. You provide feedback and correct major mistakes only after the activity is complete.
Student role: Role-playing, engaging in open-ended dialogues, conducting surveys, or writing paragraphs.
Time allocation: ~15-20 minutes (about 35-40% of the lesson)
Prepared by Paul Lambert.
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